Subject : English

Day/Date : Tuesday / 20 April 2010

Time : 9.15 am – 10.25 am (70 minutes)
Class : 2 Zuhud
Level : Average/Weak Students
Theme : People and Social Issues
Topic : Peoples’ ability
Focused Skill : Speaking and Listening
Integrated Skills : Reading and Writing

Curriculum Specifications : 1.0 Language for Interpersonal Use

1.1 Make friends and keep friendship by:

b. taking part in conversations and discussions;
Level 1
ii. Asking questions politely to get information.

2.0 Language for informational use

2.2 Process information by:

c. following sequence of ideas;
f. getting meaning of unfamiliar words by using word attack skills.
A. Processing texts listened to by
Level 2
iii. Following sequence of ideas.

2.3 Presenting information to different audience by:

d. reading aloud written materials clearly and fluently
Level 2
xviii. Writing descriptions.

Learning Objectives : By the end of the lesson, students will be able to:
1) Listen to a song and arrange the lyrics in the correct order
2) Find meaning of words/phrases used in the song using contextual clues
3) Complete sentences by using the correct words/phrases found in the song
4) Answer drill related to modal verb “can” or “cannot”
5) Match the appropriate meaning of words related to baseball games
6) Use the modal verb “can” or “cannot” to describe what the characters in the
movie are able to do
7) Ask questions politely to get information from classmates
8) Write 5 sentences about their classmates

Language Content : 1) Sentence patterns to ask questions politely: Can you ~? / Thank you,
2) Grammar: Modal verbs can or cannot
3) Vocabulary: used to / go on / lean on /everlasting / there’s nothing to it / wing /
soar / be on the verge / miracle / achieve / Pitch / Hit / Run / handle / Jump

Teaching Aids / Materials : 1) PowerPoint slides

2) Handouts
3) Movie clip
4) Song clip
5) Strips of papers containing lyrics of song

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Educational Emphases : 1) Thinking Skills: Giving opinions
2) Multiple Intelligence: Interpersonal, Verbal-linguistic, Kinesthetic
3) Moral Values: Asking questions politely, appreciating someone’s ability or
inability

Previous Knowledge : A verb is an action word

Anticipated Problems : (1) Students may take more than the time limit to do a task given. Teacher will be
firm with students so they will work within the time allocated.

(2) Students might use Bahasa Melayu to carry out the activities. Teacher must
always remind students about using English when conducting the activities.

(3) Students may lack proficiency in English to respond to teacher’s questions.

Teacher needs to provide simple questions prompts.

Stage/Time Content Teaching-Learning Activity Rationale Resources

Set Induction  Showing pictures 1. Teacher shows pictures of To get students’  PowerPoint
(5 minutes) of famous sports famous sports celebrities. attention slide
celebrities Teacher asks questions. For
9.15 am – example: To get students
9.20 am (i) Do you know who these to talk
persons are? Can you name
them?
- Nicole Ann David/ Lee
Chong Wei/ Messi

(ii) What can they do? What are

they famous for?
- Nicole: Squash
- Chong Wei: Badminton
- Messi: Football star

(iii) Does anybody in this class

would like to be like them?
- Yes/No

(iv) How are going to make sure

that your dreams come true?
- Have passion in the
game/Train hard/etc

(v) Do you know any human

with special powers /
humans who can fly?
Where? How?
- Yes/No.

2. Teacher relates this activity to

the lesson of the day.

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Introduction  Listening to a 1. Teacher tells students that they To start off the  Song clip
(20 minutes) song are going to listen to a song lesson with a fun  Strips of
 Arranging lyrics in titled “I Believe I Can Fly” by R. and relaxing papers
9.20 am – the correct Kelly. activity containing
9.40 am sequence lyrics of the
 Vocabulary 2. Teacher distributes the strips of song
building papers containing lyrics of the  PowerPoint
- used to song. slides
- go on  Handouts
- lean on 3. Teacher tells students that they To have a fun
- everlasting need to listen carefully to the listening activity
- there’s nothing song and arrange the strips of
to it papers in the correct sequence
- wing of the song’s lyrics
- soar
- be on the verge 4. Teacher plays the song twice.
- miracle Teacher shows the correct
- achieve sequence of the lyrics from a
 Grammar: Word Document.
introducing Modal
Verbs – can, 5. Teacher distributes the
cannot to show handouts. Teacher asks
ability questions. For example:
(i) How did you feel while you
were listening to the song?
- Sad/happy/motivated/etc
(ii) Why were you feeling
sad/happy/etc.?
- I don’t like the song/ etc.

6. Teacher asks students to write

down their feelings with a reason
in the handouts.

7. Teacher asks students to find

the meaning of words/phrases
that are used in the song.

8. Teacher divides students into To save time

groups where different groups finding meaning
will find different meanings of the of words
song.
Row 1 - used to
Row 2 - go on
Row 3 - lean on
Row 4 - everlasting
Row 5 - there’s nothing to it
Row 6 - wing
Row 7 - soar
Row 8 - be on the verge
Row 9 - miracle
Row 10 - achieve

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 9. Students, in pairs, complete the To test students’
sentences in the handouts with understanding of
the words/phrases learnt the
previously. words/phrases

10. Teacher discusses the following

question with the whole class:
(i) The singer is a person, so he
can’t really fly. What do you
think he means when he
says he can fly?
- If he works hard, he can
achieve his dreams

11. Teacher brings students’ To use the

attention to the modal verb “can” didactic
by asking students to underline approach to
the phrase can + verb that can introduce the
be found in the song. modal verbs

12. Teacher discusses and explains

the rules for model verbs “can”
and “cannot”.

13. Teacher applies the rules in

drills.

Development  Watching a movie 1. Teacher shows a “Twilight” To get students  Movie clip
(40 minutes)  Reinforcing the movie poster. Teacher asks attention by  PowerPoint
usage of modal questions: using a movie slides
9.40 am – verbs can and (i) What is the name of the which is  Handouts
10.20 am cannot movie? What is the movie attractive to
 Vocabulary about? teenagers
building: - Twilight
- Pitch - Vampires/love story
- Hit (ii) What do you know about
- Run vampires?
- Handle - Drink human blood/etc.
- Jump (iii) What can they do?
 Playing human - Run fast/etc.
bingo (iv) What's good and bad about
being a vampire?
- Good:
- Bad:

2. Teacher tells students that they

are going to watch a movie clip
from “Twilight”.

3. Teacher introduces some words

related to the movie with the aid
of pictures.

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4. Students match the appropriate To introduce
sentence to the words some
introduced. For example: vocabulary
(i) Pitch – the ball precisely related to
(ii) Hit – the ball hard baseball game
(iii) Run – extremely fast
(iv) Handle – the bat with agility
(v) Jump - high
(vi) Smell – different perfumes
easily

5. Students observe the movie To practice the

segment. While watching, modal verb CAN
students need to write down for ability.
sentences saying what the
vampires can do that we,
humans, cannot. Students may
use the matching exercise items
and others.

6. Teacher discusses the activity

with the whole class.

7. Teacher tells students that they

are going to play “Human Bingo”
to find out what their classmates
can do.

8. Teacher explains how the game

is played.

9. Students walk around the

classroom and ask their
classmates questions as
indicated by the prompts. If a
student answers yes, the student
asking the question writes that
student’s name after the prompt.
If the student answers no, the
questioner continues asking until
he/she finds someone who
answers yes.
For example,
A: Can you sing an English
song?
B: Yes, I can. (A will write B’s
name in the grid)
If the answer is: No, I cannot.
(A will find another student to
complete the task.)
A: Thank you.

10. Teacher explains that the first

student who gets five names in a
row wins.
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 11. From the interview in the Human
Bingo, students write four
sentences about their
classmates.

12. Teacher selects students at

random to read the sentences
aloud to the whole class.

Closure  Inculcating the 1. Teacher shows a picture of  Song clip

(5 minutes) importance of successful students. Teacher
appreciating asks questions:
10.20 am – someone’s ability (i) Why do think they are happy?
10.25 am and inability - Successful in examination
(ii) Do you think you can be like
them? How?
- Yes / study hard

2. Teacher sums up the lesson and

ask students to sing along the
song by R. Kelly titled “I believe I
Can Fly”.

Reflection:
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