1.

0 LESSON PLAN
Year

: Year Three

Time

: 7.45 8.45

No. of pupils

: 16 pupils

Theme

: World of knowledge

Focus

: Listening & speaking

Topic

: Parts of the body

Skills

: 1.3.3 , 1.45, 1.33

Learning Outcomes :
1. Identify the body parts
2. Grammar use ( This is , These are )
Objectives: By the end of the lesson, pupils are able to :
1. name and identify parts of the body at least 8 out of 13 pictures correctly.
2. read the sentences aloud with correct pronunciation and intonation.
3. use the correct grammar sentences correctly.
Previous Knowledge : Pupils already know upper part of the body in the lesson
learnt previously.
Teaching aids

: Microsoft PowerPoint, textbook, realia ( pupils ) and

worksheet
Resources
Value

: Textbook
: Love our body

Pedagogical Activities
Content
Set Induction
( 10 minutes )

Teacher Activities
1. Teacher
call
a
volunteer to come in
front. Teacher asks
simple
questions
regarding upper part
of the body learnt
previously.
2. Teacher
introduces
the
topic
by
displaying song of

Students activities
1. Students
the body
learnt.

Remark

recall Resources :
parts
- The
body
parts song
head and
shoulders
.
2. Students listen to
the song.
Multiple
intelligences
3. Students
sing :visual spatial,

parts of the body.

3. Sing along with the
pupils while doing
the gestures.
Presentation
( 30 minutes )

1. Teacher displays the

Microsoft PowerPoint.
2. Explain the middle
and lower parts of
the body using the
pictures in the power
point. Teacher asks
simple questions to
the students.
3. Teacher
asks
the
pupils to name and
identify the body
parts shown.
4. Teacher guides the
pupils how to read
the
sentences.
Teacher
provides
help for the weaker.
5. Teacher
emphasis
the use of this is and
these are in the
sentences.
6. Teacher drills whole
parts of the body.

Practice
( 15 minutes )

1. Teacher displays the

game Name the
body parts .
2. Teacher picks the
students and asks
the students to come
in front.
3. Teacher
asks
the
students to choose
the correct answers
by clicking the words
shown.
4. Teacher
provides
help and guidance

along with the bodily

teacher and do kinestathic
the gestures.
1. Students
carefully.

look Resources :
- Powerpoint
presentatio
2. Students
listen
n
and
answers
simple questions.

3. Pupils name and

identify the body
parts shown at
the power point.
4. Pupils read aloud
the
sentences
with
guidance
from the teacher.
5. Student use the
sentences
structures used.
6. Call
pupils
randomly and ask
the
pupils
to
guess the body
parts.
1. Students
attention.

2. Students
the
answers.

pay Resources :
- Games
Multiple
intelligences:
- classifying
choose
- bodily
correct
kinestathic

for the weaker pupils

to do the activity.
Closure
( 5 minutes )

1. Pupils play Simon

Says

as
reinforcement. Pupils
do the activity along
with the video
Simon Says .
2. Teacher conclude the
lesson
and
distributes
the
worksheet
as
homework.

1. Students play the

Simon says
games along with
the video.

2.0 THE LESSON PLAN

Year

: Year Three

Time

: 7.45 8.45

Theme
Topic

: World of knowledge
: Saving our environment

Skills

: 1.5.6, 2.5.2, 3.9.3, 4.3.4

Learning Outcomes :
3. Talk about our environment
4. List out ways how to save the environment.
Objectives: By the end of the lesson, pupils are able to :
4. discuss and list out ways to save the environment at least 6 out of 10
solutions.
5. give ideas and opinion ways to save the environment.
Previous Knowledge : Pupils already know issues on environment.
Teaching aids
Resources
Value

: textbook, articles and worksheet, video slideshow.

: textbook
: Love our environment

Pedagogical Activities

Content

Teacher Activities

Students activities

Remarks

Set
Induction
(
10
minutes )

1. Teacher writes the

topic discussion on
board.
2. Teacher
discusses
what
the
topic
means to pupils.
3. Teacher
shows
a
video
slideshow
related to the topic
to pupils.
4. Teacher
elicits
responses
from
pupils.

1. Students pay
attention.
2. Students listen
and discuss the
topic with
teacher.
3. Students give
responses.

Resources :
- Video taken
from the
youtube

Presentatio
n
(
30
minutes )

1. Teacher gives a short

lecture regarding to
the topic.
2. Teacher holds a five
minutes
questions
and answers session
for clarification.
3. Teacher divides the
group into smaller
sub-groups of 2 or 3.
4. Teacher
distributes
the buzz group tool
and asks the groups
to nominate a lead
person to record.
5. Teacher asks the
lead
member
to
examine
the
questions/task
and
agree
that
they
understand it.
6. Teacher gives the
group instruction on
how feedback is to
be given and taken.
7. Teacher indicates the
time.
8. Teacher monitors the
group performances

1. Students listen
carefully
and
ask
simple
questions
pertaining
the
topic.

Multiple
Intelligences :
Visual-spatial,
verbal-linguistic,
interpersonal,

2. Students
divided
groups.

intrapersonal,
are
into naturalistic

3. Students listen Moral values :

to what they
Gratitude, coneed to do.
operation,
4. The leader of
the
group
understands for
what they have
to do in group.
5. Students in the
group listen to
the instruction.
6. Students
start
the
discussion
and been guided

Practice
(
15
minutes )

and listens for points

of
difficulty/ambiguity
or any other fog
factors that prevent
discussion.
9. Teacher observes the
involvement of each
pupil in groups.

with
teacher.

1. Teacher asks the first

person in the first
group for the first
response. Record it
on the board. Then,
teacher asks the first
person in the second
group for their first
response
and
records it on the
board.
2. Teacher
continues
with all the first
members of each
group. When finished
with all the first
members,
commence with the
second person in the
first
group
and
proceed as per the
first
round
of
responses.
3. When
similar
responses are given,
teacher places a tick
mark at the already
recorded response.
4. After having been
clarification, teacher
opens the discussion
to the remainder of
the
group
and
encourages them to
ask
questions
of
their colleagues.

1. Students
out
responses
opinion.

the

give Multiple
their intelligences:
and :
Verbal-linguistic,
visual-spatial,
bodily-kinesthetic
CCTS :
Classifying,
predicting, give
ideas

2. Students
feedback.

give

3. Students fill in
the answers in

5. Teacher
listens
carefully
for
any
incorrect
interpretations,
misunderstood
connections and so
forth.
6. Teacher asks the
pupils to fill in the
answers given in the
handouts.

Closure
(
5
minutes )

1. Teacher wraps
issues together
arriving
at
conclusion
summarizes
topic.
2. Teacher plays
song Hijau
Zainal Abidin

the
by
a
or
the
the
by

the
given
worksheet.

1. Students
give Resources :
ideas and input
- Youtube
with the lesson.
Hijau by
Zainal
2. Students
sing
Abidin
along the song.

3.0 LESSON PLAN

Class

: Year 3

Time

: 7.45-8.45 a.m

Theme

: World of Knowledge

Topic

: Splashes of colours; Helping Hands

Focus

: Writing

Integrated Skills
Learning outcomes

: Listening, Speaking and Reading.

:

1. Name and identify things

2. Read aloud sentences in text observing correct stress and intonation
3. Construct simple sentences and compound sentences.
Objectives

: By the end of the lesson, pupils will be able to:

i) Identify and state the names of colours at least 6 out of 10 colours correctly.
ii) Spell the names of the colours correctly at least 6 out of 10 colours correctly.
iii) Understand precisely of adjectives and identify the correct answers by fill in the
blanks at least 5 out of 7 sentences correctly.
vi) create simple form using correct tenses at least 4 sentences out of 7 sentences
given.
Previous Knowledge

: Pupils already know the colours of rainbow.

Language Input

: Simple WH - questions

Teaching Aids

: Colourful balloons, Graphic organizer, picture,

worksheet, flashcards, text book

Moral Values
Kindness
Educational Emphasis /

: Being grateful, thankful, Unconditional Love,

Thinking Skills

: Active Listening, Arranging, Classifying, Cooperative,

Interaction, Questioning, interpersonal,

intrapersonal.
Multiple Intelligences

: Bodily-kinesthetic, visual-spatial, interpersonal,

intrapersonal, naturalistic, verbal-linguistic

Content
Set Induction
( 10 minutes )

Teacher activities
1. Teacher gives

Students activities

Remarks

1. Students get the Resources:

several balloons with

balloon with

Balloons with

different colours to

different

different colours.

pupils.
2. Teacher asks pupils
to move and find
their friends with the
same colours of
balloons.
3. Teacher asks pupils
to spell and write
their colours on the
black board. If the
spelling of the words
is wrong, the other
groups can correct
them.
4. Teacher introduces
the topic and writes
on the blackboard.
SPLASHES OF
COLOURS

colours.
2. Students move
to find their
friends that
have the balloon
with the same
colours.
3. Students spell
and write out
the colours they
get.

(Red, purple,
green, pink, blue,
brown)
Multiple
Intelligences:
Verbal-linguistic,
visual-spatial,
bodily-kinesthetic

Presentation

( 30 minutes )

1. Teacher shows a

1. Students look

Resources:

video clip of A poem

carefully

Text book

about colours.

the videos shown.

2. Teacher talks about

62, Activity B ,C,

the poem with pupils.

2. Students discuss

3. Teacher explains

about

on how to create a
simple poem using an
adjective.
4. Teacher refreshes
the pupils about
adjectives.
5. In small groups,
pupils identify the
adjectives
6. Teacher discusses
the answers with

(Activity A page

the poem they see.

Students
listen on how to
create the
simple poem using
the
adjectives.

3. Students discuss

D, page63)
Multiple
Intelligences
Visual-spatial,
verbal-linguistic,
interpersonal,
intrapersonal,
naturalistic

about
The adjectives.
Students

pupils.

ask simple
questions.

7. Teacher checks on

4. In group, students

pupils pronunciation

identify the
adjectives.

Moral Value:
Gratitude

5. Pupils read the

sample of
poem given by the
Practice
( 15 minutes )

1. Pupils write at
least 10 names of the
colours they have
learned, teacher
gives the names of
the colours with a few
missing letters. Let

teacher.
1. Students write
out the missing
letters.
2. For the

Resources
Worksheet, Text
book (Activity E
page 63)

advances
students, they
are creating

CCTS:
Look for patterns

pupils fill in the

simple poem

Moral Value:

missing letters.

using the

Co-operation,

2. For advance and

adjectives

diligence

intermediate pupils,
teacher encourages

learnt.
3. For the weaker
students, they

pupils to write out

are completing

simple poem based

on the colours they

the blank filling.

4. The advances

have learnt. Teacher

students, read

seek assistances.

Multiple
Intelligence:
Bodilykinesthetic,
interpersonal

out the poem

4. For low pupils,

that they are

teacher asks pupils to

creating.

fill in the blanks in

the sentences given.
5. Teacher picks
volunteer to read the
poem they have
create.
Closure
( 5 minutes )

1. Teacher plays the

1. Students sing along

Resources:

song of colors and

the

Worksheet

asks the pupils to

songs.

sing along.

2. Students complete

Multiple

2. Teacher ask pupils

the

Intelligence:

to complete puzzle in

puzzle activity.

activity D

3. Students do the

3. Teacher discusses

exercises

the answer.
(Appendix 6)
3. Teacher asks pupils
to do homework in

in the textbook.

Verbal-linguistic,
Visual-spatial
CCTS:
Predicting

the textbook.
Exercise A, C and F
4. Teacher will
discuss the answers
on the next lesson
5. Teacher praises the
pupils.

4.0 LESSON PLAN

Lesson Focus : Reading
Year

: Year three

Time

: 7.45 8.45

No. of pupils

: 16 pupils

Level of students: Mix abilities

Theme
Topic

: World of story
: Chad the milkman

Content Standard

2.1

By the end of the Year 6 primary schooling, pupils will be able to apply

knowledge of sounds of letters to recognize

words in linear and non linear texts.
2.2

By the end of the Year 6 primary schooling, pupils will be able to, listen

and respond appropriately in formal and

informal situations for variety

purposes.
Learning Standard :
2.1.2 able to recognize and articulate initial, medial and final sounds in single
words within given context ch.
2.3.1 able to read simple texts with guidance :
a. fiction
Behavioural Objectives

: By the end of the lesson, pupils are able to :

1. read and indentify the words with ch sounds initial, medial and final at
least 4 out of 7 words correctly.
2. read the sentences in correct stress, intonation and pronounciation.
3. sequence the sentences in order at least 4 out of 7 sentences.
4. complete the blank filling with the correct sentences at least 4 out of 7
sentences.
Previous Knowledge :
1. Pupils have familiar with some words learnt previously.
Teaching aids

: Computer, The internet, Power Point, Youtube nursery

rhymes, sentences strips.

Skills integrated
Values

: Multiple intelligence and co-operation

: Appreciate and humbl

Pedagogical Activities

Stage/Durati
on

Content/sk
ills

Set
Induction
(
minutes )

Whole-class
activities
3

Teacher activities

Student activities

1. Teacher asks the

pupils to look at

1. Pupils look at the Youtube :

screen.
The

the screen.
2. Teacher
the

shows

youtube

the

Teaching
aids

of

milkman

2. Pupils listen and

look

at

the

youtube shown.

Milkman
Nursery
Rhymes

nursery rhymes.
3. Teacher

asks

what

they

can

see

with

the

3. Pupils

answer

the questions.

video.
4. Teacher
the
Stage 1
Presentation
( 15
minutes )

Wholeclass
activiti
es

relates

video

the topic
1. Teacher

with

the words they

read the Power

point
words with the

learnt yesterday.

sound ch .

2. Teacher

recalls

1. Pupils

shows

2. Pupils listen and

the power point

look at the power

the story of Chad

point of the story

the Milkman.

of

Chad

the

Milkman.
3. Teacher

reads

aloud the story.

4. Teacher
the

divides

pupils

into

group and asks

3. Pupils read after

the teacher.
4. Pupils form into
groups and read
the

storyline

them to read the

aloud

storyline.

correct

with

pronounciation
Stage 2
Practices

1. Teacher displays
Wholeclass
activities

the power point

again.

again.

2. Teacher asks the

( 10 minutes
)

and manner.
1. Pupils look out at Power
point
the power point

pupils to identify

2. Pupils

identify

the words.

the ch sound
words

in

the

story.

3. The

3. Teacher calls the

comes

front

and say out the

activities.

words.

4. Teacher asks the

pupils
Wholeclass
activities

in

pupils to do the

4. The

( 15 minutes
)

volunteer

to

write

volunteer
out

the

write

words on board.

out the words on

e.g churn, Chad

board.
1. Pupils look at the
1. Teacher
the
storyline

shows

blank storyline.

blank

2. Pupils listen and

on

understand

the

instructions.

board.
2. Teacher explains

Pupils read and

to the pupils that

complete

the pupils need

blank filling with

to

the

read

the

sentences and fill

given.

the

sentences

Power
point

in the blank with

the

correct

pictures.

3. Pupils

read out

again

the

text

that have been

done previously.

3. Teacher
pupils

calls
randomly

to read out the

text..
4. Teacher
pupils

and
discuss

about the blank

Stage 3
Production

Individual
activiti
es

filling activities.
1. Teacher jumbles
out the pictures
and

( 10 minutes
)

look Picture
card
and
sentences
strips

sentences

on the board.

2. Pupils

2. Teacher explains
to

1. Pupils
carefully.

the

pupils

listen

carefully

the

instructions.

what they have

to do.

3. Pupils

3. Teacher calls out

the

pupils

sequences

to
the

pictures in order.
4. Teacher asks the
pupils to pick the
correct
( 10 minutes
)

sentences strips
Individual
activiti
es

according to the
picture pasted.

the

sequence

pictures

order

in

according

to the story.
4. Pupils

pick

correct
sentences strips
and

paste

into

correct pictures.
The
handout

1. Pupils
1. Teacher

get

the

handouts.

distributes

the

handouts.

2. Pupils

2. Teacher explains
the activities.
3. In
story,

the

to

teacher

explanation.
the

sequencing

listen

the

3. Pupils

do

the

activities.

pupils

have

to

sequence

the

sentences

in

4. Pupils check the

correct answers.

order.
4. Teacher discuses
the

correct

answers.
Closure
( 2 minutes )

Whole

class
activiti
es

1. Teacher

plays

the

nursery

rhymes again.
2. Teacher
along

sings
with

the

pupils.
3. Teacher
concludes
lesson.

the

1. Pupils listen to Youtube :

the song.
The
Milkman
2. Pupils sing along
Nursery
with the teacher. Rhymes

5.0 LESSON PLAN

Year

: Year Three

Time

: 7.45 8.45

No. of pupils

: 16 pupils

Theme

: World of knowledge

Focus

: Grammar

Topic

: A rides in the safari

Skills

: 5.1.5.(a), (c), (e), (f)

Learning Outcomes :
1. Identify 8 types of preposition
2. Use prepositions correctly in the sentences.
Objectives: By the end of the lesson, pupils are able to :
1. demonstrate the correct use of prepositions by placing their monkey cards
according to the appropriate positions, getting at least 5 correct out of 8.
2. Write down the 8 types of prepositions learnt in a mind map.

3. Match the correct sentences on prepositions to the correct pictures, at least 5

out of 8
Previous Knowledge : Pupils already know some words regarding prepositions in
the lesson learnt previously.
Teaching aids

: Microsoft PowerPoint slideshow, laptop, speaker, video

clip, green box, monkey flashcards, 11 box of flashcards for pupils, 11 monkey
flashcards, worksheet, clock
Resources

: Textbook

Value

: Helping each other, always be careful.

Ccts : Mind mapping

Pedagogical Activities :
Content
Set Induction
( 10 minutes )

Teacher Activities

Students activities

1. Teacher shows video 1. Pupils watch a video clip on

clip on Five Little
Five Little Monkeys.
Monkeys .
2. Sing along with the 2. Pupils are asked to state
pupils while doing
what animal they can see
the gestures.
in the video.
3. Teacher
introduces
the topic.
3. Students listen to
the song.
Students sing along
with
the teacher and do
the
gestures.

Remark
Resources :
- Video clip
Multiple
intelligences
Bodilykinesthetic,
interpersonal

Presentation
( 25 minutes )

Practice
Individual
work
( 5 minutes )

1. Teacher shows a
PowerPoint slideshow on
the selected
prepositions pupils will
learn for the day.
Teacher pronounces and
drilling the prepositions
and pupils follow.
2. Teacher shows pupils a
box and asks pupils to
guess what is in it.
3. Teacher gives each
pupils monkey
flashcards and a box of
flashcard.
4. Teacher explains that
pupils are going to learn
eight new words.
5. Teacher uses the
monkey and the box to
teach pupils the
selected prepositions.
6. Teacher tests pupils
understanding and
memory.

1. Students listen and Resources :

keep
attention. 1. PowerPoints
Students follow the
slideshow:
teacher.
Prepositions
2. Green box
3. Monkey f.card
(teachers)
4. Box flashcards
2. Students
pay
for pupils (11)
attention. Students 5. Monkey
try to guess what is
f.cards for
in the box.
pupils (11)
3. Students are each
given a monkey
flashcard and a box
flashcard.

1. Teacher distributes
each student with the
template.
2. Each student has to
complete the mind map
in 5 minutes based on
the prepositions they
learnt.

1. Students produce a
mind-map of the
prepositions they
have learnt based
on the template
given :
2. Students are given 5
minutes to complete

4. Students follow the

teachers actions.

5. Students give
feedback and
responses to the
teachers questions.

Resources :
- Games
Multiple
intelligences:
- classifying
- bodily
kinestathic

Group works
( 15 minutes )

1. Teacher divides the

students in group.
2. Teacher gives
explanation with the
task students need to
do.

the mind map.

3. Students must
complete a set of
worksheets. They
may take their own
time in doing so.
1. Pupils are asked to work
in groups.

Resources :
Task sheet 3
Moral Values:
Helping each other

2. Each group is given a set

of pictures.
3. They will be shown a
sequence of sentences.
4. Based on the sentences,
students arrange the
appropriate picture on the
paper provided.
5. Students displaying
their work.

Closure
( 5 minutes )

3. Teacher remark
students work.
1. Teacher asks random questions
to see if pupils remember what
they have learned.
2. Teacher concludes the
lesson.

1. Pupils give feedback

Moral values :
what they have Always
be
learned for
careful
the day.
2. Pupils watch the
video clip
again.

6.0 LESSON PLAN

Year

: Year Three

Time

: 7.45 8.45

No. of pupils

: 16 pupils

Theme

: World of knowledge

Focus

: Reading

Topic

: Occupation

Skills

Learning Outcomes :
1. Name and identify the occupations.
2. State and match each occupation with their own duties.
Objectives: By the end of the lesson, pupils are able to :
1. label the name of the occupations at least 6 out of 10 occupations.
4. match the occupations with their duties at least 5 out of 8 sentences given.
5. read the sentences in correct pronunciation and intonation and able to
highlight the keywords.
Previous Knowledge : Pupils already know some words regarding occupations in
the lesson learnt previously.
Teaching aids

: Microsoft PowerPoint slideshow, laptop, speaker, video

clip, pictures, task sheet.

Resources
Value

: Textbook
: grateful, co-operation, obey the law, motivate

Ccts : relating, classifying, generate ideas

Pedagogical activities :
Content

Teacher Activities

Students activities

Remark

Set Induction
( 10 minutes )

1. Teacher
shows 1. Pupils pay attention
pictures of people
to the slides shown.
and their occupations 2. Pupils name the
occupations they
in slides.
2. Teacher asks pupils
know and explain
several questions.
their duties for
3. Teacher
asks
the
example the
pupils to do some role
policeman catch
play and asks the
thieves.
students to guess the 3. Pupils guess the
occupations.
occupation.
4. Teacher reminds and
pupils do not do
things that against
the law.
5. Teacher
introduces
pupils the topic for
today.

Resources :
Slide Show
LCD
Laptop
Multiple
intelligences :
Visual spatial
CTS:
Generate
ideas

Presentation
( 20 minutes )

Group
activities
(15 minutes )

1. Teacher divides the

pupils into group.
2. Teacher asks questions
to the pupils after
watching the video
clip
to
test
their
understanding.
3. Teacher asks randomly
to pupils about their
ambitions.
4. Teacher
drills
the
students
with
the
vocabulary and stress
to the meaning.
5. Teacher shows some
pictures
and
sentences
card
to
show their occupations
and their duties.
6. Teacher display the
reading
passage
containing
the
occupation inside the
text and do the shared
reading.
7. Teacher
picks
the
pupils randomly to
read the text.
8. Teacher explains the
text.
9. Teacher asks simple
questions.
1. Teacher
shows
the
riddle on the screen.
2. Teacher explain to the
pupils on how to do
the activities.
3. Teacher
compliment
the group for their
involvement in the

1. Pupils get into their

group.
2. Pupils
listen and
keep
attention.
Pupils listening and
watching the video
clip
about
the
occupation.
3. Pupils give feedback
with the questions.
4. Pupils answer the
questions
spontaneously.
5. Pupils repeat after
the teacher.
6. Pupils read the
reading

Resources :
Slide show
Game
LCD
Laptop
CTS:
Generate
ideas
Relating
Multiple
intelligences :
Visualspatial

passage guiding by Moral Values:

Cooperation
teacher.
Never give
7. Pupils
read
by
up
stressing
correct intonation
and
pronunciation.
8. Pupils answers the
questions.
the

1. Pupils read the clue

and discuss in their
group the answers.
2. The representatives
from each group will
be given a chance
to solve the riddle.
3. If the riddle cannot
be completed, the
chances
will
be
given
to
other
groups.

class activity.

Practice
Individual
work
( 15 minutes )

Closure

1. Teacher distributes the

worksheet
to
the
pupils.
2. In
the
worksheet,
teacher
asks
the
pupils to write out the
occupation and their
duties.
3. Teacher provides help
with the weaker and
discusses the answers.

3. Teacher asks random

1. Pupils do the
exercises.
2. Pupils discuss and
check answers.

Resources :
worksheets
CTS:
Generate
ideas
Relating
Moral Values :
Honesty

1. Pupils give feedback

Moral values :

( 5 minutes )

questions to see if pupils

remember what they have
learned.
4. Teacher concludes the
lesson.

what they have Grateful

learned for
the day.

7.0 LESSON PLAN

Year

: Year Three

Time

: 10.35 11.35

No. of pupils

: 16 pupils

Theme

: World of knowledge

Focus

: Listening & Speaking

Topic
Skills

: Being healthy
:

Learning Outcomes :
1. Sing the song with correct pronunciation and rhythm.

2. List out the example of healthy food and junk food.

3. Categories the food into category.
Objectives: By the end of the lesson, pupils are able to :
1. sing the song correctly with correct stress, intonation and rhythm.
2. list out examples of healthy food and junk food correctly at least 6 out of 10
words.
3. categories the food into the category correctly at least 6 out of 10 words.
Previous Knowledge : Pupils aware with some words regarding food in the lesson
learnt previously.
Teaching aids

: laptop, speaker, video clip, pictures, worksheet, wordcard,

bottle, rope
Resources
Value

: Textbook
: co-operation, health conscious, love ourselves.

Ccts : relating, classifying, generate ideas,categorizing

Pedagogical activities :
Content
Set Induction
( 10 minutes )

Teacher Activities

Students activities

1. Teacher asks the 1. Pupils sit in circle

students to sit in
and listen to the
circle.
instruction.
2. Teacher explains the 2. Pupils answer the
activity and asks the
questions using the
pupils to use the
correct sentences
sentences
pattern.
patterns.
E.g
What
is
your
favourite food ?
My favourite food is

3. Teacher spins the

bottle.
4.
When
it
stops
spinning, the pupils
it is pointing to has
to
answer
the

Remark
Resources :
bottle
Multiple
intelligences :
Visual spatial
CTS:
Generate ideas

questions.
5. If the answer is
correct, then that
pupils can spin the
bottle.
6. Teacher relates the
activities with the
topic.

Presentation
( 20 minutes )

Individual
activities
(
20
minutes )

1. Teacher asks simple

questions example
what
is
your
favourite food and
what do you eat for
breakfast, lunch and
dinner.
2. Teacher drills the
pupils by display the
picture
card
and
word card relate to
the food.
3. Teacher gets the
pupils to talk about
the food they would
like
to
eat
for
breakfast, lunch and
dinner.
4. Teacher introduces
the concept of a
balanced diet and
relate the effects of
too much fat in the
diet with obesity.
5. Teacher explains to
the
pupils
which
food they should eat
more and less.

1. Teacher shows

the

1. Pupils try to give Resources :

feedback.
Video clip
2. Pupils read aloud
Game
after the teacher.
LCD
3. Pupils
talk
and
Laptop
discuss the topic by
guidances from the
Picture card
teacher.
Rope
4. Pupils listen and pay
attention.
CTS:
Generate
ideas
Relating
Categorizing
Multiple
intelligences :
Visualspatial
Bodlykinestathic
1. Pupils
involve
with
the
discussion
and
generate ideas.
2. The
volunteer
hold a rope at the
same height.
3. Pupils jump over
the rope, pick up

Moral Values:
Health
concious
Love
ourselves

2.

3.

4.

5.

6.
7.

8.

video clip in the

YouTube
about
someone
having
obesity.
Teacher
discusses
and talks about the
video clip they seen.
Teacher explains the
games the pupils will
do individually.
Teacher introduces
the
rope
jump
games. In this game,
pupils need to pick
up correct picture
card and put in the
correct box.
Teacher asks two
pupils to hold the
rope at a height that
the pupils should be
able to jump over.
On the other side of
the rope teacher
spread out some
picture card and a
box.
Teacher call out the
name of the food.
For the other round,
teacher asks the two
volunteer to hold the
rope down low so
that the pupils have
to crawl or roll
under.
Teacher checks the
answers.

the picture card

and put in the
correct box. For
example,
pizza
eat less, tomato
eat more.
4. Pupils
continue
the activities until
all the picture
cards have been
in the correct
box.

Practice
Pair work
( 5 minutes )

Closure
( 5 minutes )

1. Teacher distributes the

worksheet
to
the
pupils. Teacher asks
the pupils to do in
pair.
2. In
the
worksheet,
teacher
asks
the
pupils to categorize all
the food into their
category.
3. Teacher allows time
for the pupils to do the
activities. The pair
that finishes the work
fast will be the winner.
4. Teacher checks the
answers.

5. Teacher asks random

questions to see if pupils
remember what they have
learned.
6. Teacher concludes the
lesson.

8.0 LESSON PLAN

Year

: Year Three

Time

: 11.35 12.35

No. of pupils

: 16 pupils

Theme

: World of stories

Focus

: Language Arts

Topic

: The Little Red Riding Hood

Skills

: 2.2.1, 2.3.1

Learning Outcomes :
1. Rearrange the story line in order.

1. Pupils do in pair.
3. Pupils discuss and
check answers.

Resources :
worksheets
CTS:
categorise
Relating
Moral Values :
Co-operation

1. Pupils give feedback Moral values :

what they have Grateful
learned for
the day.

2. Take part in the role play.

3. Produce mini book project.
Objectives: By the end of the lesson, pupils are able to :
1. arrange the sentences correctly in order based on the story The Little Red
Riding Hood.
4. role play the story with correct stress, intonation and pronounciation.
5. Produce own mini book project based on the story with pupils creativity.
Previous Knowledge : Pupils have heard and read the story previously.
Teaching aids
Resources

Value

: Picture cards, worksheets, word cards., You Tube, ball

: Internet and storybook

: love for others, sense of belonging

Ccts : Classify, Order, Creative: Generate ideas

Pedagogical activities :
Content
Set Induction
( 5 minutes )

Presentation
( 15 minutes )

Teacher Activities
1. Teacher shows finger
puppets.
2. Teacher asks whether
they have seen the
character from the
finger puppet.
3. Teacher
introduces
the story.
1. Teacher shows a

Students activities
1. Pupils pay attention
2. Pupils gives feedback

1. Pupils are watch

the video and

story entitled The

identify the

Little Red Riding

characters that

questions to the
pupils.
3. Teacher pastes the
picture of the

Resources :
Finger puppet.
Multiple
intelligences
Bodilykinesthetic,
interpersonal

video clips on the

Hood.
2. Teacher asks several

Remark

they see in the

video.
2. Pupils answer the
questions orally.
3. Pupils are
required to match

Resources :

characters on the
board.
4. Teacher do some
discussion with the
story.

the characteristics
of the character
as shown in the
video clip earlier
using the word
cards given.
4. Pupils predict the
story based on
the discussion

Group
activites
( 30 minutes )

done with the

teacher.
Shared Reading and
Role Play Activity
1. Teacher distributes the
story to the pupils.
2. Each group is assigned
to read one paragraph from
the story.
4. Pupils are required to
arrange the sentences in

1. Pupils are divided

into groups of
five.
2. Pupils do the
shared reading.
3. Pupils do
rearranging in
group.
4. Pupils answer the

order based on the story

questions orally

line.

by referring to the

5. Teacher asks questions

on the story that they have
read.
6. Teacher picks volunteer
to do the role play.
7. teacher remarks for
pupils participation.

text.
5. Pupils role play
the story

Practice
Group work
( 10 minutes )

1. Teacher divides the

pupils into groups of five.
2. Teacher shows the

1. Each group is to
get five coloured
papers.
2. Each pupil is

pupils on how to make a

required to make

mini book.

their own mini

3. Teacher gives each

group two envelopes that

book.
3. Pupils are to paste

contain pictures taken from

the pictures as

the story and sentence

instructed by the

strips.
4. Teacher asks pupils to
find rearrange the
sentence strips and match
them with the suitable

teacher.
4. Pupils are
required to

Resources :
- project
Multiple
intelligences:
- generate
ideas
- bodily
kinestathic

Resources :
Task sheet 3
Moral Values:
Think creative

decorate their
mini book

picture.
5. The most presentable
mini book within each
group is to be displayed in
front of the class.

Closure
( 5 minutes )

Poison Ball Game

1. Teacher plays a song and
passes the poison ball to a
random pupil.
2. Teacher conclude the
lesson.

1. When the music Resources :

stops, the pupil ball
who holds the ball
needs to answer
the
question
written on the
board

9.0 LESSON PLAN

Year

: Year 5

Time

: 7.45 8.45

Theme
Topic

: World of Self/ World of Knowledge

: Travel and Adventures

Focused skill
Integrated skill

: Reading
: Listening, Speaking & Writing

Learning objective

1.2.2 Listen to and repeat correctly the phrases read.

2.3.1 Name or identify the place/s or information in the brochures/text
3.4.1 Read aloud phrases and sentences, pronouncing them correctly.
Behavioral objectives

By the end of the lesson, pupils will be able to :

1. Listen and repeat at least 4 phrases correctly in the text with guidance of
teacher.
2. Name and identify at least 3 places in Sabah based on information in the
brochures.
3. Read aloud together with the correctly pronunciation phrases and sentences.
4. Able to answer at least 3 answers correct based on the WH questions asked.
Vocabulary

: tourism, visit, festival

Sentence Pattern

: to ask questions and to give information

i.
ii.
iii.
iv.
v.

What do you like to do? - I like to

What are you doing? - I am.............
Where are you going? - I am going to ..
Who is that? - She is my..( to state )
When are you coming to my house? - On Friday at 3

vi.

oclock
How much is that book? - It is RM 7.50

Previous Knowledge

: Pupils recognize Sabah as one of the state in

Malaysia.
Moral Value

: Love our country

Ccts

: Identifying information, analysis data.

Multiple Intelligences

: Verbal-linguistic intelligence and interpersonal

intelligence
Pedagogical Activities :

Steps /
stage
Set
Induction

Content
1. Attracting pupils

Activity
1. Teacher shows

attention.
(show a video about

video in front

minutes )

holiday)

of pupils

Cartoon (Hawaii

Video

an interesting

(5

Video : Mickey Mouse

Resources

interest.
2. To get
pupils
attention.
3. To

some

introduce

questions

the lesson.

about the
-

1. To attract
pupils

about holiday.
2. Teacher asks

Holiday)

Rational

video.
What is the
name of
cartoon in this

video?
Where she/he

went to go?
Do you like to

go to holiday?
Teacher
introduces the
lesson.

Presenta

Instructional

1. Teacher

- Reading

To present

tion

language:

displays a

Step 1

1. Class, listen and

reading text

repeat after me.

on the

(15
minutes)

2. Now, lets read the

text together.
3. Lets discuss the
content of the text
together.
4. The blackboard is
divided into 3
columns; paragraph
1, paragraph 2, and
paragraph 3.
5. There are some
key word cards on
my hands.
6. I want some of you
to help me paste

blackboard.
2. Teacher reads

the pupils.
3. Pupils are
later then
asked to read
through the
text together
with guidance
of teacher
when needed.
4. Teacher

suitable columns

with pupils

based on the text

the content of

read.

the text for

7. Well done / good

each

job.

paragraph

8. Now, lets discuss

through

1. Where is the
place discussed
in the text?

question.
5. Teacher
divides the
blackboard
into 3
columns.

input (vocabulary
and sentence

- Key word/s

pattern)

cards

phrase and
repeated by

language/ to give

- phase cards

phrase by

discussed

WH questions:

(Sabah)

the text

the cards in the

the answer together.

text

Appendix 2a
Appendix 2b
Appendix 2c

1. Expected

(paragraph 1,

answer: Sabah.
2. What is the

paragraph 2,

another name
for Sabah?
3. Expected
answer: The
Land Below The
Wind
4. What is the
most popular
festival in
Sabah?
5. Expected
answer:
Kaamatan
Festival.
4. Who is

paragraph 3)
6. Key word
cards are
shown to the
pupils.
7. Teacher
shuffles the
key word
cards and
distributes the
cards
randomly to
few pupils.
8. The pupils
are asked to

celebrating the

paste the

Kaamatan

picture cards

Festival?
6. Expected
answer: The
Kadazandusun.
5. Where is the
most interesting
tamu ?
7. Expected
answer: Kota
Belut.
6. What is the
name of the
highest peak in
South East Asia?

at the suitable
columns based
on the text
read just now.

8. Expected
answer: Mount
Kinabalu.
7. What is the
name of the
largest flower in
the world?
9. Expected
answer:
Rafflesia.
Practice

Matched the text

(15

puzzles:

minutes)
Red Envelope:
Largest flower in the
world is Rafflesia.
Blue Envelope:
Sabah is often
referred to as "Land
Below The Wind"
Yellow Envelope:
Sabah is the second
largest state in
Malaysia.
White Envelope:
The capital of Sabah is
Kota Kinabalu.

1. Teacher

Envelope of

To encourages

divides

variety of

student to

student into

colours.

appreciate the

groups of 5.
2. One
representative

nature.
Set of
puzzles.

student of
each group
come forward
and takes one
of the
envelopes.
3. Each group is
given a set of
puzzle which
contains
words of text.
4. Each group is

Purple Envelope:

required to

The highest peak in

match the

South East Asia is

pieces of

Mount Kinabalu.

puzzles

To give
opportunity for

Appendix 3a

student to work
in groups.

together.
5. Each group
needs to write
down the
sentence that
have been
matched on
whiteboard
then read the
sentence.
6. The group
that
completes the
entire task
fastest will be
the winner.
1. Pupils are
Practices
(20
minutes)

divided into
groups.
2. Each group is
given a question
paper and the
Map of Sabah.
3. With reference
to the text

1. Now, sit in your

own group.
2. Each group will
be given a task
that has a Map of
Sabah and a few
questions.
3. Now, work

pasted on the

together to find

blackboard,

the answers and

pupils are asked

answer them in

by the teacher

the blanks/

to work together

match them with

to find the

the correct

answers for

answers that

each question in

have been

1. Map of
Sabah
2. Set of
question
paper
Appendix
4a
Appendix
4b

Pupils will give

their cooperation
to participate in
the activity.
To enhance their
ability of reading
and speaking
skills.

Appendix 4c
Thinking skill:
Identifying
information

the task given in

the paper.
4. Pupils are asked
to answer each

provided.
4. Lets discuss the
answer together.
Well done.

question
together.
5. Teacher and
pupils discusses
the answers.
Closure
(5
minutes )

1. Singing the song

with action.

1. Teacher displays
lyrics of the
song.
2. Teacher asks to
read the lyrics
together.
3. Teacher plays the
song.
4. Teacher asks
pupils to sing the
song together
with action.

1. LCD
2. Speaker
3. Laptop

1. To build pupils
self-confident.

10.0 LESSON PLAN

Class

: Year 5

Time

: 60 minutes

Topic

: Glorious food

Subtopic

: Crunchy Munchy Honey Cakes

Theme

: World of Knowledge

Focused Skill
Integrated Skills

: Listening
: Speaking and Writing

Learning outcomes :
1.3 Acquire vocabulary and understand the meaning of words and phrases in
context.
1.4 Listen to and follow simple instructions and directions accurately.
1.6 Listen to and enjoy the rhyme, rhythm, and sounds of poetry, jazz chants and
songs.
2.1 Speak clearly by pronouncing words accurately
4.3 Complete texts with the missing word, phrase or sentence
4.4 Construct simple and compound sentences with guidance and independently.
Specifications :
1.3.1 Listen to key words and phrases in stories, recounts, and descriptions heard.
1.4.1 Listen to and follow simple instructions.
1.6.1 Listen to and enjoy childrens songs, rhymes, poems and jazz chants.
2.1.3 Say aloud phrases, expressions, and exclamations with the correct stress and
intonation.

4.3.3 Complete simple instructions, texts, rhymes, notices, and recipes, stories with
the missing word(s) (little or no guidance).
4.4.4 Construct simple paragraphs that contain main ideas and supporting details
Behavioural Objectives

: By the end of the lesson, students should be

able to:
1.

Fill in the blanks with the correct utensils.

2.

Expand their vocabulary on kitchen utensils.

3.

Write simple sentences using countable nouns learned.

4.

Learn to differentiate between countable and uncountable nouns

Educational Emphases

: ICT Students are exposed with learning through

ICT
Language Content

: Vocabulary baking trays, bowls, rolling pin, mixing

spoon etc.
Pedagogical Activities :
Stage

Content

Teaching learning

Rationale

activity
Set

A warm-up

Induction

1.

Teacher shows

Remarks/
teaching aids

To attract students

-Pictures

activity using pictures of different food

attention to learn

(obtained from

(3

pictures of

to the whole class.

the lesson and

the internet)

minutes)

different

2.

generate their ideas

types of

students questions

food.

regarding each picture

Teacher asks

(e.g. whether they like

Questions:

the food, have they

about the topic.

eaten the food before).

What is the

3.

name of this

students to guess the

food?

topic of the lesson that

Teacher asks

day.
Have you
ever eaten
this food
before?
When?
Pre-

Introduce

1.

listening

students to

(20

the topic.

minutes)

Teacher shows

To arouse students

-Pictures of

pictures of different

interest about the

different types

types of cakes to the

topic and to

of cakes.

students.

introduce them to

Brainstorm

2.

Teacher introduces the topic.

different

students to the topic

types of

(Glorious food) using the

To expand students

spelling of

kitchen

set of pictures.

vocabulary (nouns).

kitchen

utensils with

3.

students.

activity. Teacher divides

Brainstorming

- Website with
pictures and

utensils.

students into groups of

-Video (from

Add kitchen

4 or 5. Based on the

www.youtube.c

utensils that

pictures, groups take

om)

students

turn to suggest the

have not

utensils that are used to

mentioned.

prepare the cakes.

4.

Questions:

With the help of a

website, teacher
introduces names of

What do we

utensils we used to bake

use to

a cake.

prepare a

5.

cake?

the pictures of the

Students look at

utensils carefully and

Can you

learn the spelling of

suggest

each utensil.

other kitchen
utensils that
you know?

6.

Teacher introduces

students to countable
and uncountable nouns
(objects: food and
kitchen utensils)
7.

Teacher plays a

video of a song
produced using things
found in the kitchen.
8.

Students name

the things in the kitchen

and kitchen utensils
used to produced the

song.
9.

Students write the

names of utensils in
their exercise book.
While-

Get students

1.

listening

to elicit

Teacher gives each

(15

information

student a piece of

minutes)

(nouns

worksheet of a song

To introduce new

computer (for

kitchen

lyric entitles Crunchy

words to students

students to

utensils)

Munchy Honey Cakes.

and teach correct

type down the

from the

2.

spelling to them.

answers while

song played.

video of this song.

filling in the

3.

blanks and the

Questions:

Individual task.

Teacher plays the

While listening, on

To test students

-Worksheet

listening skills.
-LCD and

the worksheet given,

LCD is used so

students complete the

it will be easier

How many

lyrics by filling in the

for everyone

different

blanks with the names

too see)

utensils that

of utensils found in the

you

song.

managed to
get just now?

4.

-Video(from
After that, teacher

calls out different

students to fill in each

What is the
correct
spelling of

blank with the correct

answer and give the

www.youtube.c
om)

this word?

correct spelling to the

answers. For this
activity, pupils will need
to type down the answer
in a computer and
teacher will delete and
correct the answers if
needed.
5.

Teacher discusses

the usage of each

utensil found in the song
with students.

Post-

A writing

1.

Teacher asks

listening

activity

students to get into their nouns they have

(20

based on the

previous groups.

minutes)

topic

2.

learned.

names of utensils they

Based on the

have learned, each

group picks 2 utensils
and write simple
sentences using the
ones they have chosen.
3.

Each group types

To practise using

learned in writing.

- Online games
and quizzes

the sentences in the

computer using the
Microsoft Word software.
4.

Teacher discusses

the sentences together

with the students.
5.

Students write all

the sentences in their

exercise book and
submit to the teacher at
the end of the lesson.
6.

Then, teacher

tests pupils grammar

competency by asking
them to try out online
grammar activities
(games and quizzes) on
the topic of nouns
(kitchen utensils,
countable or
uncountable nouns)

Closure

Summing up. 1.

(2

Question:

minutes)

Teacher sums up

To wrap up the

the whole lesson for the

whole lesson for the

day.

day.

What have

2.

we learnt for

students what they have

today?

learned from the lesson.

3.

Teacher asks

Everyone sing the

Do you enjoy

Crunchy Munchy Honey

learning this

Cakes song again

lesson?

before the class ends.