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Subject:
Year:
Time:
Number of pupils:
Focus:
Theme:
Topic:
Content Standards:
English
3 Hijau
10.00 a.m-11.00 p.m.
Date: 4th February 2016
42
Grammar
World of Knowledge
My Cousins, My Neighbours
5.1 By the end of the 6- year primary schooling, pupils will be able to use different word classes
Learning Standards:
Objectives:
(a) personal
By the end of the lesson, pupils will
a) Identify the use of the personal pronoun he, she, we and they.
b) Differentiate the use of personal pronoun between singular and plural subject.
Linus
a) Identify the use of the personal pronoun he, she, we and they.
Cross-curricular elements
Respect
Cooperation
a) Picture cards
b) Handout
c) Worksheet
CONTENT
ACTIVITY
Set induction (5 minutes)
1. Teacher starts the lesson by asking the
TEACHERS NOTES
Multiple intelligences
Interpersonal
Verbal Linguistic
REMARKS
CCTS
(HOTS
question):
1. Critical Thinking
Instructional language:
i.
Whole-class approach
Communicative approach
Class,
is
your
fatger a man or a
boy? Are you a
man or a boy?
AVA:
Picture cards
Refer to Appendix 1
Multiple Intelligences:
(a)
Interpersonal
CCTS:
(b)
Audio Lingual
Learning
Making
associations
use pronouns.
Pronouns are used in place of
nouns. Pronouns can refer to
Strategies/Approach/Techniques:
(a)
Whole-class approach
(b)
(c)
Moral value:
Respect
persons.
Alright class, can you read this for
iv.
me please.
Now, can anyone give me one
AVA:
1. Handout
Multiple Intelligences:
(a)
Linguistic
Interpersonal
Refer to Appendix 2
Learning
Strategies/Approach/Techniques:
(a)
(b)
(c)
Communicative approach
iii.
Moral Value:
(a)
Cooperation
ii.
together.
Closure (5 minutes)
1. Teacher summarise the lesson by asking
AVA:
1. Worksheet
Multiple Intelligences:
(a)
Intrapersonal
(b)
Interpersonal
Learning
Strategies/Approach/Techniques:
(a)
Individual work
(b)
(c)
Multiple Intelligences:
Refer to Appendix 3
(a)
Interpersonal
(b)
Verbal Linguistic
Instructional Language:
1) Class, Sarah is a smart girl. He likes to
help people. Is it correct or not?
Appendix 1
Learning
Strategies/Approach/Techniques:
(a)
Whole-class approach
(b)
Communicative approach
Appendix 2
Appendix 3