Subject : Bahasa Inggeris

Class : 3 Bestari

Focus : Writing

Theme : World of Knowledge

Topic : Unit 10 : A Ride In The Safari Park.

Learning standard: 3.1.1(a), 3.1.1(c), 3.2.2, 3.3.1(a)

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

1. Rearrange words into sentences correctly

(12 sentences).
2. Write the sentences legibly in the space
provided.
3. Write nine sentences on three selected
safari animals in a concertina book.

Educational Emphases: Multiple intelligences, contextual learning and learning

how to learn.

Teaching Aids : Jumbled words tasksheets, Running Dictation paper

strips, Running Dictation tasksheets, and concertina
book.

Lexical Set : Safari Animals

Elephant, lion, giraffe, ostrich, zebra, crocodile,
rhinoceros, and hippotamus.

Assessment : B2DT4E1

Reflection :

Teaching and Learning Activities:

Power Point Presentation (Recall)

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Teacher recalls the previous lesson on wild animals. Teacher gets the class to
recite the previous vocabulary i.e. ‘elephant’, ‘lion’, ‘giraffe’, ‘ostrich’, ‘zebra’,
‘crocodile’, ‘rhinoceros’, ‘hippopotamus’, ‘safari’, ‘savanna’, ‘grass’ and
‘river’while showing the power point presentation.

Jumbled words. (refer 10W1)

1. Teacher writes on the board:

crocodile a long has tail A .

A crocodile ____ __ __ ____.

2. Teacher crosses off the words that have been used, i.e. ‘A’ and
‘crocodile’
crocodile a long has tail A .

A crocodile ____ __ __ ____.

3. Teacher gets the pupils to guess what is the next word. Teacher cross off
the word and add it to the sentence.

crocodile a long has tail A .

A crocodile has __ __ ____.

4. Teaher repeats step 3 until all the words have been crossed off.

5. Then, teacher distributes the Jumbled Words tasksheets to each pupils

(Refer to task sheet 10W1 Jumbled Words). Teacher asks pupils to work
in their groups of three.

Running Dictation.

CLASSROOM SET UP: Before starting the activity, ask pupils to keep all
their things under the table or in the bags. Clear the floor of bags. Push all

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chairs under the table. Clear a space in front of the coloured paper strips on
the walss. Make sure all pupils can run to the walls (they are not blocked).

1. Blue-tack the 12 strips of sentences on a wall. (6 strips in blue, 6 strips in yellow) (Refer to
10W2 Running Dictation Strips).

A crocodile has a long tail.

It lives in the river.

It eats meat.

A giraffe has a long neck. Print on blue paper

It stands behind a tree.

It eats leaves.

An ostrich has long legs.

It sleeps under a tree.

It likes to eat seeds. Print on yellow paper

A lion has a bushy mane.

It sits on a rock.

It likes to eat meat.

2. Teacher gets pupils in pairs. One is sitting (the ‘Writer’). One is

standing next to them (the ‘Runner’). The writer needs a pencil, lined
paper (Refer to 10W3 Running Dictation Writing Lines) and eraser.

3. Teacher asks two pupils (from a pair to stand up). Teacher tells the
runner to run to any of the blue paper strips.

4. To model, teacher runs with the pupil to the sentence. Teacher asks the
pupil to read the first word in the sentence by pointing to the word,
“What’s this? (e.g.: “A” (A crocodile has a long tail.)

5. Then, together, the teacher and the pupil run back to the writer.
Teacher asks the runner, “What was the word? Tell the word to your
friend.”

6. When the runner says ‘A’, ask the writer to write the word.

7. If the writer cannot spell the word, the runner spells the word out. If the
runner could not spell the word, ask he/she to refer back to the word on
the wall.

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 8. Teacher repeats the process for the other blue sentences. (The runner
can memorize more than one word at a time, if he/she has the ability to
do so.)

9. Teacher monitors the pupils to ensure that the runners do not grab the
pencil or eraser or shout the word to the writers from the wall. Only the
writers may touch the pencil and eraser. Only the runners are allowed
to run to the sentence.

10. When each pair finishes copying down the blue sentences, the
writers swaps places and become runners and vice versa, and to repeat
the process with the yellow sentences.

11. When all 12 sentences have been copied down, teacher asks
pupils to rearrange the sentences into a correct order by numbering the
sentences.

12. After they have finished rearranging their sentences, pupils must
raise their hands. Teacher then checks the spelling, punctuation and the
sequence of the dialogue.

13. The first pair to finish with correct sentences wins the game.

14. Then, the teacher gives the pairs the Running Dictation task sheet
as homework (refer to 10W4 Running Dictation Jumbled Sentences).

Animals’ Secrets Book.(Refer to “How to make Concetina Book”)

1. Teacher demonstrates how to create Animals’ Secrets Book step by step

using A4 sized papers, coloured pencils, magic pens, and animals
stickers.

2. Pupils create their own Animals’ Secrets Books with teacher’s guidance.
crossed off.

3. As content of the books, pupils choose three safari animals they have
learnt and they would write about by answering these three simple
questions.

a) What does the animal has?

b) What does it do?

c) What does it eat?

4. For high proficiency pupils, they are welcomed to make more complex
sentences on their selected three safari animals.

5. Pupils may want to decorate their concertina books using animals

stickers, coloured pencils and magic pens.
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 6. Pupils present their finished creations to their friends in front of the
classroom.

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