LESSON PLAN

Subject:
Year:
Time:
Number of pupils:
Focus:
Theme:
Topic:
Content Standards:

English
3 Efisien
6.55 a.m.-7.55 a.m.
Date:
4th September 2015
40
Grammar
World of Knowledge
I see Numbers!
5.1 By the end of the 6- year primary schooling, pupils will be able to use d
correctly and appropriately.

3.2 By the end of the 6 year primary schooling, pupils will be able to wr
Learning Standards:

language, form and style for a range of purposes.

5.1.7 Able to use articles correctly and appropriately:
(a) a
(b) an
(c) the
3.2.1 Able to complete :

Objectives:

(a) linear texts

By the end of the lesson, pupils will
a) Categorise the 15 words and 15 pictures to the correct articles
b) Circle and fill in 6 blanks in the text given with the correct articles based
stimulus.

Cross-curricular elements

(a) Thinking skills

Identifying characteristics
Making associations
Creating mental pictures
Drawing mental pictures
(b)Multiple Intelligences
Visual-Spatial
Interpersonal
Intrapersonal
Audio-lingual
(b) Constructivism
(c) Contextual learning

Character building / moral

values
Teaching Aids:

(a)

Confidence
Diligent
Cooperation
Substitution table

(b) Worksheet

ACTIVITY
CONTENT
TEACHERS NOTES REMARKS
Set induction (5 minutes)
i.
Teacher revises
Multiple intelligences
CCTS:
previous lesson
Interpersonal
with the pupils.
1. Critical
Verbal Linguistic
Instructional language:
Thinking
a)
Generating
ii.
Alright class, do
Learning strategies/approach/
you still remember

ideas

techniques

what articles are?

And how to use

them?

Whole-class approach
Communicative approach

Class, why do
you use an in
front of the word,

Thinking Skills:

hour?

Making associations
Creating mental pictures

Presentation (15 minutes)

1. Teacher pastes
AVA:
flash card of the
articles on the

a)
b)

Word cards
Picture cards

whiteboard.
2. Teacher asks any

Appendix 2

examples of

Multiple Intelligences:

words to match

(a)

Interpersonal

(b)

Audio Visual

(c)

Linguistic

word cards on the

whiteboard.
4. Teacher asks

Appendix 1
Refer to

pupil to give

with each article.

3. Teacher pastes

Refer to

Learning
Strategies/Approach/Techniques:

CCTS:

Making

associations

pupils to sit in

(a)

Whole-class approach

their own group.

5. Teacher asks

(b)

Sight word approach

(c)

Language experience

each group to
send one of their

approach
(d)

Visual spatial learning

own to paste the

words to its
matching article.
6. Teacher then
pastes picture
cards on the
whiteboard.
7. Teacher asks
each group to
send one of their
own to paste the
picture cards to its
matching article.
8. Teacher checks
the answers for
each group
together with the
pupils.
Instructional language
i.

Class, can
anyone give
me some
example of
words for this
article?
(pointing at the

ii.

article a)
Now, get into
your own
groups.

Moral Value:

Cooperation

iii.

Can each
group see
these word
cards? Now, I
want each
group to send
in one of your
friends to
match the
words to the
correct article.
We will start
with the

iv.

article, an.
Alright, can
each group
see the
pictures on the
whiteboard?
Now, I want
each group to
send in one of
your friends to
match the
pictures to the
correct article.
We will start
with the

v.

article, the.
Alright class,
lets check the
answer

together.
Practice (15 minutes)
1. Teacher tells the

pupils that they

Multiple Intelligences:

are going to play a

(a)

Linguistic

(b)

Intrapersonal

(c)

Interpersonal

game.
2. Teacher draws a
table with 5
columns to
represent each
group.
3. Teacher asks
each group to line
up for the game.
4. Teacher explains
the rule of the

Learning
Strategies/Approach/Techniques:
(a)

Language experience

approach
(b)

Sight word approach

(c)

Communicative approach

game.
5. Teacher starts the
game.
Instructional language:
i.

Class, we will now

play a game call

ii.

Word Hunt.
Before we start, I
want each group

iii.

to line up first.
Listen carefully to
the rules of this
game. The rules
are:
a) I will pick any
type of article
inside this magical
hat.
b) After I do so,
each group will
have 3 minutes to
write on the
whiteboard as

Moral Value:
(a)

Confident

many words as
you can that
match the articles
that I chose.
c) Each group
member must
have their turn
and they must
write the word
iv.

themselves.
The first article is,
a. You may start
now!

Production (20 minutes)

1. Teacher

AVA:

distributes
worksheet to the
pupils.
2. Teacher asks the
pupils to read the
instructions
carefully before
completing the
worksheet.
3. Teacher checks
the answers
together with the
pupils.
Instructional language:
i.

Class, please
complete the
worksheet that
I have given to

ii.

you.
Remember to

Worksheet

Multiple Intelligences:
(a)

Intrapersonal

Learning
Strategies/Approach/Techniques:
(a)

Individual work

(b)

Language experience

approach
(c)

Sight word approach

Refer to
Appendix 3

read the
instructions
carefully
before you
iii.

answer.
Now, have all
of you
finished? Lets
check the
answers
together.

Closure (5 minutes)
1. Teacher summarises

Multiple Intelligences:

the lesson by holding

(a)

Intrapersonal

up some of the word

(b)

Verbal Linguistic

cards and ask the

pupils which articles

Learning

to use it with.

Strategies/Approach/Techniques:

Instructional Language:
1)

Class, tell me
which articles that
you can use with
this word?
(pointing to the
word)

(a)

Whole-class approach

(b)

Communicative approach

Appendix 1

octopus

hour

sun

egg

igloo

stars

sky

moon

prawn

lion

fish

refrigerator

crab

Microwave oven

dog

an

the

Appendix 2

Appendix 3