lesson plan (teaching and learning)

8/13/2019 Lesson Plan (teaching and learning)

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LESSON PLAN

Subject: English

Class: Year 5

Date/Day: September 19th, 2013 (Thursday)

Time: 10.30 am- 11.30 am

Theme: World of Knowledge

No. of pupils:14 students

Title: Unit 10What games do you play?

Focused skill: Speaking skill

Integrated skills: Listening, writing and reading skills.

Curriculum Specifications

2.4.1 Recite simple poems and jazz chants with expressions and appropriate gestures.

2.5.2 Talk about the actions of people and animals in a story heard, read of, viewed.


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Objectives:

By the end of the lesson, students should be able to:i) Read aloud and complete the lyrics by singing a song.

ii) Create four different instructions verbally for different sports based on four A4 pictures of sports with guidance from 4

different substitution tables.

iii) Fill in the blanks with the correct verb and adverb with partner.

Previous knowledge:

a) Students have acquired prior knowledge of listening and responding to stimulus given with guidance from previous lessons.

b) Students have learnt about the simple instructions for sports (bowling, football, netball, tennis, badminton and basketball)

and verbs (kick, shoot, dunk and swing).

c) Students are already assigned homework to listen to Scream and Shout song.

Teaching aids:

a) Bowling poster

b) Lyrics

c) Four A4 pictures

d) Four Substitution tables

e) Small single task sheets


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Values:

i) Students assimilate knowledge with creative thinking skills through song, actions and teaching aids provided.

Learning Theories:

i) Behaviourial learning theory.

ii) Social learning theory.

iii) Cognitive learning theory.

STAGE /TIME CONTENT TEACHING / LEARNING ACTIVITIES NOTES/JUSTIFICATION

Set Induction

Time:

(10mins)

Whole class activity

Recall prior knowledge

Question/s:

1. How do we play

bowling?

2. What is/are the

instruction/s to play

bowling

1. Teacher puts up the bowling

poster.

2. Teacher recalls prior knowledge

about the instruction on how to

play bowling.

3. Teacher puts up the instruction

strip on board.

Cognitive Theory:

Check students prior knowledge and

readiness.

Recall students knowledge by starting

the lesson from basic to complex

knowledge.

Teacher will relate the learning with the

students previous experiences where

the students might know about bowling

either they have played it or learned it

before.


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Answer/s:

Swing and release

Swing quickly and

release Swing the ball quickly

and release the ball.

Teacher provides opportunities for

students to connect new information to

schema through questions as they will

relate it to their previous experiences. Piagets: Introduce the game by relate

the new knowledge of the learning with

the students scheme. Once students

understand and manage to adapt it with

their scheme, they will assimilate their

experiences with the learning and reach

the understanding of the whole learning

process (equilibrium). The goal is

achieved.

Behaviourism theory:

Attract students attention.

Conditions: Questions and teaching aids

o Teacher shows and explains the

games information.

o Questions them with some basic

questions to generate the stimulus

toward the game so that they will get


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a clear view of the game (cognitive

takes place).

o Teacher also demonstrate certain

moves that are interrelated with thetopic learned and that present in the

game.

o Teacher presents the information &

then students demonstrate that they

understand the material.

o Students are assessed primarily in

the next stage of the game.

Model of Teaching:

Direct Instruction Model

o Teacher demonstrates to the

students about the whole activity

process.

o The instructions and demonstrations

are done well-organized (step-by-

step)


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Step 1:

Presentation

Time:

(15mins.)


Sing along

Adverbs of manner:Strongly, softly, quickly

and slowly

1. Teacher puts up lyrics on board.

2. Teacher sings the song.

3. Students sing together with

actions.

4. Teacher sings the song by

changing the adverb quickly to

strongly.

5. Students sing along.

6. Repeat 2 times using adverb

softly and slowly.

Behavioural/Conditioning Theory: Pavlov

Students are given stimulus (song) for

them to learn from it. Activate students schemata and initiate

students background knowledgeon the

content.

Social Learning Theory

Teacher Centred /Demonstration Method:

Teacher control the class by giving the

instruction for the students

Teacher demonstrates accurately the

actions of the song to the students and

then demonstrates it together.

Focuses on the rhythm of the song

Attention

Students learn very well as the model is

attractive, prestigious and seems similar

to the students. They pay more

attention.


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Integrated approach :

Integrate between English language

learning (curriculum) and Physical

Education (co-curriculum)various kindof game.

Using the language learning approach:

o Total Physical Response (TPR)

o Audio-Lingual method.

Step2:

Practice

Time:

( 15 mins.)


Adverbs of manner:

Strongly, softly, quickly

and slowly

Question/s:

1. What is/are the

instruction/s for this

game?

1. Teacher puts up A3 pictures, one

by one.

2. Teacher gives the instruction

based on the pictures.

3. Students repeat the instruction

with actions.

4. Teacher puts up substitution table.

5. Students repeat the instruction

together.

6. Repeat the actions using the other

four A3 pictures.

Behaviourism theory:

Drilling

o Providing students with the skills to

acquire new knowledge and skills.

o Provide a focus on language

accuracy.

Social Learning Theory:

Teacher-centred/Action oriented/

Demonstration.

o Teacher must make sure students

see clearly the action/instruction.

o The model is attractive and


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providing students with the skills to

acquire new knowledge and skills.

Integrated Approach:

Integrate two different contents in the

activity which are:

o Curriculum (English)

o Co-curriculum (Physical Education)

Using two language learning

approaches:

o Audio-Lingual Method

o Communicative Language Teaching

Step 3:

Production

Time:

( 15 mins.)

Pair work

Share with friend

information

Instruction/s:

1. Find a partner.

2. Write your name, class,

day and date.

1. Teacher gives instruction.

2. Teacher divides the students into

pairs.

3. Teacher demonstrates the task.

4. Teacher puts up a sample

question and task sheet.

5. Teacher models the task.

Cognitive Learning Theory:

Ausubels Meaningful Learning

o Derivative Subsumption

o Students understand the uses of

adverb strongly and softly and

manage to assimilate the adverb

learned with different verbs.


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3. Ask your partner his/her

favourite game.

4. Fill in the blanks with the

answer given by your

partner.

6. Students complete the task.

7. Teacher asks students to present

the task that they completed.

8. Teacher gives appreciation

towards students efforts.

o Super ordinate learning

Students used the examples givenand used it to derive new answers(assimilation)

Social Learning Theory

Demonstration

Teacher demonstrates the task

and students receive clear

instructions to do the task.

Task Based Strategy:

Gives learners the opportunity to

report what they found out in the

lesson.

Students discuss with their friend.

Appreciation to the content of the

work done by them helps in

psychological perspective.


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Closure

( 5 mins.)

Wrapping up session 1. Together, teacher and student

repeat each sports chant with

action.

Emphasise todays lesson.

lesson plan (teaching and learning)

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