Class : 4 Alpha

Subject : English Language

Number of students : 30 students
Time : 0 minutes !" periods#
Theme : $alues
Topic : %&E'T()*+,
Le-el : Ad-ance
S.ills : 'eading
&riting
Language Aspect : Themes
Learning +utcomes : 3/0 Language for aesthetic use
3/0 Listen to1 read1 -ie2 and respond to literar3 2or.s b3:
a/ understanding and telling in one4s o2n 2ords the stor3 and poem heard and read1 and gi-ing one4s
o2n opinion of the te5t6
b/ recogni7ing elements in a stor3 such as characters and setting6
c/ e5plaining the message the 2rite is tr3ing to con-e3 and discussing ho2 this relates to one4s life6
d/ understanding other people4s cultures1 traditions1 customs and beliefs6
Specification : Le-el 3
5/ Tal.ing about the theme in a stor3 and 2riting a simple paragraph on it/
5ii/ Sa3ing orall3 2hat one thin.s about the te5t and 2riting a simple paragraph stating one4s opinion/
Specific +bjecti-es : 83 the end of the lesson1 students should be able to:
0/ read and identif3 the main idea from the e5tract of the stor3 9%&E'T()*+,: b3 pro-iding te5tual
e-idence!s# and justif3 their ans2ers6
"/ 2rite do2n the te5tual e-idence!s# based on the theme pro-ided and justif3 their ans2ers 2ith rational
reason!s#6
3/ 2rite a short paragraph about one theme of the stor3 in ;0 2ords/
,re-ious <no2ledge : Students ha-e read the stor3 9%&E'T()*+,:
=oral $alues : Cooperation1 tolerance1 confidence/
Thin.ing S.ills : =a.ing interpretation and identif3ing main ideas1 supporting ideas and details/
Teaching Aids : >andouts1 mahjong paper1 mar.er pens1 -ideo clip1 laptop1 en-elope1 projector1 screen projector1 2hite board1
&indo2s =edia ,la3er1 spea.er1 e5ercise boo./
Time/Stages Teaching and Learning Activities Teaching Aids
Set Induction
(5 minutes)
Rationale:
To enable students relate
their pre-ious schemata to
the current .no2ledge/
To stimulate students
attention to the stor3/
To enable students to
interpret the intended
message!s# con-e3ed in the
-ideo clip/
0/ Teacher displa3s a -ideo clip on the projector screen/
"/ Students are instructed to 2atch the -ideo clip entitled
9Supernatural:/
Instruction:
Watch the video clip silently
3/ Teacher posed ?uestions to students/
!"amples:
a #o$ do you %eel a%ter $atching this video&
' What is your reaction to$ards this video&
c (o you 'elieve in ghost& Why&
Suggested ans$ers:
a I %eel scared a%ter $atching it
' It gives me goose 'umps
c )o *ecause ghost does not e"ist in this $orld
4/ Students ta.e turns to ans2er the ?uestions/
;/ Teacher e5plains this -ideo is related to one of the theme in the
stor3 9%&E'T()*+,:/
0/ Laptop
"/ ,rojector
3/ Screen ,rojector
4/ $ideo clip
;/ &indo2s =edia ,la3er
@/ Spea.er
+re,$riting
(-. minutes)
Rationale:
To enable students to learn
to identif3 the main ideas
from the e5tract gi-en/
To e5plain the definition of
theme to students/
0/ Teacher di-ides students into a group of ;/
"/ Teacher distributes the handouts to students/
3/ Each group 2ill recei-e a handout 2hich contains an e5tract from
the stor3/
4/ Teacher instructs students to read the e5tracts pro-ided silentl3 in ;
minutes/
;/ Teacher e5plains the meaning of the theme/
!"planation:
The theme is the central idea or 'elie% in a short story In the
story/ there may 'e more than one theme $hich can 'e %ound
@/ Teacher instructs students to underline the main idea of the e5tract/
Instruction:
*ased on the $or0sheet provided/ underline $ords or sentences
$hich derive the theme %rom the e"tract provided (iscuss $ith
your group mem'ers to create or select logical 1usti%ication to
support the theme(s) created
A/ Teacher pro-ides a sample to assist students on ho2 to deri-e the
theme from the te5t 2ith appropriate justification/
!"ample:
2She $as old 3r *annister4s secretary *een here %orty,three
years/ girl/ $oman and old misery Sitting there $here you4re
sitting no$/ her 'ac0 straight as a ruler/ and a chop,your,head,
o%% ruler/ too5 #er sti%% old %ingers tapping out the letters one 'y
0/ >andouts
!'efers to Appendi5 0#
one/ $ith her nose nearly on the 0ey'oard/ so short,sighted she
'ecome then (+age -5/ line 6)
Suggested 1usti%ication:
7ommitment A%ter $or0ing %or %orty,three years/ 3rs
*roome still sho$s that she sacri%ices her time and energy to
her $or0 seriously
(Accept any logical ans$ers %rom students)
/ Students are gi-en the time to deri-e the theme!s# from the phrases
gi-en in the e5tract/
B/ Students ha-e to create their o2n themes and justif3 based on
te5tual e-idence pro-ided or rationale justification/
00/ Each group has to send a representati-e to share the -ie2 2ith
rele-ant justification/
While,$riting
(-5 minutes)
Rationale:
To enable students to select
suitable te5tual e-idence!s#
and create appropriate
justification!s# for the
theme!s# pro-ided/
0/ Teacher tells students to maintain in the same group/
"/ Students ha-e to elect a group leader for their group/
3/ Teacher instructs all group leaders to come for2ard to select an
en-elope 2hich contains a theme/
4/ Teacher directs students to read the theme pro-ided1 discuss among
the group members and select te5tual e-idence!s# from the stor3 to
support the theme/
;/ Then1 teacher tells each group that the3 ma3 justif3 the theme 2ith
rational reasons/
@/ Ne5t1 teacher instructs group members to 2rite the ans2ers in a
0/ =ahjong paper
"/ =ar.er pens
3/ En-elope
4/ Theme strip
;/ &hite board
!'efers to Appendi5 "#
form of mind map of flo2 chart on the mahjong paper pro-ided/
Instruction:
!lect a group leader to come %or$ard to select an envelope
containing a theme Then/ read and understand the theme in
your group 8nce you have read/ discuss and select either one
or more te"tual evidence(s) %rom the story to support the theme
given )e"t/ you $rite your ans$ers in the mah1ong paper in a
%orm o% mind map or %lo$ chart
!"ample:
Theme: Loneliness
Te"tual evidence: Lucy $as silent #er mother had turned
9ncle *ert out once/ a%ter a ro$/ shouting that she4d had
enough o% him Si" $ee0s later/ she had as0ed him to come
'ac0 2#e loo0ed so lonely/ so lost/4 she had told Lucy 2All 'y
himsel% in that horrid little room/ $ith the $orn lino and the
curtains all shrun0: (+age -5 ; -<)
=usti%ication: Sometimes $e need a companion to 0eep us
company $hen $e are alone
A/ Students discuss among the group members and displa3 their on the
board once the3 ha-e completed and justified their reasons on the
te5tual e-idence 2hich the3 ha-e selected/
/ Teacher facilitates students to cross chec. their ans2ers on the
board/
+ost,$riting
(-5 minutes)
Rationale:
To select and 2rite suitable
te5tual e-idence!s# together
2ith justification!s# in a
short paragraph/
0/ Teacher gets students in a pair/
"/ Teacher instructs students to choose a theme and 2rite a short
paragraph in not more than ;0 2ords/
3/ Students 2rite their short paragraph in their e5ercise boo./
4/ Teacher e5plains in their paragraph1 the3 should pro-ide te5tual
e-idence and justif3 their ans2er/
Instruction:
7hoose a theme %rom the story Write a short paragraph a'out
the theme 'y providing te"tual evidence(s) and 1usti%y your
ans$er >our paragraph should not 'e more than 5. $ords in
length
;/ Students ha-e to complete their short paragraph in the class/
@/ Teacher pic.s pairs at random to share their ans2er to the class/
0/ E5ercise boo./
7losure
(5 minutes)
Rationale:
To ma.e them understand
the lesson of the da3 and to
gi-e the students a
0/ Teacher poses ?uestions to students/
!"amples:
a What $ill you do i% you are Lucy *ec0&
' Will you continue to $or0 at the %irm or ?uit the 1o'&
c What action $ill you ta0e i% you have encountered this 0ind
o% supernatural element&
Suggested ans$ers:
reflection on the themes
discussed/
a I $ill try to understand and compassion o% 3rs *roome4s
intention
' I $ill continue to $or0 and receive salary 'ecause I $ant to
support my %amily
c I $ill 'e 'rave and strong to $ithstand the %ear in me
"/ Teacher accepts an3 logical ans2ers 2hich 2ere pro-ided b3 the
students/
3/ Teacher relates the %CA session to the themes 2hich the3 ha-e
learnt toda3/