LESSON PLAN

STAGES

CONTENT
SUBJECT
CLASS
DATE
DAY
TIME
ATTENDANCE

ACTIVITY
English
3 Cerdik
27 June 2016
Monday
10.00am - 11.00am
30/30

THEME
TOPIC

World of Knowledge
Unit 10 (A Ride in the Safari
Park)
Reading
Writing
2.2 By the end of the 6-year
primary schooling , pupils will be
able to demonstrate
understanding of a variety of
linear and non-linear
texts in the form of print and
non-print materials using a
range of strategies to
construct meaning.

LANGUAGE SKILL
INTEGRATED SKILL
CONTENT STANDARD

LEARNING STANDARD

LEARNING
OBJECTIVE

2.2.1 Able to apply word attack

skills by:
(b) identifying words similar in
meaning
(c) identifying words opposite in
meaning
By the end of the lesson,
students will be able to :
High Level Proficiency :
(a)
Intermediate Level Proficiency :
(b)
Low Level Proficiency :
(c)

PREVIOUS
KNOWLEDGE

Students already know about

some common words

CCTS

Knowledge (read, identify,

answer)
Comprehension (describe)

NOTES

Analysis (text)
Application (apply, relate)
MULTIPLE
INTELLIGENCES

Linguistic, interpersonal,
intrapersonal, bodily kinesthetic,
visual-spatial, musical

VALUES INCULCATES

Love, responsible

TEACHING AIDS

Texts, worksheets, pictures in the

slides, A4 papers, video

TEACHING AND
LEARNING
ACTIVITIES
STAGES
DURATION

LEARNING CONTENT

Teaching and learning

strategies

Remarks

SET
INDUCTION
(5
MINUTES)

Sing a song

1. Teacher shows a video of

animal song in the slide.
2. Teacher will ask the students
to sing the song together.
3. Teacher will divide the students
into three groups.
4. Teacher will ask the student to
sing according to their group.
5. The loudest group will be the
winner and will be rewarded
some candies.

Teaching aid
-video

1. Teacher will ask the students

about the types of animals in the
video.
2. Next, teacher will ask the
students about their favourite
animals.

Teaching aids
-video, pictures in
slides

PRE
READING
(15
MINUTES)

Introduction of topic

Suggested questions
A) What is your favourite animal?
B) What do you know about your
favourite animal?
C) Do they live in the jungle or sea?

3. Then, teacher shows the

CCTS
Knowledge (read)
MI
-verbal linguistics
visual-spatial,
interpersonal,
musical

CCTS
-knowledge (read,
identify, answer)
-application
(relate)
MI
-visual-spatial,
bodily kinesthetic,

WHILE
READING
(20
MINUTES)

Reading and discussing

the text and transferring
the information from the
text to a dialogue.

pictures of animals from various

types and species.
4. Next, teacher will ask the
students if they know an animal
called rhinoceros. If some of
them know, ask them to tell their
friends what they know about
rhinoceros in front of the class.

verbal linguistic,
interpersonal

1. Teacher distributes a text

about rhinoceros to every
student.

Teaching aids
-text, worksheet

Sample of text
Rhinoceros are big and strong. They
eat plants. They have a large horn
on the nose. Some rhinoceros have
two horns. Some people believe that
rhinoceros horns can be used as
medicine. They are also people who
use the horns as decorations. There
are now very few rhinoceros left in
the world. We need to protect them
or they will be gone forever.

2. Teacher will read the text aloud

and followed by the students
together.
3. Next, teacher will ask the
students some questions that
related to the text.
Suggested questions
a) What do rhinoceros eat?
b) How they look like?
c) What can human do with their
horns?
4. Then, teacher will ask the
students to sit in the same group
as before.
5. Teacher will give each group
about 3 minutes to highlight
important points in the text.
6. Teacher will give them a set of

CCTS
-knowledge (read,
identify, answer)
-comprehension
(describe)
-analysis (text)

MI
-verbal linguistic,
interpersonal,
bodily kinesthetic

dialogue that contains a few

blank spaces to every group.
(TASK 1)
Sample of dialogue:
Abu: Have you seen a
rhinoceros?
Bakar: Yes, I have. They are big and
strong animals.
Abu: What do they eat?
Bakar: They .(1)
Abu: How do they look?
Bakar: They have a horn
(2).
Some have.(3).
Some people use the horns as
.(4) or .(5).
Abu: I heard now they are very
few rhinoceros left.
Bakar: Yes. We
. (6) or they
will all be gone.

7. Each group must transfer the

information from the text that they
have read to the incomplete
dialogue given.
8. After they have finished,
teacher will ask each group to
send two representatives to
become Abu and Bakar to
read aloud the dialogue that they
have completed.
9. Teacher will check and discuss
the answers with the students
together.

POST
READING
(15

Individual task sheet

Enrichment
Teacher will give another set of
text to the students about other

Teaching aids
-text, worksheet

MINUTES)

types of animal.
Sample of text
The camels are called the Ships of
the desert. They are used to carry
people and loads from one place to
another. They have a huge hump on
their body where they store their fat.
They can live without water for many
days. Their thick fur helps them to
stop the sunshine from warming
their bodies. Camels have long
necks and long legs. They have two
toes on each foot. They move very
quickly on sand. They eat plants
grasses and bushes. They do not
harm anyone. Some of the camels
have two humps. These camels are
called Bactrian camels.

Then, each student will be given

a worksheet that contains an
incomplete dialogue. (TASK 2 A)
Sample of dialogue:
Paliyah: Have you seen a camel
before?
Joyah: Yes, I have. They are called
the ships of the desert.
Paliyah: What do they eat?
Joyah: They eat. (1)
Paliyah: How do they look like?
Joyah: They have(2)
Their .(3).
They also have(4) and
..(5)
Paliyah: What do people call a
camel that has two humps?
Joyah: They are called..(7)

Each student to complete the

dialogue based on the text given

CCTS
-knowledge (read,
identify, answer)
-comprehension
(describe)
-Analysis (text)
MI
-Verbal linguistics,

on individually.
Remedial
Students will be given the same
text as the enrichment activity.
Students will also be given the
same worksheet. However,
suggestion of answers will be
provided as a guide for them to
complete the dialogue. (TASK 2
B)
Suggestion of answer:
Plants, grasses and bushes
A huge hump on their body

where they store their fat

Thick fur helps them to stop
the sunshine from warming
their bodies
Long necks
Long legs
Two toes on each foot
Bactrian camels

Based on the suggestion of

answers provided, the students
need to choose the correct
answers and fill in the blanks.
CLOSURE
(5
MINUTES)

-Drawing your favourite

animal
-Homework

1. Teacher will give each student

a piece of A4 paper.
2. Teacher will ask them to draw
their favourite animal in the
center of paper.
3. Next, teacher will ask them to
write a simple essay about their
favourite animal as their
homework.
Important points need to be
included in the simple essay:
-

Characteristics of the animal

What the animal eats?
Where does the animal
lives?

Teaching aids
-A4 papers
CCTS
-knowledge
(identify)
-application
(apply, relate)
MI
-verbal linguistic,
visual-spatial,
bodily kinesthetic