Year 5 (the Big Bully) Rph Sample

LESSON PLAN – MINGGU 12

Date/day: 23rd of March 2015 (Monday)

Class : 5A

Time : 11:30 a.m. – 12:30 p.m. (60 minutes)

Topic / theme The Big Bully (MBMMBI)Focus skill(s) Listening and speakingLearning standards

1.3.1, 1.2.1

Learning objectives/ outcomes

By the end of the lesson, pupils will be able to:i) Arrange the sentence strips into the correct

order based on the news heardii)Give responds during discussion

Language input

Verbs, nouns

Teaching aids/tools

LCD, laptop, CD, i-think map

Moral values Cooperation, listen to instructionCross curricular elements

Multiple intelligence

Teaching and learning activities

Set induction: using i-Think map (circle map) about “accident”.

1. Pre-listening: introduce key vocabulary (vehicles, collision, ignored, injuries

2. While-listening:a) Play the story without showing the visuals.b) Pupils put a jumbled list of events in the

right order. Before they begin, remind them that they do not need to listen to every word, only the keywords. (i-think map - flow map)

c) Play the audio again to check.3. Post-listening: speaking

a) Ask pupils: What do you think Mr. Tan should have done?

b) Elicit some suggestions (both good and bad suggestions) and write them on the board. Model how to make suggestions, and how to respond to the suggestions.

c) Role play in pairs – make suggestions and respond to them. Less proficient pupils may use the examples on the board and more proficient pupils can give their own suggestions.

Closure: Talk about how to prevent accidents.Reflection


Date/day: 24th of March 2015 (Tuesday)

Class : 5A


Topic / theme The Big Bully (MBMMBI)Focus skill(s) ReadingLearning standards

2.2.3


By the end of the lesson, pupils will be able to:iii) Answer WH questions based on letter readiv) Give responds during discussion

Language input

WH question words

Teaching aids/tools





Set induction: Ask pupils if they can recall the title of the story. Elicit some examples of bullying behaviour.

1. Pre-reading: Ask pupils – If you know your friend is being bullied, what information would you ask about? (recall the question words and what kind of information they are related to) i-think map – circle map/tree map

2. While-reading:a) Read the letter about bullying and write

short answers to the WH-questions.3. Post-reading:

a) In groups, pupils compare their answers and once they have agreed, they suggest what the bullied person should do next.


b) Revise the language used for making and responding to suggestions (from the previous lesson)

Closure: briefly talk about whether pupils themselves or any of their friends have ever been bullied, and what they did.

Reflection

Date/day: 25th of March 2015 (Wednesday)

Class : 5A


Topic / theme The Big Bully (MBMMBI)Focus skill(s) Writing/GrammarLearning standards

3.3.1, 5.2.1


By the end of the lesson, pupils will be able to:i) Identify the imperative form of verbs in

sentencesii) Write sentences using imperative form iii) Create a poster

Language input

Imperative form of verbs

Teaching aids/tools

LCD, laptop, CD, poster, i-think map

Moral values Cooperation, awareness Cross curricular elements


Teaching and learning

Set induction: Display a poster (e.g: anti-drugs) with the text hidden and ask pupils what the


activities message is. Reveal the text and point out the imperative form (circle map)

1. Presentation: a) Recall some of the suggestions made

during the first lesson. Write out the verbs on the board in various forms (with –s, -ed or –ing endings).

b) Point out the correct form of the imperative.

2. Practice:a) Complete an error identification and

correction exercise with imperatives, e.g on what to do if there is a fire.

3. Production:a) Working in groups, write sentences for and

anti-bullying using the imperative form. b) Create a poster containing these

sentences.Closure: Display the posters and do a Gallery Walk.

Reflection

Date/day: 26th of March 2015 (Thursday)

Class : 5A


Topic / theme The Art Competition (MBMMBI)Focus skill(s) Grammar/writingLearning standards

5.1.8

Learning objectives/

By the end of the lesson, pupils will be able to:v)Construct sentences containing adverbs


outcomes “always” and “never”vi) Give responds during discussion

Language input

Adverbs

Teaching aids/tools





Set induction: Carry out the true/false activity in the CD as a class to activate the pupils’ memory of the textPresentation:

1. Pupils complete a worksheet with a list of actions by Mr. Tan and Mr. Gopal’s; they tick if the action is a “should’ or “should not”.

2. When discussing their responses, the actions are expanded into full sentences containing “should/should not’ on the board.

3. Pupils are asked how the adverbs “always” and “never” can be inserted into the sentences.- “always” is used with “should” and is

placed after the modal verb but before the main verb

- “never” is used to show “should not” but when it is put in the sentence, the negative “not” is not needed. The position of “never” is also between the modal and main verbs

Practice:1. Pupils write full sentences containing ‘should’

and the appropriate adverb of frequency based on the worksheet given earlier

Production:1. Individually, pupils write sentences containing

‘should’ and the appropriate adverb of frequency, on the topic “bullying”.

2. Pupils may use the suggestions from the previous lesson or make fresh suggestions, according to their level of proficiency.

Closure: selected pupils read out their sentencesReflection


Documents

Year 5 (the Big Bully) Rph Sample