Reading and Comprehension (Gratitude and Concern)

Subject : English
Form : 3
Duration : 110 minutes
Topic : Reading and Comprehension (Gratitude and Concern)
Learning Outcomes : At the end of the lesson, given a comprehension text,
students will be able to:
i. read and understand the text and use adjectives
for describing.
ii. answer questions based on the text in the time
frame given.

Instructional Strategy : i. Cooperative

ii. Mastery

Generic Skills
Language Skills : i. Reading
ii. Writing

Moral Values : i. Gratitude

ii. Concern

CCTS : i. Giving reasons

ii. Making links
iii. Listing
iv. Arranging
v. Seeking information

Multiple Intelligences : i. Logical

ii. Space/Imagination
iii. Interpersonal
iv. Kinesthetic
v. Intrapersonal

Instructional Media : i. Handout

ii. Worksheet
iii. Mahjong paper

Background Knowledge : Students have some knowledge of adjectives and also

understand the concept of gratitude and concern.
Steps/Duration
Instructional Generic
(Instructional Content Teacher’s Activity Students’ Activity
Media Skills
Events)

Lead-in Story 1. Teacher tells the 1. Students read silently. Handout 1 CCTS
students to read the Giving
30 minutes story silently. reasons

(Gaining attention) 2. Teacher asks 2. Students respond Multiple

simple questions to appropriately. intelligence
(Presenting check students’ Verbal
stimulus material) comprehension of the interpersonal
text.

3. Teacher does
vocabulary work with
the students.
 Step 1 Adjectives 1. Teacher picks out 1. Students listen. - CCTS
a noun from the text. Making links
20 minutes
2. Teacher shows Multiple
(Stimulating recall how this noun is intelligence
of prerequisite described so that we Verbal
learning) know more about the Interpersonal
noun.

3. Teacher asks 2. Students respond.

students to pick out
other examples of
words that tell us
more about things.

Step 2 Adjectives 1. Teacher picks out 1. Students do the task. Mahjong paper CCTS
a few nouns from the Listing
20 minutes text. Marker pens
Multiple
(Eliciting the 2. Teacher then tells intelligence
performance) the students to think Verbal
of as many describing Interpersonal
words as they can for
a particular noun.
 Step 3 Sentence 1. Teacher tells the 1. Students do the task in Exercise book CCTS
construction students to construct their exercise book. Arranging
20 mins as many sentences
as possible using the Multiple
(Assessing the adjectives that they intelligence
performance) have thought of (step Verbal
2). Interpersonal

2. Teacher asks a 2. Students read the

few students to read sentences.
their sentences.

Step 4 Reading and 1. Teacher distributes 1. Students do the Worksheet CCTS

comprehension the worksheets and exercise in the time frame Seeking
20 minutes tells students to do given. information
the exercise.
(Enhancing Multiple
retention and intelligence
transfer) Verbal
Intrapersonal
Teacher’s Notes

Steps Notes

Lead -in 1. Distribute handout 1 and tell students to read the text silently.

2. Read the text aloud and stop after every paragraph and ask questions based on that paragraph.
Eg After reading paragraph 1, ask the following questions;
- Where was Pamela going?
- How did she go to school?

3. Pick out new words. Read the words aloud and look for their meanings in the dictionary.

Step 1
1. Pick out a noun and write it on the board.
Eg morning (you may need to explain what a noun is).

2. Ask the students - what sort of morning was it?

Students may reply with the words from the text eg. It is bright and sunny.

3. Tell the students that the words ‘bright’ and ‘sunny’ tell us more about the morning.

4. Ask students to pick other examples of the words that describe the nouns.

Step 2
1. Get the students into groups.

2. Pick out a few nouns from the text, if possible different nouns for different groups.

3. When they have finished, exhibit the students’ work on the wall around the classroom.
Step 3
1. Tell students to construct sentences using the adjectives (use the adjectives on the mahjong
paper)

2. Ask a few students to read their sentences aloud. Correct their sentences there and then.

Step 4
1. Distribute the worksheets and tell students to do the task.