Appendices

Lesson Plan 1

Subject: English

Year: 5 Cemerlang

Number of pupils: 30

Theme: World of Knowledge

Topic: Animals and fruits

Grammar specifications: 2. Articles (with singular nouns)

Learning outcomes: By the end of the lesson, pupils will be able to:

(a) Understand the usage of singular articles of ‘a’, ‘an’

and ‘the’.

(b) Match pictures to the correct articles.

(c) Fill in the blanks using correct articles use.

Teaching aids: picture cards of animals and fruits, worksheet

Previous knowledge: Pupils have learnt about articles, animals and fruits in
their previous lesson
 Phase Teaching and learning activities
Content Teacher’s activities Pupils’ activities Remarks

Set induction/ Actions Ask pupils to look at the Pupils give response by To get pupils ready for the
Generating ideas 1. Picture of African picture provided on the naming the animals and lesson.
(3 minutes) savannah posted on board. the fruits they saw in the
the blackboard. picture pasted by the
Ask pupils to name the teacher. Strategy/technique
2. Picture of variety of animals and plants that Questioning
fruits. they see in the picture

Appendix 1 Relate the picture to the

topic for the day and
reintroduce pupils with
articles usage for single
noun that ‘a’, ‘an’ and
‘the’.
Reading Hand-outs of excerpt Teacher asks pupils to Pupil form partner with
( 10 minutes) from a passage. highlight every single friend sitting next to them
article that they can find in and start reading the
Appendix 2 the excerpt with their passage and underlining To enrich pupils’ grammar
partner. every articles that they
find.

Teaching aids
Hand outs
Listening and speaking Big size poster of the Using the hand-outs given
(15 minutes) excerpt pasted on the earlier, teacher started to
board discuss the short passage
with the classroom,
random pupils are asked to
come up in front and mark
the articles that they find
in the passage.
For each finding teacher
explains the use of ‘a’,
‘an’ and ‘the’
Grammar games Flash card. Teacher pasted a picture
(15 minutes) on the board of an animal,
Pupils listen to the
teacher’s explanation. Strategy/technique
Pupils participate with the Questioning.
discussion.
Pupils checks other
group’s answer sheet and Moral value
actively participating in Cleanliness.
the classroom discussion
Respond to questions
asked by the teacher.
Thinking skill
Making inferences.
Pupils answered teacher’s Teaching aid
question. Pictures
 teacher ask pupils to
choose between articles
that can be use to describe
the animal.

Teacher pasted another Pupils answered teacher’s

Appendix 3 picture this time it’s fruit. question.
Teacher as the pupils once
again to choose the correct
articles to use

Teacher pasted series of Pupils answered the task

pictures on the board one
by one and asked pupils to
get up and answer for each
pictures using the correct
articles.
Pupils are chosen by
voluntarily or through
random choosing by
teacher has given, for
every student who
answered; they give out
reason why they choose
the answer to the
classroom.
 teacher.
Language game Poem about animals Teacher hand out a poem Reinforcing grammar
(10 minutes) and fruits to pupils about animals learning (articles) to
and fruits. pupils.
Appendix 4
Teacher asks pupils to read Pupils read the poem.
it aloud.

Teacher asks pupils to fill Pupils fill in the blanks

in the blank using the with correct answers.
articles on their own.
Closure Discussion Teacher selected few Pupils check the answer Closure.
(7 minutes) pupils randomly to recite with teacher.
the poem aloud in front of
the class.
Appendix 1
Appendix 2

Salem watches in awe as he passes by a cow grazing the grass in the

field surrounded by sturdy gates. As Salem walks deeper into the farm,

he saw more animals around him and the place. There a chicken busy

picking on the grass and next to the chicken, there’s a goat sleeping,

there’s also a Billy goat next to the older goat. Salem jumped when he

felt something brushing his feet; it was a cat, now running away from

him. Salem wonders if there is an elephant in the farm too, since the

farm seems so big, maybe it has everything here. The he shook his

head, there’s no way an elephant would be here. But it would be nice if

there is a monkey, or maybe an eagle or an ostrich, he thought happily,

he would love to greet a lion or a tiger too.

Nani happily waved at her cousin Salem, rushing toward Salem

she offers him an orange that she just pick out from an orange tree,

though when Salem declined, she quickly offered Salem a banana,

remembering that Salem loves eating bananas.

Appendix 3

Animals
Fruits
Appendix 4

Poem

The Zoo

At _______ zoo we saw _______ bear

He had long, dark fuzzy hair

We saw _______ lion in _______ cage.

He was in _______ awful rage.

We saw _______ big, long-necked giraffe,

And _______ silly monkeys made us laugh

But my favorite animal at _______ zoo

Is _______ elephant--how about you?

Taken from http://www.english-time.eu/for-teachers/poem/269-06.-animals/

Interview Questions.

1. Do you find articles such as ‘a’, ‘an’ and also ‘the’ confusing?

2. Do you like learning articles using pictures and games?

3. Do you think using pictures help you remember how to use grammar articles

better?

4. Do you like having active interaction during lesson when learning articles?

5. Do you want of this kind of lesson when you learn English especially grammar?
Result.

No. Remark Yes No

While majority of pupils asked about how they feel on learning
grammar, in this case learning singular noun articles, most of them
1 admit that articles confuses them, though there are some pupils 7 3
claim that learning articles is not that confusing but they admit
that they need time to learn it.
All of them admit that they enjoy lesson when it involves having
2 10 0
pictures and also games included.
Almost all pupils that were interviewed eagerly agreed that
learning articles through games and using pictures is fun and help
3 them to understand the lesson better. 2 of the pupils don’t seem to 8 2
understand the connection between using games and learning as
they are more interested in playing.
This question garner almost divided opinion among pupils, 6 of
them feel that active participation would make the lesson more
4 6 4
interesting and fun, while there are pupils who shyly admitted that
they want active class as long as the focus is not on them.
All agreed that learning English using games and livelier
atmosphere is better, some even chime in saying that when the
5 10 0
pupils are talking and discussing, they understand the lesson better
than just sitting quietly and listen what the teacher has to say.
Graph.

Graph Bar: Responds pupils give through interviews

on learning Articles
12

10

8
Pupils

6
Yes
4 No
2

0
1 2 3 4 5
Question Number