WEEK 8

WEEKLY LESSON PLANS

          SUBJECT: ENGLISH

WEEK 8

DATE/DAY	23.02.2015 (Monday)
CLASS	3B
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Literature
TOPIC	The novel: Chapter 6
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify 1 problem that Phileas and Passepartout had to face on the train journey to Calcutta b) identify 1 solution that Phileas used to solve this problem
LEARNING EMPHASIS	Vocabulary development, Character analysis
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by getting the students to retell important events in Chapters 4 and 5 which they have read before the one week holidays. b) Then, she goes into the book by getting the students to read the title of the chapter. She asks them to predict what will happen next to Fogg and Passepartout. c) The teacher begins to read this chapter in the class. She pauses at points where the main events are and also at words that need explanation. d) Once she finishes the reading, the teacher asks the students to identify 1 problem that Fogg and Passepartout had to face on the train journey to Calcutta and also 1 solution to this problem. e) Before the lesson ends, she gives them some notes for Chapter 1.
REFLECTION	This lesson was completed. The students were able to provide answers to the two questions. However, the notes for Chapter 1 will be given in another lesson.

DATE/DAY	23.02.2015 (Monday)
CLASS	2E
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Unit 3: City Life, Kampong Life
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify sentence patterns for expressing possibilities b) use the sentence patterns for expressing possibilities
LEARNING EMPHASIS	Verbal linguistic, interpersonal interaction
INSTRUCTIONAL PROCEDURES	a) The teacher brings the students to look at a comic strip in a picture in their textbooks. They are to guess what the conversation will be about as they will listen to an audio video being played in the class. b) The teacher plays the audio video DVD in the class. She pauses to direct students’ attention to the targeted sentence patterns in the dialogue. She gets them to repeat the targeted sentence patterns. c) Next, she asks them to create some sentences to express possibilities after looking at the examples from the audio video DVD. She gives them 10 minutes to do this on their own. d) At the end of the given time, she asks the students to read out their sentences one by one. e) Before the end of this lesson, the teacher asks the students to identify words that will signal possibilities.
REFLECTION	This lesson was completed. The students were able to identify 3 sentences that express possibility from the audio-video DVD after the teacher taught them several examples of sentences expressing possibility. As for the constructing of simple sentences that express possibility, not all of them were able to write those sentences. The teacher had to show more examples on the board before they could write their own sentences. Overall, the students could identify words that signal possibility such as may and might.

DATE/DAY	23.02.2015 (Monday)
CLASS	2L
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 3: City Life, Kampong Life
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify sentence patterns for expressing possibilities b) use the sentence patterns for expressing possibilities
LEARNING EMPHASIS	Verbal linguistic, interpersonal interaction
INSTRUCTIONAL PROCEDURES	a) The teacher brings the students to look at a comic strip in a picture in their textbooks. They are to guess what the conversation will be about as they will listen to an audio video being played in the class. b) The teacher plays the audio video DVD in the class. She pauses to direct students’ attention to the targeted sentence patterns in the dialogue. She gets them to repeat the targeted sentence patterns. c) Next, she asks them to create some sentences to express possibilities after looking at the examples from the audio video DVD. She gives them 10 minutes to do this on their own. d) At the end of the given time, she asks the students to read out their sentences one by one. e) Before the end of this lesson, the teacher asks the students to identify words that will signal possibilities.
REFLECTION	This lesson was completed. However, none of the students were able to identify sentences that express possibility as they could not understand what was discussed in the audio-video DVD. The dialogue was too fast for them. So, the teacher resorted to giving them sentences that use may and might to signal possibility. They were also not too confident in constructing their own sentences using may and might. The teacher had to give more examples and get students to repeat the sentences orally.

DATE/DAY	24.02.2015 (Tuesday)
CLASS	3D
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Literature
TOPIC	The novel: Around The World In 80 Days – Chapter 1
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the physical traits of Phileas Fogg b) identify the personality traits of Phileas Fogg
LEARNING EMPHASIS	Character analysis, vocabulary enrichment
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students if they have travelled to another country and the kinds of modern transportation in the world today. b) Then, she asks them to look at the picture on the cover of their novels. They are expected to say that they can see 4 people riding on the back of an elephant. Some of the men are dressed in Western clothes while one man is wearing an Indian traditional costume. There is also an Indian woman. There is a large picture of a wrist watch. c) Next, the teacher asks them to comment on the title of the book, “Around The World In 80 Days”. She also asks them if it is possible to travel around the world in 80 days at a time where there is no air transportation. d) The teacher directs their attention to Chapter 1 and begins to read the first chapter. They are introduced to the main character, Phileas Fogg and his new French butler, Jean Passepartout. e) After the end of the reading, the teacher asks the students to describe Phileas Fogg in terms of physical and personality traits. She writes down their answers on the board. f) Before the end of the lesson, the teacher reminds the students to bring their novels again on Wednesday
REFLECTION	This lesson was completed. The students could answer all questions on the physical and personal traits of Phileas Fogg.

DATE/DAY	24.02.2015 (Tuesday)
CLASS	3B
TIME	3.25 4.35 pm
SUBJECT	English
UNIT	Nilam
TOPIC	Reading at the library
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write their first book report in their Nilam report book
LEARNING EMPHASIS	Reading with a purpose
INSTRUCTIONAL PROCEDURES	a) The teacher brings the students to go to the school library to read English books. Each student is to get a book which is not too thick and the one that they can complete reading during two periods. b) The students are taught how to fill in their book report in the Nilam report book. c) At the end of the lesson, students will return to their own class.
REFLECTION	This lesson was completed. Not all of the students brought their Nilam report book. However, the teacher has reminded them to jot down important details about the book that they were reading so that they could complete the book report in their Nilam report book.

DATE/DAY	24.02.2015 (Tuesday)
CLASS	2L
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) explain what the title of the lesson means b) identify the kinds of pollution in our world c) identify one reason that leads to a certain type of pollution d) identify one solution to a certain type of pollution
LEARNING EMPHASIS	Verbal intelligence, intrapersonal
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the title of the lesson. She asks them to read it and explain what it means. She listens to their answers and adds to their comments. b) Next, the teacher tells them to identify the environmental issues in the pictures. She asks them questions that will get them to tell her the types of pollution in the pictures and the reasons that lead to these types of pollution. c) After this, the teacher will get them to talk further on ways they can help to reduce pollution. d) Before the end of the lesson, the teacher repeats some of the useful terms that the students have learned during this lesson.
REFLECTION	This lesson was completed. The students were unable to explain the meaning of the title. But they were able to identify the types of pollution in the picture and give 1 solution to each problem.

DATE/DAY	25.02.2015 (Wednesday)
CLASS	3D
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Rhymes
TOPIC	Learning rhymes in a song
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) explain the meaning of rhyme b) identify examples of rhyming words in a song lyric c) give examples of words that rhyme
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) This lesson will be conducted by the teacher and the ETA, Cikgu John. Firstly, the ETA will explain the objectives of the lesson. Students will listen. b) Next, the teacher will help to distribute sheets of paper that contain a song lyric entitled, “The Fresh Prince Of Bel Air”. The ETA asks the students if the students are familiar with the song and tells them to read it quickly. c) Then, the ETA will say a few words that rhyme and tells the students to identify words that rhyme. He asks the students to give a few more examples of their own to show that they understand what rhyme means. d) After this, the ETA will play a video performed by Will Smith singing the song on the given worksheets. The students are to listen and read the lyrics. The ETA replays the video again. d) Next, he asks them to sing the song together with him. The style of singing will be fast and rap is used most of the time. The ETA teaches the students to sing in this manner. e) To get students to see rhyme better in the song lyrics, the ETA instructs them to identify as many words that rhyme. They are given 10 minutes to do this. f) At the end of the time, the ETA asks the students to read their answers. g) Before the end of the lesson, the teacher collects the worksheets from the students and asks them what they have learned in class.
REFLECTION	This lesson was completed. The students enjoyed singing with the ETA and were able to give a lot of rhyming words. The task in identifying rhyming words in the song lyrics was easy for them.

DATE/DAY	25.02.2015 (Wednesday)
CLASS	2L
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify and name the environmental issues in the pictures b) listen and practise saying aloud the targeted vocabulary after listening to an Audio-Video DVD c) spell the targeted vocabulary correctly
LEARNING EMPHASIS	Verbal intelligence, intrapersonal, vocabulary development
INSTRUCTIONAL PROCEDURES	a) This lesson begins when the teacher gets the students to look at some environmental issues shown in page. She asks them questions that will get them to identify the issues. b) Next, the teacher plays an audio-video DVD to allow the students to listen and practise saying aloud the targeted vocabulary related to the topic on environmental issues. She pauses after each word to help them to internalise the targeted vocabulary. c) After this, the teacher gets the students to play a simple game. They are divided into groups of 5. The teacher explains how the game is played. She will select a picture at random from the audio-video DVD. Each group takes turn to spell out the words related to the chosen picture. The group that spells correctly more often will be given some prizes.
REFLECTION	This lesson was completed. Most of the students were not able to spell the words correctly. However, the girls won as they remembered the spelling of the new vocabulary better than the boys.

DATE/DAY	25.02.2015 (Wednesday)
CLASS	2E
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 3: City Life, Kampong Life
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about a story based on a series of pictures b) use the targeted vocabulary
LEARNING EMPHASIS	Verbal intelligence, interpersonal, organising, generating ideas
INSTRUCTIONAL PROCEDURES	a) This lesson will be based on an assessment for Band 6. The teacher will divide the class into 6 groups. Each student sits in his or her own group. b) Next, the teacher will draw the students’ attention to the picture in their textbooks. She asks them to identify the activity carried out in the picture. c) Then, the teacher explains to the students that they will do an activity called, “Show and Tell”. This activity requires each group to create a story on “Tinka the City Cat” or “Tinka the Kampong Cat”. The groups can choose which story to write on and to be creative with the story line which should be brief. d) The teacher gives them some drawing papers to be used to draw images for their story. The groups are to discuss what to draw based on their group’s storyline. The students are given 1 period to do this. e) At the end of this time, the students are to organise their storyline and to plan their presentation. Each presentation will take place in front of the class. f) During the presentation, each group is called to the front of the class while the rest of the students are to pay attention. g) Before the end of the presentation, the teacher comments on the groups’ presentation.
REFLECTION	This lesson was not completed. The teacher has decided to help students prepare their storyline on this day. The presentation will take place on Monday next week so that they will have ample time to prepare their presentation. During the lesson, the teacher had divided them into 6 groups and each group was given time to think of the characters, 1 problem faced by the main character and 1 or 2 solutions to the problem. The students were also reminded to bring pictures to help their classmates understand the story better next week.

DATE/DAY	26.02.2015 (Thursday)
CLASS	3B
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Error Identification
TOPIC	Revision for PT3
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify 10 errors in a short text b) correct the 10 errors
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets for the lesson to the students. Each worksheet contains a short text with 10 grammatical or spelling errors. b) The students are given 5 minutes to read the text silently. c) At the end of this time, the teacher guides them to look at the first blank marked as (a). She explains that the first error is parallel to the first blank. She lets the students identify the first error for 2 minutes. They are to write down their own answers. This process is repeated for the rest of the 9 errors. d) At the end of the task, the teacher reads out the correct answers and the students will check their work. e) The teacher discusses this task by pointing out how to identify the errors confidently. She shares with them some useful tips. f) When this is done, the teacher distributes another batch of worksheets to the students. They are to carry out the task of identifying 10 errors and correcting them in about 15 minutes. g) At the end of this time, the teacher writes down the correct answers. h) Before the lesson ends, the teacher discusses the technique to identify the errors.
REFLECTION	This lesson was completed. The highest mark for the first task was a score of 5 upon 10 while the second task recorded a score of 6 upon 10. Almost all of them could not identify all 10 errors within the given 15 minutes to complete the task. The teacher shared tips with them in order to help them to find more errors in the second task. More practice is needed as students were unable to score more than a score of 6 upon 10.

DATE/DAY	26.02.2015 (Thursday)
CLASS	2L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about environmental issues and ways to solve them
LEARNING EMPHASIS	Verbal intelligence, pair work
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at pictures in their textbooks. She asks them to identify the type of pollution in the picture and 1 solution to reduce the pollution. b) Then, she gets the students to work in pairs. She explains that each student is to choose 1 type of pollution and 1 solution to solve the problem. She explains how to describe the pollution and its solution in 2 sentences which she drills the students to repeat after her. c) Once they understand the kinds of sentences to be used, she gives them 10 minutes to prepare their sentences. d) At the end of this time, she gets pairs of students to present their ideas. e) Before the end of this lesson, the teacher asks them to repeat the targeted sentence patterns.
REFLECTION	This lesson was completed. The students carried out this task well in the class. However, not all were able to use the targeted sentence patterns. Before the end of the lesson, the teacher drilled them into repeating the targeted sentence patterns.

DATE/DAY	26.02.2015 (Thursday)
CLASS	2E
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about a story based on a series of pictures b) use the targeted vocabulary
LEARNING EMPHASIS	Verbal intelligence, interpersonal, organising, generating ideas
INSTRUCTIONAL PROCEDURES	a) This is a continuation of the lesson on Wednesday where the students are to present a story on either “Tinka the City Cat” or “Tinka the Kampong Cat”. b) Each group is invited to present their story in front of the class. c) After the presentation, the teacher comments on the strength and weaknesses of each presentation to help the students to improve.
REFLECTION	This lesson was not completed. The students had asked for more time to prepare their presentation as it involves them to draw pictures. Hence, the teacher taught them how to present the story using pictures. The students are reminded that the presentation will be carried out on Monday next week as it will be assessed as a Band 6.

DATE/DAY	27.02.2015 (Friday)
CLASS	3D
TIME	2.35 – 3.45 pm
SUBJECT	English
UNIT	Error Identification
TOPIC	Revision for PT3
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify 10 errors in a short text b) correct the 10 errors
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets for the lesson to the students. Each worksheet contains a short text with 10 grammatical or spelling errors. b) The students are given 5 minutes to read the text silently. c) At the end of this time, the teacher guides them to look at the first blank marked as (a). She explains that the first error is parallel to the first blank. She lets the students identify the first error for 2 minutes. They are to write down their own answers. This process is repeated for the rest of the 9 errors. d) At the end of the task, the teacher reads out the correct answers and the students will check their work. e) The teacher discusses this task by pointing out how to identify the errors confidently. She shares with them some useful tips. f) When this is done, the teacher distributes another batch of worksheets to the students. They are to carry out the task of identifying 10 errors and correcting them in about 15 minutes. g) At the end of this time, the teacher writes down the correct answers. h) Before the lesson ends, the teacher discusses the technique to identify the errors.
REFLECTION	This lesson was completed. The students could not score more than a score of 4 upon 10 for both tasks. They were also unable to identify 10 errors within the given 15 minutes. The students were taught on tips to identify errors. More practice is needed to help the students.