UNIT PENGAJIAN INGGERIS

JABATAN BAHASA
IPG KAMPUS PULAU PINANG

LESSON PLAN

T & L Details
Subject English

Date 18/09/2023

Time 10.40 – 11.40

Class 4 Nilam

Number of Pupils 29

Theme World of Self, Family and Friends

Topic Module 5 – Eating Right

Focus Skills: L/S/R/W/LA Listening/ Listening

Pupils’ Prior Knowledge Pupils already know the basic about

countable and uncountable nouns.

Content Standard Main:

L 1.3 Use appropriate listening

strategies in a variety of contexts

Complementary:

L 1.1 Recognise and reproduce target

language sounds
Learning Standard Main:

L 1.3.1 Guess the meaning of unfamiliar

words from clues provided by

 knowledge of the topic

Complementary:

L 1.1.1 Recognise and reproduce with

support a wide range of target language

phonemes

Learning Objectives Main: By the end of the lesson, pupils will

be able to guess the meaning of at least

two unfamiliar words from clues provided by

knowledge of the topic.

Complementary: By the end of the lesson,

pupils will be able to recognise and

reproduce with support at least three words

with /eə/ sound.

Success Criteria Pupils can:

a. guess the meaning of at least two words

based on the topic knowledge.

b. listen and identify at least three words

from the song with the /eə/ sound.

c. pronounce words with /eə/ sound.

Assessment Task

Thinking Skills (KBAT) Critical and creative thinking skills

Cross Curricular Elements (EMK) Language

Moral values Teamwork and Cooperation

Teaching Materials Textbook, Audios, Worksheets

ASPECTS OF TEACHER’S GUIDANCE

Focused Theme During Supervision Phonemes

Elements of guidance
Soft Skills (KI) CS : Cooperative skills, communicative
skills
New Pedagogies (PMI) Pupil centered

Stages Content Teaching and Learning Remarks

Activities
SET INDUCTION 1. Introduce and review Multiple
(5 minutes) To elicit pupils’ Intelligence
food vocabulary by
- Visual-
knowledge and
displaying food spatial
to arouse their
flashcards on the
interest.
board. Thinking Skills
- Critical
2. Draw a food tree map and
on the board and creative
thinking
show how to complete skills.
it.
Teaching Aids
3. Hand out the -
worksheet and ask
pupils to work in
groups to complete
the tree map.

PRE-LESSON – 1. Introduce the Multiple

LISTENING Intelligence
vocabulary at the top
(15 Minutes) - Visual-
of the page. (SB pg spatial
49)
Thinking Skills
2. Play CD track 70 and - Critical
and
have pupils point and creative
repeat. thinking
skills.
3. Say the words again
in random order and Teaching Aids
-
have pupils repeat
and point.
4. Ask pupils to close
their books and listen
to the song (Track
71).
5. Ask pupils to highlight
words they don’t know
in the text (e.g.
 yummy, market), or
direct them to these
words.
6. Get them to guess the
meaning of these
words based on the
topic knowledge.
7. Provide pupils with
various possible
definitions for these
words and ask them
to think about the
topic to decide what
the words mean.
(Assessment)
WHILE – 1. Draw pupils’ attention Multiple
LISTENING Intelligence
to the pictures and
(15 Minutes) - Visual-
ask them what foods spatial
they recognise.
Thinking Skills
2. Play the song once - Critical
and
and have pupils listen.
creative
(track 71) thinking
skills.
3. Pupils look at the
pictures again and Teaching Aids
- Worksheet
ask which foods we
can and can’t count.
4. Explain to pupils
about countable and
uncountable nouns.
5. Then, pupils complete
the tables with the
corresponding
countable and
uncountable foods
that are written in red
in the song.
POST – 1. Play the song a Multiple
LISTENING Intelligence
second time, and
(15 Minutes) - Visual-
have pupils find a spatial
word with the
Thinking Skills
sound /eə/ in the song - Critical
and
[pear].
creative
2. Play CD 3 track 5 and thinking
skills.
have pupils listen and
point the first time. Teaching Aids
-
(SB pg 120/TB pg
175)
3. Play the CD again
and have pupils listen,
point and repeat.
4. Ask pupils to
brainstorm more
words with each of
the three sounds.
(Assessment)
5. Pupils could work in
groups on one sound
each group.
6. Groups present their
work.
CLOSURE 1. Organise pupils into Multiple
(5 Minutes) Intelligence
groups and distribute
- Verbal-
a set of sound cards linguistic
to each group.
2. Call out one of the Thinking Skills
- Critical
words from Activity 3
and
and have pupils put creative
thinking
up the corresponding
skills.
sound cards.
Teaching Aids
3. Repeat steps with
-
other words.
Teacher’s Reflection:

Today's English lesson aimed to improve the listening skills of 4 Nilam class pupils through the theme
"World of Self, Family, and Friends" and the topic "Module 5 – Eating Right." The lesson primarily focused
on helping pupils guess the meaning of unfamiliar words using topic-related clues and recognizing and
reproducing words with the /eə/ sound.

The lesson started with a brief set induction phase, where I have made a change by using projector instead
of food flashcards to introduce and review food vocabulary. This activity was designed to elicit prior
knowledge and spark pupils' interest in the topic. It allowed them to engage with visual-spatial intelligence
and develop critical and creative thinking skills. During this phase, pupils also worked in groups to complete
a food tree map, promoting cooperative and communicative skills.

The pre-listening phase was dedicated to introducing vocabulary from the textbook and having pupils
repeat and point at the words. I’ve played an audio track to help pupils familiarize themselves with the
pronunciation of these words. Subsequently, I asked pupils to close their books and listen to a song related
to the topic, encouraging them to highlight unfamiliar words. This step engaged pupils in critical thinking as
they had to guess the meanings of these words based on their topic knowledge. Additionally, I provided
them with various possible definitions, enhancing their creative thinking skills.

Moving on to the while-listening phase, pupils were asked to recognize foods from pictures and listen to the
song attentively. This phase helped them differentiate between countable and uncountable nouns, which
was a relevant grammar point for the lesson. It also required them to apply critical and creative thinking
skills as they matched the foods in the song to the appropriate category.

In the post-listening phase, pupils had the opportunity to identify words with the /eə/ sound in the song and
engage in critical thinking by brainstorming more words with similar sounds. They worked in groups, which
promoted teamwork and cooperation, and presented their findings to the class.

Unfortunately, due to time constraints, the planned closure activity was not carried out as initially intended.
The closure was intended to reinforce the pronunciation of words with the /eə/ sound through a sound card
activity. This oversight is something I need to consider for future lessons, ensuring that adequate time is
allocated for all planned activities.

Overall, the lesson plan was designed to enhance pupils' listening skills while incorporating critical and
creative thinking, cooperative skills, and communicative skills. However, I must be more mindful of time
management to ensure that all planned activities are executed effectively in future lessons.

Cooperating Teacher’s / Supervisor’s Comments:

APPENDIXES
 Name:

a. Listen and sing. Then write the words in the correct box.

I can count them I can’t count them

an egg – some eggs some sugar

 Group:

Look at the flashcards on the board and complete the tree map below.

Food

Other Food Fruits Vegetables

 Group:

ere/eə/ ear/eə/

air/
eə/
Name:

Read and Say

ere air ear
where chair wear
there hair pear
lair bear
stair tear