Class 4 Kreatif

Date 29 February 2016

Time 9.10 -10.10 a.m.

Number of Pupils 30

Focus Listening and Speaking

Theme World of Knowledge

Topic Unit 4: Be safe

1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak
confidently with the correct stress, rhythm and intonation.

Content Standards 1.2 By the end of the 6 year primary schooling, pupils will be able to listen and respond appropriately
in formal and informal situations for a variety of purposes.

1.1.3 Able to listen to and respond to a given stimulus by using appropriate words, phrases and
expressions with the correct stress, rhythm and intonation.
1.2.1 Able to participate in daily conversations:
Learning Standards
(d) express sympathy

Objectives By the end of this lesson, pupils will:

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 a) Able to express sympathy by saying the right thing to say according to what happen to our
friends who are in trouble.
-Contextual Learning
-Constructivism
-Multiple intelligence
Visual spatial intelligence
interpersonal intelligence
Cross-curricular elements
Audio-lingual intelligence.
-Values and citizenship
-Method
Inductive learning method

1. Pick a card

2. Bandage
Teaching aids
3. Pin

4. Sentence strips

Sincerity
Moral Values
Confidence.

Activity Content Teachers notes Remarks

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Set induction (5 minutes):
1. Teacher comes to the class
with band aids.
2. Teacher asks pupils to express
their sympathy to him.
Instructional Language:
i. Student, look at me!
ii. I just had an accident with a
lorry.
iii. Can you please express your
sympathy to me.
Pre-listening (15 minutes)
1. Teacher asks to sit in group.
2. Teacher asks pupils to pick a
card.
3. Each card contains a situation.
Each group is instructed to
The appliance of the
Behaviorists theory.
Inductive learning (giving
example at first, then relate it to
their real life)
Thematic approach (describing
invention as a big idea or
concept before relating it with
values such as helping each
other)
Multiple Intelligence:
Visual-spatial
Educational Emphasize
Multiple intelligence
- Visual Spatial
Teaching aids
3
CCTS: Teacher is encouraged to
use pictures but not
Critical Thinking-
recommended to use
Identifying characteristics pictures that contains
explicit images or visually
Do realize what just happened to
violent for their ages such
me? as the images of the injured
victims.
Do you think this is serious?
Integrated Skills
No integrated skills.
CCTS: Teacher must be able to
make sure the pupils
Making association
able to give full attention
How do you think all these during the instruction.
treatment will help us in the
In this lesson, teacher
event of emergency?
will only focus on
bandaging the victim.
Making inferences
 select one of their members i. Band aids Do you think this treatment is
and carry the basic first aid necessary? Why?
ii. Pick a card
treatment according to the
situations. iii. Pin

Instructional Language: Approach:

i. Students, now I want you to sit Contextual learning

in your group and pick a card.

ii. Read the situation carefully.

iii. Select one of your friends to be

the victim and conduct the first
aid treatment on him/her
according to the situation.

iv. I give you 10 minutes.

While-listening (15 minutes)
Teaching Procedure
1. Teacher pastes sentence strips
of sympathy expression.
Educational Emphasize
Contextual Learning
Multiple Intelligence
Integrated skills Reading is not the
objectives of the lesson.
2.2 By the end of the 6 year primary
Be careful.
schooling, pupils will be able to
demonstrate understanding of variety .

4

2. Each group presents their
bandaging in front and read up
aloud the situation.
3. Teacher uses the sentences in
front to express his feeling to
the victim.
Instructional language
1. Now, class read these
sentences together.
2. Group one, please come in
front, read your situation and
show us your work.
Post-listening (25 minutes)
Teaching Procedure
1. Teacher asks pupils to in pair.
2. One of the pupils will come out
with a sad situation and his
partner must be able to
of linear and non-linear texts in the
Interpersonal intelligence Teacher can repeat the
form of print and non-print materials
expressing for the pupils if
Teaching aids: using a range of strategies to construct
they having problem
meaning.
i. Sentences strips understanding/ listening
the stimulus.
CCTS
Moral values:
Generating ideas
Expressing sympathy. 1. Do you think this is a good
sentence to express our sympathy?
Why?
Moral Values CCTS:
Appreciation Recalling previous knowledge If any of the pupils
voluntarily wants to go first
A pupil will feel appreciated if 1. Do you think you must smile while
teacher should pick them
his friends express their expressing your feeling? Why?
first.
sympathy towards each
other. Pupils can write down
situations for their
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 express his sympathy using Building confidence to talk presentation but writing is
the right sentence. aloud not the focus of the lesson.

3. Each group will present it

orally.

Instructional Language:

I. Now, I want you to sit in pair.

II. One of you will come out with a

situation and one of you must
express your sympathy toward
your partner.

III. I give you 5 minutes!

Closure (5 minutes) CCTS: Teacher explains the

importance of the moral
1. Teacher asks all the victims to Moral Values: Creative Thinking
values.
come in front and sits with the
The manners of visiting Generating ideas
teacher. Teacher tells to the pupil the
your friends
suitable things to be brought
2. Teacher is the doctor of the
to the hospital.
ward now.

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3. Teacher asks any of the rest of
the pupils to come visit them.

4. Before they come to visit,

teacher asks them what they
will bring for the victim.

Appendix 1

1. I was involved in an accident and broke my arm.

2. I stepped on a banana peel, slip over and fell on my head.

3. Someone threw a pencil into my eye!

4. A car just hit me and broke my leg.

5. A nail was stuck on my head accidentally.

6. I fell and broke my ribs.

Appendix 2

1. Im sorry to hear that.

2. Im sorry, I did not know.

3. Im sorry to know that.

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4. Im happy to hear that.

5. Im so glad.

6. Is there anything I can do for you?