...keinginan yang mengejamkan....

....lesson plan....

DAILY LESSON PLAN

Subject: English Language
Class: 3 Sigma
No of student: 40 pupils
Date: 8th July 2010

Time: 110- 210 pm
Theme: World of Knowledge
Topic: Animals and Pets.
Focused skill: Writing
Integrated skill(s): Reading

Curriculum Specification:

Recognize and read out whole words.
Read and understand simple sentences
Form simple sentences and questions by arranging words.
Construct simple sentences independently.

Lesson Objectives:
By the end of the lesson, pupils should be able to:
· Rearrange words into a complete sentence
· Write at least one sentence using is/are correctly

Educational Emphases:
1. Knowledge acquisition: pupils learn to use “is/are” to construct sentences.
2. Multiple Intelligences: Verbal-linguistic, Bodily-Kinesthetic, Interpersonal,
Intrapersonal

Language Content:
1. Vocabulary: animals farm (cow, dog, duck and horse)
2. Sentence structure : verb-to-be (is/are)

Teaching Aids:Pieces of puzzle, flash cards, A4 papers, marker pen, envelopes and task sheet.

Moral Values:Love, responsible and respect

STAGE/ TIME	CONTENT	TEACHING-LEARNING ACTIVITY	RATIONALE/ REMARKS
Set Induction (5 minutes)		1. Teacher asks pupils “Have you been to farm?”	To engage pupils’ attention
Introduction (10 minutes)		2. Pupils sit in groups. 3. Each group will get one envelope contains of puzzle 4. Teacher explains that pupils have to solve the puzzle to get a picture.	To encourage critical thinking Teaching aid: Pieces of puzzle
Development: Stage 1: (10 minutes)		5. Teacher pastes flash cards that contain words around the whiteboard. 6. Teacher tells pupils that they are going to make sentences using the words given. 7. Teacher shows an example how to make a sentence using the words given. 8. Teacher explains the singular and plural (is/are) rules to pupils. 9. Teacher calls out several pupils to try to make the sentences.	To provide basic understanding about singular and plural (is/are) Teaching aids: Flash cards
Stage 2: (15 minutes)		10. Each group will get one envelope containing small index cards. 11. They need to construct three sentences using is/are based on the words on the index cards. 12. They need to write the sentences on A4 papers. 13. They present their works in front of the class.	To construct sentences using is/are Teaching aids: Index cards, A4 paper and marker pen
Stage 3: (15 minutes)		14. Pupils are given a task sheet. 15. They have to complete the task sheet. 16. At the end of the lesson, pupils are asked to pass up the task sheet.	Teaching aids : Task sheet
Closure (5 minutes)	Example of questions 1. What animals can you see in the picture? 2. How many horses are there?	17. Using the picture given in the introduction stage, teacher asks pupils the name of the animals found in the picture. 18. Teacher asks pupils when to use “is/are” in a sentence.	To reinforce today’s lesson

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It's or its?

These two words are very often confused. A typical mistake is when somebody uses “its” instead of “it’s”, although the opposite often happens, too.

it’s is the short form of it is or it has (been) :

• When you go abroad, it’s a good idea to take a guidebook with you.(… it is a good idea…)
• Don’t worry, it’s been like this for a long time.(… it has been like this…)
• Are you telling me that it’s my fault?(… it is my fault?)
• The box was hidden in an attic during the war and it’s been there until today.(… it has been there…)

Its is a possessive word, just like my or your (something owns something or something belongs to it).

• The car was badly damaged but its driver escaped unhurt.
• The dog went back to its house.
• The house and its garden are a popular tourist attraction.

They’re, their or there?

These three words are often used incorrectly too.


They’re is the short form of they are:

• My parents have gone on holiday and they’re in France today.
• When students like a teacher, they’re more likely to do well in the subject he or she teaches.

Their is a possessive word, just like its or my:

• My children always leave their toys all over the place.
• The dogs ran towards their master.

There is an adverb of place: it means in that place.
Think of it as an answer to the question “where?”.

• We didn’t want to go there, but we had to.
• Why did you put my book there?

Here’s a sentence with all three words;

• They’re there, and all their friends are with them.

Tips for Learning English

• Have desire -Learning English requires a lot of study and dedication. Only true desire will keep you motivated.
• Study out loud-Pronounce the words out loud to yourself as you study. You will remember them more easily and you will be able to practice your pronunciation at the same time.
• Surround Yourself -Surround yourself with English. Read it, listen to it, watch it and speak it with others.
• Study a little each day –Studying formally for at least 30–60 minutes a day will help you retain what you learn. At the beginning of each study session, review what you learned in the lesson before
• Use what you know – Even if you know relatively little English, you should use what you know. You will be surprised at how much you can communicate with a few words or phrases.
• Don't be afraid –Never be afraid to try speaking to other people even if you don’t know everything. They will appreciate your efforts.
• Speed it up –Get used to listening to the language at normal speed. It will seem fast at first, but the more you know, the more it will sound normal.
• Don't get stuck –If you don’t know a certain word, work your way around it. Use different words and actions to explain it, but don’t give up.
• Have fun! –Learning a new language is fun and exciting. Recognize your progress and use your language for ultimate enjoyment.