Theme:

Topic:
Class/Time:
Focus:

World of Knowledge
Where Am I?
2 Efektif/ 2.00-2.30pm
Reading

Learning Standard:
Objective(s):

2.1.2 (e) /l/, 2.2.1(a), 2.2.3

By the end of the lesson, pupils will be able to:
i.
articulate the phoneme /l/ correctly.
ii.
identify words with the graphemes l and ll.
iii.
match words with graphics.
iv.
read simple sentences.

Time:

30 minutes

Teaching Aid:

picture cards, word cards, sentence strips, picture chart, tokens

ruler, pencil, bell, hill, clock

Vocabulary:
Cross Curricular
Element:

Multiple Intelligence Verbal Linguistic

Set Induction: 5 minutes

a.
b.
c.
d.
e.

Divide the class into three groups.

Distribute picture cards to each group.
Call out the name of an object.
A representative from each group is to quickly hold up the matching picture card.
The group with the most number of correct answers is the winner.

Step 1: 8 minutes
a.
b.
c.
d.
e.

Show pictures of the objects one by one.

Say aloud the name of the object.
Show the words. (Appendix 2)
Pupils listen and repeat.
Get pupils to identify the grapheme(s) l and ll in the words.

Step 2: 8 minutes
a. Distribute a chart and token to each group. (Appendix 3)
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b.
c.
d.
e.

Pupils throw a token onto the chart.

Pupils identify the object where the token falls.
Pupils pick up the word card that matches the picture.
Pupils, read the word.

Step 3: 5 minutes

Examples of sentences:
This is a ruler.
I use it to draw lines.
This is a pencil.
I use it to write.

a. Put up a text. (Appendix 4)

b. Read the text.
c. Pupils read the text.
Consolidation: 3 minutes

a. Show sentences related to the object.

b. Pupils read the text with the correct pronunciation and intonation.
c. Get volunteers to read.

My reflection
I found if a student's action in class was praised and applauded she\he would try her\his best
to be better afterwards. Besides encouragement, to make a student speak out depends on
teacher's sensitive observation. Some students would not be brave enough to put up their
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hands or stand up themselves, but you can see they were really had own ideas in their
minds. At such moment, they seemed having sense of attempting or looking at you, you can
call their names. When giving examples of sentences with a new word, to render it an easy
sentence, I read it and asked my students to try their best to interpret the meaning and
translate it. To make sure everyone concentrated their minds on it, I heightened my speaking
tone and said: 'my boys and girls please pay attention to my next sentence, let's see who
can give us a good translation.' Repetition here was necessary. For difficult sentences, I
wrote them on the blackboard and gave indications and translated with them together.
Sometimes we would guess a word's meaning, which was very funny.

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