Subject : English Language

Year : Year 3

Enrolment : 3N

Date / Day : 26 July 2019

Time : 8:30 am – 9:30 am

Theme : World of Knowledge

Topic : Rules, Rules, Rules! (Module 7: Out and about)

Focused skill : Reading Skill

Integrated Skill : Writing Skill

Previous Knowledge : Know about name of the places (library, cinema, museum,
swimming pool)
Content Standard : 3.2 Understand a variety of linear and non- linear print and
digital texts by using appropriate reading strategies.
Learning Standard : 3.2.2 Understand specific information and details of short
simple texts.
Learning Objectives : By the end of the lesson, pupils will be able to:
(a) Complete the worksheet by matching the correct
rules to the places stated.
(b) Write about 3 classroom rules that they have in their
classroom.
(c) Write about 3 rules that they want to have in their
bedroom.
Vocabulary : Grammar (Don’t)

Educational Emphases : Contextual Learning

Constructivism
Moral Values : Public Spiritedness (Subscribing to consensus)

Thinking Skills : Creating

Multiple Intelligences : Interpersonal (Discussion in groups)

Entrepreneurship : -

Resources/Teaching : Worksheet
Aids Pictures
 Stages /
Content Activities Remarks
Time
Questions: 1. Teacher wrote down the two rules that the Rationale:
1. To get the pupils ready for the lesson.
1. What are these two calls? pupils need to follow on the particular
2. To get the pupils know of what they are
Expected answer: Rules lesson as usual. going to learn on this lesson.
3. To make a connection of what they are
2. Teacher asks the pupils to read out the
going to learn and their daily lives
rules. experiences.
SET
4. To instil interest among pupils.
3. Teacher asks the pupils questions.
INDUCTION
4. Teacher introduces the topic of the lesson
(5 minutes)
Teaching Aids: -
to the pupils.

Educational Emphases:
1. Contextual Learning (learn rules in
context).

PRE Appendix 1: Pictures of the 1. Teacher shows 4 pictures of the places Rationale:
READING places to the pupils. 1. To impart input to the pupils.
2. To prepare pupils for the next activity.
(20 2. Teacher asks the pupils what are the
minutes) pictures.
3. Teacher asks the pupils have they Teaching Aids: Pictures

been there before.

4. Teacher asks the pupils to give some
Educational Emphases:
examples of the rules that they should
1. Constructivism (Construct the rules that
follow when they are in the places.
they know).
5. Teacher adds in the other rules and
 writes on the board. 2. Multiple Intelligence (Interpersonal) –
learning rules together as a class.
3. Knowledge Acquisition – use the
language in the class during
brainstorming.

Appendix 2: Worksheet about 1. Pupils receive a worksheet about Rationale:

matching rules to the places. matching rules to the places from the 1. To enhance pupils’ reading skill.
2. To access pupils whether they can
teacher.
understand the lesson or not.
Instruction: 2. Pupils listen to the instruction. 3. To get the pupils ready for the next
WHILE Everyone receives a 3. Pupils complete the worksheet given activity.
READING worksheet about the rules. by the teacher.
(10 Read and match the rules to 4. Pupils discuss the answer together Teaching Aids: Worksheet
minutes) the correct places. with the teacher.
Educational Emphases:

1. Contextual Learning – learn rules in

context by matching the correct rules
to the places.
POST Appendix 3: Worksheet about 1. Teacher divides the pupils into pairs.
Rationale:
READING classroom and the bedroom 2. Each pupil receives a worksheet about 1. To review on what has been carried out
for the whole lesson.
(20 the rules in the classroom and the
2. To make sure that pupils are able to
minutes) Instruction: bedroom from the teacher. follow what has been taught.
In pairs, discuss what are the 3. Pupils listen to the instruction. 3. To instil collaboration among pupils.

rules in the classroom and 4. Pupils complete their worksheet with

 write the rules into the
worksheet given. Then, give at
least 3 rules that you want to
have for your own bedroom.
CLOSURE
(5 minutes)
Reflection:
their friends. Teaching Aids: Worksheet
5. Pupils exchange their worksheet with
the other pair.
Educational Emphases:
6. Pupils correct their friends’ work by 1. Multiple Intelligences (Interpersonal) –
checking the correct rules and the discuss about the classroom rules.
2. HOTS (Creating) – Create their own
spelling.
bedroom rules.
3. Construct – construct new rules based
on their knowledge.
1. Teacher draw lots.
2. The name that the teacher draws has
to give one example of the rules for
each place.
3. The games play until the 3rd round.
4. Teacher asks the pupils what they
have learnt from the lesson.
5. Teacher asks the pupils to give an
example of the moral value that they
have learnt from the lesson.
Strengths:
1. Teaching and Learning Materials
a) The use of pictures helped the pupils to think of the rules.
- Using pictures – concrete
- So, the pupils will know the place easier, and can think of the rules by looking at the pictures (because sometimes pupils can
get the clues from the pictures).
- Or some of the pupils learn through visuals.

2. Activities
a) Pupils were excited to give rules for their bedroom.
- Pupils been given privilege to think of the rules for their bedroom.
- Pupils were excited and they were able to finish the task in a short time.
- Most of the pupils’ work were over the expectation and this gave a chance for the pupils to think creativity and critically.

3. Classroom management
a) Learning readiness
- Pupils were able to get ready for the lesson (put away their things).
- The rules had been set for the pupils before the class start and I jotted two short and simple rules on the board for the pupils
to follow.
- When the pupils were talking or not paying attention, their friends kept reminding them as they know that they need to follow
that two rules until the end of the lesson.
- As the learning readiness was there, the pupils were able to concentrate and pay full attention to the teacher.
- Thus, they will learn and understand better on what the teacher wants them to achieve at the end of the lesson.
 b) Pupils behaviours in the class.
- The class was under- controlled.
- There were no pupils who behave badly in the class.
- Thus, the lesson went smoothly without any distraction from the pupils.

4. Time management
a) The planning of the time for the whole lesson was enough.
- Pupils were able to finish the task given by the teacher on time because the instruction given by the teacher was clear and
brief.
- The use of the reward system helped the pupils to put their effort into their task in order to perform well.
- Increase their proficiency of works.

5. Learning objectives
a) All the learning objectives were able to achieve.
- Pupils were very cooperative during the lesson so the lesson went very smoothly.
- Pupils worked together as a pair where they help each other especially those who are weak been assisted by the advance
pupils.
- The task set was suited pupils’ level, that was why they were able to do the task given.
- The instruction given by the teacher to the pupils was clear and brief, especially the use of words/ length of the instruction
given to the pupils suited the pupils’ level.

6. Others
a) -
Area Of Improvements:
1. Teaching and learning materials
a) The worksheet for the rules of classroom and bedroom were not satisfies.
- The pupils could only write and there was no other integrated subject in the lesson.
- Lack of communication when doing the worksheet.

2) Activities
a) –

3) Classroom management
a) –

4) Time management
a) –

5) Learning Objectives
a) –

6) Others
a) -

Future Actions:
1. Teaching and Learning Materials
a) Provide fun activities that related to the classroom rules.
 - For example, each pupil write a classroom rules.
- Then, teacher can compile all the classroom rules into a chart.
- Let the pupils read together and put it in the classroom as the rules that they are going to use in the next lesson.
2. Activities
a) –

3. Classroom Management
a) -

4. Time management
a) –

5. Learning Objectives
a) –

6. Others
a) -

Appendix 1: Pictures of the places

Appendix 2: Worksheet about matching the rules to the places.
Appendix 3: Worksheet about classroom and the bedroom