Subject : English Language

Year : Year 5

Enrolment : 5G

Date / Day : 17 July 2019

Time : 11:30 am – 12:30 am

Theme : World of Knowledge

Topic : Table Manner (My Meal)

Focus skill : Language Arts

Integrated Skill : Speaking Skill

Previous Knowledge : Pupils already went through the poem “My Meal”.
4.3 By the end of the 6- year primary schooling, pupils will
Content Standard : be able to plan, organise, and produce creative works
for enjoyment.
4.3.2. Able to plan, prepare and participate in a
Learning Standard :
performance with guidance based on literary work.
By the end of the lesson, pupils will be able to:
(a) write 2 good table manners.
Learning Objectives :
(b) perform a role play about table manner to their
friends.
Vocabulary : Rules (Avoid, do not) and action verbs.
Contextual Learning- learn table manner in context (role
play/ video about dining).
Constructivism- learn the table manner and construct to the
role play.
Educational Emphases : ICT- The use of the video as a resource of teaching.
Creative and Innovative (through the role play
presentation).
Knowledge acquisition- come out with another two new
table manners based on their experiences.
Cleanliness of Body and Mind (Well- mannered in words
Moral Values :
and actions)
Analysing (make interpretation)
Thinking Skills :
Evaluating (make justification)
Interpersonal (Discussion in groups).
Multiple Intelligences : Intrapersonal (Role playing to express their inner feelings/
emotions).
Entrepreneurship : -
Resources/Teaching : Video
 Role Play
Aids
Picture
 Stages /
Content Activities Remarks
Time
Appendix 1: Picture of the boy 1. Teacher shows a picture of the boy in the Rationale:
1. To get the pupils ready for the lesson.
poem that they did on the previous lesson
2. To get the pupils know of what they are
Questions: by using the projector. going to learn on this lesson.
3. To make a connection of what they are
1. What can you see from 2. Teacher asks the pupils to see the picture
going to learn and their daily lives
the picture apart from in the poem. experiences.
SET 4. To instil interest among pupils.
food? 3. Teacher asks questions.
5. To make a connection of the previous
INDUCTION
2. Do you think the boy 4. Teacher introduces the topic of the lesson lesson and today’s lesson.
(5 minutes)
practice good food to the pupils.
Teaching Aids: Picture
manner?

Educational Emphases:
1. Contextual learning (things related to
their own daily lives).
2.
PRESENTA Video: 1. Teacher asks the pupils to watch a video. Rationale:
1. To impart input to the pupils.
TION https://www.youtube.com/watc 2. Teacher pauses on the certain scene on
2. To prepare pupils for the next activity.
(10 h?v=unXKYK0uRJ8 the video.
minutes) 3. Teacher asks the pupils what they can
Teaching Aids: Video
see from the video.
Educational Emphases:
4. Teacher introduces the table manner to
1. ICT- The use of video to teach the pupils.
the pupils.
5. Teacher writes down the table manners
on the board.
 6. After teacher writes down all the table
PRACTICE Instruction:
(10 Apart from the table manners
minutes) stated on the board, think
another two good table
manner that we should
practice. Write down onto the
A4 colour papers.
1. Do you think you have
practiced all the good
table manner that we
have gone through just
now?
2. What do you think if the
people do not practice
the good table
manners?
3. Do you think different
countries have different
manners on the board, teacher asks the
pupils to read aloud all the table manners
on the board.
1. Teacher divides the pupils into groups. Rationale:
1. To access pupils whether they can
2. Each group will receive 2 colour papers
understand the lesson or not.
and a marker pen. 2. To get the pupils ready for the next
activity.
3. Pupils listen to the instruction.
3. To instil collaboration among pupils.
4. Pupils divide into groups.
5. Pupils listen to teacher’s instruction.
Teaching Aids: Colour papers, marker
6. Pupils discuss together about the good
table manner and write down on the A4 Educational Emphases:
4. Knowledge Acquisition – Come out
paper. with another two table manners that
7. After that, pupils paste the works on they know based on their experiences/
schemata
the board and they go through the 5. Constructivism – Construct another
answer together with the teacher. two table manners by referring to the
table manners that teacher taught.
6. HOTS – Analyse (do interpretation on
teacher’s questions – regarding the
different countries have different table
manner)
 table manners? Can
you give me some
examples?
PRODUCTI Appendix 2: Scenario
ON
(30 Instruction:
minutes) Each group receives a
scenario about the table
manner. Discuss and do a
short role play in front of the
class. You are encouraged to
use the other table manners
that we have discussed just
now (on the board) for your
role play. Each group is given
only 2 min to perform.
1. Pupils work in the same group.
2. Each group receives a scenario.
3. Pupils listen to the instruction.
4. Pupils read the scenario and discuss
about the role play.
5. Pupils practice the role play.
6. Pupils perform the role play in groups.
7. Teacher and pupils ask HOTS
questions regarding the role play.
8. Pupils and teacher give feedback to
every group regarding the role play.
Rationale:
1. To review on what has been carried out
for the whole lesson.
2. To make sure that pupils are able to
follow what has been taught.
3. To instil collaboration among pupils.
Teaching Aids: Scenario
Educational Emphases:
1. Multiple Intelligences (Interpersonal) –
Through group work activity.
2. Multiple intelligences (Intrapersonal) –
express themselves through role play
where they can do the actions to express
their emotions/ feelings beside showing
their own talent.
3. Contextual Learning – Learn something
through context as the pupils need to do
a role play by implementing the table
manners that they learnt into the
situation given.
4. Constructivism – Construct to a new
thing (role play) from the things that they
have learnt.
5. Creativity and Innovative – Able to create
their own storyline about their role play
(including the way they present their
actions/ facial expression)
 6. HOTS- Evaluating (Where pupils need to
justify their answers by giving relevant
supports).
1. Teacher plays passing box with the
pupils.
2. When the music start, they need to
pass the box around.
3. When the music stops, the pupil with
CLOSURE the box says a good food manner to
(5 minutes) their friends.
4. Teacher asks the pupils what they
have learnt in this lesson.
5. Teacher asks the pupils to give an
example of moral value that they have
learnt in this lesson.
Reflection:
Strengths:
1. Teaching and Learning Materials
a) The video is very engaging
- The video acted as an input to the pupils.
- The video also acted as a tool to help the pupils to get the idea about table manner and easily to understand the topic better.
- When the pupils watched the video, they laughed and were able to talk about what they can see from the video.
- It was very engaging where all the pupils could actually pay full attention to the video.
- The video was also very familiar to the pupils where it also related to their daily lives.
 - Pupils will easily to get into the video and had fun during the teaching.

2. Activities
a) Pupils learn better during the practice stage.
- Where they put up all the things that they produced in groups onto the board.
- This arouse their interest to know what their friends wrote.
- They can also learn the things together and help each other especially when they went through the answers together with the
teacher.
- There were also a lot of different table manners from different groups (collaborative learning).
- When the pupils were able to do the task during the practice stage, it means that the input was given clearly and the pupils were
able to understand teacher’s teaching.
b) Pupils were enjoying the role play.
- At first, they were very excited when receiving the paper containing scenario.
- Although the class was too noisy, but actually they were very enthusiastic to discuss their role play in order to perform the best
work to the class.
- The pupils could actually add in other elements/ table manners or the scene to make the role play livelier.
- Another way of saying was the pupils were able to explore their creativity and express themselves through the role play.
- The pupils were having fun by laughing and giving comments to their friends.
- The most important part was they were able to role play out the table manners and some of the groups they were actually
highlighted out the moral values to the class.

3. Classroom management
a) Pupils behaviours
- The class was under- controlled.
 - There were no pupils who behave badly in the class.
- The class was able to be controlled and there was only noise about answering questions and discussion.
- The pupils were able to cooperate with the teachers when the teacher gave the instruction of setting up the platform for them to
perform.
- When the pupils behave well in the class, that means the pupils were very excited for the activities/ their friends’ performance.
- Pupils behave well will save time as the teacher does not need a lot of time to control the class.
- The class will go on smoothly without any distraction.

4. Time management
a) -

5. Learning objectives
a) Both of the learning objectives achieved.
- Pupils’ cooperation is very important where they took every single activity seriously.
- The use of the materials was suitable to the pupils’ level (especially the role play where it was the time for them to show their
own creativity).
- The learning objectives stated was very clear and the teacher and the pupils knew what they have to achieve at the end of the
lesson.
- For the first learning objectives, the pupils were able to give two example of table manners in groups because they might have
understood the input given by the teacher.
- The activity suits the topic of the lesson and the pupils know what they have learnt.

6. Others
a) -
Area Of Improvements:
1. Teaching and learning materials
a) –

2) Activities
a) –

3) Classroom management
a) -

4) Time management
a) There was still left another two groups haven’t presenting their role play after the lesson.
- However, I’ve still continued with their role play and took another extra 5 minutes from the teacher.
- Although the learning objectives achieved, but I was unable to play the passing box game on the closure as what I’ve planned.
- The post stage (role play) took around 35 minutes for the pupils to prepare and did the role play.
- The problem that cause this happen was I didn’t emphasize on the time limitation as I just wanted to pupils to enjoy their friends’
role play and all of them showed their interest in looking at their friends’ performance.

5) Learning Objectives
a) –

6) Others
a) The HOTS questions stated on the lesson plan didn’t carried out as planned.
 - Thus, there was no HOTS questions went on in the class.
- Other than forget about the planned, time management is also another factor that cause this HOTS questions not to be done.

Future Actions:
1. Teaching and Learning Materials
a) –

2. Activities
a) –

3. Classroom Management
a) -

4. Time management
a) Set the time for every group to do the role play.
- Can use the signal (either show them the paper) to alert them that there is no much left of time.
- Give the instruction about how many minutes they have to perform before they start working on the role play.
- The pupils will be able to plan the time well and they just act out the most important part instead of dumb all the things into one
role play.
- It also shows the effectiveness of their work.

5. Learning Objectives
a) –
 6. Others
a) HOTS questions should be based on Bloom Taxonomy.
- Helps the pupils to understand the questions and the text better.
- Every level of bloom taxonomy questioning techniques scaffold the pupils from the lower order think skills to higher order
thinking skills.
- Bloom taxanomy helps the pupils to think beyond the text where it aligned with he educational emphases.

Appendix 1: Picture of the boy

Appendix 2: Scenario
Sarah goes to the restaurant to have a dinner together with her family. Her grandfather, Uncle Sam likes to blow his nose during the dinner.

Mr Lee and his family goes to the restaurant to have the lunch. He notices that his son, likes to slurp the soup and the noodles at the table.

Mei Ling goes to Mc Donald together with her primary school classmates for a reunion dinner. She realises that her classmates like to eat
very fast and always take big bites.

Ahmad goes to a restaurant with his girlfriend. At the restaurant, there is a guy likes to burp whenever he drinks or having the meal.

There is a group of aunties like to talk loudly and talking while chewing in the restaurant. The aunties have disturbed the customers in the
restaurant so the waiter approaches the aunties.

Ah Kau goes to his friends’ wedding dinner. Unfortunately, he has to sit with a group of people that he does not know. Once the food has
arrived, all the people starts to grab the food and the table are in a mess. Ah Kau does not have the chance to take the food.

Xiao Ling is having Chinese New Year reunion dinner. She puts her elbow on the table and scolded by her grandparents.

Abu’s family goes for a high-class buffet. He realizes that his three children like to take a lot of food but couldn’t finish them before they leave
the restaurant.