LESSON PLAN (GROUP 1 KELAS A)
A.
Identity
School Level :
Elementary School (SD)
Subject : Bahasa Inggris
Class/Semester : 5/ 1
B.
Standard Competence
1.
Memahami instruksi sangat sederhana dengan tindakan
dalam konteks sekolah
2.
Mengungkapkan instruksi
dan informasi sangat sederhana dalam konteks sekolah
C. Basic Competence
1.1 Merespon instruksi sangat sederhana dengan tindakan
secara berterima dalam konteks kelas dan sekolah
2.1 Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan
tindak tutur: memberi contoh melakukan sesuatu.
D.
Learning Objectives
1.
Students
are able to recognize how to tell the time through a story about daily activities
correctly.
2.
Students
are able to identify 7 verbs of daily activities correctly.
3.
Students
are able to identify 2 sequence words correctly.
4.
Students
are able to ask their friends about daily activity appropriately.
E.
Focused Skill
Listening and Speaking
F.
Learning Material
1.
List of Vocabularies
·
verbs
-
Wake
-
Pray
-
Take a bath
-
Eat
-
Go
Simple sentences :
-
“ I wake up at 5 o’clock”
-
“ I pray ….”
-
“I take a bath”
-
“ I eat …..”
-
“ I go to school”
|
-
Study
-
Play
-
Watch
-
Sleep
-
“I study…”
-
“I go home”
-
“I play ……”
-
“I study at home”
-
“I watch …..”
-
“I go to sleep”
|
2.
Expressions
“What time is it?”
“What do you do at… o’clock?”
3.
Sequence words
After that
And then
Then
G.
Learning Activities
Ø Pre-Activity
-
Teacher greets the students by singing “good morning”
song; students listen.
-
Students sing “good morning” song together with the
teacher.
-
Teacher checks students’ attendance; students respond.
-
Teacher asks the students’ condition (asking whether
the students are or not); students respond.
-
Teacher builds the context by asking whether or not
there are students who are overslept.
-
Teacher and students do a chain question, e.g “What
time did you wake up this morning?”
-
Teacher shows media (clock) to the students.
-
Teacher tells the students the current time
-
Teacher asks the students to repeat. E.g:“it is 7 o’clock..”; students repeat.
-
Teacher ask the students “what time is it?”; students
answer.
-
Teacher tells the topic of today’s lesson to the
students.
Ø Whilst Activity
-
Teacher introduces “Harry” as the main character of the
story that will be delivered.
-
Teacher tells the story about “Harry’s daily activities”
by bringing the media (pictures of clock) and asks students to repeat the
sequence of Harry’s daily activities.
-
Students repeat the sequence of Harry’s daily
activities.
-
Teacher invites students to play a game (matching the time);
students respond.
-
Teacher tells the instructions of the game; students
listen.
-
Teacher gives example by involving the students.
-
Students play the game cheerfully; teacher controls.
-
Students are invited to do a role-play about the time,
based on the material on the game.
-
Students make two rows facing one another (left row and
right row)
-
Students in the right row do the role play with
students in the left row based on the flash card given by the teacher.
-
Teacher asks students to sing a song together entitled
“what time is it?”
-
Students and teacher sing the song together.
Ø Post Activity
-
Teacher asks students to review the material by doing
the exercise.
-
Teacher and students review the activities that they
have done.
-
Teacher asks students which activities students like.
-
Students do the exercise.
-
Teacher closes the lesson.
H. Learning Media
1.
Song entitled “Good Morning”
2.
Song entitled “What time is it?”
3.
Pictures of clock
4.
Pictures of activities
5.
Papers of exercise (multiple choices)
I.
Attachment
1. Lyric
of "Good Morning” song
Good
Morning
Good
morning, good morning
Nice
to see your smile again
Good
morning, good morning
To
you and to you
2.
Story of “Harry’s daily activities”
Harry’s Daily Activities
Hello my
friends, my name is Harry. I want to share my daily activities of my schedule
with you. In the morning, I wake up at 5 o’clock. After that, I pray at 5.10 am
then take a bath at 5.15 am. I eat breakfast at 5.30 am.
At 6
o’clock, I go to school. I arrive at school at 6.45 am. The school begins at 7
o’clock. In the afternoon, the school finishes at 12 o’clock and then I go
home.
At home, I eat lunch at 1 o’clock in the
afternoon. After that, I play football with friends at 2 o’clock. At 4 o’clock,
I study at home. In the evening, I watch television at 7 o’clock. Finally, I go
to sleep at 8 o’clock.
3.
Lyric of “What
time is it” song
What time is it?
What time is it? 2x
5 o’clock 2x
Everybody wakes up 2x
Ding dong well 2x
What time is it? 2x
6 o’clock 2x
It’s time to go to school 2x
Ding dong well 2x
What time is it? 2x
12 o’clock 2x
I’m ready to go home 2x
Ding dong well 2x
What time is it? 2x
8 o’clock 2x
I’m ready to sleep now 2x
Ding dong well 2x
4. Sample
of pictures
·
Activities
|
|
·
Time
J. Evaluation
Cross the best answer below based on what
you have learned today!
1.
What time is it?
a.
7.00 am c.
8.00 am
b.
7.30 am d.
8.30 am
2. What
time does Harry usually wake up?
a.
4.00 am c.
5.10 am
b.
5.00 am d.
5.30 am
3.
What does he do?
a. He
eats breakfast c. He studies
at School
b. He
goes to school d. He goes to
sleep
4.
What time does the school start?
a. 6.00
am c. 7.00 am
b. 6.30
am d. 7.30 am
5.
What does Harry do at 8 o’clock in the evening?
a.
He goes to school c.
He goes home
b.
He goes to sleep d.
He plays football
why the pictures in the evaluation don't appear? :(
ReplyDeleteI think all of you have already known about my previous comments on Facebook. I will add some comments for your group's lesson plan.
ReplyDelete* In learning something, children can learn based on what they see, they feel, they hear, and they touch. Based on Hayes (2009), there are three broad categories of 'learning types':
- visual )learn best by seeing)
- auditory (learn best by hearing)
- Kinaesthetic (learn best by doing)
By looking at those three categories, I think your lesson plan at least cover two of them. there are visual and auditory. From the visual categories, your activity provides picture of clock and picture of activities. Hayes (2009) mentions that visual learners tend to look for visual clues and make comments such as 'I see' and 'That looks good to me'. by looking at your topic, that is very good to provide picture as the guidance for students to learn about clock.
From the auditory category, your lesson plan provides a song entitled 'what time is it?' to help students understand about the material. it is a good choice, too, because sometimes song can be reminded by students easily.
* The use of bridging in your lesson plan is good. In addition, I think you, as a teacher, can also bridge the material by telling the story about the sequence of times from you wakes up until you arrive at school or we can call it as teacher’s experience. According to Wajnryb (2003), in delivering the story, there are three key terms; experience, story and narrative. Based on my understanding after I read the explanation provided, experience can be the bridge to deliver the story, because sometimes there is a relation between the experience and the story.
* The use of story in the activity also is a good example. your story relates to the topic which will be given to students. I think you have already familiar with Cameron's ideas (2001) about parallelism, rich vocabulary, alliteration, contrast, narrative/dialogue, etc. I think your story covers some items of them. Perhaps you can add a little bit dialogue in the story to introduce the sentence 'what time is it?' itself. So that students will not learn about 'what time is it?' only from the song, but also from the story.
The diction which is used in the story is quite simple if it is used for young learners, in this case for fifth graders. I think they will not meet any difficulties in learning the story.
* Can you provide the example of flashcards? I don't really understand about the role play because there is no example of the flashcard.
* The evaluation that is provided in the lesson plan is quite good. But, I think you can add one or two more stories and some numbers of questions based on those stories in order to enrich students' vocabulary and understanding about the material that has been given by teachers.
I think that's quite enough to comment your lesson plan. perhaps my other friends can give you more suggestions :)
References:
Cameron, Lynne. 2001. Teaching English to Young Learners. Cambridge University Press.
Hayes, Denis. 2009. Primary Teaching Today: An Introduction. Routledge.
Wajnryb, Ruth. 2003. Stories; Narrative Activities in The Language Classroom. Cambridge University Press.
This comment has been removed by the author.
ReplyDeleteI would like to give comments to this lesson plan. Over all, I can say that this lesson plan is a good one for some points. Then, these are the points:
ReplyDelete*First, it provides story, song, and game in one lesson. A lesson plan including those three ‘ingredients’ of learning can accommodate students’ multiple intelligences proposed by Howard Gardner, such as musical-rhythmic intelligence provided through song, bodily-kinesthetic intelligence provided through game and song (if the song requires certain moves), intrapersonal and interpersonal intelligences that might be provided through game, and so on. The involvement of multiple intelligences in teaching English for young learners is quite important since basically every student has different stronger intelligences. Therefore, a lesson plan involving MI concept will be considered a good lesson providing the students with huge opportunities to learn. Mehta (2002:62) states, “MI also gives the children the chance to learn and observe new ways of approaching an activity”.
*Second, this lesson plan provides scaffolding in terms of its learning activity stages. The activities applied in this lesson are sequentially ordered from the controlled ones to the less controlled ones. This helps the students to be ready to face higher stages of learning. In line with this, Cameron (2001:9) states that in managing the whole tasks in learning-teaching process, the way in which the parts and aspects are divided up varies with age and experience of the learners.
*The third point is providing the students with repetitions. In this lesson plan, repetitions are provided through chain question and students’ involvement in the story by mentioning the character’s daily activities. Through those kinds of repetition, the students are encouraged to speak. Shin states, “repetitions are helpful for shy/timid/hesitant students to take a step in producing oral language”.
* Then, the last point is the context given. This lesson plan gives context to the students to learn. Contextualized lesson will be so much meaningful for learning.
In addition, there are some aspects that need to be improved from this lesson plan. The first one is the KDs. Since you include the second KD: Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: memberi contoh melakukan sesuatu, I personally didn’t see that this lesson plan covers that KD.
The second one is the use flash cards; I haven’t seen the format of the flashcards yet. So, just to make sure that the flash cards used are suggested including both pictures and words. This is intended to accommodate lower achiever to learn.
Then, the third point is example of how to do the exercise. Make sure to give example to do the exercise, even an example of crossing the alphabet is necessary included.
In terms of evaluation, the exercises that you give to the students are not really congruent with the objectives. You can add more numbers of exercises that can accommodate the learning objectives. Fortunately, the last objective can be covered through the ‘matching the time’ activity.
I think that this comment is quite long. However, sincerely I say that I like your lesson plan because generally it sounds interesting to be applied. Thank you very much for your patience in reading this comment. Keep the good work!
Warm regards,
Siti Nur Hadiani
Sources:
Cameron, L. (2001). Teaching Languages to Young Learners. New York: Cambridge University Press.
Mehta, S. (2002). Multiple Intelligences and how Children Learn: An Investigation in One Preschool Classroom. Blacksburg: Unpublished.
Shin, J. K. Teaching English to Young Learners. Baltimore : Unpublished.
One of your objectives: "Students are able to ask their friends about daily activity appropriately."
ReplyDeleteCan you tell me the example of activity to reach this objective?
I just read the sequences of activities from the lesson plan: modelling for Harry's daily activities, Ss repeat the story, after that games.
Meilyna haryanti (0907067)
ReplyDeleteGMy comments and suggestions for this lesson plan:
1. This lesson plan is appropriate to be applied in young learner classroom because it can deal with young learner characteristics. Here are the characteristics of young learner based on McKay (2008):
- Growth: Students in this lesson plan, 5th grader (more or less 12 years old), start to develop their thought and ideas about a material given and the existence of direct experience is really important to them in understanding the material. (McKay, 2008).
- Literacy: One of the differences between young learner and older learner is that “they are learning literacy skills and understanding at the same as they are learning their target language” (McKay, 2008:11). In my opinion, this characteristic is similar with what Gouins’ discovery when he look at his nephew, that children learn language through their conception (Brown, 2001).
- Vulnerability: Young learners are very sensitive toward praise, criticism and approval and they have a high self esteem. Teacher should be very careful and pay attention to this characteristic because this characteristic can make students loss of motivation to learn and their confidence. (McKay, 2008: 13).
2. The variety of activity here can practice students Multiple Intelligences (MI) stated by Gardner (1993) in McKay (2008). Specifically, this lesson plan covers four MI such as linguistic, musical, interpersonal and visual. You can add kinesthetic intelligences in this lesson plan. You can make gestures while they sing a song or invite the students become the model on the story.
3. I’m a little bit curious about the media in the story “pictures of clock” because I can’t see it here. In the bridging part you mention that you will use media ‘clock’ right? If it is a real clock, why don’t you use that media again? That is the real object so it is better that the picture u also can change the time by yourself on it. Like what I said in above that children learn from direct experience, one of them is the real object. (McKay, 2008). Or you can make a synthetic clock in 3D uses boxes or duplex so that you can change the time by putting the hand of time by yourself. (I hope you can imagine the ‘synthetic clock’ that I mean).
4. Based on Cameron (2001) usually children story contains of rich vocabulary, contrast, narrative/ dialogue, parallelism, alliteration, metaphor, and intertextuality. In this story I can only see rich vocabularies and parallelism. It doesn’t mean that this story is not good but I think you can make it better based on those criteria. One of the way to make it better has been mention by Astari is to make a dialogue on it.
5. I can’t understand the instruction for the game especially the flashcards. I think you can input the instruction for the game in the attachment. As for the flashcards, I can’t imagine whether there would be two kinds of flashcards (like siti mention in facebook) or what kinds of flashcards? I agree with Siti that it would be better if you use two kinds of flashcards like Siti mention in facebook.
6. I can’t see the time allocation for the game. McKay (2008) stated that the attention time for young learner is about 10 – 15 minutes so use duration of 10 -15 minutes for the game.
I think it is the end of my comments. I’m so sorry if my comment is too long.
References:
Cameron, L. (2001). Teaching Languages to Young Learners. New York: Cambridge University Press.
Brown, H. Doughlas (2001). Teaching by Principles: An Interactive Approach to language Pedagogy, Second Edition. San Francisco: A Pearson University Press.
Mckay, P. (2008). Assessing Young Language Learners. United Kingdom: Cambridge University Press.
thanks,
ReplyDeleteIt's a quite good lesson plan over all. But one thing all teachers need to know, exercises are not used as evaluation, it's only a media for students to talk each other and have a discussion to make themselves get used to use English to speak. ^^
ReplyDelete