This lesson plan aims to teach Year 4 students about verbs related to body movement through a song. The 60-minute lesson has three stages: 1. Introduction: A video on body parts is shown to introduce the topic. Students list body parts in the song and answer questions. 2. Presentation: Flashcards of verbs are presented and students practice pronunciation. They guess meanings by acting out verbs. 3. Practice: Students are given a worksheet with lyrics containing missing verbs. They fill in the blanks and learn the verbs are actions. The lesson evaluates students' understanding of verbs.

1. CED 1243
AURAL – ORAL SKILLS
[Assignment 1: Lesson Plan (Year 4 KBSR)]
Lecturer : Ms. Na-Thinamalar Magiswary Nadarajan
Group members :
Harith Zakuan B Rosman (310 101 7181)
Nazatul Ezety Bt Ahmad (310 102 2161)
Muhammad Faruq B Mohd Alvin (310 101 7761)

2. Date : 11th September 2011 (Monday)
Time/Duration : 2pm – 3pm (60 Minutes)
Class : 4B
No. of Students : 30 students
Proficiency Level : Lower Intermediate
Theme : World of Knowledge
Topic : Move Your Body, I Like To Move It!
Teaching Aids : Video Clips, Flash Cards, Worksheet
Language Focus : Verbs, Vocabulary Items
Background Knowledge : Pupils have learned and able to name their own body parts. The
pupils have had conversations with parents or friends about the
function of their own body parts for their daily activities.
Educational Emphasis : Thinking Skills
Knowledge Acquisition
Preparation for the Real World
Moral Values : Appreciating and Loving Your Own Body
Staying Healthy
Learning Outcomes : By the end of Year 4, students should be able to:
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3. 1.2) Listen to and repeat accurately the correct pronunciation of
words, and the correct intonation and stress in phrases,
expressions, and sentences.
1.2.3) Listen to and repeat simple rhymes and songs paying
attention to pronunciation, stress and intonation correctly.
1.4) Listen to and follow simple instructions and directions
accurately.
1.4.1) Listen to and understand simple instructions.
1.6) Listen to and enjoy the rhyme, rhythm, and sounds of poems,
jazz chants and songs.
1.6.1) Listen to and enjoy children’s songs, rhymes, and
poems.
4.4) Complete texts with the missing word, phrase or sentence.
4.4.4) Complete simple instructions, texts, rhymes, notices,
recipes, stories with the missing word(s) (with a little
guidance in the form of a composite picture).
Learning Objectives : By the end of the lesson, students should be able to:
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4. 1) List down at least 6 selected words accurately;
2) Successfully pronounce all the selected word accurately;
3) Understand and successfully fill in the blank with 6 out of 10
verbs correctly
4) Label at least 10 out of the 15 pictures in the worksheet
correctly
5) Sing the respective song gracefully and dance to the song using
corresponding actions sang in the song.
Stage Skills/Content Teacher/Student Activities AVA/Rationale
Set Content: 1. The teacher greets the class. Rationale:
Induction 1. Video clip: Head and shoulder 2. The teacher plays the head 1. To attract the pupils
(5 minutes) 2. Questions: and shoulder video clip. interest on the
• What is the body parts 3. The teacher instructs the lesson.
used in the song? pupils to list down any body 2. To introduce that the
• How many hands and parts that are used in the lesson will involve
fingers do you have? song. the body parts.
• What can you do with your 4. The teacher plays the video 3. To increase the
hands? only once. curiosity of the
5. The teacher then chooses any students by eliciting
3. Suggested Answers: volunteers to share their feedbacks.
• Head, shoulders, knees, answers with the class.
toes & etc 6. The teacher writes down the AVA:
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5. • Two hands and 10 fingers answers mentioned by the • Whiteboard
• Clap, punch & etc pupils. • Marker Pen
7. The teacher asks some • Laptop and
4. Skills: questions about body parts to projector
• Listening the pupils. • Speakers
• Speaking
Stage 1 Content: 1. The teacher pastes a list of Rationale:
Presentation 1. Flashcards. words on the whiteboard. 1. To teach the pupils
(15 2. Skills: 2. The teacher pronounces the the correct
minutes) • Thinking word loudly and accurately pronunciation of the
• Listening according to the correct words.
• Speaking stress and intonation. 2. To introduce the
3. The teacher instructs the pupils to a list of
*Whole class activity. class to read aloud the listed new vocabulary and
words. teach the meaning
4. Then, the teacher picks the of the words.
pupils randomly to
pronounce the listed words. AVA:
The teacher makes necessary • Manila Card
correction on the pupils’
pronunciation.
5. The pupils are asked to guess
the definition of the listed
words by acting it out.
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6. 6. The teacher acts out the
action of the word. The
pupils are asked to copy
down the words into their
exercise book.
Stage 2 Content: 1. The teacher distributes the Rationale:
Practice 1. Lyrics. handout to the pupils. 1. To expose the pupils
(20 2. Skills: 2. The teacher informs the class to a set of verbs. To
minutes) • Speaking that they will be learning expose how the
• Listening about verbs now. verbs are used in a
• Thinking 3. The teacher explains to the sentence.
class that the verbs are 2. To check upon the
*Individual activity. actions that can be done by pupils’
moving the body or the body understanding on
parts. the lesson taught.
4. Once again, the teacher
pastes the same list of words AVA:
taught in the earlier stage on • Worksheet(Lyrics)
the whiteboard. • Manila card
5. The teacher informs the class
that these words are called Refer to:
verbs. • Appendix 2 (song
6. Then, the teacher distributes lyric entitled ‘If
a worksheet containing a You’re Happy And
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7. song lyric. Some words on You Know It’)
the lyric are omitted. The
teacher informs the pupils
that those omitted words are
verbs. The pupils are
supposed to listen carefully
to the song in order to fill in
the blanks with the correct
verbs. The teacher will sing
the song twice.
7. The teacher chooses some
pupils randomly to share
their answers.
8. Lastly, the teacher reveals
the answers to the class.
Stage 3 Content: 1. The teacher divides the class Rationale:
Production 1. Worksheet. into groups of four. 1. To check upon the
(15 2. Skills: 2. Each group is given a pupils’
minutes) • Thinking worksheet. The worksheet understanding on
• Speaking contains pictures of actions. the lesson.
The pictures are actions done 2. To practice
*Group activity. by the body or the body teamwork in
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8. parts. completing tasks.
3. The teacher is supposed to
act out the actions to help the AVA:
pupils guess the pictures and • Worksheet
each group need to label the • Whiteboard
respective actions correctly. • Marker Pen
4. The teacher asks each group
representative to share their Refer to:
answers. • Appendix 3
5. The group that finishes first (worksheet)
and labels all the pictures
correctly will be rewarded.
Stage 4 Content: 1. The teacher asks the pupils Rationale:
Closure (5 1. Singing and dancing to the to take out the song lyric 1. To refresh and get
minutes) song used in the earlier stage. feedback upon the
2. Error correction (if necessary) 2. The teacher informs the class lesson learned.
3. Moral values: that they will be singing the 2. To teach the pupils
• Appreciating and Loving song now. to appreciate their
Your Own Body 3. The teacher shows a video body parts as some
• Staying Healthy example of how to sing the people are not as
4. Skills: song with the actions. The lucky because of
• Speaking pupils are supposed to sing their disabilities.
• Listening and dance like the characters 3. To cultivate the
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9. in the video. understanding that
4. The teacher then sings and simple movements
dances along with the class. can be used as
5. Lastly, the teacher recaps exercises to stay
today’s lesson. The teacher healthy.
reminds the pupils on the
moral values learned today. AVA:
6. The teacher ends the lesson. • Laptop and
Projector.
Self – reflection:
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10. Supervisor’s Comment:
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