## Lesson Plan for Primary 4: English Comprehension
### Lesson Topic:
- Structure: Complete sentences with "Can" or "May"
- Grammar: Making sentences from the tables
- Writing: A poem
### Objectives:
By the end of the lesson, students should be able to:
1. Understand the difference and use of "can" and "may".
2. Formulate sentences using provided sentence structures.
3. Write a simple poem, demonstrating grammar and sentence structure knowledge.
### Duration:
1 hour
### Materials Needed:
- Whiteboard and markers
- Worksheets (for exercises)
- Flashcards (with different words/phrases)
- Blank paper and pencils/pens for writing poems
### Procedure:
#### Warm-Up (10 minutes)
1. **Greeting and Introduction**
- Begin by greeting the students and briefly explaining the lesson objectives.
- Explain the importance of using "can" and "may" correctly, forming sentences, and expressing themselves through poetry.
#### Activity 1: Structure (15 minutes)
- **Explanation**:
- Introduce "can" and "may".
- *Can* is used to express ability or permission.
- *May* is used for permission (more formal).
- Give examples, e.g., "Can I play outside?" vs. "May I leave the table?"
- **Practice**:
- Hand out worksheets with incomplete sentences.
- Have students complete the sentences using "can" or "may".
- Elicit answers from the class and correct if necessary.
#### Activity 2: Grammar (15 minutes)
- **Explanation**:
- Introduce the concept of making sentences from tables. Show a table with words organized in columns that students can use to construct sentences.
| Subject | Verb | Object/Complement |
|----------|--------------|-------------------|
| I | can/may play | football. |
| She | can/may run | fast. |
| They | can/may eat | lunch now. |
- **Practice**:
- Write a few columns on the whiteboard and have students come up to form sentences by picking one word/phrase from each column.
- Provide individual or paired practice with sentence table worksheets.
#### Activity 3: Writing a Poem (20 minutes)
- **Explanation**:
- Explain what a simple poem is. Provide an example of a simple four-line poem.
- Discuss how poets use structure to create rhythm and tone.
- **Practice**:
- Distribute blank paper.
- Encourage students to write a simple poem about a topic they like (e.g., nature, animals, a favorite hobby).
- Offer possible first lines to spark creativity; for example, “The bright sun...”, “In the deep blue sea...”.
- Walk around, offering assistance and suggestions.
#### Conclusion and Review (10 minutes)
- **Sharing**:
- Invite a few students to read their poems aloud.
- Discuss the poems and highlight good use of sentence structure and creativity.
- **Review**:
- Recap the difference between "can" and "may".
- Ask students what they learned about sentence structure and poetry writing.
### Assessment:
- Informal: Monitor participation and comprehension during activities.
- Formal: Collect worksheets and poems to review and provide feedback.
### Homework:
- Give students a short worksheet with exercises using "can" and "may".
- Ask students to write another poem at home on a different topic and bring it to the next class.
### Reflection:
After the class, take a few minutes to reflect on what worked well and what could be improved for future lessons. Consider student's engagement, understanding, and output. Adjust the activities accordingly for enhanced learning experiences next time.