Bi Year 4 Module 2 (LP 17-32)

DAILY LESSON PLAN YEAR 4
SUBJECT English Language YEAR 3
DAY / DATE Sunday WEEK / LESSON 5 17
TIME DURATION 60 minutes
THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

Main : Listening
FOKUS SKILLS
Complimentary : Listening
Main:
1.2 Understand meaning in a variety of familiar contexts
CONTENT STANDARDS
Complementary:
1.1 Recognise and reproduce target language sounds
Main:
1.2.2 Understand with support specific information and details of longer simple texts
LEARNING STANDARDS
Complementary:
1.1.1 Recognise and reproduce with support a wide range of target language phonemes
1. By the end of the lesson, most of the pupils will be able to understand with
support specific information and details of longer simple texts
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to recognise and
reproduce with support a wide range of target language phonemes
SUCCESS CRITERIA Pupils can sing a song and talk about school object.
LANGUAGE /
Expressing likes and skills (present tense): e.g. I like/love… / I’m good at…
GRAMMAR FOCUS
Pre-lesson
1. Stick the flashcards of Art, Music, PE, Mathematics, Science, Social Studies, writing on the
board. Point to each flashcard and say the phrases out loud. Encourage pupils to repeat after
you.
Lesson delivery
2. Direct pupils' attention to the pictures. Ask them what subjects they are good at and what
subjects they are bad at. Ask pupils if they have any more subjects at school that are not
depicted. (21st CA)
3. Tell pupils they're going to listen to a song (CD 1 - Track 19). Ask them to guess what it's going
to be about. Play the song once and have pupils listen.
ACTIVITIES 4. Play the song a second time, and have pupils match the verses to the corresponding pictures.
When pupils feel comfortable, invite them to sing the song.
5. Draw attention to the rhyming words in the song (too & you). Follow up with an activity
which practises this sound. (HOTS)
6. Have pupils take out their textbooks for their other subjects. Explain to pupils that you are
going to play the song again and that when they hear one of the subjects mentioned they will
have to raise the corresponding textbook.
Post-lesson
7. Play a matching game/activity where pupils match the pictures to the written words. This
activity is leading in to the listening activity and aims to support pupils with vocabulary in
written form. (CBA)
Get Smart Plus 4
TEACHING AIDS
Activity 1 Student’s Book (page 15) and Teacher’s Book (page 32)
21st CENTURY ACTIVITY Think– Pair– Share CCE Language
HOTS Analysis MORAL VALUE Enjoy learning
PERFORMANCE LEVEL 6 CLASSROOM BASED Games

ASSESSMENT (CBA)
Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
REFLECTION
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : _____________________________________________________

Main : Speaking
FOKUS SKILLS
Main:
2.1 Communicate simple information intelligibly
CONTENT STANDARDS
Complementary:
Main:
2.1.1 Explain and give reasons for basic opinions
LEARNING STANDARDS
Complementary:
1.2.5 Understand longer supported questions
1. By the end of the lesson, most of the pupils will be able to explain and give
reasons for basic opinions.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand
longer supported questions.
SUCCESS CRITERIA Pupils can sing a song and talk about school object.
LANGUAGE /
Questions (present simple) to ask about preference: What’s your favourite [subject]?
GRAMMAR FOCUS
Pre-lesson
1. Stick the flashcards of Art, Music, PE, Mathematics, Science, Social Studies, writing on the
board. Point to each flashcard and pupils say the phrases out loud.
Lesson delivery
2. Ask pupils to look at their timetable and try to elicit subjects they learn in their school day. (21 st
CA)
3. Have pupils write down three subjects they like. Ask some pupils what their favourite subject(s)
is/are, and elicit basic ideas for why they like these subjects.
ACTIVITIES
4. Direct pupils' attention to the picture. Ask pupils to guess what the children are doing. Play the
CD and have pupils chorally repeat the exchange. (HOTS)
5. Direct pupils' attention to the table and explain that they will have to ask one another what
their favourite subject is and then fill in the table with their results.
6. Divide pupils into groups of four and have them do the activity. Once pupils have finished filling
in their tables, in turns have each group report their findings to the class. (CBA)
Post-lesson
7. Play the song again and have pupils sing or do a fun task as they listen.
Get Smart Plus 4, Activity 3 Student’s Book (page 15) and Teacher’s Book (page 33)
TEACHING AIDS
Pupils’ timetable
21st CENTURY ACTIVITY The Yarn Yarn CCE Language
HOTS Analysis MORAL VALUE Respect others
CLASSROOM BASED Presentation

PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
REFLECTION Attendance: /

THEME World of Stories TOPIC MODULE 2 : MY WEEK

Main : Reading
FOKUS SKILLS
Complimentary : Reading
Main:
3.3 Read independently for information and enjoyment
CONTENT STANDARDS
Complementary:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
Main:
3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest
LEARNING STANDARDS
Complementary:
3.2.1 Understand the main idea of simple texts of one or two paragraphs
1. By the end of the lesson, most of the pupils will be able to read and enjoy A1
fiction/non-fiction print and digital texts of interest.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand the
main idea of simple texts of one or two paragraphs.
SUCCESS CRITERIA Pupils can talk about weekly timetable.
LANGUAGE /
Present simple for talking about regular actions (school timetable)
GRAMMAR FOCUS
Pre-lesson
1. Draw a school timetable on the board. Ask pupils what day they have English.
Lesson delivery
2. Introduce the characters in the story using pictures.
3. Ask pupils to read the story quietly, on their own.
4. Ask pupils some questions, e.g. Where are they? What are they looking at? Do they have the
ACTIVITIES
same timetable or different timetables?) (21st CA)
5. Follow up by asking pupils for their opinions on the story. (HOTS)
6. If time allows, play a true-false activity about the story.
Post-lesson
7. Revise the vocabulary and structures learnt in the previous lesson by playing a round of the
game Don’t break the chain (TB page 33) (CBA)
Get Smart Plus 4
TEACHING AIDS
A story in the Student’s Book (page 16) and Teacher’s Book (pages 34-35)
21st CENTURY ACTIVITY Brainstorming CCE Values
HOTS Evaluation MORAL VALUE Be responsible

CLASSROOM BASED Games
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)


Main : Writing
FOKUS SKILLS
Main:
4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
CONTENT STANDARDS
Complementary:
Main:
4.2.4 Describe people and objects using suitable statements
LEARNING STANDARDS
Complementary:
3.2.2 Understand specific information and details of simple texts of one or two paragraphs
1. By the end of the lesson, most of the pupils will be able to read and enjoy A1 fiction/non-fiction
print and digital texts of interest.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand the main idea of simple
texts of one or two paragraphs.
LANGUAGE /
Present simple for talking about regular actions (school timetable)
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. Draw a school timetable on the board. Ask pupils what subject they would like to have more
hours of and what subjects they’d like less hours of.
Lesson delivery
2. Re-introduce the story and play the CD 1 (Track 22). Pupils listen and point to the bubble.
3. Play the CD again and encourage pupils to shadow read.
4. Pupils read again and act out the story in groups. Perform to the whole class. (CBA)
5. Pupils read the story again and circle True for the sentences that are True and False for the
sentences that are False.
6. Draw attention to the target language by following the instructions for Grammar box.
7. Have pupils write more True/False statements as a quiz for other pupils.
8. If time allows, have pupils write (or say) sentences about their timetable/week at school.
Post-lesson
9. TASK 10: WHAT ABOUT YOU? Act as if you are thinking and say ‘What can you remember?’
Give a key word from the lesson. Write it on the board.
Get Smart Plus 4, Activities 1-2
TEACHING AIDS
Student’s Book (pages 16-17) and Teacher’s Book (pages 34-35)
21st CENTURY ACTIVITY Stretch to Sketch CCE Language
HOTS Analysis MORAL VALUE Be responsible
CLASSROOM BASED Role Play

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION

THEME World of Self, Family and Friends TOPIC POETRY : GRANDMA'S HOUSE
Main : Language Art
FOKUS SKILLS
Main:
5.3 Express an imaginative response to literary texts
CONTENT STANDARDS
Complementary:
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon stories. Oth
LEARNING STANDARDS
Complementary:
1. By the end of the lesson, most of the pupils will be able to respond
imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon
LEARNING OBJECTIVES stories. Other imaginative responses as appropriate.
longer supported questions.
SUCCESS CRITERIA Pupils can
LANGUAGE /
Wh-questions
GRAMMAR FOCUS
Note: Ask pupils to bring household item toys. Teacher brings shoe boxes.
Pre-lesson
1. Show the poem on the board. Recite the poem and pupils listen.
2. Recite the poem together with the pupils. Ask pupils to recite the poems with actions.
Lesson delivery
3. Teacher distributes Worksheet 1.
4. Ask questions pertaining to the poem and the pictures.
ACTIVITIES 5. Making a Diorama: Pupils work in groups to create a diorama of Grandma’s living room.
a. How to make a diorama
b. Get a show box/tissue box/any small box. Make an opening.
c. Create the background using coloured paper for the living room.
d. Make and place the household items in their respective places by mounting the
figures on a cardboard to secure it.
Post-lesson
6. Pupils describe their dioramas in at least 4 sentences.
Anthology of Poems
TEACHING AIDS
Contemporary Children’s Literature Teaching Guidebook (BPK) – Poetry
21st CENTURY ACTIVITY Stretch to Sketch CCE Creativity and Innovation
Always love and care for your loved
HOTS Analysis MORAL VALUE
ones.
PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION
Worksheet 1

Main : Listening
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
LEARNING STANDARDS
Complementary:
1.2.3 Understand with support short simple narratives on a range of familiar topics
longer supported questions
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand with
support short simple narratives on a range of familiar topics
LANGUAGE / Questions in present simple with How often:. e.g. How often do you have [subject]?; adverbs of
GRAMMAR FOCUS frequency: e.g. Three times a week.
Pre-lesson
1. Play a game to review activities vocabulary. (21st CA)
Lesson delivery
2. Review the story from Activity 1 (Track 22) by asking pupils to listen again and respond to
questions Why do the girls go to the wrong classroom? / Do the girls solve their problem? / How
ACTIVITIES
do the girls feel at the end of the story? Why?(HOTS)
3. Provide sentence strips to pupils about the story that they have read/ listened.
4. Ask pupils to sequence the sentence strips according to the story to show their understanding.
Post-lesson
5. Ask pupils to talk about their weekly timetable in pairs. (CBA)
Get Smart Plus 4, Activity 1 Student’s Book (pages 16-17)
TEACHING AIDS
Sentence strips
21st CENTURY ACTIVITY Games CCE Language
HOTS Evaluation MORAL VALUE Be responsible
CLASSROOM BASED Tell Stories

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION

Main : Speaking
FOKUS SKILLS
Complimentary : Writing
Main:
CONTENT STANDARDS
Complementary:
4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
Main:
2.1.4 Give reasons for simple predictions
LEARNING STANDARDS
Complementary:
4.2.1 Explain and give reasons for simple opinions
1. By the end of the lesson, most of the pupils will be able to give reasons for
simple predictions
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to explain and give
reasons for simple opinions
LANGUAGE /
Will for prediction
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review school subjects vocabulary. (21 st CA)
Lesson delivery
2. Play a game where pupils talk about or match adjectives and school subjects (e.g. English / fun)
3. Have pupils look at their timetables (or the example one). In pairs, they talk about how each
day will be, e.g. I think Monday will be great because we have maths.
4. Hand out strips of paper, two (or more) per pupil. Pupils write a sentence on each paper to say
what they think about a subject and why.(HOTS)
ACTIVITIES 5. In groups, pupils put their papers together. They mix them up. Pupils take a paper in turn, read
it, and guess who wrote the paper. They then say if they agree or disagree with the opinion. (CBA)
Post-lesson
6. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
a) New words I remember
b) Activities I enjoyed
c) A skill I did well in (L/S/R/W)
d) A skill I need to do better in (L/S/R/W)
e) Something I feel proud of (about my English)
Pupils’ timetables, if available or an example timetable as a worksheet
TEACHING AIDS
Strips of paper
21st CENTURY ACTIVITY Games CCE Values

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION


Main : Reading
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
LEARNING STANDARDS
Complementary:
3.2.3 Guess the meaning of unfamiliar words from clues provided by title and topic
1. By the end of the lesson, most of the pupils will be able to talk about
LEARNING OBJECTIVES
housework.
SUCCESS CRITERIA Pupils can talk about housework.
LANGUAGE /
Questions about obligation using have to in present simple
GRAMMAR FOCUS
1. Present the new vocabulary through miming. Pretend you are setting the table and invite pupils to guess
what you are doing. Introduce the expression set the table. Pupils repeat and mime the actions after you.
Repeat the same procedure with the phrases clear the table, take out the rubbish, rake leaves, shovel
snow, and feed the fish. (HOTS)
Lesson delivery
2. Ask a question for general understanding, e.g. Which child is most like you?
3. Have pupils look at the presentation and ask them what kind of text this is (an article) and where they
would find a page like this one (in a magazine).
4. Pupils look at the pictures and guess what housework the children have to do at home. Have pupils read
and listen (Track 25) to the text.
5. Ask pupils to find and guess the meaning of unfamiliar words in the text.
6. Play the CD and have pupils follow along silently. Play the CD a second time and encourage pupils to
shadow read.
7. Ask pupils questions such as the following: What jobs does Beth do at home? When does she take out
the rubbish? Who does Wadida help at home? What housework does she do? What does Mark have to
do in the winter?
8. Pupils read again and complete activity 2.
Post-lesson
9. TASK 10: WHAT ABOUT YOU? Invite some pupils to tell you by asking: ‘What about you? What can you
remember?’ Write their answers on the board.
TEACHING AIDS Get Smart Plus 4, Activities 1-2 Student’s Book (pages 18-19) and Teacher’s Book (pages 36-37)
st
21 CENTURY ACTIVITY Stretch to Sketch CCE Patriotism
HOTS Analysis MORAL VALUE Help out with the housework

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION


Main : Writing
FOKUS SKILLS
Complimentary : Writing
Main:
4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
CONTENT STANDARDS
Complementary:
Main:
4.3.3 Produce a plan or draft of one paragraph for a familiar topic and modify this appropriately in response to feedback
LEARNING STANDARDS
Complementary:
4.3.1 Use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level
By the end of the lesson, most of the pupils will be able to produce a plan or
LEARNING OBJECTIVES
draft of one paragraph for a familiar topic and modify this appropriately in response to feedback
SUCCESS CRITERIA Pupils can write about what they have to do at home in their exercise book.
LANGUAGE /
Have to (present simple) to talk about obligation
GRAMMAR FOCUS
1. Do a fun activity with pupils to review spelling of two or three most relevant vocabulary relating
to helping at home. During feedback, help pupils to extend phrases for helping at home.
Lesson delivery
2. Have pupils list the jobs they do at home and talk to a partner about their list. (21 st CA)
3. Use a pre-prepared paragraph as a model to draw attention to features of punctuation. Pupils
insert the punctuation (on a separate worksheet prepared before the lesson).
4. Ask pupils to write about what they have to do at home in their exercise book.
5. Have pupils exchange their writing with a partner to check for mistakes. Provide guidance on
what to check for as necessary, and monitor carefully giving additional support when needed.
6. Have pupils re-write their work based on feedback from their peers.
Post-lesson
7. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
a. New words I remember
b. Activities I enjoyed
c. A skill I did well in (L/S/R/W)
d. A skill I need to do better in (L/S/R/W)
Student’s Book (page 18) and Teacher’s Book (page 36)
TEACHING AIDS
Model paragraph about you or your family
21st CENTURY ACTIVITY Stretch to Sketch CCE Patriotism
HOTS Analysis MORAL VALUE Respect others

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION

THEME World of Self, Family and Friends TOPIC POETRY : CLAP YOUR HANDS
Main : Language Art
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
LEARNING STANDARDS
Complementary:
By the end of the lesson, most of the pupils will be able to respond
LEARNING OBJECTIVES imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon
stories
SUCCESS CRITERIA Pupils can recite the poem together with actions.
LANGUAGE /
Imperative verbs
GRAMMAR FOCUS
Pre-lesson
1. Choose a suitable activity from the list of pre-lesson tasks or create your own short activity to
review key learning from the previous lesson in a fun, active way.
ACTIVITIES 2. You can also use this stage to introduce new vocabulary for the lesson.
Lesson delivery
3. Give each pupil a piece of A4 paper and ask pupils to trace their hands.
4. Pupils think of all the things that they can do with their hands/fingers and write them inside
the outline of the hand. Example: clap, eat, carry, touch, pat
5. Put up the poem ‘Clap Your Hands’ on the board.
6. Recite the poem while the pupils listen.
7. Pupils recite the poem together with actions.
8. In their groups, they prepare their presentation.
9. The pupils present their poems to the class.
Post lesson
10. Distribute peer-assessment checklist to pupils.
Anthology of poems, Contemporary Children’s Literature (CCL) Teaching Guidebook-Poetry (BPK)
TEACHING AIDS
Peer-assessment checklist
21st CENTURY ACTIVITY Games CCE Values

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION


Main : Listening
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
LEARNING STANDARDS
Complementary:
LEARNING OBJECTIVES By the end of the lesson, most of the pupils will be able to
SUCCESS CRITERIA Pupils can write about what they have to do at home in their exercise book.
LANGUAGE /
Have to (present simple questions) to ask about obligation
GRAMMAR FOCUS
Pre-lesson
1. TASK 6: FINGER-WRITING- To practise spelling of topic vocabulary.
Lesson delivery
2. Play a game where pupils listen and identify the phrases for jobs around the house. (CBA)
3. Direct pupils’ attention to the grammar box at the top of page 19 and read it out loud. Have
pupils repeat. Refer pupils to the Grammar Reference at the back of the book.
ACTIVITIES
4. Direct pupils’ attention to the pictures and ask them what the children are doing. Pupils listen to
CD1 (Track 26) and tick the correct answer.
5. Based on Activity 4 (CD1, Track 37), have pupils ask and answer about what they have to do at
home in a fun way. (21st CA)
Post-lesson
6. Play a ‘Hangman’ game to consolidate vocabulary and focus on spelling/form.(HOTS)
Get Smart Plus 4
TEACHING AIDS
Activities 3-4 Student’s Book (page 19) and Teacher’s Book (page 37)
21st CENTURY ACTIVITY Talking Chips CCE Patriotism
HOTS Analysis MORAL VALUE Help out with housework.

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION


Main : Speaking
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
LEARNING STANDARDS Main:
2.1.5 Describe people, and objects using suitable statements
Complementary:
By the end of the lesson, most of the pupils will be able to describe people,
LEARNING OBJECTIVES
and objects using suitable statements and understand longer supported questions.
SUCCESS CRITERIA Pupils can do a survey, revise and consolidate vocabulary and structures learnt in previous lesson.
LANGUAGE /
Have to (present simple yes/no questions) to ask about obligation
GRAMMAR FOCUS
Pre-lesson
1. Seat switch-Arrange the chairs in a circle and ask pupils to sit down. Tell pupils that you are going to ask
them some questions. These questions can be about the tasks they do at home, their favourite subjects
or how often they do certain subjects and/or extra-curricular activities.
Lesson delivery
2. Direct pupils' attention to the pictures on page 21 and ask them what they think the children are doing in
each picture.
3. Hand out the sheets of cardboard to the pupils. Explain to pupils that first they are going to go round in
their groups and take turns asking pupils in the other groups what jobs they do at home. While they are
carrying out the survey they will make a note of the pupils' answers.
4. After all of the groups are done carrying out the survey, they will have to tally up their results and make a
bar chart exhibiting them.
ACTIVITIES 5. Once all of the groups are done, choose a few to come up to the front of the class and show their results.
6. Explain to pupils that they will have to answer yes or no to these questions. All pupils who answer yes
will have to get up and switch seats. The pupils that answer no remain seated.
7. Stand in the middle of the circle. Ask pupils Do you set the table at home? Encourage pupils who say yes
to stand up and change seats. Do this a couple of times with questions such as Is your favourite subject
PE? Do you have Maths twice a week?
8. The third time you ask a question, while the pupils that answered yes are switching seats, quickly sit in
one of the empty seats. The S left standing has to take your place in the middle of the circle and ask
questions in the next round
Post-lesson
9. Ask pupils to think back on their learning. In their learning diary, they can write activities they enjoyed:
(HOTS)
Get Smart Plus 4 Activities 1-3 Student’s Book (page 21) and Teacher’s Book (pages 40-41)
TEACHING AIDS
Pens, pencils, rulers
21st CENTURY ACTIVITY Talking Chips CCE Patriotism

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION

THEME World of Knowledge TOPIC Social Studies (CLIL 1)

Main : Reading
FOKUS SKILLS
CONTENT STANDARDS Main:
Complementary:
Main:
LEARNING STANDARDS
Complementary:
3.2.4 Recognise and use with little or no support key features of a simple monolingual dictionary
By the end of the lesson, most of the pupils will be able to understand specific
LEARNING OBJECTIVES
information and details of simple texts of one or two paragraphs
SUCCESS CRITERIA Pupils can talk about schools around the words.
LANGUAGE /
Review of present simple to describe and talk about routine.
GRAMMAR FOCUS
Pre-lesson
1. Stick the flashcards of the lesson on the board and point to each flashcard, say the word and
encourage pupils to repeat. Point out the words in the vocabulary section. Play the CD 3 - Track 35
and have pupils point and repeat.
Lesson delivery
2. Introduce the topic further using the pictures of different schools in Malaysia. Ask pupils to
describe them however they can in English and help them with useful new words in English. Ask
them to compare these schools to their own in a basic way.
3. Write the new words (library, country, special, strange, forest) on the board.
ACTIVITIES 4. Have pupils work in pairs or small groups to check one or more of these in the dictionary. (CBA)
5. Pupils check their understanding of the words by looking at the pictures in the student’s book at
the top of the Page.
6. Ask pupils if they know what schools in other countries look like. Initiate a short discussion and
encourage all pupils to participate. Teacher plays the CD (Track 36) and that they have to find out
what is strange about these schools. (HOTS)
7. Pupils read again and tick ‘Yes’ or ‘No’. Follow up by asking pupils to re-read the sentences in
Activity 2 and, in pairs, create four ‘true’ statements about their school. (21 st CA)
Post –lesson
8. Ask pupils to think back on their learning. In pair, they talk about new words they remember.
Get Smart Plus 4 Activities 1-2 (page 129) Student’s Book and Teacher’s Book (page 193)
TEACHING AIDS
Monolingual dictionaries, Pictures of different schools in various areas of Malaysia
21st CENTURY ACTIVITY Think– Pair– Share CCE Global Sustainability
CLASSROOM BASED Others

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION

THEME World of Self, Family and Friends TOPIC Social Studies (CLIL 1)
FOKUS SKILLS Main : Writing

Main:
CONTENT STANDARDS
Complementary:
Main:
4.3.2 Spell most high frequency words accurately in guided writing
LEARNING STANDARDS
Complementary:
By the end of the lesson, most of the pupils will be able to communicate with
LEARNING OBJECTIVES
appropriate language form and style for a range of purposes in print and digital media.
SUCCESS CRITERIA Pupils can talk about schools around the words.
LANGUAGE /
Have to (present simple questions, 3rd person) to ask about obligation.
GRAMMAR FOCUS
Pre-lesson
1. Present the new vocabulary through miming. Pretend you are carrying shopping bags and say
I'm shopping. Repeat this a couple of times and have pupils repeat and mime the actions after
you. Repeat the same procedure with the phrase wash the car.
Lesson delivery
2. Play ‘hot card pantomime’. Revise the vocabulary and the structures learnt in the previous
lesson by playing a round of the game Hot card pantomime. (CBA)
ACTIVITIES
3. Direct pupils’ attention to the pictures of the different housework/activities. Explain to pupils
that they are going to choose and complete either John’s or Mandy’s weekly schedules in pairs.
4. Pupils listen and read (CD2, Track 29). Then ask and answer. (21 st CA)
5. Play the ‘hopscotch’ game, if time allows.
Post-lesson
6. Ask pupils to think back on their learning. In their learning diary, they can write activities they
enjoyed: (HOTS)
Get Smart Plus 4
TEACHING AIDS
Activity 1-2 Student’s Book (page 20) and Teacher’s Book (pages 38-39)
21st CENTURY ACTIVITY Think– Pair– Share CCE Global Sustainability

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION

THEME World of Knowledge TOPIC POETRY : NOISY FOOD

Main : Language Art
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
LEARNING STANDARDS
Complementary:
By the end of the lesson, most of the pupils will be able to respond
LEARNING OBJECTIVES imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon
stories.
SUCCESS CRITERIA Pupils can recite the poem aloud as a class and then in groups.
LANGUAGE /
Adjectives
GRAMMAR FOCUS
Pre-lesson
1. Ask pupils to make the sounds of different types of food being eaten (apple, soup, etc.).
2. Distribute Worksheet 1. Play pre-recorded sounds of food being eaten.
3. Pupils listen to the sounds and number the pictures according to the sequence of the sounds
heard (Worksheet 1).
4. Pupils listen to the recording again and check and compare their answers with their partners.
Lesson delivery
5. Display the poem and recite it aloud while the pupils listen.
ACTIVITIES
6. Pupils recite the poem aloud as a class and then in groups.
7. Explain the meaning of the key words/phrases found in the poem. Pupils can make the
sounds. Example: munching crunchy apples, slurping up your soup, eating crackly crisps,
crunching up your cornflakes, popping bubblegum and sucking at an orange.
8. Pupils recite the poem again expressively.
9. Explain the use of adjectives to describe people and objects.
Post lesson
10. Distribute peer-assessment checklist.
Anthology of poems Contemporary Children’s Literature (CCL) Teaching Guidebook-Poetry (BPK)
TEACHING AIDS
Peer-assessment checklist, Pre-recorded sounds of food being eaten, Worksheet 1, Placard
21st CENTURY ACTIVITY Talking Chips CCE Science and Technology

PERFORMANCE LEVEL 3
ASSESSMENT (CBA)
Attendance: /
REFLECTION
Name : ___________________________________________________________ Class : ___________

Main : Listening
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
LEARNING STANDARDS
Complementary:
By the end of the lesson, most of the pupils will be able to understand with
LEARNING OBJECTIVES
support specific information and details of longer simple texts
SUCCESS CRITERIA Pupils can revise and consolidate vocabulary and structures learnt in previous lesson.
LANGUAGE /
Review of language from Unit 2
GRAMMAR FOCUS
Pre-lesson
1. Revise housework using flashcards.(HOTS)
Lesson delivery
2. Direct pupils’ attention to the pictures of the children and encourage them to identify the
different job.
3. Pupils listen and match each child with two jobs. (CD 1 Track 35)
ACTIVITIES
4. Pupils answer about themselves. Then ask their friend. (21 st CA)
Post-lesson
3. Ask pupils to think about their learning and performance in this unit. They then complete the
self-assessment worksheet. (CBA)
4. Collect the worksheets from pupils and review them to note pupils’ responses. If there are any
areas of concern, prepare a review of these in upcoming lessons.
Get Smart Plus 4 Revision 2 Activity 1-2 Student’s Book (page 26) and Teacher’s Book (page 47)
TEACHING AIDS
Self-assessment worksheet
21st CENTURY ACTIVITY Talk Partners CCE Patriotism
HOTS Evaluation MORAL VALUE Help out with housework.
CLASSROOM BASED Worksheet

PERFORMANCE LEVEL 6
ASSESSMENT (CBA)

Bi Year 4 Module 2 (LP 17-32)

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DAILY LESSON PLAN YEAR 4

SUBJECT English Language YEAR 3

DAY / DATE Sunday WEEK / LESSON 5 17

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Analysis MORAL VALUE Enjoy learning

PERFORMANCE LEVEL 6 CLASSROOM BASED Games

DAY / DATE Sunday WEEK / LESSON 5 18

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Analysis MORAL VALUE Respect others

CLASSROOM BASED Presentation

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 5 19

TIME DURATION 60 minutes

THEME World of Stories TOPIC MODULE 2 : MY WEEK

HOTS Evaluation MORAL VALUE Be responsible

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 5 20

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Analysis MORAL VALUE Be responsible

CLASSROOM BASED Role Play

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 6 21

TIME DURATION 60 minutes

DAY / DATE Sunday WEEK / LESSON 6 22

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Evaluation MORAL VALUE Be responsible

CLASSROOM BASED Tell Stories

DAY / DATE Sunday WEEK / LESSON 6 23

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Analysis MORAL VALUE Be responsible

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 6 24

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Analysis MORAL VALUE Help out with the housework

CLASSROOM BASED Role Play

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 7 25

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Analysis MORAL VALUE Respect others

CLASSROOM BASED Role Play

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 7 26

TIME DURATION 60 minutes

HOTS Analysis MORAL VALUE Be responsible

CLASSROOM BASED Role Play

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 7 27

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Analysis MORAL VALUE Help out with housework.

CLASSROOM BASED Games

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 7 28

TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC MODULE 2 : MY WEEK

HOTS Analysis MORAL VALUE Help out with housework.