Value Classroom Based Assessment (Cba)

DAILY LESSON PLAN YEAR 4
SUBJECT English Language YEAR 4
DAY / DATE Sunday WEEK / LESSON 9 33
TIME DURATION 60 minutes
THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

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 /
Past simple (regular and irregular verbs)
GRAMMAR FOCUS
Pre-lesson
1. Show pictures about Ancient Egypt to introduce the topic and elicit what pupils may know.
Lesson delivery
2. Show the pictures again and tell pupils that they are about the past. Put the pictures on the
board.
3. Read or play the text that you have prepared and get pupils to guess which pictures are
ACTIVITIES
mentioned in the text. (HOTS)
4. Introduce the vocabulary at the top of the page and ask pupils to work in pairs to complete
the quiz. (CBA)
5. Discuss the answers with pupils. (21st CA)
Post-lesson
6. Review learning by asking pupils to tell each other what they learned from the quiz.
Get Smart Plus 4 Activity 1 Student’s Book page 27 and Teacher’s Book (page 48)
TEACHING AIDS Picture of a mummy and other items from the theme of ancient Egypt.
A text (recording or spoken) based on the quiz.
21st CENTURY ACTIVITY Think– Pair– Share CCE Language
Appreciate the history of other
HOTS Analysis VALUE
civilisations.
CLASSROOM BASED Quiz
PERFORMANCE LEVEL 6
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
Complimentary : Reading
Main:
2.1 Communicate simple information intelligibly
CONTENT STANDARDS
Complementary:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
Main:
2.1.2 Find out about and describe experiences in the past
LEARNING STANDARDS
Complementary:
3.2.4 Recognise and use with little or no support key features of a simple monolingual dictionary
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 talk about past event.
LANGUAGE /
Past simple (regular and irregular verbs)
GRAMMAR FOCUS
Pre-lesson
1. Show pupils the flashcard of the mummy. Say the word and have pupils repeat. Repeat the
same with the rest of the flashcards.
Lesson delivery
2. Write some new words from the previous lesson on the board, including some verbs. Ask
pupils to identify two or three they don’t remember well. Have them check the meaning in
the dictionary in pairs. (21st CA)
ACTIVITIES
3. Do an activity where pupils talk about ancient cultures in and around Malaysia, sharing what
they know. (HOTS)
4. Using the verbs in Simple Past Tense, have pupils work in pairs to say sentences about
ancient cultures in and around Malaysia.
5. Choose a few pairs to present their discussions.(CBA)
Post-lesson
6. Play a round of the game ‘line jumping’. (refer TB page 49)
Get Smart Plus 4 Activity 2 Student’s Book page 27 and Teacher’s Book pages 48 - 49
TEACHING AIDS
Monolingual dictionaries
21st CENTURY ACTIVITY Think– Pair– Share CCE Global Sustainability
Appreciate the history of other
HOTS Analysis VALUE
civilisations.
CLASSROOM BASED Presentation
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
REFLECTION Attendance: /


Main : Speaking
FOKUS SKILLS
Main:
CONTENT STANDARDS
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 find out about and
LEARNING OBJECTIVES
describe experiences in the past.
LANGUAGE /
Past simple yes/no questions with did and was/were
GRAMMAR FOCUS
Pre-lesson
1. LESSON TASK 7: READ YOUR FRIEND’S MIND - Elicit from pupils what they did yesterday.
Lesson delivery
2. Play the CD (CD1 – Track 39) for Activity 1 with the Student’s Book shut. Tell pupils they’ll
hear Greg and Anna talking. Pupils listen to de CD and read.
3. Ask pupils to read the text on the page to check their answers. (HOTS)
ACTIVITIES 4. Have pupils open their books to page 28. Direct pupils’ attention to the vocabulary section at
the top of the page (CD1 – Track 38).
5. In groups, pupils read again and act out the story. (CBA)
6. Play the CD and have pupils point and repeat. Say the words/phrases again in random order
and have pupils repeat and point.
Post-lesson
7. Review some of the past tense verbs by playing a word game. (21 st CA)
TEACHING AIDS Get Smart Plus 4 Activity 1 Student’s Book (page 28) and Teacher’s Book (page 50)
st
21 CENTURY ACTIVITY Games CCE Global Sustainability
Don’t believe everything others tell
HOTS Analysis VALUE
you.
CLASSROOM BASED Role Play
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION

THEME World of Self, Family and Friends TOPIC MODULE 3 : IN THE PAST
Main : Writing
FOKUS SKILLS
Main:
4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media
CONTENT STANDARDS
Complementary:
Main:
4.3.1 Use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level
LEARNING STANDARDS
Complementary:
3.2.2 Understand specific information and details of simple texts of one or two paragraphs
By the end of the lesson, most of the pupils will be able to find out about and
LEARNING OBJECTIVES
describe experiences in the past.
LANGUAGE /
Past simple yes/no questions with did and was/were
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. TASK 5: SIT DOWN, STAND UP-Play a game where pupils listen and express their own
answer/response to review past tense questions/statements.
Lesson delivery
2. Ask pupils to read the text from last lesson again and find examples of questions in past
tense. (HOTS)
3. Write the following sentence on the board:Anna wakes up at 10 yesterday. Ask pupils Did
Anna wakes up at 9 yesterday? Encourage pupils to answer NO, she didn’t. Write the
question and answer on the board.
4. Draw attention to punctuations (use of comma, full stop and apostrophe) and word order in
writing questions in past tense.
5. Teacher gives a set of questions in past tense without punctuations. Pupils punctuate
correctly. (21st CA)
6. Then, pupils read again and answer the question in their exercise book. (CBA)
Post-lesson
7. TASK 10: WHAT ABOUT YOU?- To reflect on and share learning
TEACHING AIDS Get Smart Plus 4 Activity 1 Student’s Book (page 28) and Teacher’s Book (page 50)
21st CENTURY ACTIVITY Puzzle it Out CCE Global Sustainability

HOTS Analysis VALUE
you.
CLASSROOM BASED Others
PERFORMANCE LEVEL 6
ASSESSMENT (CBA) Exercise book
Attendance: /
REFLECTION

THEME World of Knowledge TOPIC POETRY : WOODPECKER

Main : Language Art
FOKUS SKILLS
Complimentary : Writing
Main:
5.3 Express an imaginative response to literary texts
CONTENT STANDARDS
Complementary:
4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon stories. Oth
LEARNING STANDARDS
Complementary:
4.2.1 Explain and give reasons for simple opinions
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 create a dialogue between the woodpecker and caterpillar.
LANGUAGE /
‘Wh’ questions
GRAMMAR FOCUS
1. Divide the pupils into groups of five. Hand out envelopes containing a picture puzzle to each
group. Pupils to put the puzzle together and paste the complete puzzle on a piece of
construction paper. Pupils describe the picture formed and talk about the characteristics of
the woodpecker. (HOTS)
Lesson delivery
2. Pupils recite the poem ‘Woodpecker’ expressively.
3. Pupils to look at the picture in the Woodpecker poem. Ask pupils these ‘Wh’ questions to
encourage them to talk about the poem. Example : Who do you think lives in the tree? What
type of bird is it? Describe the bird. What names can you give the bird? (Mr. Woody etc.)
What does the bird eat? What is the bird doing? Why does the caterpillar say that it is going
on a holiday? What will happen if the caterpillar is at home?
4. Call out two volunteers to role play the given dialogue.
5. Distribute Worksheet 2 to the pupils.
6. Tell pupils that they are going to work in pairs to create a dialogue between the woodpecker
and caterpillar. Get pupils act out the dialogue. (CBA)
Post-lesson
7. Give pupils a picture (Worksheet 1). Ask pupils to cut out the pictures in Part B and paste
them in Part A to create the scene depicted in the ‘Woodpecker’ poem.
8. Pupils copy the poem creatively in Part A. 10. Display all the poems in the room. Pupils can do
a gallery walk. (21st CA)
Anthology of poems Contemporary Children’s Literature (CCL) Teaching Guidebook-Poetry (BPK)
TEACHING AIDS
Picture puzzle Sticker
21st CENTURY ACTIVITY Gallery Walk CCE Environmental Sustainability Awareness
HOTS Analysis VALUE
you.
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION
# Enlarge this picture.
Call out two volunteers to role play this dialogue:

Dialogue
Woodpecker : Hello. Is anyone home?
Caterpillar : Can’t you see? I’m not at home.
Woodpecker : I thought I saw your clothes hanging outside?
Caterpillar : Oh! Those are not mine.
Woodpecker : But your milk bottles are outside.
Caterpillar : That’s for you, my friend.
Woodpecker : Where are you?
Caterpillar : I’ve gone for a holiday.
Name : ______________________________________________________ Class: _______________

Main : Listening
FOKUS SKILLS
Complimentary : Speaking
Main:
CONTENT STANDARDS
Complementary:
Main:
1.2.5 Understand longer supported questions
LEARNING STANDARDS
Complementary:
By the end of the lesson, most of the pupils will be able to understand longer
LEARNING OBJECTIVES
supported questions
LANGUAGE /
Past simple yes/no questions with did; Past simple (regular & irregular verbs)
GRAMMAR FOCUS
Pre-lesson
Lesson delivery
2. Pupils listen to five short dialogue (CD1 – Track 40). Tick Yes or No according to what they did
before the party. (21st CA)
3. Play the CD twice. Check the answer with the class.
ACTIVITIES
4. Direct pupils’ attention to the picture and ask them to guess what the children are doing.
(HOTS)
5. Play the CD (CD1 – Track 41) and have pupils chorally repeat the exchange.
6. Divide pupils into pairs. One pupil closes his/her book and answers his/her partner’s
questions about the story. Pupils swap roles. (CBA)
Post-lesson
Get Smart Plus 4 Activities 4-5 Student’s Book (page 29) and Teacher’s Book (page 51)
TEACHING AIDS
Matching activity with verbs + nouns/noun phrases
21st CENTURY ACTIVITY Puzzle it Out CCE Language
HOTS Analysis VALUE
you.
PERFORMANCE LEVEL 6
ASSESSMENT (CBA) orally
Attendance: /
REFLECTION
Main : Speaking
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
2.1.3 Give a longer sequence of basic instructions or directions
LEARNING STANDARDS
Complementary:
By the end of the lesson, most of the pupils will be able to understand longer
LEARNING OBJECTIVES
supported questions
LANGUAGE /
Past simple (review)
GRAMMAR FOCUS
Pre-lesson
1. PRE-LESSON TASK 2: GUESS THE ANSWER- To practise checking own predictions. Teacher
roles play an action and ask pupils to guess.
Lesson delivery
2. Pupils to look at pictures given.
3. Ask pupils to work in small groups to write a sentences using past simple.
4. Review their answers and provide correct spelling by writing the sentences on the board.
5. Pupils guess the actions - Activities could involve pupils miming sequences of actions and
ACTIVITIES then asking about them, for example a ‘hot seat’ activity in small groups. (CBA)
Post-lesson
6. POST-LESSON TASK 12: LEARNING JOURNAL - Ask pupils to think back on their learning. In
their learning diary, they can write: (HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
TEACHING AIDS Pictures
21st CENTURY ACTIVITY Puzzle it Out CCE Language

HOTS Analysis VALUE
you.
CLASSROOM BASED Games
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
REFLECTION Attendance: /


Main : Reading
FOKUS SKILLS
Main:
3.3 Read independently for information and enjoyment
CONTENT STANDARDS
Complementary:
Main:
3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest
LEARNING STANDARDS
Complementary:
2.1.4 Give reasons for simple predictions
By the end of the lesson, most of the pupils will be able to ask information
LEARNING OBJECTIVES
questions about the past.
SUCCESS CRITERIA Pupils can ask information questions about the past.
LANGUAGE /
Past simple questions
GRAMMAR FOCUS
Pre-lesson
1. Present new vocabulary using the flashcards.
Lesson delivery
2. Pupils listen, point and repeat for Vocabulary (CD 1 – Track 42) in the Student’s Book. Say the
words in random order and have pupils repeat and point.
3. Tell pupils they will read about ‘The Curse’. Pupils listen and read. (CD 1 – Track 43)
4. Choose a few pupils to read it out loud. Ask pupils to discuss some prediction questions with
ACTIVITIES
their partner (e.g. What did Carter and Carnarvon find in the desert/tomb?).
5. Ask pupils to read the text in the Student’s Book. Then they check their predictions. (HOTS)
6. Ask pupils to read the text again and tell each other a personal response (e.g. what they
found interesting, how they would feel if they found a tomb entrance in the jungle). (21 st CA)
7. Pupils write and answer the comprehension questions in their exercise book. (CBA)
Post-lesson
8. POST-LESSON TASK 5: WHISPER AND WRITE
Get Smart Plus 4,Student’s Book page 30 and Teacher’s Book page 52, flashcards,
TEACHING AIDS
Picture of a pyramid and/or Tutankhamun, and other items from the theme of ancient Egypt.
21st CENTURY ACTIVITY I See, I Think, I Wonder CCE Global Sustainability
HOTS Analysis VALUE Be inquisitive

PERFORMANCE LEVEL 6
Attendance: /
REFLECTION


Main : Writing
FOKUS SKILLS
Complimentary : Writing
Main:
CONTENT STANDARDS
Complementary:
Main:
4.2.4 Describe people and objects using suitable statements
LEARNING STANDARDS
Complementary:
1.2.3 Understand with support short simple narratives on a range of familiar topics
By the end of the lesson, most of the pupils will be able to ask information
LEARNING OBJECTIVES
questions about the past.
SUCCESS CRITERIA Pupils can ask information questions about the past.
LANGUAGE /
Past simple questions
GRAMMAR FOCUS
Lesson delivery
2. Pupils look at the grammar box at the top of page 31. Read the questions and the answers
out loud and have pupils repeat. Point to the question words how old, how, what and explain
their meaning, if necessary.
3. Have pupils listen to the text ‘The Curse’ (CD1 – Track 43) and answer the questions. (HOTS)
4. Pupils review their answers by reading the story and work together to write the answers to
the questions in full sentences (Activity 2). (21st CA).
5. In pairs, pupils write one or more statement about the characters in the story. Select some
pairs to read aloud their statements. (CBA)
Post-lesson
Get Smart Plus 4, Activity 2 Student’s Book page 31 and Teacher’s Book page 53
TEACHING AIDS
Question strips
21st CENTURY ACTIVITY Think– Pair– Share CCE Language
HOTS Analysis VALUE Be inquisitive
CLASSROOM BASED Presentation

PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION

THEME World of Self, Family and Friends TOPIC POETRY : SAND CASTLE
Main : Language Art
FOKUS SKILLS
Main:
5.2 Express personal responses to literary texts
CONTENT STANDARDS
Complementary:
Main:
5.2.1 Say in simple words and phrases how a text makes them feel
LEARNING STANDARDS
Complementary:
LEARNING OBJECTIVES By the end of the lesson, most of the pupils will be able to recite the poem.
SUCCESS CRITERIA Pupils can complete the mind map.

LANGUAGE /
Past simple
GRAMMAR FOCUS
1. Introduce the poem ‘Sand Castle’. Recite the poem aloud to the pupils.
2. Pupils recite the poem together. Discuss the meaning of key words and phrases in the poem.
Lesson delivery
3. Pupils recite the poem together. (21ST CA)
4. Put up an empty Sand Castle mind map on the board (see Worksheet 1).
5. Ask the pupils to call out words related to the beach. Write the words in Part A.
Example: sandcastle, crabs, swimming, jelly fish, fishing, etc.
6. Next, ask the pupils how or where they learned about the beach. Write the words in Part B.
Example: books/magazines, Internet, television, their trip to the beach
7. Distribute Worksheet 1 to the pupils. Get the pupils to create their own Sand Castle mind
map on the topic: At the beach.
8. Using their Sand Castle mind map, pupils write a short paragraph about their experience at
the beach. Highlight the use of past tense when describing their experience at the beach.
9. Have some picture cut-outs ready for demonstration (see Worksheet 2). Show pupils how
they can "build" a sandcastle on the beach using construction paper or black sugar paper.
10. Distribute the pictures to the pupils. They create their own beach scenery using the pictures.
11. Pupils can use crayon, markers, sand, etc. according to their creativity.(HOTS)
Post-lesson
12. Get pupils to describe their work orally in front of the class. Display pupils’ work. (CBA)
Anthology of poems, Contemporary Children’s Literature (CCL) Teaching Guidebook-Poetry (BPK)
TEACHING AIDS
Worksheet 1, Worksheet 2, Worksheet 4
21st CENTURY ACTIVITY Presentations CCE Environmental Sustainability Awareness
HOTS Creation VALUE
you.
CLASSROOM BASED Simple Project
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION


Main : Listening
FOKUS SKILLS
Main:
1.1 Recognise and reproduce target language sounds
CONTENT STANDARDS
Complementary:
Main:
1.1.1 Recognise and reproduce with support a wide range of target language phonemes
LEARNING STANDARDS
Complementary:
2.1.5 Describe people, and objects using suitable statements
By the end of the lesson, most of the pupils will be able to practice
LEARNING OBJECTIVES
pronunciation of verbs ending in the Simple Past Tense.
SUCCESS CRITERIA Pupils can practice pronunciation of verbs ending in the Simple Past Tense
LANGUAGE /
Past simple (pronunciation of -ed endings)
GRAMMAR FOCUS
Pre-lesson
1. Write /t/, /d/, and /id/ on the board. Under each sound, stick the flashcards of the pictures
that depict words that end in that sounds. Point to the flashcards and say it out loud, having
pupils repeat it.
Lesson delivery
2. Teacher uses the verbs from the pre lesson task to introduce the different sounds for the past
simple -ed ending.
3. Play the CD (CD 3 – Track 10) and have pupils listen and point the first time. Play the CD again
ACTIVITIES and have pupils listen, point and repeat.
4. Draw three column on the whiteboard and label each column with /d/, /t/ and /id/. Get
pupils to write the verbs from the chant in the column to check their understanding. (CBA)
5. Then, have pupils look at Unit 3 (Student’s Book pages 27-31) of their books. Ask them to find
examples of verbs with each ending. (e.g. /d/: opened; /t/: wrapped; /id/: painted). (21 st CA)
6. Teacher adds more regular past tense verbs here so that pupils can practise the different
sounds for the past tense endings. (HOTS)
Post-lesson
7. POST-LESSON TASK 7: READ YOUR FRIEND’S MIND
Get Smart Plus 4 Phonics 3 Activities 1-2,
TEACHING AIDS
Student’s Book page 121 and Teacher’s Book pages 177 – 178.
21st CENTURY ACTIVITY Think– Pair– Share CCE Global Sustainability
HOTS Analysis VALUE
you.
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION / pupils able to achieve learning objectives and given enrichment exercise (s).


Main : Speaking
FOKUS SKILLS
Main:
2.3 Communicate appropriately to a small or large group
CONTENT STANDARDS
Complementary:
LEARNING STANDARDS Main:
2.3.1 Narrate short basic stories
Complementary:
LEARNING OBJECTIVES By the end of the lesson, most of the pupils will be able to

LANGUAGE /
Past simple (regular and/or irregular statements)
GRAMMAR FOCUS
Pre-lesson
1. Pupils look and talk about the pictures given by teacher.
Lesson delivery
2. Pupils listen to the text ‘The Hang Tuah’ read by teacher and answer the questions.
3. Pupils review their answers by reading the story and work together to write the answers to
the questions in full sentences.
4. In pairs, pupils write one or more statement about the characters in the story. Select some
pairs to read aloud their statements.(HOTS)
5. Pupils work in groups to organise jumbled notes into a story about some historical figures.
ACTIVITIES 6. Pupils should work collaboratively so that some act a scene and other describe what
happened (narrate the story). (21st CA)
7. Have groups perform their scenes. (CBA)
Post-lesson
8. POST-LESSON TASK 12: LEARNING JOURNAL - Ask pupils to think back on their learning. In
their learning diary, they can write: (HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
Anthology of poems, Contemporary Children’s Literature (CCL) Teaching Guidebook-Poetry (BPK)
TEACHING AIDS
Worksheet 1, Worksheet 2, Worksheet 4
21st CENTURY ACTIVITY Colaboration CCE Global Sustainability
HOTS Evaluation VALUE Be in quinsitive.

PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION


Main : Reading
FOKUS SKILLS
CONTENT STANDARDS Main:

Complementary:
Main:
LEARNING STANDARDS
Complementary:
1.2.4 Understand longer supported classroom instructions
By the end of the lesson, most of the pupils will be able to distinguish between
LEARNING OBJECTIVES
present and past event.
SUCCESS CRITERIA Pupils can read and write past or present.
LANGUAGE /
Present & Past simple
GRAMMAR FOCUS
Pre-lesson
1. Present the new vocabulary using the flashcards based on ‘Facts about Egypt Past and
Present’.
Lesson delivery
2. Prepare a set of sentences on a worksheet. There should be nine sentences from the
textbook and two or more false sentences about Egypt mixed into these. (The number of
sentences in this activity can make up a paragraph so it meets the main skill.)
ACTIVITIES 3. Give the worksheet and ask pupils to read and guess in pairs which sentences are false.
4. Discuss with pupils their answers.(21st CA)
5. Pupils look at the picture and ask pupils what the children are doing. Play the CD (CD1 – Track
47) once and have pupils follow along in their books. (HOTS)
6. Play the Cd again and pupils chorally repeat the dialogue. Pupils compare answers from
activity 1 and check answers as a class. (CBA)
Post-lesson
7. Play ‘Hangman’.
Get Smart Plus 4, Activity 1-2 Student’s Book page 32 and Teacher’s Book pages 54 - 55
TEACHING AIDS Sentences from Activity 1 on a worksheet, plus two or more additional false sentences about
Egypt
21st CENTURY ACTIVITY Puzzle it Out CCE Global Sustainability
HOTS Analysis VALUE
you.
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION

Main : Writing
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
4.2.5 Connect sentences into a coherent paragraph using basic coordinating conjunctions and reference pronouns
LEARNING STANDARDS
Complementary:
By the end of the lesson, most of the pupils will be able to revise and consolidate
LEARNING OBJECTIVES
structures and vocabulary introduced in previous lesson.
SUCCESS CRITERIA Pupils can write and read about a trip.
LANGUAGE / GRAMMAR
Past simple; use of adjectives; coordinating conjunctions: and; / but
FOCUS
Pre-lesson
1. Pupils talk about their experiences on writing or receiving email.
Lesson delivery
2. Pupils look at the picture and guess what Kevin did in Egypt.
3. Pupils listen and read (CD1 – Track 49). Ask some comprehensions questions.(21 st CA)
4. Tell pupils to read activity 1 again and tick what Kevin did on his trip. (HOTS)
5. Focus on the Writing Tip and use the guidelines in the Teacher’s Book to about the four writing points.
ACTIVITIES 6. Ask pupils to find examples of the four points in the email in Activity 1.
7. Have pupils write an email to a friend about a trip they made using the four points in the Writing Tip.
They could finish the email with a question, to encourage a reply. Have pupils sit in pairs and support
each other in their writing. If possible, have pupils use computers or other devices to write the emails.
8. Pupils send or exchange the emails with another pupil, who reads it and gives feedback on it. If time
allows, pupils can write a reply, or can do so as homework. (CBA)
Post-lesson
Get Smart Plus 4, Activities 1 & 2 Student’s Book (page 33).
TEACHING AIDS
Teacher’s Book (page 56). An email printed (or on the screen)
21st CENTURY ACTIVITY Free Discussion CCE Global Sustainability
HOTS Analysis VALUE
you.
PERFORMANCE LEVEL 6
Attendance: /
REFLECTION

THEME World of Stories TOPIC SHORT STORY : THE KING OF KITES

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 say in simple words and
LEARNING OBJECTIVES
phrases how a text makes them feel and give reasons for simple predictions
SUCCESS CRITERIA Pupils can talk about the features of a book cover
LANGUAGE / GRAMMAR
Vocabulary – features of a book cover
FOCUS
Pre-lesson
1. Pupils talk about their favourite story books.
Lesson delivery
2. Teacher shows the book cover.
3. Teacher ask Wh-questions about the cover. Example: What do you think this boy likes to do?
4. Get the pupils to talk about the cover.
ACTIVITIES
 Ask pupils to predict the story. (HOTS)
 Ask questions to elicit the features generally found on a book cover.
5. Distribute worksheet 1 to pupils for them to complete. (CBA)
Post-lesson
6. Show another story book and get pupils to identify the features on the cover to reconsolidate the lesson
learnt. (21st CA)
The King of Kites Contemporary Children’s Literature (CCL) Teaching Guidebook (BPK) – Short story
TEACHING AIDS
Worksheet 1 and 2.
21st CENTURY ACTIVITY I See, I Think, I Wonder CCE Language
HOTS Analysis VALUE
you.
CLASSROOM BASED Worksheet
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION
Worksheet 1
Name: _______________________________________________________________ Class: __________
Worksheet 2
Nama : _____________________________________________________ Class: ___________________


THEME World of Knowledge TOPIC SHORT STORY : THE KING OF KITES

Main : Speaking
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

LANGUAGE / GRAMMAR
Vocabulary – features of a book cover
FOCUS
Pre-lesson
1. Play Line Jumping (TB p. 49). Say sentences, asking pupils to jump to the right if they refer to the present,
or to the left, if they refer to the past.
Lesson delivery
2. Pupils read and complete the sentences in their exercise book. Use the verbs in the Past Simple or the
Present Simple. (TB p 36)
3. Pupils look at the pictures in activity 2 and guess what job the man does.
ACTIVITIES 4. Play the CD (CD1 – Track 51) and pupils complete the activity.
5. Pupils look at the picture of the children and ask them about the picture.(21st CA)
6. Model acting out the dialogue with a pupil or choose two pupils to act it out for the class. (CBA)
7. In pair, pupils ask and answer in front of the rest of the class.
Post-lesson
8. Ask pupils to think about their learning and performance in this unit. They then complete the self-
assessment worksheet.(HOTS)
9. Collect the worksheets from pupils and review them to note pupils’ responses
Get Smart Plus 4, Revision 3, Activities 1-3 (Activity 2 CD 1 – Track 51)
TEACHING AIDS
Student’s Book page 36 and Teacher’s Book pages 60 – 61, Self-assessment worksheet
21st CENTURY ACTIVITY I See, I Think, I Wonder CCE Global Sustainability
HOTS Analysis VALUE
you.
PERFORMANCE LEVEL 6
ASSESSMENT (CBA)
Attendance: /
REFLECTION
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Value Classroom Based Assessment (Cba)

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DAILY LESSON PLAN YEAR 4

SUBJECT English Language YEAR 4

DAY / DATE Sunday WEEK / LESSON 9 33

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

DAY / DATE Sunday WEEK / LESSON 9 34

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 9 35

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 9 36

TIME DURATION 60 minutes

21st CENTURY ACTIVITY Puzzle it Out CCE Global Sustainability

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 10 37

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC POETRY : WOODPECKER

Call out two volunteers to role play this dialogue:

Name : ______________________________________________________ Class: _______________

TIME DURATION 60 minutes

DAY / DATE Sunday WEEK / LESSON 10 39

TIME DURATION 60 minutes

21st CENTURY ACTIVITY Puzzle it Out CCE Language

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 10 40

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

HOTS Analysis VALUE Be inquisitive

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 11 41

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

HOTS Analysis VALUE Be inquisitive

CLASSROOM BASED Presentation

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 11 42

TIME DURATION 60 minutes

SUCCESS CRITERIA Pupils can complete the mind map.

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 11 43

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 11 44

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

SUCCESS CRITERIA Pupils can talk about past event.

HOTS Evaluation VALUE Be in quinsitive.

CLASSROOM BASED Role Play

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 12 45

TIME DURATION 60 minutes

THEME World of Knowledge TOPIC MODULE 3 : IN THE PAST

CONTENT STANDARDS Main:

DAILY LESSON PLAN YEAR 4

SUBJECT English Language YEAR 4

DAY / DATE Sunday WEEK / LESSON 12 46

TIME DURATION 60 minutes

DAILY LESSON PLAN YEAR 4

DAY / DATE Sunday WEEK / LESSON 12 47

Name : ________________________________________ Class: _

Nama : ___________________________________ Class: _