Daily English Lesson Plan Y4

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 4

THEME: World of Self, Family and
Friends CLASS: WEEK: 5
TOPIC: MODULE 5 : EATING TIME: DATE:
RIGHT LESSON: 65 (Listening 13) DAY: Sunday
SKILL(S) FOCUS: Listening
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.3 Main: 1.3.1
Complementary: 1.1 Complementary: 1.1.1 Enjoy learning Language
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills /
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Guess the meaning of unfamiliar words from clues provided by knowledge of the topic
2. Recognise and reproduce with support a wide range of target language phonemes
SUCCESS CRITERIA (SC):
Pupils can guess the meaning of unfamiliar words from clues provided by knowledge of the topic
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Get Smart Plus 4 Activity 1 (Track 71) , Activities 1-2 Student’s Book
Phonemes
(page 49) and Student’s Book (page 120)
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Introduce and review food vocabulary with a categorisation activity (e.g. sweet
foods, fruit, etc).
Lesson development:-
1. Pupils look at the vocabulary section, listen to the CD (CD 1 – Track 70) a few _____ / _____ pupils were able to
times, point to the words and repeat. achieve the learning objectives and
2. Ask pupils to close their books and listen to the song (Track 71). Ask pupils to given enrichment exercise (s).
highlight words they don’t know in the text (e.g. yummy, market), or direct
them to these words. Get them to guess the meaning of these words based _____ / _____ pupils were able to
on the topic knowledge. Provide pupils with various possible definitions for achieve the learning objectives with
these words and ask them to think about the topic to decide what the words guidance and given reinforcement
mean. (21st CA) exercise (s).
3. Pupils listen to the CD again and sing. Then write the words in red in the
correct box. (HOTS) _____ / _____ pupils were not able to
4. Ask pupils to find a word with the sound /eə/ in the song [pear]. Focus on achieve the learning objectives and
this sound using the instructions for Activity 1 in Teacher’s Book Phonics* given remedial exercise (s).
(page 175) and Student’s Book (page 120).
5. Ask pupils to brainstorm more words with each of the three sounds. Pupils TODAY’S LESSON:
could work in groups on one sound each group.
Excellent
6. Pupils rewrite the sing in cursive. (CBA)
Need improvement
Post-lesson:-
Play the song and sing again in groups.
ask pupils to sing along.
the words in the student’s book.
other what they learned from the quiz.
HOTS Analysis 21st CA Read and highlight
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do activity with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on ___________________________________________________________

THEME: World of Knowledge
CLASS: WEEK: 5
RIGHT LESSON: 66 (Speaking 13) DAY: Sunday
SKILL(S) FOCUS: Speaking
Main: 2.2 Main: 2.2.1
Complementary: 1.2 Complementary: 1.2.5 Friendship Language
Leadership Bilingual Ethics and National
Knowledge / Thinking skills / /
skills proficiency spirituality identity
1. Keep interaction going in short exchanges by using suitable words: (ii) to ask for clarification
2. Understand longer supported questions
Pupils can identify and talk about food.
Get Smart Plus 4
and need + (un)countable nouns Activity 3 Student’s Book (page 49) and Teacher’s Book (page
79)
Pre-lesson:
Revise food vocabulary from the pre-lesson activities. Focus on countable and
uncountable nouns.
_____ / _____ pupils were able to
achieve the learning objectives and
1. Pupils look at the grammar box and read the sentences out loud. Ask pupils given enrichment exercise (s).
to to tell what the verbs in the two columns are followed by.
2. Pupils look at the picture and ask them what they think the children are _____ / _____ pupils were able to
doing. Play the CD (CD1, Track 72) and pupils chorally repeat the exchange. achieve the learning objectives with
Some of the dishes may be unfamiliar to your pupils. Talk to pupils about guidance and given reinforcement
these dishes and ask for pupils’ opinion of them. (HOTS) exercise (s).
3. Have pupils re-do Activity 3 but this time they should change the ingredient
to confuse their partner. Their partner should ask for clarification, e.g. _____ / _____ pupils were not able to
Omelette: eggs and chocolate: Sorry, did you say chocolate? (21st CA) achieve the learning objectives and
4. Have pupils talk to their partner about ingredients needed for other dishes given remedial exercise (s).
they like. You may need to help with vocabulary here. (CBA)
Post-lesson:- TODAY’S LESSON:
Play the song Let’s go to the market (CD1 – Track 71) and have pupils sing along. Excellent
Need improvement
student’s book.
learned from the quiz.
HOTS Analysis 21st CA Read and highlight
REFLECTION

RIGHT LESSON: 67 (Reading 13) DAY: Sunday
SKILL(S) FOCUS: Reading
Main: 3.2 Main: 3.2.4
Complementary: 3.2 Complementary: 3.2.2 Cooperation Values
1. Recognise and use with little or no support key features of a simple monolingual dictionary
2. Understand specific information and details of simple texts of one or two paragraphs
Pupils can identify and talk about food.
Get Smart Plus 4 Activities 1&3 Student’s Book (pages 50
(un)countable nouns with some / any
&51) and Monolingual dictionaries
Pre-lesson: _____ / _____ pupils were able to
Play the game Market Races (Teacher’s Book, page 79). (21st CA)
given enrichment exercise (s).
1. On the board, write the words of the new vocabulary (at the top of student’s _____ / _____ pupils were able to
book). Hand out dictionaries to pairs/groups and have pupils look for the achieve the learning objectives with
definitions of the words. Note that many of these are noun phrases, so pupils guidance and given reinforcement
may need to look up more than one word for each item. exercise (s).
2. Pupils check their understanding by looking in the student’s book.(HOTS)
3. Pupils listen to the CD (CD1 – Track 74) and read. _____ / _____ pupils were not able to
4. Pupils read again and write T for True dan F for false for activity 3 in their achieve the learning objectives and
exercise book. (CBA) given remedial exercise (s).
Post-lesson:-
TODAY’S LESSON:
If time allows, have pupils do a speaking activity where they talk about the food
Excellent
they can see in the story and compare it to the food they have in their own
Need improvement
kitchen. Ask pupils to complete exit cards writing three words they learned today
from their reading, including those they checked in the dictionary. Check their exit
cards and address emerging learning needs (e.g. weak spelling, new words not
mentioned). Address these needs in the next lesson.
Sudirman’ and ask pupils to sing along.
along, following the words in the student’s book.
to tell each other what they learned from the quiz.
HOTS Analysis 21st CA Games
REFLECTION

RIGHT LESSON: 68 (Writing 13) DAY: Sunday
SKILL(S) FOCUS: Writing
Main: 4.3 Main: 4.3.2
Complementary: 4.3 Complementary: 4.3.1
Cooperation Entrepreneurship
1. Spell most high frequency words accurately in guided writing
2. Use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level
Pupils can talk about food and food container.
Get Smart Plus 4 Activities 4-5 Student’s Book (page 51) and
(Un)countable nouns; listing items Teacher’s Book (page 81) Activity 4 (CD1, Track 75), Activity 5
(CD1, Track 76)
Present the new vocabulary using the flashcards or real food.
1. Pupils listen to CD (CD 1- Track 75) and tick the correct answer.
2. Introduce the idea of a picnic and relate it to pupils’ own experience. Play the
CD (CD 1-Track 76) and have pupils chorally repeat the exchange. Have
individually pupils model the exchange.
3. Pupils talk to their friends and write the shopping list. (21st CA)
4. Pupils write sentences in their notebook, saying what they are going to buy
for their picnic, e.g. We’re going to buy some eggs, some juice and a packet
of crisps. Remind pupils how to use commas in lists. (CBA)
Post-lesson:- _____ / _____ pupils were able to
Pupils give feedback on their writing and/or reflect on their learning in their achieve the learning objectives with
journal. guidance and given reinforcement
exercise (s).
student’s book.
learned from the quiz. _____ / _____ pupils were not able to
HOTS Analysis st
21 CA Think– Pair– Share
REFLECTION

THEME: World of Stories CLASS:
WEEK: 5
TOPIC: SHORT STORY : THE KING TIME:
DATE:
OF KITES LESSON: 69 (Language
DAY: Sunday
SKILL(S) FOCUS: Language Art Art 13)
Main: 5.2 Main: 5.2.1
Friendship Language
1. Say in simple words and phrases how a text makes them feel
2. Read and enjoy A1 fiction/non-fiction print and digital texts of interest
The King of Kites Contemporary Children’s Literature (CCL)
Adjectives (feelings and emotions)
Teaching Guidebook (BPK) – Short story
Pre-lesson:
Teacher provides pictures of people showing different emotions. Ask pupils to _____ / _____ pupils were able to
identify other situations where they feel happy. achieve the learning objectives and
Ask pupils to identify the emotions of the characters found on selected pages. _____ / _____ pupils were able to
Example: Elicit emotions seen on page 5 (happy). (HOTS) achieve the learning objectives with
guidance and given reinforcement
exercise (s).
1. Distribute worksheet to pupils.
2. Ask pupils to fill in the suitable social expressions. (CBA) _____ / _____ pupils were not able to
Post-lesson:- given remedial exercise (s).
Ask pupils to check their answer with their partner. (21st CA)
Get pupils’ feedback and list answers on the board. TODAY’S LESSON:
Sudirman’ and ask pupils to sing along. Excellent
along, following the words in the student’s book. Need improvement
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
REFLECTION

Main: 1.2 Main: 1.2.5
Complementary: 1.2 Complementary: 1.2.2 Friendship Values
2. Understand with support specific information and details of longer simple texts
Pupils can choose the best answer individually in the worksheet.
Get Smart Plus 4 Activities 1-3 Student’s Book (pages 52-53)
Questions with How much/many/often…? and Vocabulary (CD1, Track 77), Activity 3 (CD1, Track 79).
Worksheet (quiz questions).
Pre-lesson:
Present the new vocabulary using the flashcards or real food. Pupils listen to the
CD (CD1, Track 77), point to the pictures and repeat.
Lesson development:- given enrichment exercise (s).
1. Teacher distributes a worksheet based on Health Quiz on page 52. (CBA)
2. Teacher reads the quiz questions from Activity 1 aloud. Pupils listen and achieve the learning objectives with
choose the best answer individually in the worksheet. guidance and given reinforcement
3. Have pupils talk about their answers in pairs for Activity 2. exercise (s).
4. Pupils listen to the Cd and choose the correct answer for Activity 3 (CD1,
Track 79). _____ / _____ pupils were not able to
Post-lesson:- achieve the learning objectives and
given remedial exercise (s).
Play the game Call it out – teacher call out the different the different container
that learnt in previous lesson and pupils have to name the food that comes to TODAY’S LESSON:
mind. Excellent
Need improvement
student’s book.
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Quiz
REFLECTION

Main: 2.1 Main: 2.1.1 Friendship Values
1. Explain and give reasons for basic opinions
2. Describe basic everyday routines
Questions with How much/many/often…?; Statements with Get Smart Plus 4 Activity 4 Student’s Book (page 53) and
countable and uncountable nouns + determiners Teacher’s Book (pages 82 & 83, CD1, Track 80)
Pre-lesson:
Review the use of collective nouns (e.g. A cup of tea, a carton of milk, a bottle of
water) by play the game Call it out.
1. Teacher plays the CD for Activity 4(CD1-Track 80) and pupils chorally repeat given enrichment exercise (s).
the exchange. Divide pupils into pairs and have them take turns doing the
activity. (HOTS) _____ / _____ pupils were able to
2. Have pupils tell each other how healthy they think they and their partner achieve the learning objectives with
are, based on their answers to the questions in Activity 4. You will probably guidance and given reinforcement
exercise (s).
need to model language for this, e.g. I think Aisha is very healthy (but/and)
I’m (not) very healthy (too). (21st CA) _____ / _____ pupils were not able to
3. Have pupils write sentence(s) about their partner in their notebooks, e.g. achieve the learning objectives and
Sadia drinks two cans of lemonade every day. I think this is not very healthy. given remedial exercise (s).
(CBA)
Excellent
Talk to pupils about the importance of having a healthy diet in childhood.
Need improvement
song ‘Tanggal 31 by Sudirman’ and ask pupils to sing along.
and have pupils sing along, following the words in the student’s book.
learning by asking pupils to tell each other what they learned from the quiz.
pupils Bye!
HOTS Application 21st CA Talking Chips
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Notebook
REFLECTION

CLASS: WEEK: 5
TOPIC: MODULE 5 : EATING
TIME: DATE:
Main: 3.2 Main: 3.2.2
Pupils can write a health log.
Get Smart Plus 4 Activity 4 Student’s Book (page 53) and
Review of (un)countable nouns
Teacher’s Book (pages 82 & 83, CD1, Track 80)
Pre-lesson:
Show pupils pictures of food and ask them different questions. Remind pupils of
the food categories. (HOTS)
1. On the worksheet, have pupils work in pairs or small groups. They given enrichment exercise (s).
brainstorm more words to go into each category. They don’t need to focus
on spelling at this point. _____ / _____ pupils were able to
2. Talk to pupils about the importance of each food group. achieve the learning objectives with
3. Pupils listen to the CD (CD1, Track 83) and read. guidance and given reinforcement
exercise (s).
4. Pupils read again and fill in the table. Remind pupils to focus on correct
spelling. (CBA) _____ / _____ pupils were not able to
5. Have pupils review the spelling of the words in the worksheet earlier. They achieve the learning objectives and
could use a dictionary, refer to the Student’s Book or teacher can support given remedial exercise (s).
them in this.
Excellent
Ask pupils their favourite food is and encourage them to answer. (21ST CA)
Need improvement
the song ‘Tanggal 31 by Sudirman’ and ask pupils to sing along.
pupils Bye!
HOTS Evaluation 21st CA Share Experiences
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

CLASS: WEEK: 5
TOPIC: MODULE 5 : EATING
TIME: DATE:
Main: 4.2 Main: 4.2.5
1. Connect sentences into a coherent paragraph using basic coordinating conjunctions and reference pronouns
2. Describe basic everyday routines
Pupils can do the worksheet given.
Get Smart Plus 4 Student’s Book (page 55) and Teacher’s
Review of (un)countable structures; conjunction: or / but
Book (page 87), Worksheet based on the table in Activity 2
Pre-lesson:
Play ‘supermarket frenzy’ (see Teacher’s Book, Optional activity). (21st CA)
1. Have pupils categorise the foods from the pre-lesson stage into their food _____ / _____ pupils were able to
groups. achieve the learning objectives and
2. Teachers distributes a worksheet. (CBA)
3. Teacher explains Writing Tip. Hand out the worksheet and have pupils write _____ / _____ pupils were able to
their answers on the worksheet. achieve the learning objectives with
4. Introduce the word and concept of ‘enough’ (He had/didn’t have enough xxx guidance and given reinforcement
yesterday). Have pupils share their worksheets in groups and say whether exercise (s).
they had enough fruits/vegetables/sleep etc. yesterday.
_____ / _____ pupils were not able to
5. Pupils add sentences to the worksheet to say something they had
enough/not enough of yesterday: I need xxx every day, but yesterday I didn’t
have enough xxx.
In pairs, asks pupils to reflect on their learning in this sequence of lessons. (HOTS) Excellent
Need improvement
student’s book.
REFLECTION

WEEK: 5
DATE:
DAY: Sunday
Main: 5.3 Main: 5.3.1 Creativity and
Friendship
Complementary: 2.2 Complementary: 2.2.2 Innovation
1. Respond imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon stories.
2. Check steps needed to complete short classroom tasks
Pupils can create a pop-up storyboard.
Get Smart Plus 4 Student’s Book (page 55) and Teacher’s
Vocabulary
Book (page 87), Worksheet based on the table in Activity 2
Ask pupils to bring materials to set up a mini corner for sewing and kite making. achieve the learning objectives and
 Suggested materials for sewing: sequins, ribbons, thread, cloth, scissors,
needles etc.) _____ / _____ pupils were able to
 Suggested materials for kite making: bamboo sticks, coconut leaves/sticks, achieve the learning objectives with
tracing paper, ribbons, glue, scissors, string etc. guidance and given reinforcement
Label the materials. Pupils set up their mini corner and talk about it. (21st CA) exercise (s).
1. Distribute Worksheets 7(a) and 7(b). achieve the learning objectives and
2. Ask pupils to cut out the pictures from Worksheet 7(b). given remedial exercise (s).
3. Ask pupils to paste the correct picture from Worksheet 7(b) onto the picture
in Worksheet 7(a) to create a pop-up storyboard. (HOTS) TODAY’S LESSON:
Excellent
Post-lesson:-
Get pupils to present their pop-up storyboard at the mini corner. (CBA)
song ‘Tanggal 31 by Sudirman’ and ask pupils to sing along.
Need improvement
pupils Bye!
HOTS Creation 21st CA I See, I Think, I Wonder
REFLECTION

CLASS: WEEK: 5
Main: 1.2 Main: 1.2.5
2. Keep interaction going in short exchanges by using suitable words: (ii) to ask for clarification
Pupils can write a dialogue using some of the phrases.
Get Smart Plus 4 Activities 3-4 Student’s Book (page 57) and
Functional language: Would you like…? / Yes, please. I’d like
An example menu (simple and with a few choices suitable
+ a/some (un)countable noun
for Year 4 pupils)
Introduce to pupils the concept and the vocabulary related to eating at a
restaurant such as ‘menu’, ‘order’, ‘pay’, ‘fork and knife’, ‘table for two’ etc. Also
introduce the roles of a waiter and a customer in a restaurant. _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives with
1. In pairs, pupils read the sentences and write W for waiter and C for customer
for Activity 3. (21st CA)
2. Provide pupils with the sample menu. In pairs, pupils write a dialogue using
some of the phrases.
3. Pupils can re-use questions from Activity 3 and the example menus for this
activity. (HOTS)
4. Pupils act it out. (CBA)
Post-lesson:-
exercise (s).
Pupils talk about their favourite restaurants, what they like to eat and other
experiences of eating out that may be relevant to them. _____ / _____ pupils were not able to
by Sudirman’ and ask pupils to sing along. achieve the learning objectives and
along, following the words in the student’s book. given remedial exercise (s).
TODAY’S LESSON:
HOTS Creation 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

CLASS: WEEK: 5
Main: 2.1 Main: 2.1.5
1. Describe people, and objects using suitable statements
2. Check steps needed to complete short classroom tasks
Pupils can learn some tableware.
Get Smart Plus 4 Activity 1 Student’s Book (page 54) and
Review of (un)countable structures Teacher’s Book (page 84), Written, gapped instructions
(Activity 1, Teacher’s Book).
Pre-lesson:
Stick the flashcards of bowl, plate, spoon, fork, knife on the board. Point to each
flashcards, say the word and get pupils to repeat a few times. Point out the words
in vocabulary section. Play the CD (CD1, Track 81) a few times and have pupils to
point and repeat. _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Prepare a set of instructions to play the board game based on Activity 1 given enrichment exercise (s).
(pg.54). The instructions should have some blanks so that pupils can check
the steps needed to play the game. _____ / _____ pupils were able to
2. Tell pupils they will play a board game in the Student’s Book. Hand out the achieve the learning objectives with
instructions to pairs or groups of pupils. They read the instructions and fill guidance and given reinforcement
the blanks with the correct words. Have pupils ask questions to complete the exercise (s).
instructions. Discuss the answers. (HOTS)
3. Pupils play the board game in small groups following the written instructions _____ / _____ pupils were not able to
together. Focus on describing the objects on the board game when playing achieve the learning objectives and
the game using collective nouns.(CBA)(21st CA) given remedial exercise (s).
Post-lesson:-
Finish with an error correction activity based on mistakes you hear pupils make in TODAY’S LESSON:
the language and vocabulary covered in this unit (or previous units). Do not name Excellent
or point at individual pupils who made the errors. Need improvement
Sudirman’ and ask pupils to sing along.
along, following the words in the student’s book.
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Games
REFLECTION

CLASS: WEEK: 5
Main: 3.2 Main: 3.2.2
2. Guess the meaning of unfamiliar words from clues provided by title and topic
Pupils can talk about benefit of some food items.
Get Smart Plus 4 CLIL 2 Student’s Book (page 130) and
Prepositional verbs: be good for Teacher’s Book (page 194)
Worksheet for matching new words and their definitions
Pre-lesson:
Stick flashcards of the lesson on the board and point to each flashcards, say the
words and repeat. Add another flashcards and encourage pupils to categorise _____ / _____ pupils were able to
healthy and unhealthy foods. achieve the learning objectives and
1. Pupils look at the pictures and ask them if they recognize the food they
depict. (HOTS) achieve the learning objectives with
2. Pupils look at the pictures and match the organs to the items of food they guidance and given reinforcement
look like. Then listen to CD (CD3, Track 38) and read the text. exercise (s).
3. Pupils read the text again and write W for walnuts, C for carrots and T for
tomatoes (Activity 2). _____ / _____ pupils were not able to
4. Teacher distributes worksheet. (CBA) achieve the learning objectives and
Post-lesson:-
Ask pupils to tell the class one fact they remember from the text. (21st CA) TODAY’S LESSON:
the song ‘Tanggal 31 by Sudirman’ and ask pupils to sing along. Excellent
and have pupils sing along, following the words in the student’s book. Need improvement
pupils Bye!
HOTS Analysis 21st CA Recap Group
REFLECTION
Notes: Prepare a worksheet for matching new words from Activity 1 and their definitions. These should be words that are probably new to
pupils and can be guessed from topic knowledge e.g. strong, half. Have pupils find and underline or highlight the words from the worksheet in
the text. Then ask them to match the words with their definitions on the worksheet. You could also include definitions for the new vocabulary
presented at the top of the page, which would help consolidate it.

CLASS: WEEK: 5
Main: 4.1 Main: 4.1.2 Creativity and
Friendship
Complementary: 4.3 Complementary: 4.3.2 Innovation
1. Use cursive writing in written work
Pupils can write about benefit of some food items.
Review of (un)countable structures; Prepositional verbs: be Resources for posters (paper, pens, etc), Tacks etc for
good for displaying posters, self-assessment worksheet (20)
Pre-lesson:
Pupils talk about healthy food versus favourite food. _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Divide pupils into small groups.
2. Pupils will work on a poster project in small groups. _____ / _____ pupils were able to
3. Pupils find information about the health value of foods of their choice. These achieve the learning objectives with
could be their favourite foods, healthy foods, foods to avoid etc.(HOTS) guidance and given reinforcement
4. Pupils work collaboratively to participate in creating the posters. (21st CA) exercise (s).
5. Pupils present their poster to the class. (CBA)
Post-lesson:-
Ask pupils to think about their learning and performance in this unit and the year given remedial exercise (s).
so far. They then complete the self-assessment worksheet. Collect the worksheets
from pupils and review them to note pupils’ responses. TODAY’S LESSON:
by Sudirman’ and ask pupils to sing along. Excellent
along, following the words in the student’s book. Need improvement
HOTS Analysis 21st CA Stretch to Sketch
REFLECTION

WEEK: 5
DATE:
DAY: Sunday
Main: 5.3 Main: 5.3.1
1. Respond imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon stories.
2. Explain and give reasons for basic opinions
Pupils can share their responses based on the situations given.
The King of Kites Contemporary Children’s Literature (CCL)
Vocabulary (giving opinions and reasons)
Teaching Guidebook (BPK) – Short story
Pre-lesson:
Divide pupils into groups. Distribute task sheet 1 to pupils showing the same
pictures in the text but with different situations. Ask pupils to discuss in their given enrichment exercise (s).
respective groups how they would respond to the particular situation. (HOTS)
Pupils present their answers in class. (21st CA) _____ / _____ pupils were able to
achieve the learning objectives with
exercise (s).
1. Distribute Task sheet 3 (page 53).
2. Get pupils to share their responses based on the situations given. (CBA) _____ / _____ pupils were not able to
Post-lesson:-
Provide feedback to pupils’ responses. TODAY’S LESSON:
ask pupils to sing along. Excellent
the words in the student’s book. Need improvement
other what they learned from the quiz.
HOTS Evaluation 21st CA Presentations
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION
THEME: World
of Knowledge CLASS:
WEEK: 5
TOPIC: MODULE 5 : EATING TIME:
DATE:
RIGHT LESSON: 80 (Project-Based
Learning 1) DAY: Sunday
SKILL(S) FOCUS: Project-Based Learning
Information and
Main: 3.2 Main: 3.2.2
Complementary: 3.2 Complementary: 3.2.3 Friendship Communication
Technology
2. Guess the meaning of unfamiliar words from clues provided by title and topic
Pupils can present their project to the class using PowerPoint.
Get Smart Plus 4 CLIL 2 Student’s Book (page 130) and
Prepositional verbs: be good for
Teacher’s Book (page 194)
Pre-lesson:
Stick flashcards of the lesson on the board and point to each flashcards, say the
words and repeat. (Flashcards for walnut, brain, vitamin, heart, slice) _____ / _____ pupils were able to
1. Draw pupils’ attention to the project and tell them that they are going to _____ / _____ pupils were able to
make a PowerPoint presentation. achieve the learning objectives with
2. Pupils have to search the internet to find information about these fruits and guidance and given reinforcement
vegetables. (HOTS) exercise (s).
3. In groups, pupils do the project in computer lab/class. (CBA)
4. Pupils present their project to the class. (21st CA) achieve the learning objectives and
Post-lesson:-
Ask pupils to tell the class one fact they remember from the presentations. TODAY’S LESSON:
the song ‘Tanggal 31 by Sudirman’ and ask pupils to sing along. Excellent
and have pupils sing along, following the words in the student’s book. Need improvement
pupils Bye!
HOTS Analysis 21st CA Presentations
REFLECTION

Daily English Lesson Plan Y4

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 4

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

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