NOVEMBER 2022

WEEK: 35 DAY: MONDAY DATE:  28 NOVEMBER 2022

TIME CLASS SUBJECT LESSON

8.00 am  -  9.00 am 5J English Language 78
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Speaking
FOCUS SKILLS
Complimentary:   Writing

Main:   2.1 Communicate simple information intelligibly

CONTENT STANDARDS
Complementary:   4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

Main:  2.1.1 Give detailed information about themselves

LEARNING STANDARDS
Complementary:  4.2.1 Give detailed information about themselves

By the end of the lesson, most of the pupils will be able to give detailed information about themselves
LEARNING OBJECTIVES 
The pupils are successful if they can: 
SUCCESS CRITERIA
1.  give at least five detailed information about a family member orally and in writing.
Pre-lesson (5 minutes)
1. Write on board: ‘The smallest man who ever lived’. Ask pupils what’s wrong with the title. Say numbers from the story and elicit what
they are. (21st CA))
Lesson delivery (40 minutes)
2. Pupils look at bar chart on p.76. Ask when pupils look at or draw bar charts in school. Explain bar charts are useful for showing money
e.g. pocket money pupils get each week, when pupils use money (on buses, in shops, at cinema). Ask: which other diagrams can you use to
show money? (e.g. pie chart; line graph; table)
3. Pupils do Activity 4. Choose pupils to read past form of verbs in blue in text. Write on board: ‘was born’, ‘grew up’, ‘went to school’, ‘left
ACTIVITIES school’, ‘got a job’, ‘got married’, ‘had children’, ‘travelled to’. Pupils use these to write a short story. Say they can write a negative sentence
e.g. He/She didn’t go/travel to… Explain that if pupils don’t know any information about a person in their family, they can write sentences
using Key Phrases on p.73 e.g. Maybe he/she … I’m not sure if he/she… I think he/she played (type of sport) liked (type of music). 
4. Choose pupils to tell their story. When they hear a past verb, pupils write it down. Check verbs pupils write and the spelling. (CBA)
5. Pupils do Activity 5 Use It! (HOTS)
6. Differentiated learning: Weaker pupils use at least five simple sentences to describe about themselves based on the sentence pattern
given.
Post-lesson (15 minutes)
7. pupils summarize todays’ lesson to review orally past verbs related to pupils’ lives.
TEACHING AIDS Textbook/laptop/ict 

LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim

HOTs / CCE / 21CL Evaluation

REFLECTION
REMARKS

TIME CLASS SUBJECT LESSON

9.30-10.00 am 4K English Language 84
THEME: World of Self, Family and Friends TOPIC:  Module 9 : Get active!

SKILLS MAIN: Speaking COMPLEMENTARY: Speaking

CONTENT STANDARD
LEARNING STANDARD
LEARNING OBJECTIVE
SUCCESS CRITERIA
ACTIVITIES
iii) POST-
LESSON  9.Direct pupils’ attention to the picture of the boy and ask them to guess what he is saying. Have pupils come up in pairs and present their
(5
minutes)
LANGUAGE/ GRAMMAR FOCUS
HOTs / CCE / 21CL
TEACHING AIDS / MATERIALS
REFLECTION
2.1 - Communicate simple information intelligibly 2.1 - Communicate simple information intelligibly
(Y4)2.1.5 - Describe people, and objects using suitable
(Y4)2.1.1 - Explain and give reasons for basic opinions
statements
By the end of the lesson, pupils able to explain and give reasons for basic opinions. Able to describe themselves and partner using suitable
statements.
The pupils are successful if they can: 
1.Give reason for their basic opinions on themselves in pair.
2.Describe themselves and partners using ‘very good at’, ‘good at’ and ‘not very good at’.
1.Revise the vocabulary and structures learnt in the previous lesson by carrying out a short class survey. Show a table on the board and ask
i) PRE- pupils to download the softcopy in GC.
LESSON 2.Divide pupils into pairs and have them ask one another what they think of these sports, making sure to tell them to make a note of their
(5 partner’s answer by filling in the table they copied with ticks.
minutes) 3.After pupils have finished have them present their findings to the class. Make a note of the results on the table on the board and tally
them up. Then, present the results of the class survey.
4.Direct pupils’ attention to the pictures of the children and ask them to guess what they are talking about.
5.Play the CD and ask pupils to repeat the exchange chorally. Have individual pupils model the exchange.
ii) LESSON 6.Direct pupils’ attention to the table at the page 98. Explain that they are going to take turns asking and answering questions with their
DELIVERY  partner about the sports they are very good at, good at and not very good at, while filling in their tables.
(50 7. Show pupils how to represent data in a simple chart and have pupils present the data about themselves and their partner. Divide pupils
minutes) into pairs and have them do the activity.
8.Differentiated learning: Weaker pupils use simple sentences such as very good at’, ‘good at’ and ‘not very good at’. Based on the pictures
shown to them.
partner’s answers to the rest of the class.
Verb + preposition: e.g. be good/bad at
Application, Language, Survey
Get Smart Plus 4 Activity 1-2 Student’s Book (page 98)

REMARKS
 TIME CLASS SUBJECT LESSON
10.20-11.20 am 4H English Language 84
THEME: World of Self, Family and Friends TOPIC:  Module 9 : Get active!

SKILLS MAIN: Speaking COMPLEMENTARY: Speaking

CONTENT STANDARD 2.1 - Communicate simple information intelligibly 2.1 - Communicate simple information intelligibly
(Y4)2.1.5 - Describe people, and objects using suitable
LEARNING STANDARD (Y4)2.1.1 - Explain and give reasons for basic opinions
statements
By the end of the lesson, pupils able to explain and give reasons for basic opinions. Able to describe themselves and partner using suitable
LEARNING OBJECTIVE
statements.
The pupils are successful if they can: 
SUCCESS CRITERIA
1.Give reason for their basic opinions on themselves in pair.
2.Describe themselves and partners using ‘very good at’, ‘good at’ and ‘not very good at’.
1.Revise the vocabulary and structures learnt in the previous lesson by carrying out a short class survey. Show a table on the board and ask
pupils to download the softcopy in GC.
i) PRE-LESSON 2.Divide pupils into pairs and have them ask one another what they think of these sports, making sure to tell them to make a note of their
(5 minutes) partner’s answer by filling in the table they copied with ticks.
3.After pupils have finished have them present their findings to the class. Make a note of the results on the table on the board and tally
them up. Then, present the results of the class survey.
4.Direct pupils’ attention to the pictures of the children and ask them to guess what they are talking about.
5.Play the CD and ask pupils to repeat the exchange chorally. Have individual pupils model the exchange.
ACTIVITIES 6.Direct pupils’ attention to the table at the page 98. Explain that they are going to take turns asking and answering questions with their
ii) LESSON
partner about the sports they are very good at, good at and not very good at, while filling in their tables.
DELIVERY 
7. Show pupils how to represent data in a simple chart and have pupils present the data about themselves and their partner. Divide pupils
(50 minutes)
into pairs and have them do the activity.
8.Differentiated learning: Weaker pupils use simple sentences such as very good at’, ‘good at’ and ‘not very good at’. Based on the pictures
shown to them.
iii) POST-
9.Direct pupils’ attention to the picture of the boy and ask them to guess what he is saying. Have pupils come up in pairs and present their
LESSON 
partner’s answers to the rest of the class.
(5 minutes)
LANGUAGE/ GRAMMAR FOCUS Verb + preposition: e.g. be good/bad at
HOTs / CCE / 21CL Application, Language, Survey
TEACHING AIDS / MATERIALS Get Smart Plus 4 Activity 1-2 Student’s Book (page 98)
REFLECTION

REMARKS

TIME CLASS SUBJECT LESSON

11.50-12.50 pm 5R English Language 78
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Speaking
FOCUS SKILLS
Complimentary:   Writing

Main:   2.1 Communicate simple information intelligibly

CONTENT STANDARDS
Complementary:   4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

Main:  2.1.1 Give detailed information about themselves

LEARNING STANDARDS
Complementary:  4.2.1 Give detailed information about themselves

By the end of the lesson, most of the pupils will be able to give detailed information about themselves
LEARNING OBJECTIVES 
The pupils are successful if they can: 
SUCCESS CRITERIA
1.  give at least five detailed information about a family member orally and in writing.
Pre-lesson (5 minutes)
1. Write on board: ‘The smallest man who ever lived’. Ask pupils what’s wrong with the title. Say numbers from the story and elicit what
they are. (21st CA))
Lesson delivery (40 minutes)
2. Pupils look at bar chart on p.76. Ask when pupils look at or draw bar charts in school. Explain bar charts are useful for showing money
e.g. pocket money pupils get each week, when pupils use money (on buses, in shops, at cinema). Ask: which other diagrams can you use to
show money? (e.g. pie chart; line graph; table)
3. Pupils do Activity 4. Choose pupils to read past form of verbs in blue in text. Write on board: ‘was born’, ‘grew up’, ‘went to school’, ‘left
ACTIVITIES school’, ‘got a job’, ‘got married’, ‘had children’, ‘travelled to’. Pupils use these to write a short story. Say they can write a negative sentence
e.g. He/She didn’t go/travel to… Explain that if pupils don’t know any information about a person in their family, they can write sentences
using Key Phrases on p.73 e.g. Maybe he/she … I’m not sure if he/she… I think he/she played (type of sport) liked (type of music). 
4. Choose pupils to tell their story. When they hear a past verb, pupils write it down. Check verbs pupils write and the spelling. (CBA)
5. Pupils do Activity 5 Use It! (HOTS)
6. Differentiated learning: Weaker pupils use at least five simple sentences to describe about themselves based on the sentence pattern
given.
Post-lesson (15 minutes)
7. pupils summarize todays’ lesson to review orally past verbs related to pupils’ lives.
TEACHING AIDS Textbook/laptop/ict 

LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim

HOTs / CCE / 21CL Evaluation

REFLECTION
REMARKS
 NOVEMBER 2022
WEEK: 35 DAY: TUESDAY DATE:  29 NOVEMBER 2022

TIME CLASS SUBJECT LESSON

7.30-8.30 am 5C English Language 78
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Speaking
FOCUS SKILLS
Complimentary:   Writing

Main:   2.1 Communicate simple information intelligibly

CONTENT STANDARDS
Complementary:   4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

Main:  2.1.1 Give detailed information about themselves

LEARNING STANDARDS
Complementary:  4.2.1 Give detailed information about themselves

By the end of the lesson, most of the pupils will be able to give detailed information about themselves
LEARNING OBJECTIVES 
The pupils are successful if they can: 
SUCCESS CRITERIA
1.  give at least five detailed information about a family member orally and in writing.
Pre-lesson (5 minutes)
1. Write on board: ‘The smallest man who ever lived’. Ask pupils what’s wrong with the title. Say numbers from the story and elicit what
they are. (21st CA))
Lesson delivery (40 minutes)
2. Pupils look at bar chart on p.76. Ask when pupils look at or draw bar charts in school. Explain bar charts are useful for showing money
e.g. pocket money pupils get each week, when pupils use money (on buses, in shops, at cinema). Ask: which other diagrams can you use to
show money? (e.g. pie chart; line graph; table)
3. Pupils do Activity 4. Choose pupils to read past form of verbs in blue in text. Write on board: ‘was born’, ‘grew up’, ‘went to school’, ‘left
ACTIVITIES school’, ‘got a job’, ‘got married’, ‘had children’, ‘travelled to’. Pupils use these to write a short story. Say they can write a negative sentence
e.g. He/She didn’t go/travel to… Explain that if pupils don’t know any information about a person in their family, they can write sentences
using Key Phrases on p.73 e.g. Maybe he/she … I’m not sure if he/she… I think he/she played (type of sport) liked (type of music). 
4. Choose pupils to tell their story. When they hear a past verb, pupils write it down. Check verbs pupils write and the spelling. (CBA)
5. Pupils do Activity 5 Use It! (HOTS)
6. Differentiated learning: Weaker pupils use at least five simple sentences to describe about themselves based on the sentence pattern
given.
Post-lesson (15 minutes)
7. pupils summarize todays’ lesson to review orally past verbs related to pupils’ lives.
TEACHING AIDS Textbook/laptop/ict 
LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim
HOTs / CCE / 21CL Evaluation
REFLECTION
REMARKS

TIME CLASS SUBJECT LESSON

11.20-12.50 pm 5U English Language 78
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Speaking
FOCUS SKILLS
Complimentary:   Writing

Main:   2.1 Communicate simple information intelligibly

CONTENT STANDARDS
Complementary:   4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

Main:  2.1.1 Give detailed information about themselves

LEARNING STANDARDS
Complementary:  4.2.1 Give detailed information about themselves

By the end of the lesson, most of the pupils will be able to give detailed information about themselves
LEARNING OBJECTIVES 
The pupils are successful if they can: 
SUCCESS CRITERIA
1.  give at least five detailed information about a family member orally and in writing.
Pre-lesson (5 minutes)
1. Write on board: ‘The smallest man who ever lived’. Ask pupils what’s wrong with the title. Say numbers from the story and elicit what
they are. (21st CA))
Lesson delivery (40 minutes)
2. Pupils look at bar chart on p.76. Ask when pupils look at or draw bar charts in school. Explain bar charts are useful for showing money
e.g. pocket money pupils get each week, when pupils use money (on buses, in shops, at cinema). Ask: which other diagrams can you use to
show money? (e.g. pie chart; line graph; table)
3. Pupils do Activity 4. Choose pupils to read past form of verbs in blue in text. Write on board: ‘was born’, ‘grew up’, ‘went to school’, ‘left
ACTIVITIES school’, ‘got a job’, ‘got married’, ‘had children’, ‘travelled to’. Pupils use these to write a short story. Say they can write a negative sentence
e.g. He/She didn’t go/travel to… Explain that if pupils don’t know any information about a person in their family, they can write sentences
using Key Phrases on p.73 e.g. Maybe he/she … I’m not sure if he/she… I think he/she played (type of sport) liked (type of music). 
4. Choose pupils to tell their story. When they hear a past verb, pupils write it down. Check verbs pupils write and the spelling. (CBA)
5. Pupils do Activity 5 Use It! (HOTS)
6. Differentiated learning: Weaker pupils use at least five simple sentences to describe about themselves based on the sentence pattern
given.
Post-lesson (15 minutes)
7. pupils summarize todays’ lesson to review orally past verbs related to pupils’ lives.
TEACHING AIDS Textbook/laptop/ict 
LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim
HOTs / CCE / 21CL Evaluation
REFLECTION
REMARKS

NOVEMBER 2022
 WEEK: 35 DAY: WEDNESDAY DATE:  30 NOVEMBER 2022

TIME CLASS SUBJECT LESSON

7.30-8.00 am 5C English Language 79
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Reading
FOCUS SKILLS
Complimentary:   Writing
Main:   3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
CONTENT STANDARDS
Complementary:   4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

Main:  3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
LEARNING STANDARDS
Complementary:  4.3.2 Spell a range of high frequency words accurately in independent writing
By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES  1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
2. Spell a range of high frequency words accurately in independent writing
The pupils are successful if they can: 
SUCCESS CRITERIA
1) ask at least 5 questions about events in the past.
Pre-lesson (5 minutes)
1.Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the world). Elicit the answer. 
Lesson delivery (40 minutes)
2. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first question as an example. Ask: How does the table help you
to write correct sentences? (e.g. can see word order, can use it to write more questions about the past) (HOTS)
3. Pupils do Activity 2. Tell them to look at the table to help them. Choose pupils to read questions and say extra words (1 do, 2
what, 3 does, 4 travels, 5 finished).
4. Pupils look at the two photographs on p.77. Ask: Where did you see the Avatar with blue skin? (p.72). Elicit ideas about who the
ACTIVITIES man is and the link between him and the Avatar film e.g. He’s an actor. He acted in the avatar film. (False but accept all ideas and
don’t correct at this step.)
Explain that when pupils make links between words, they develop creative thinking. Ask when pupils make links in school subjects
e.g. shapes in maths, places in geography, materials in science, paintings in art. (21sy CA)
5. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. Pupils look at photos again. Ask: What do you think a
film director does? And a truck driver? Who can tell us what an Oscar is? Also ask: Why was the Avatar film important? (CBA)
6. Differentiated learning: Weaker pupils spell/guess unfamiliar words.
Post-lesson (15 minutes)
7. Pupils summarize todays’ lesson to review content of reading text.
TEACHING AIDS Textbook//computer 
LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim
HOTs / CCE / 21CL Evaluation
REFLECTION
REMARKS

TIME CLASS SUBJECT LESSON

8.30-9.00 am 4K English Language 84
THEME: World of Self, Family and Friends TOPIC:  Module 9 : Get active!

SKILLS MAIN: Speaking COMPLEMENTARY: Speaking

CONTENT STANDARD 2.1 - Communicate simple information intelligibly 2.1 - Communicate simple information intelligibly
(Y4)2.1.5 - Describe people, and objects using suitable
LEARNING STANDARD (Y4)2.1.1 - Explain and give reasons for basic opinions
statements
By the end of the lesson, pupils able to explain and give reasons for basic opinions. Able to describe themselves and partner using suitable
LEARNING OBJECTIVE
statements.
The pupils are successful if they can: 
SUCCESS CRITERIA
1.Give reason for their basic opinions on themselves in pair.
2.Describe themselves and partners using ‘very good at’, ‘good at’ and ‘not very good at’.
1.Revise the vocabulary and structures learnt in the previous lesson by carrying out a short class survey. Show a table on the board and ask
pupils to download the softcopy in GC.
i) PRE-LESSON 2.Divide pupils into pairs and have them ask one another what they think of these sports, making sure to tell them to make a note of their
(5 minutes) partner’s answer by filling in the table they copied with ticks.
3.After pupils have finished have them present their findings to the class. Make a note of the results on the table on the board and tally
them up. Then, present the results of the class survey.
4.Direct pupils’ attention to the pictures of the children and ask them to guess what they are talking about.
5.Play the CD and ask pupils to repeat the exchange chorally. Have individual pupils model the exchange.
ACTIVITIES 6.Direct pupils’ attention to the table at the page 98. Explain that they are going to take turns asking and answering questions with their
ii) LESSON
partner about the sports they are very good at, good at and not very good at, while filling in their tables.
DELIVERY 
7. Show pupils how to represent data in a simple chart and have pupils present the data about themselves and their partner. Divide pupils
(50 minutes)
into pairs and have them do the activity.
8.Differentiated learning: Weaker pupils use simple sentences such as very good at’, ‘good at’ and ‘not very good at’. Based on the pictures
shown to them.
iii) POST-
9.Direct pupils’ attention to the picture of the boy and ask them to guess what he is saying. Have pupils come up in pairs and present their
LESSON 
partner’s answers to the rest of the class.
(5 minutes)
LANGUAGE/ GRAMMAR FOCUS Verb + preposition: e.g. be good/bad at
HOTs / CCE / 21CL Application, Language, Survey
TEACHING AIDS / MATERIALS Get Smart Plus 4 Activity 1-2 Student’s Book (page 98)
REFLECTION

REMARKS

TIME CLASS SUBJECT LESSON

9.00-9.30 am 4H English Language 84
THEME: World of Self, Family and Friends TOPIC:  Module 9 : Get active!

SKILLS MAIN: Speaking COMPLEMENTARY: Speaking

CONTENT STANDARD 2.1 - Communicate simple information intelligibly 2.1 - Communicate simple information intelligibly
(Y4)2.1.5 - Describe people, and objects using suitable
LEARNING STANDARD (Y4)2.1.1 - Explain and give reasons for basic opinions
statements
By the end of the lesson, pupils able to explain and give reasons for basic opinions. Able to describe themselves and partner using suitable
LEARNING OBJECTIVE
statements.
The pupils are successful if they can: 
SUCCESS CRITERIA
1.Give reason for their basic opinions on themselves in pair.
2.Describe themselves and partners using ‘very good at’, ‘good at’ and ‘not very good at’.
1.Revise the vocabulary and structures learnt in the previous lesson by carrying out a short class survey. Show a table on the board and ask
pupils to download the softcopy in GC.
i) PRE-LESSON 2.Divide pupils into pairs and have them ask one another what they think of these sports, making sure to tell them to make a note of their
(5 minutes) partner’s answer by filling in the table they copied with ticks.
3.After pupils have finished have them present their findings to the class. Make a note of the results on the table on the board and tally
them up. Then, present the results of the class survey.
4.Direct pupils’ attention to the pictures of the children and ask them to guess what they are talking about.
5.Play the CD and ask pupils to repeat the exchange chorally. Have individual pupils model the exchange.
ACTIVITIES 6.Direct pupils’ attention to the table at the page 98. Explain that they are going to take turns asking and answering questions with their
ii) LESSON
partner about the sports they are very good at, good at and not very good at, while filling in their tables.
DELIVERY 
7. Show pupils how to represent data in a simple chart and have pupils present the data about themselves and their partner. Divide pupils
(50 minutes)
into pairs and have them do the activity.
8.Differentiated learning: Weaker pupils use simple sentences such as very good at’, ‘good at’ and ‘not very good at’. Based on the pictures
shown to them.
iii) POST-
9.Direct pupils’ attention to the picture of the boy and ask them to guess what he is saying. Have pupils come up in pairs and present their
LESSON 
partner’s answers to the rest of the class.
(5 minutes)
LANGUAGE/ GRAMMAR FOCUS Verb + preposition: e.g. be good/bad at
HOTs / CCE / 21CL Application, Language, Survey
TEACHING AIDS / MATERIALS Get Smart Plus 4 Activity 1-2 Student’s Book (page 98)
REFLECTION

REMARKS

TIME CLASS SUBJECT LESSON

9.30-10.00 am
5R English Language 79
11.50-12.50 pm
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Reading
FOCUS SKILLS
Complimentary:   Writing
Main:   3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
CONTENT STANDARDS
Complementary:   4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

Main:  3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
LEARNING STANDARDS
Complementary:  4.3.2 Spell a range of high frequency words accurately in independent writing
By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES  1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
2. Spell a range of high frequency words accurately in independent writing
The pupils are successful if they can: 
SUCCESS CRITERIA
1) ask at least 5 questions about events in the past.
Pre-lesson (5 minutes)
1.Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the world). Elicit the answer. 
Lesson delivery (40 minutes)
2. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first question as an example. Ask: How does the table help you
to write correct sentences? (e.g. can see word order, can use it to write more questions about the past) (HOTS)
3. Pupils do Activity 2. Tell them to look at the table to help them. Choose pupils to read questions and say extra words (1 do, 2
what, 3 does, 4 travels, 5 finished).
4. Pupils look at the two photographs on p.77. Ask: Where did you see the Avatar with blue skin? (p.72). Elicit ideas about who the
ACTIVITIES man is and the link between him and the Avatar film e.g. He’s an actor. He acted in the avatar film. (False but accept all ideas and
don’t correct at this step.)
Explain that when pupils make links between words, they develop creative thinking. Ask when pupils make links in school subjects
e.g. shapes in maths, places in geography, materials in science, paintings in art. (21sy CA)
5. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. Pupils look at photos again. Ask: What do you think a
film director does? And a truck driver? Who can tell us what an Oscar is? Also ask: Why was the Avatar film important? (CBA)
6. Differentiated learning: Weaker pupils spell/guess unfamiliar words.
Post-lesson (15 minutes)
7. Pupils summarize todays’ lesson to review content of reading text.
TEACHING AIDS Textbook//computer 
LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim
HOTs / CCE / 21CL Evaluation
REFLECTION
REMARKS

DECEMBER 2022
 WEEK: 35 DAY: THURSDAY DATE:  1 DECEMBER 2022

TIME CLASS SUBJECT LESSON

4H English Language 85
THEME: World of Knowledge TOPIC:  Module 9 : Get active!

SKILLS MAIN: Writing COMPLEMENTARY: Reading

4.2 - Communicate basic information intelligibly for a range of purposes in print 3.2 - Understand a variety of linear and non-linear print
CONTENT STANDARD
and digital media and digital texts by using appropriate reading strategies
(Y4)3.2.2 - Understand specific information and details of
LEARNING STANDARD (Y4)4.2.1 - Explain and give reasons for simple opinions
simple texts of one or two paragraphs
By the end of the lesson, pupils able to explain and give reasons for simple opinions about their favourite athlete. Able to understand the text by
LEARNING OBJECTIVE
answering the questions correctly.
The pupils are successful if they can: 
SUCCESS CRITERIA
1. Write the reasons for simple opinions about their favourite athlete.
2. Answer comprehension questions correctly.
i) PRE-LESSON 1. Ask pupils what their favourite sport is and who their favourite athlete is in that sport. Encourage pupils to participate in the discussion
(5 minutes) and explain the reason they like that particular sport and/or athlete.
1. Direct pupils’ attention to the picture on the page and ask them if they recognize the sport depicted in the picture.
2. Explain to pupils that they are going to listen to Zara talk about her favourite athlete.
3. Play the CD and have pupils follow along in their books. Ask pupils comprehension questions.
4. Explain to pupils that they will have to read the text again and complete the information about Zara’s favourite athlete. Check the answer
as a class.
ii) LESSON DELIVERY 
ACTIVITIES 5. Direct pupils’ attention to the box with the Writing tip. Read it out loud and explain it to pupils. Ask pupils to find the points of the Writing
(50 minutes)
tip in the text about Zara’s favourite athlete.
6. Ask them to answer questions in the Writing tip for a famous person they know. Have pupils say what they think of this person well.
Teacher could organize this activity to be a project-based activity using ICT.
7. Pupils write about the famous person using their answers in the previous step as a plan, but do not give the name.
8. Differentiated learning: Weaker pupils use basic words to give opinion about their favourite athlete.
iii) POST-LESSON 
1. Ask pupils to write it in the Google slides and design their slides. Tell them to present in the next lesson.
(5 minutes)
LANGUAGE/ GRAMMAR FOCUS Verb + preposition: e.g. be good/bad at
HOTs / CCE / 21CL Analysis, Language , Presentations
TEACHING AIDS / MATERIALS Get Smart Plus 4 Activity 1-2 Student’s Book (page 99)
REFLECTION

REMARKS

TIME CLASS SUBJECT LESSON

10.20-11.20 am 5U English Language 79
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Reading
FOCUS SKILLS
Complimentary:   Writing

Main:   3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
CONTENT STANDARDS
Complementary:   4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

Main:  3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
LEARNING STANDARDS
Complementary:  4.3.2 Spell a range of high frequency words accurately in independent writing

By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES  1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
2. Spell a range of high frequency words accurately in independent writing
The pupils are successful if they can: 
SUCCESS CRITERIA
1) ask at least 5 questions about events in the past.
Pre-lesson (5 minutes)
1.Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the world). Elicit the answer. 
Lesson delivery (40 minutes)
2. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first question as an example. Ask: How does the table help you to write
correct sentences? (e.g. can see word order, can use it to write more questions about the past) (HOTS)
3. Pupils do Activity 2. Tell them to look at the table to help them. Choose pupils to read questions and say extra words (1 do, 2 what, 3
does, 4 travels, 5 finished).
4. Pupils look at the two photographs on p.77. Ask: Where did you see the Avatar with blue skin? (p.72). Elicit ideas about who the man is
ACTIVITIES and the link between him and the Avatar film e.g. He’s an actor. He acted in the avatar film. (False but accept all ideas and don’t correct at
this step.)
Explain that when pupils make links between words, they develop creative thinking. Ask when pupils make links in school subjects e.g.
shapes in maths, places in geography, materials in science, paintings in art. (21sy CA)
5. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. Pupils look at photos again. Ask: What do you think a film
director does? And a truck driver? Who can tell us what an Oscar is? Also ask: Why was the Avatar film important? (CBA)
6. Differentiated learning: Weaker pupils spell/guess unfamiliar words.
Post-lesson (15 minutes)
7. Pupils summarize todays’ lesson to review content of reading text.
TEACHING AIDS Textbook//computer 
LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim
HOTs / CCE / 21CL Evaluation
REFLECTION
REMARKS

TIME CLASS SUBJECT LESSON

11.20- 11. 50 am 5R English Language 79
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Reading
FOCUS SKILLS
Complimentary:   Writing

Main:   3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
CONTENT STANDARDS
Complementary:   4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

Main:  3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
LEARNING STANDARDS
Complementary:  4.3.2 Spell a range of high frequency words accurately in independent writing

By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES  1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
2. Spell a range of high frequency words accurately in independent writing
The pupils are successful if they can: 
SUCCESS CRITERIA
1) ask at least 5 questions about events in the past.
Pre-lesson (5 minutes)
1.Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the world). Elicit the answer. 
Lesson delivery (40 minutes)
2. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first question as an example. Ask: How does the table help you to write
correct sentences? (e.g. can see word order, can use it to write more questions about the past) (HOTS)
3. Pupils do Activity 2. Tell them to look at the table to help them. Choose pupils to read questions and say extra words (1 do, 2 what, 3
does, 4 travels, 5 finished).
4. Pupils look at the two photographs on p.77. Ask: Where did you see the Avatar with blue skin? (p.72). Elicit ideas about who the man is
ACTIVITIES and the link between him and the Avatar film e.g. He’s an actor. He acted in the avatar film. (False but accept all ideas and don’t correct at
this step.)
Explain that when pupils make links between words, they develop creative thinking. Ask when pupils make links in school subjects e.g.
shapes in maths, places in geography, materials in science, paintings in art. (21sy CA)
5. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. Pupils look at photos again. Ask: What do you think a film
director does? And a truck driver? Who can tell us what an Oscar is? Also ask: Why was the Avatar film important? (CBA)
6. Differentiated learning: Weaker pupils spell/guess unfamiliar words.
Post-lesson (15 minutes)
7. Pupils summarize todays’ lesson to review content of reading text.
TEACHING AIDS Textbook//computer 
LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim
HOTs / CCE / 21CL Evaluation
REFLECTION
REMARKS

DECEMBER 2022
WEEK: 35 DAY: FRIDAY DATE:  2 DECEMBER 2022
 TIME CLASS SUBJECT LESSON
11.20- 11. 50 am 5C English Language 79
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
Main:  Reading
FOCUS SKILLS
Complimentary:   Writing

Main:   3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
CONTENT STANDARDS
Complementary:   4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

Main:  3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
LEARNING STANDARDS
Complementary:  4.3.2 Spell a range of high frequency words accurately in independent writing

By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES  1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
2. Spell a range of high frequency words accurately in independent writing
The pupils are successful if they can: 
SUCCESS CRITERIA
1) ask at least 5 questions about events in the past.
Pre-lesson (5 minutes)
1.Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the world). Elicit the answer. 
Lesson delivery (40 minutes)
2. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first question as an example. Ask: How does the table help you to write
correct sentences? (e.g. can see word order, can use it to write more questions about the past) (HOTS)
3. Pupils do Activity 2. Tell them to look at the table to help them. Choose pupils to read questions and say extra words (1 do, 2 what, 3
does, 4 travels, 5 finished).
4. Pupils look at the two photographs on p.77. Ask: Where did you see the Avatar with blue skin? (p.72). Elicit ideas about who the man is
ACTIVITIES and the link between him and the Avatar film e.g. He’s an actor. He acted in the avatar film. (False but accept all ideas and don’t correct at
this step.)
Explain that when pupils make links between words, they develop creative thinking. Ask when pupils make links in school subjects e.g.
shapes in maths, places in geography, materials in science, paintings in art. (21sy CA)
5. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. Pupils look at photos again. Ask: What do you think a film
director does? And a truck driver? Who can tell us what an Oscar is? Also ask: Why was the Avatar film important? (CBA)
6. Differentiated learning: Weaker pupils spell/guess unfamiliar words.
Post-lesson (15 minutes)
7. Pupils summarize todays’ lesson to review content of reading text.
TEACHING AIDS Textbook//computer 
LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim
HOTs / CCE / 21CL Evaluation
REFLECTION
REMARKS

TIME CLASS SUBJECT LESSON

4H English Language 85

THEME: World of Knowledge TOPIC:  Module 9 : Get active!

SKILLS MAIN: Writing COMPLEMENTARY: Reading

4.2 - Communicate basic information intelligibly for a range of purposes in print 3.2 - Understand a variety of linear and non-linear print
CONTENT STANDARD
and digital media and digital texts by using appropriate reading strategies
(Y4)3.2.2 - Understand specific information and details of
LEARNING STANDARD (Y4)4.2.1 - Explain and give reasons for simple opinions
simple texts of one or two paragraphs
By the end of the lesson, pupils able to explain and give reasons for simple opinions about their favourite athlete. Able to understand the text by
LEARNING OBJECTIVE
answering the questions correctly.
The pupils are successful if they can: 
SUCCESS CRITERIA 1. Write the reasons for simple opinions about their favourite athlete.
2. Answer comprehension questions correctly.
i) PRE-LESSON 1. Ask pupils what their favourite sport is and who their favourite athlete is in that sport. Encourage pupils to participate in the discussion
(5 minutes) and explain the reason they like that particular sport and/or athlete.
1. Direct pupils’ attention to the picture on the page and ask them if they recognize the sport depicted in the picture.
2. Explain to pupils that they are going to listen to Zara talk about her favourite athlete.
3. Play the CD and have pupils follow along in their books. Ask pupils comprehension questions.
4. Explain to pupils that they will have to read the text again and complete the information about Zara’s favourite athlete. Check the answer
as a class.
ii) LESSON DELIVERY 
ACTIVITIES 5. Direct pupils’ attention to the box with the Writing tip. Read it out loud and explain it to pupils. Ask pupils to find the points of the Writing
(50 minutes)
tip in the text about Zara’s favourite athlete.
6. Ask them to answer questions in the Writing tip for a famous person they know. Have pupils say what they think of this person well.
Teacher could organize this activity to be a project-based activity using ICT.
7. Pupils write about the famous person using their answers in the previous step as a plan, but do not give the name.
8. Differentiated learning: Weaker pupils use basic words to give opinion about their favourite athlete.
iii) POST-LESSON 
1. Ask pupils to write it in the Google slides and design their slides. Tell them to present in the next lesson.
(5 minutes)
LANGUAGE/ GRAMMAR FOCUS Verb + preposition: e.g. be good/bad at
HOTs / CCE / 21CL Analysis, Language , Presentations
TEACHING AIDS / MATERIALS Get Smart Plus 4 Activity 1-2 Student’s Book (page 99)
REFLECTION

REMARKS

TIME CLASS SUBJECT LESSON

11.20- 11. 50 am 5U English Language 79
THEME: World of Stories TOPIC:  Unit 7 : Growing up  
 Main:  Reading
FOCUS SKILLS
Complimentary:   Writing

Main:   3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
CONTENT STANDARDS
Complementary:   4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media

Main:  3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
LEARNING STANDARDS
Complementary:  4.3.2 Spell a range of high frequency words accurately in independent writing

By the end of the lesson, most of the pupils will be able to:
LEARNING OBJECTIVES  1. Guess the meaning of unfamiliar words from clues provided by title, topic and other known words
2. Spell a range of high frequency words accurately in independent writing
The pupils are successful if they can: 
SUCCESS CRITERIA
1) ask at least 5 questions about events in the past.
Pre-lesson (5 minutes)
1.Write on board: ‘The Gentle Giant’. Ask: Who was this? (The tallest man in the world). Elicit the answer. 
Lesson delivery (40 minutes)
2. Pupils do p.77, Activity 1. Read the five table headings aloud. Do first question as an example. Ask: How does the table help you to write
correct sentences? (e.g. can see word order, can use it to write more questions about the past) (HOTS)
3. Pupils do Activity 2. Tell them to look at the table to help them. Choose pupils to read questions and say extra words (1 do, 2 what, 3
does, 4 travels, 5 finished).
4. Pupils look at the two photographs on p.77. Ask: Where did you see the Avatar with blue skin? (p.72). Elicit ideas about who the man is
ACTIVITIES and the link between him and the Avatar film e.g. He’s an actor. He acted in the avatar film. (False but accept all ideas and don’t correct at
this step.)
Explain that when pupils make links between words, they develop creative thinking. Ask when pupils make links in school subjects e.g.
shapes in maths, places in geography, materials in science, paintings in art. (21sy CA)
5. Write on board: ‘film director’, ‘truck driver’, ‘Oscar’. Pupils do Activity 3. Pupils look at photos again. Ask: What do you think a film
director does? And a truck driver? Who can tell us what an Oscar is? Also ask: Why was the Avatar film important? (CBA)
6. Differentiated learning: Weaker pupils spell/guess unfamiliar words.
Post-lesson (15 minutes)
7. Pupils summarize todays’ lesson to review content of reading text.
TEACHING AIDS Textbook//computer 
LANGUAGE / GRAMMAR FOCUS Nouns: moustache, beard, height; Adjectives: round, short, average, slim
HOTs / CCE / 21CL Evaluation
REFLECTION
REMARKS

TIME CLASS SUBJECT LESSON

11.20-12.20 pm
4K English Language 85

THEME: World of Knowledge TOPIC:  Module 9 : Get active!

SKILLS MAIN: Writing COMPLEMENTARY: Reading

3.2 - Understand a variety of linear and non-linear
4.2 - Communicate basic information intelligibly for a range of purposes in
CONTENT STANDARD print and digital texts by using appropriate reading
print and digital media
strategies
(Y4)3.2.2 - Understand specific information and
LEARNING STANDARD (Y4)4.2.1 - Explain and give reasons for simple opinions
details of simple texts of one or two paragraphs
By the end of the lesson, pupils able to explain and give reasons for simple opinions about their favourite athlete. Able to understand
LEARNING OBJECTIVE
the text by answering the questions correctly.
The pupils are successful if they can: 
SUCCESS CRITERIA 1. Write the reasons for simple opinions about their favourite athlete.
2. Answer comprehension questions correctly.
i) PRE-LESSON 2. Ask pupils what their favourite sport is and who their favourite athlete is in that sport. Encourage pupils to participate in the
(5 minutes) discussion and explain the reason they like that particular sport and/or athlete.
1. Direct pupils’ attention to the picture on the page and ask them if they recognize the sport depicted in the picture.
2. Explain to pupils that they are going to listen to Zara talk about her favourite athlete.
3. Play the CD and have pupils follow along in their books. Ask pupils comprehension questions.
4. Explain to pupils that they will have to read the text again and complete the information about Zara’s favourite athlete. Check
ii) LESSON DELIVERY  the answer as a class.
ACTIVITIES (50 inutes 5. Direct pupils’ attention to the box with the Writing tip. Read it out loud and explain it to pupils. Ask pupils to find the points of
) the Writing tip in the text about Zara’s favourite athlete.
6. Ask them to answer questions in the Writing tip for a famous person they know. Have pupils say what they think of this person
well. Teacher could organize this activity to be a project-based activity using ICT.
7. Pupils write about the famous person using their answers in the previous step as a plan, but do not give the name.
8. Differentiated learning: Weaker pupils use basic words to give opinion about their favourite athlete.
iii) POST-LESSON 
1. Ask pupils to write it in the Google slides and design their slides. Tell them to present in the next lesson.
(5 minutes)
LANGUAGE/ GRAMMAR FOCUS Verb + preposition: e.g. be good/bad at
HOTs / CCE / 21CL Analysis, Language , Presentations
TEACHING AIDS / MATERIALS Get Smart Plus 4 Activity 1-2 Student’s Book (page 99)
REFLECTION

REMARKS