Where Are You From (Lesson 1 - 16)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 4

Choose an
Week Date Click here to enter a date. Day Choose an item.
item.
Class Time Attendance
World of Self, Family and
Lesson 1 (Listening 1) Topic Where are you from? Theme
Friends
Skills Main : Listening Complementary: Listening

1.2 Understand meaning in a variety of 1.1 Recognise and reproduce target language
Content Standard
familiar contexts sounds
1.2.2 Understand with support specific 1.1.1 Recognise and reproduce with support a wide
Learning Standard
information and details of longer simple texts range of target language phonemes
By the end of the lesson, pupils will be able to:
Objectives: 1. Understand with support specific 1. Recognise and reproduce with support a wide
Pupils will be assessed on their ability to:
Success Criteria
1. Point to the flags of the countries based on the audio.
(Assessment)
Listen to the song and write the names of the children.
TEACHING AND LEARNING ACTIVITIES

Pre Lesson Lesson Development Post Lesson
1. Pupils introduce themselves to the 2. Pupils are introduced to the flag 12. Pupils present their flag to the
class. flashcards. class.
3. Pupils refer to their textbook on
page 5.
4. Pupils talk about what they can see
in the picture.
5. Pupils listen to a song.
6. Pupils point to the flags of the
countries mentioned.
7. Pupils listen to the song for the
second time and write the names of
the children.
8. Pupils check their answers.
9. Pupils sing the song together.
10. Pupils draw the Malaysian flag.
11. Pupils practise introducing
themselves using the flags.
Get Smart plus 3,
Student’s Book, p.25,
Teaching Aids Textbook Work book Teacher’s Book, p.46,
Flashcards of action
verbs
EDUCATIONAL EMPHASES
Present simple for personal Higher Order Thinking Skills
Language / Grammar Focus Application
information (All persons) (HOTS)
Teaching and Learning
Collaborative Learning 21st Century Skills Team Player
Strategies
21 st
Century Classroom
Games
Cross - Curricular Elements Patriotism and Citizenship Teaching and Learning
Poem recitation / singing
Activities
ASSESSMENT AND EVALUATION
Project Story Telling Quiz Games
Role Play Individual / Pair / Group Work Observation Worksheet
REFLECTION / IMPACT / REMARKS

Main Skill Follow-up Actions
The number that achieved the stipulated skill is:___
Non-achievers were given extra guidance / enrichments / Remedial
consolidation by teacher.
Reinforcement
Complementary Skill
Non-achievers were given extra guidance / enrichments / Enrichment
Choose an item. The lesson was carried out successfully.
Choose an item. The lesson was postponed due to Choose an item.
DAILY LESSON PLAN
Choose an
item.
Lesson 2 (Speaking 1) Topic Where are you from? Theme
Friends
Skills Main : Speaking Complementary: Listening

2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
Content Standard
intelligibly contexts
2.1.5 Describe people, and objects using 1.2.4 Understand longer supported classroom
Learning Standard
suitable statements instructions
Objectives: 1. Describe people, and objects using suitable 1. Understand longer supported classroom
statements instructions
Success Criteria
1. Describe each other in pairs.
(Assessment)
2. Carry out the role-play activity in groups.

1. Pupils talk about the previous 2. Pupils match country names to 9.Pupils sing along to the song from
lesson. flags using flashcards. Activity 1 (CD 1 - Track 3).
3. Pupils refer to page 5.
4. Pupils listen to the audio and repeat
after it.
5. In pairs, pupils take turns to
describe each other.
6. A few pairs are asked to present in
front of the class.
7. Pupils choose and draw a country
flag of their choice.
8. Pupils use their flags to do a
speaking role-play in Activity 2.
Get Smart Plus 4, Activity
3 Student’s Book page 5
and Teacher’s Book page
18, Country flag
Teaching Aids Textbook Work book
flashcards from Lesson 1,
Paper and pencils for
making flags (keep these
flags for later lessons)
Present simple for personal Higher Order Thinking Skills
information (All persons) (HOTS)
Strategies
Cross - Curricular Elements Patriotism and Citizenship 21st Century Classroom Games
Teaching and Learning Poem recitation / singing
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 4 (Writing 1) Topic Where are you from? Theme
Friends
Skills Main : Writing Complementary: Writing

4.2 Communicate basic information intelligibly 4.3 Communicate with appropriate language form
Content Standard for a range of purposes in print and digital and style for a range of purposes in print and digital
media media
4.2.4 Describe people and objects using 4.3.2 Spell most high frequency words accurately in
Learning Standard
suitable statements guided writing
Objectives: 1. Describe people and objects using suitable 1. Spell most high frequency words accurately in
statements guided writing
Success Criteria
1. Write 3 sentences that describe their partner.
(Assessment)
2. Spell at least 5 words in group correctly.

1. Pupils play a hangman game. 2. In pairs, pupils describe about their 10. Pupils summarise about the lesson.
partner.
3. Pupils write 3 sentences about their
partner.
4. A few pairs are asked to present
their work in front of the class.
5. Pupils play a spelling game.
6. In groups, pupils spell as much
words as they can.
7. The group which is able to spell the
most number of words correctly
wins.
8. Pupils are shown the picture of the
mummy again.
9. Pupils guess the meaning of alive.
You could create a
worksheet(s) and/or use
pupil-made materials for
this lesson.
Present simple for personal
information (questions, all
Higher Order Thinking Skills
Language / Grammar Focus persons): Where are you Application
(HOTS)
from? I’m from…;
Nationalities: I‘m…
Strategies
21st Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
5 (Language World of Self, Family and
Lesson Topic Holiday Memories (Poem) Theme
Arts 1) Friends
Skills Main : Language Arts Complementary: Reading

5.3 Express an imaginative response to 3.3 Read independently for information and
Content Standard
literary texts enjoyment
5.3.1 Respond imaginatively and intelligibly 3.3.1 Read and enjoy A1 fiction/non-fiction print
through creating simple picture stories, simple and digital texts of interest
Learning Standard
poems, and cartoon stories. Other imaginative
responses as appropriate.
Objectives: 1. Describe people and objects using suitable 1. Spell most high frequency words accurately in
statements guided writing
Success Criteria Pupils will be assessed on their ability to:
(Assessment) 1. Recite poems in groups.

1. Carry out Steps 1 and 2 of Activity 2. Group work: Continue Steps 3 to 7 5. Have pupils show a smiley face to
1 (page 7) of Contemporary of Activity 1. Note: Teacher represent their feelings of the
Children’s Literature (CCL) facilitates pupils’ reading of poems, lesson.
Teaching Guidebook. Note: Make checks on pronunciation and
copies of pictures on pages 8-11 in intonation.
the CCL Teaching Guidebook. 3. In the same group, take pupils
through Steps 3 to 5 of Activity 2
(page 13) of CCL Teaching
Guidebook. Note: Make copies of
Worksheet 1 (page 14) of CCL
Teaching Guidebook.
4. Recite poems (with the added line)
in respective groups.
Anthology of Poems,
Contemporary Children’s
Teaching Aids Textbook Work book Literature Teaching
Guidebook (BPK) –
Poetry
Language / Grammar Focus Tenses (Simple Past) Application
(HOTS)
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 6 (Listening 2) Topic Where are you from? Theme
Friends

Content Standard
1.2.2 Understand with support specific 1.1.1 Recognise and reproduce with support a wide
Learning Standard
Objectives: 1. Understand with support specific 1. Recognise and reproduce with support a wide
Success Criteria
1. Match the countries according to the audio correctly.
(Assessment)
2. Tick the correct picture.

1. Pupils play a mime game. 2. Pupils do a matching activity where 7. Pupils summarise the lesson.
pupils review country and
nationalities.
3. Pupils refer to Activity 4 in their
textbook page 7.
4. Pupils listen to three descriptions.
5. Pupils tick one of the three pictures
according to what they hear.
Teaching Aids Textbook Work book 4 Student’s Book and
Teacher’s Book page 21.
(HOTS)
from? I’m from… ;
Nationalities: I‘m…
Strategies
Cross - Curricular Elements Patriotism and Citizenship 21 st
Century Classroom Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main : Speaking Complementary: Speaking

2.1 Communicate simple information 2.2 Use appropriate communication strategies
Content Standard
intelligibly
2.2.1 Keep interaction going in short exchanges by:
2.1.5 Describe people, and objects using
Learning Standard using suitable words (i) to show understanding (ii)
suitable statements
to ask for clarification
1. Keep interaction going in short exchanges by:
Objectives: 1. Describe people, and objects using suitable
using suitable words (i) to show understanding (ii)
statements
to ask for clarification
Success Criteria
1. Talk about the flag flashcards in pairs.
(Assessment)
2. Role play on the famous people in groups.

1. Pupils play charades. 2. Pupils refer to Activity 5 on their 9. Pupils talk about what they have
textbook page 7. learned for the lesson.
3. Pupils are asked on what they can
see from the picture.
the exchange.
5. Pupils listen to the audio (Track 9)
and follow the text with their finger.
6. In pairs, are given flag flashcards
and take turns to guess the
countries and nationalities.
7. A few pairs are asked to present in
front of the class.
8. In groups, pupils carry out a role
play activity by using famous
people.
Teaching Aids Textbook Work book Get Smart Plus 4, Activity
5 Student’s Book and
Teacher’s Book, If
possible pictures of
famous people or popular
characters from different
countries, Pupil-made
flags from previous
lesson(s)
(HOTS)
from? I’m from… ;
Nationalities: I‘m… / You’re…
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 8 (Reading 2) Topic Where are you from? Theme World of Knowledge
Skills Main : Reading Complementary: Reading

3.2 Understand a variety of linear and non- 3.2 Understand a variety of linear and non-linear
Content Standard linear print and digital texts by using print and digital texts by using appropriate reading
appropriate reading strategies strategies
3.2.3 Guess the meaning of unfamiliar words 3.2.2 Understand specific information and details of
Learning Standard
from clues provided by title and topic simple texts of one or two paragraphs
Objectives: 1. Guess the meaning of unfamiliar words 1. Understand specific information and details of
from clues provided by title and topic simple texts of one or two paragraphs
Success Criteria
1. Find the meaning of the key vocabulary in the text.
(Assessment)
2. Fill in the blanks with the correct answer.

1. Pupils play a mime game. 3. Pupils are given the title of the text. 15. Pupils summarise the lesson.
2. Pupils mime everyday activities. 4. Pupils are introduced to the
meaning of figure skater and chess
player.
page 8.
6. Pupils read the text to find the
meaning of the key vocabulary (ice-
skate and ice-skating rink).
7. Pupils look at the pictures on page
8 and talk about it.
8. Pupils listen to the audio and point
to the appropriate picture.
9. Pupils listen to the audio again and
read the text.
10. Pupils answer some questions
about the text.
11. Pupils then refer to Activity 3 on
page 9.
12. Pupils listen to four short dialogues
and write always, usually,
sometimes or never, according to
what they hear.
13. Pupils listen to the audio twice and
do the activity.
Get Smart Plus 4,
Activities 1-2 Student’s
Book and Teacher’s
Book, Pictures of the
children from Student’s
Book
Adverbs of frequency to
Language / Grammar Focus describe routine: e.g. I always Application
(HOTS)
+ verb
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
9 (Writing 2) World of Self, Family and
Lesson Topic Where are you from? Theme
Friends
Skills Main : Writing Complementary: Writing

4.2 Communicate basic information intelligibly 4.1 Form letters and words in neat legible print
Content Standard for a range of purposes in print and digital using cursive writing
media
Learning Standard 4.2.3 Describe basic everyday routines 4.1.2 Use cursive writing in written work
Objectives:
1. Describe basic everyday routines 1. Use cursive writing in written work
Success Criteria
1. Say true sentences about themselves using always, usually, sometimes, and never.
(Assessment)
2. Spell sentences correctly using cursive writing.

1. Pupils play a word game. 2. Pupils refer to the Grammar box on 14. Pupils summarise the lesson.
page 9.
3. Pupils read the sentences out loud.
4. Pupils listen to the teacher’s
explanation about the adverbs of
frequency.
5. Pupils say true sentences about
themselves using always, usually,
sometimes, and never.
6. In pairs, pupils play a spelling game
which focusses on the spelling of
adverbs in this lesson.
7. Pupils write the words in cursive
writing.
8. Pupils refer to Activity 4 on page 9.
after it.
10. Pupils fill in the table according to
how often they do each activity.
11. Once pupils have finished filling in
their tables, pupils talk about them
in pairs.
12. Pupils write sentences about their
day in their exercise books using
cursive writing.
13. Pupils compare their sentences
with some others in the class.
Get Smart Plus 4,
Teaching Aids Textbook Work book Activities 3-4 Student’s
Book and Teacher’s Book
Adverbs of frequency to
Language / Grammar Focus describe routine: e.g. I always Application
(HOTS)
+ verb
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson Topic At the Playground (Poem) Theme
Arts 2) Friends
Skills Main : Language Arts Complementary: Speaking

5.2 Express personal responses to literary 5.2 Express personal responses to literary texts
Content Standard
texts
2.1 Communicate simple information 2.1.1 Explain and give reasons for basic opinion.
Learning Standard
intelligibly.
Objectives:
1. Communicate simple information intelligibly. 1. Explain and give reasons for basic opinion
Success Criteria
1. Create flow maps based on their feelings.
(Assessment)
2. Recite the poem.

1. Pupils review the vocabulary of the 2. Pupils are introduced to the poem 8. Pupils recite poems with feelings as
poem At the Playground. “At the Playground.” indicated in the flow map.
3. Pupils recite the poem together.
4. Pupils listen to the teacher’s
explanation.
5. Pupils answer questions based on
the poem.
6. Pupils are asked to create a flow
map based on their feelings.
7. Pupils present their work in front of
the class.
Anthology of Poems,
Guidebook (BPK) –
Poetry
Language / Grammar Focus Vocabulary; Adjectives Higher Order Thinking Skills Application
(HOTS)
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 11 (Listening 3) Topic Where are you from? Theme World of Stories

Content Standard
1.2.3 Understand with support short simple 1.1.1 Recognise and reproduce with support a wide
Learning Standard
narratives on a range of familiar topics range of target language phonemes
Objectives:
1. Communicate simple information intelligibly. 1. Explain and give reasons for basic opinion
Success Criteria
1. Arrange the pictures according to the audio correctly.
(Assessment)
2. Read and circle the correct phonics.

1. Pupils play a quiz game about 2. Pupils are introduced to the 12. Pupils play a game where they
Simple Present Tense. characters of the stories from their listen to the audio and distinguish
textbook pages 12-13. the phonics of /s/ and /z/.
3. All four pictures are placed on the
board, in an incorrect order.
4. Pupils listen to the story (Track 16)
and think about which order the
pictures go in.
6. Pupils answer a few further
questions about the pictures that
relate to the focus of the story (e.g.
about karate, China, etc.).
7. Pupils talk about what they think of
the story.
8. Pupils are introduced to the phonics
of /s/, /z/ and /iz/ (Activity 1 & 2 -
Teacher’s Book, page 98).
9. Pupils answer the questions based
on the phonics.
10. Pupils work in pairs to find
examples of /s/ and /z/ in the story.
11. Pupils listen to the CD (Track 16)
again to check their answers.
Get Smart Plus 4,
Student’s Book (pages
Teaching Aids Textbook Work book 12-13) and Teacher’s
Book, Large copies of
pictures from story
Sound: /s/ and /z/ for third
Language / Grammar Focus person singular of the Simple Application
(HOTS)
Present Tense
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Friends
Skills Main : Speaking Complementary: Listening

2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
Content Standard
intelligibly contexts
2.1.5 Describe people, and objects using 1.2.5 Understand longer supported questions
Learning Standard
suitable statements
Objectives: 1. Describe people, and objects using suitable 1. Understand longer supported questions
statements
Success Criteria
1. Tick the correct sport based on the audio played.
(Assessment)
2. Play the guessing game in groups by asking and answering questions.

1. Pupils play a guessing game using 2. Pupils talk about the story that they 15. Pupils summarise the lesson.
the flag flashcards. have learned from the previous
lesson.
page 12 and 13.
4. Pupils listen to the audio and read
along in their books.
5. Some pupils are asked to act out
the story in front of the class.
6. Next, pupils refer to their textbook
on page 14.
7. Pupils look at the three pictures and
describe them.
8. Pupils listen to the audio of a
woman talking about her son to her
friend.
9. Pupils tick the sport that the
woman’s son does.
11. Pupils make two cards similar to the
ones in Activity 2 in page 14.
12. Pupils are divided into few groups.
13. Pupils play a gussing game using
their cards and the question and
answer forms from Activity 3 (page
14).
14. Pupils listen to teacher’s feedback.
1, Student’s Book and
Teacher’s Book, Blank
cards (2 per pupil)
Present continuous questions
in third person: e.g. What is Higher Order Thinking Skills
he doing?; and answers: e.g. (HOTS)
He’s ..-ing
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 13 (Reading 3) Topic Where are you from? Theme
Friends
Skills Main : Reading Complementary: Reading

3.2 Understand a variety of linear and non- 3.2 Understand a variety of linear and non-linear
Content Standard linear print and digital texts by using print and digital texts by using appropriate reading
appropriate reading strategies strategies
3.2.1 Understand the main idea of simple texts 3.2.2 Understand specific information and details of
Learning Standard
of one or two paragraphs simple texts of one or two paragraphs
Objectives: 1. Understand the main idea of simple texts of 1. Understand specific information and details of
one or two paragraphs simple texts of one or two paragraphs
Success Criteria
1. Answer comprehension questions according to the email correctly.
(Assessment)
2.Complete the details of the child according to the text correctly.

1. Pupils are shown a picture of a 3. Pupils are told that the child in the 10. Pupils talk about what they have
child from their textbook on page picture sent them an email. learned.
11. 4. Pupils are given the example email
2. Pupils play a guessing game about from their textbook on page 11 and
their personal details (age, teacher tells pupils that it is the
nationality, where they’re from, email from this child.
family, hobbies etc.) to review key 5. Pupils read the email and check
language. their answers (from the pre-lesson
stage).
6. Pupils refer to page 11 and refer to
the email.
7. Pupils guess what the text is about.
8. Pupils listen to the audio and
answer some comprehension
questions.
9. Pupils then read the text again and
complete the details of the child in
Activity 2.
Get Smart Plus 4,
Activities 1-2 Student’s
Book and Teacher’s
Book, An example email
using email in the
Student’s Book as a
model, Picture of the child
who wrote the email
Present simple to describe Higher Order Thinking Skills
oneself (HOTS)
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 14 (Writing 3) Topic Where are you from? Theme
Friends
Skills Main : Writing Complementary: Speaking

4.3 Communicate with appropriate language 2.1 Communicate simple information intelligibly
Content Standard form and style for a range of purposes in print
and digital media
4.3.1 Use capital letters, full stops, question 2.1.5 Describe people, and objects using suitable
Learning Standard marks and commas in lists appropriately in statements
guided writing at discourse level
1. Use capital letters, full stops, question 1. Describe people, and objects using suitable
Objectives:
marks and commas in lists appropriately in statements
guided writing at discourse level
Success Criteria
(Assessment)

1. Pupils play a spelling game. 2. Pupils look at pictures of people 13. Some pupils are asked to read out
doing a sport/ leisure activity on the their email to the class.
board.
3. Pupils look at the teacher pointing
to one of the pictures saying “I’m
Kate. I’m from the UK. I’m thirty
years old. In this picture, I’m
reading.”
4. Pupils repeat the procedure with
the rest of the pictures.
5. Pupils are asked to talk about
themselves and their favourite
sports/ leisure activities.
6. Pupils are divided into pairs.
7. In pairs, pupils take out their
pictures and talk about themselves
and the sports/ leisure activities
they like.
8. Next, pupils refer to the Writing Tip
on page 11 and read it out loud.
9. Pupils listen to teacher’s
explanation about the Writing Tip.
10. Pupils are given a worksheet with
email template.
11. Pupils then write their own email,
based on the pictures they brought
in the worksheet given.
12. Pupils respond informally (orally) to
the email they received.
Get Smart Plus 4, Writing
Tip Student’s Book and
Teaching Aids Textbook Work book Teacher’s Book, Pupils
bring pictures of
themselves
Present simple to describe Higher Order Thinking Skills
oneself (HOTS)
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson Topic Sounds like Magic (Poem) Theme
Arts 3) Friends
Skills Main : Language Arts Complementary: Writing

5.3 Express an imaginative response to 4.2 Communicate basic information intelligibly for a
Content Standard
literary texts range of purposes in print and digital media
5.3.1 Respond imaginatively and intelligibly 4.2.4 Describe people and objects using suitable
through creating simple picture stories, simple statements.
Learning Standard
poems, and cartoon stories.
Other imaginative responses as appropriate.
1. Respond imaginatively and intelligibly 1. Describe people and objects using suitable
Objectives: through creating simple picture stories, simple statements.
poems, and cartoon stories. Other imaginative
responses as appropriate.
Success Criteria 1. Rewrite their stanza in groups.
(Assessment) 2. Recite the stanza in groups.

1. Pupils play a word game. 2. Pupils are introduced to the theme 5. Pupils recite their new stanza in
for today’s lesson which is ‘Magic’. front of the class.
3. In groups, pupils discuss and 6. Pupils summarise the lesson.
decide what other sounds they can
hear from the objects in the poem
(seashell, eggshell, hollow coconut,
teacup).
4. Pupils then rewrite any one stanza
of the poem, with the new sound
that they hear.
Example: I listened to a coconut and
thought I could hear the sound of a fish
swimming inside my ear.
Anthology of Poems,
Guidebook (BPK) –
Poetry
Language / Grammar Focus Tenses (Simple Past) Application
(HOTS)
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
16 (Language
Lesson Topic Where are you from? Theme Choose an item.
Awareness 1)
Skills Main : Language Awareness Complementary: Language Awareness

Language Awareness lessons should be Language Awareness lessons should be presented
presented and practised using a main skill and and practised using a main skill and a
a complementary skill (Listening, Speaking, complementary skill (Listening, Speaking, Reading
Content Standard
Reading or Writing). Teachers can use Year 4 or Writing). Teachers can use Year 4 Content and
Content and Learning Standards in DSKP Learning Standards in the DSKP curriculum
curriculum document. document.
Learning Standard
Objectives:
Success Criteria Pupils will be assessed on their ability to:
(Assessment) 1.

1. Follow the instructions in the 2. Follow the instructions in the 3. Ask pupils to think about their
Teacher’s Book for the Warm up Teacher’s Book for Activities 1 to 3. learning and performance in this
activity. You could also use the Optional unit. They then complete the self-
activity in the Teacher’s Book. assessment worksheet (see below)
Note: and notes in differentiation
 Plan any further activities for this strategies column.
lesson to develop language skills 4. Collect the worksheets from pupils
according to your pupils’ needs. and review them to note pupils’
 You can use information about your responses. If there are any areas of
pupils’ performance which you concern, prepare a review of these
collected using formative in upcoming lessons.
assessment strategies while
teaching this unit.
 The information could include your
observation of pupils interacting in
classroom activities and their
performance in written activities.
 Plan activities which focus on
language practice in a meaningful,
fun and communicative way.
Get Smart Plus
4,Revision 1, Activities 1-
Teaching Aids Textbook Work book 3 Student’s Book and
Teacher’s Book,Self-
assessment worksheet
Review of language from Unit Higher Order Thinking Skills
1 (HOTS)
Strategies
Games
Activities


Reinforcement
Complementary Skill

Where Are You From (Lesson 1 - 16)

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DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 4

Skills Main : Listening Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

REFLECTION / IMPACT / REMARKS

Skills Main : Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Language Arts Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Listening Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Speaking Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Reading Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Language Arts Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Listening Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Reading Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Writing Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Language Arts Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Language Awareness Complementary: Language Awareness

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

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