Minggu 22

SUNDAY
Subject English Class Year 4 CEKAL
Day / Date Sunday, September 3, 2023 Time 10.00-11.00AM
Week 22 Lesson number 73
Theme World of Knowledge Topic Eating Right
Class discussion,
group/pair work,
CCE Language 21st CL Supermarket Frenzy,
Writing Health Log,
Gallery Walk.
Differentiatio
Type and amount of support Thinking Skill Creating
n Strategy
Food flashcards,
Assessment Task Teaching aids shopping list, worksheet,
textbook.
Language / Grammar Focus: Review of (un)countable structures; conjunction: or / but
PUPILS’ ASPIRATION
Ethnics
Bilingual Nationa
Thinkin Leadershi and
Knowledge / / proficienc l
g skills p skills spiritua
y identity
lity
SKILLS
Complementa
Main Reading Writing
ry
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.2 Communicate basic information 4.2 Communicate basic information

intelligibly for a range of purposes in print and intelligibly for a range of purposes in print
digital media and digital media
4.2.5 Connect sentences into a coherent 4.2.3 Describe basic everyday routines
paragraph using basic coordinating
conjunctions and reference pronouns
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to connect at least three sentences into able to write a health log in at least three
a coherent paragraph using basic sentences.
coordinating conjunctions.
SUCCESS CRITERIA
Pupils can:
a. construct at least three sentences using basic coordinating conjunctions ‘or’ and
‘but’.
b. complete the table.
c. write a health log about what they ate, drank, how much they exercised and slept.
LEARNING OUTLINE
LESSON
PRE-
1. Play ‘supermarket frenzy’ with the pupils. (TB pg 87 Optional Activity)
2. Have pupils categorise the foods from the pre-lesson stage into their food
groups.
3. Distribute worksheet to pupils.
4. Talk to pupils about the column ‘How much you need’ and decide together
what to put in that column.
5. Ensure the conjunction ‘or’ is included here.
6. Writing Tip: Read the writing tip and explain it to pupils.
LESSON DEVELOPMENT
7. Explain that when writing a health log we include information about what we
ate, drank, how much we exercised and slept.
8. Point out that we use the conjunction or when we want to introduce another
possibility.
9. Have pupils write their answers on the worksheet.
10. Introduce the word and concept of ‘enough’ (He had/didn’t have enough
xxx yesterday).
11. Have pupils share their worksheets in groups and say whether they had
enough fruits/vegetables/sleep etc. yesterday.
12. Pupils add sentences to the worksheet to say something they had
enough/not enough of yesterday.
13. E.g. I need xxx every day, but yesterday I didn’t have enough xxx.
(Assessment)
LESSON
14. Display pupils’ work in the classroom.

POST-
15. Conduct gallery walk.
FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
In pairs, pupils write at least In pairs, pupils write at least two In pairs, pupils write at
one sentence using their sentences using their friend’s least three sentences
friend’s information. information. using their friend’s
e,g, You need to sleep ten e,g, You need to sleep ten hours information.
hours every day, but every day, but yesterday you e,g, You need to sleep
yesterday you didn’t have didn’t have enough sleep. You ten hours every day,
enough sleep. had enough water yesterday. but yesterday you
etc didn’t have enough
sleep. You had
enough water
yesterday. etc
REFLECTION ATTENDANCE:
a. __21_ /__25_ pupils are able to achieve the stipulated REMARK:
learning objective.
b. _4__ /__25_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 4 JUJUR
Day / Date Sunday, September 3, 2023 Time 11.30-12.00PM
World of Self, Family and

Theme Topic Eating Right
Friends
CCE Values 21st CL quiz, pair work
Differentiatio
Type and amount of support Thinking Skill Applying
n Strategy
Textbook, worksheet,
Assessment Task Teaching aids
audio.
Language / Grammar Focus:Questions with How much/many/often…?
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Listening Listening
ry
1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of

familiar contexts familiar contexts
1.2.5 Understand longer supported questions 1.2.2 Understand with support specific
information and details of longer simple
texts
able to listen and understand longer able to listen and understand with support
supported questions by answering at least specific information and details of the
four questions correctly. conversation by answering at least three
questions correctly.
SUCCESS CRITERIA
Pupils can:
d. listen and answer at least four quiz questions correctly.
e. choose at least three answers based on the conversation heard.
LEARNING OUTLINE
16. Present the new vocabulary using the flashcards or real food.
17. Point out the words in the vocabulary section. (SB pg 52)
LESSON
PRE-
18. Play CD track 77 a few times and have pupils point to the pictures and
repeat.
19. Say the words in random order and have pupils repeat and point.
20. Activity 1:
a. Distribute worksheet.
b. Read the quiz questions from Activity 1 aloud.
c. Pupils listen and choose the best answer individually in the worksheet.
(Assessment)
21. Activity 2:
a. Have pupils talk about their answers in pairs.
LESSON DEVELOPMENT
b. They are first going to ask their partners what they answered in the quiz.
c. Then, they are going to check their scores on pg 118 and see how they
did.
d. After pupils have shared their answers with their partners and checked
their scores, have a few pairs share their results with the rest of the class.
22. Activity 3:
a. Pupils listen to a girl answering questions about her diet and exercise and
circle the correct answer.
b. Have pupils read the questions and predict Anna’s answers.
c. Play CD track 79 and pause after each part so that pupils have enough
time to circle the correct answer. (Assessment)
d. Play the CD again and have pupils check their answers.
23. Read a few statements out loud.

POST-LESSON
E.g. I never eat vegetables. / Ali drinks 5 glasses of water every day. etc
24. Pupils listen and identify whether the statements are healthy or unhealthy
eating habits.
Pupils work with a different Pupils work with a different Pupils work with
partner. Then, they take turns partner. Then, they take turns to different partners.
to ask and answer at least ask and answer at least four quiz Then, they take turns
two quiz questions. questions. to ask and answer at
least five quiz
questions.
c. 19__ /_24__ pupils are able to achieve the stipulated REMARK:
learning objective.
d. 5__ /_24_ pupils are not able to achieve the stipulated
Subject English Class Year 4 YAKIN
Day / Date Sunday, September 3, 2023 Time 12.00-1.00PM
Theme World of Stories Topic The King Of Kites
CCE Language 21st CL pair work, role play
Differentiatio
n Strategy
Flashcards, pictures,
worksheet.
Language / Grammar Focus: Adjectives (Feelings and emotions)
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Language Arts Reading
ry
5.2 Express personal responses to literary texts 3.3 Read independently for information
and enjoyment
5.2.1 Say in simple words and phrases how a 3.3.1 Read and enjoy A1 fiction/non-
text makes them feel fiction print and digital texts of interest
able to say in simple words and phrases how able to read the story and understand the
the characters in the story makes them feel. emotions of characters in the story.
SUCCESS CRITERIA
Pupils can:
f. read and enjoy the story.
g. identify the emotions of the characters in the story.
h. fill in the speech bubbles with suitable social expressions.
i. role-play the dialogue with suitable emotions.
LEARNING OUTLINE
25. Introduce feelings and emotions by showing flashcards.

26. Show pictures of people with different emotions and ask pupils to guess what
those emotions are.
LESSON
PRE-
27. Ask pupils to identify the emotions of the characters found on selected
pages.
Example: Elicit emotions seen on page 5 (happy).
28. Ask pupils to identify other situations where they feel happy.
DEVELOPM
29. Pupils work in pairs.

LESSON
ENT
30. Distribute worksheet to pupils and ask pupils to fill in the suitable social
expressions. (Assessment)
31. Ask pupils to check their answers with their partner.

POST-LESSON
32. Get pupils’ feedback and list answers on the board.

33. If you have time, ask pupils to do a speaking activity for pictures with two
speech bubbles for social expressions in pairs.

Pupils practise role-playing at Pupils practise role-playing at Pupils practise role-
least one of the dialogues in least three of the dialogues in playing the dialogues
pairs. pairs. in pairs.
e. _11__ /_16 pupils are able to achieve the stipulated REMARK:
learning objective.
f. _5_ /_16__ pupils are not able to achieve the stipulated
MONDAY
Day / Date Monday, September 4, 2023 Time 7.30-8.30AM

Friends
Call it out game, pair

CCE Values 21st CL
work, role-play.
Differentiatio
n Strategy
audio.
Language / Grammar Focus: Questions with How much/many/often…?; Statements

with countable and uncountable nouns + determiners
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Speaking Writing
ry
2.1 Communicate simple information 4.2 Communicate basic information

intelligibly intelligibly for a range of purposes in print
and digital media
2.1.1 Explain and give reasons for basic 4.2.3 Describe basic everyday routines
opinions
able to give opinions on their friends’ healthy able to write about their friend’s everyday
or unhealthy lifestyles. routines in at least three sentences.
SUCCESS CRITERIA
Pupils can:
j. ask and answer at least three questions about their eating, exercising and sleeping
habits.
k. tell each other how healthy they think they and their partner are, based on the
answers to the questions
l. at least three sentences about their partners eating, exercising and sleeping
write
habits.
LEARNING OUTLINE
34. Review the use of collective nouns by playing Call It Out game.
LESSON
PRE-
35. Call out one of the collective nouns and pupils have to name the food.
36. e.g. Say: a bag of ………………. and pupils call out …………….. crisps
37. Activity 1:
d. Direct pupils’ attention to the picture and ask them what they are doing.
(Act 4 SB pg. 53)
e. Play CD track 80 and have pupils chorally repeat the exchange.
f. Have individual pupils model the exchange.
LESSON DEVELOPMENT
g. Divide pupils into pairs and have them take turns doing the activity.
h. Have pupils tell each other how healthy they think they and their partner
are, based on their answers to the questions in Activity 4. (Assessment)
i. Model the language for this if necessary.
e.g. I think Aisha is very healthy (but/and) I’m (not) very healthy (too).
38. Activity 2:
e. Have pupils write sentence(s) about their partner in their notebooks.
(Assessment)
f. e.g. Sadia drinks two cans of lemonade every day. I think this is not very
healthy
g. After pupils finish, have some pairs do the activity in front of the class.
LESSON
39. Talk to pupils about the importance of having a healthy diet in childhood
POST-
using simple English language.

Pupils complete the Pupils complete the worksheet Pupils complete the
worksheet. worksheet
The lesson will be carry forward due to the teacher is on MC. REMARK:
Day / Date Monday, September 4, 2023 Time 8.30-9.00AM

Friends
Differentiatio
n Strategy
audio.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

texts
four questions correctly.
conversation by answering at least three
SUCCESS CRITERIA
Pupils can:
m. listen and answer at least four quiz questions correctly.
n. choose at least three answers based on the conversation heard.
LEARNING OUTLINE
LESSON
PRE-
repeat.
44. Activity 1:
j. Distribute worksheet.
k. Read the quiz questions from Activity 1 aloud.
l. Pupils listen and choose the best answer individually in the worksheet.
(Assessment)
45. Activity 2:
h. Have pupils talk about their answers in pairs.
LESSON DEVELOPMENT
i. They are first going to ask their partners what they answered in the quiz.
j. Then, they are going to check their scores on pg 118 and see how they
did.
k. After pupils have shared their answers with their partners and checked
46. Activity 3:
e. Pupils listen to a girl answering questions about her diet and exercise and
f. Have pupils read the questions and predict Anna’s answers.
g. Play CD track 79 and pause after each part so that pupils have enough
h. Play the CD again and have pupils check their answers.
POST-LESSON
eating habits.

least five quiz
questions.
Day / Date Monday (4 September 2023) Time 10.00-11.00AM
Group work, group

presentation, mini
CCE Creativity and Innovation 21st CL
corner, pop-up
storyboard.
Differentiatio
n Strategy
Materials for sewing,

materials for kite-
making, worksheet,
glue, scissors.
Language / Grammar Focus: Vocabulary (settings)
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry
5.3 Express an imaginative response to 2.2 Use appropriate communication

literary texts strategies
5.3.1 Respond imaginatively and intelligibly 2.2.2 Check steps needed to complete
through creating simple picture stories, short classroom tasks
simple poems and cartoon stories. Other
imaginative responses as appropriate
able to respond imaginatively and intelligibly able to check the steps needed to make
through creating a pop-up storyboard in a pop-up storyboard.
groups.
SUCCESS CRITERIA
Pupils can:
o. create a pop-up storyboard based on the story The King of Kites.
p. check the steps needed to make a pop-up storyboard.
LEARNING OUTLINE
49. Recap the previous lesson by asking pupils to name a few objects they can
remember in the story.
50. Ask pupils to bring materials to set up a mini corner for sewing and kite
making.
PRE-LESSON
i. Suggested materials for sewing: sequins, ribbons, thread, cloth, scissors,

needles etc.
ii. Suggested materials for kite making: bamboo sticks, coconut
leaves/sticks, tracing paper, ribbons, glue, scissors, string etc.
51. Label the materials.
52. Pupils set up their mini corner and talk about it.
53. Distribute Worksheet A and B.

54. Ask pupils to cut out the pictures from Worksheet B.
DEVELOPMENT
LESSON
55. Fold along the dotted lines in Worksheet B.

56. Then, pupils paste the correct picture from Worksheet B onto the picture in
Worksheet A to create a pop-up storyboard. (Assessment)
57. Remind pupils to check the steps needed.
LESSON
POST-
58. Get pupils to present their pop-up storyboard at the mini corner.

In groups, pupils talk about Pupils write at least two Pupils write at least
their feelings when making sentences about their pop-up three sentences
the pop-up storyboard. storyboard. about their pop-up
storyboard.
The lesson will be carry forward due to the teacher was on MC. REMARK:
TUESDAY
Day / Date Tuesday (5 September 2023) Time 7.30 – 8.30 AM
Group work, group

presentation, mini
corner, pop-up
storyboard.
Differentiatio
n Strategy

materials for kite-
making, worksheet,
glue, scissors.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

groups.
SUCCESS CRITERIA
Pupils can:
q. create a pop-up storyboard based on the story The King of Kites.
r. check the steps needed to make a pop-up storyboard.
LEARNING OUTLINE
making.
PRE-LESSON

needles etc.

DEVELOPMENT
LESSON

66. Then, pupils paste the correct picture from Worksheet B onto the picture in
Worksheet A to create a pop-up storyboard. (Assessment)
LESSON
POST-

storyboard.
The lesson will be carry forward due to the teacher was on MC. REMARK:
Day / Date Tuesday, September 5, 2023 Time 10.00-11.00am

Friends

CCE Values 21st CL
work, role-play.
Differentiatio
n Strategy
audio.

Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

and digital media
opinions
SUCCESS CRITERIA
Pupils can:
s. ask and answer at least three questions about their eating, exercising and sleeping
habits.
t. tell each other how healthy they think they and their partner are, based on the
u. write at least three sentences about their partners eating, exercising and sleeping
habits.
LEARNING OUTLINE
LESSON
PRE-
72. Activity 1:
m. Direct pupils’ attention to the picture and ask them what they are doing.
(Act 4 SB pg. 53)
n. Play CD track 80 and have pupils chorally repeat the exchange.
o. Have individual pupils model the exchange.
LESSON DEVELOPMENT
p. Divide pupils into pairs and have them take turns doing the activity.
q. Have pupils tell each other how healthy they think they and their partner
r. Model the language for this if necessary.
73. Activity 2:
l. Have pupils write sentence(s) about their partner in their notebooks.
(Assessment)
m. e.g. Sadia drinks two cans of lemonade every day. I think this is not very
healthy
n. After pupils finish, have some pairs do the activity in front of the class.
LESSON
POST-

Day / Date Tuesday, September 5, 2023 Time 11.30-12.30pm

Friends
Differentiatio
n Strategy
audio.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

texts
SUCCESS CRITERIA
Pupils can:
v. listen and answer at least four quiz questions correctly.
w. choose at least three answers based on the conversation heard.
LEARNING OUTLINE
LESSON
PRE-
repeat.
79. Activity 1:
s. Distribute worksheet.
t. Read the quiz questions from Activity 1 aloud.
u. Pupils listen and choose the best answer individually in the worksheet.
(Assessment)
80. Activity 2:
o. Have pupils talk about their answers in pairs.
LESSON DEVELOPMENT
p. They are first going to ask their partners what they answered in the quiz.
q. Then, they are going to check their scores on pg 118 and see how they
did.
r. After pupils have shared their answers with their partners and checked
81. Activity 3:
i. Pupils listen to a girl answering questions about her diet and exercise and
j. Have pupils read the questions and predict Anna’s answers.
k. Play CD track 79 and pause after each part so that pupils have enough
l. Play the CD again and have pupils check their answers.

POST-LESSON
eating habits.
least five quiz
questions.
WEDNESDAY
Wednesday, September 6,
Day / Date Time 8.00-9.00AM
2023

Friends
Differentiatio
n Strategy
audio.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

texts
SUCCESS CRITERIA
Pupils can:
x. listen and answer at least four quiz questions correctly.
y. choose at least three answers based on the conversation heard.
LEARNING OUTLINE
LESSON
PRE-
repeat.
88. Activity 1:
v. Distribute worksheet.
w. Read the quiz questions from Activity 1 aloud.
x. Pupils listen and choose the best answer individually in the worksheet.
(Assessment)
89. Activity 2:
s. Have pupils talk about their answers in pairs.
LESSON DEVELOPMENT
t. They are first going to ask their partners what they answered in the quiz.
u. Then, they are going to check their scores on pg 118 and see how they
did.
v. After pupils have shared their answers with their partners and checked
90. Activity 3:
m. Pupils listen to a girl answering questions about her diet and exercise and
n. Have pupils read the questions and predict Anna’s answers.
o. Play CD track 79 and pause after each part so that pupils have enough
p. Play the CD again and have pupils check their answers.

POST-LESSON
eating habits.
least five quiz
questions.
_11__ /_16 pupils are able to achieve the stipulated learning REMARK:
objective.
_5_ /_16__ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Day / Date Time 8.30-9.00AM
2023
Group work, group

presentation, mini
corner, pop-up
storyboard.
Differentiatio
n Strategy

materials for kite-
making, worksheet,
glue, scissors.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

groups.
SUCCESS CRITERIA
Pupils can:
z. create a pop-up storyboard based on the story The King of Kites.
aa. check the steps needed to make a pop-up storyboard.
LEARNING OUTLINE
making.
PRE-LESSON

needles etc.

DEVELOPMENT
LESSON

100. Then, pupils paste the correct picture from Worksheet B onto the picture
in Worksheet A to create a pop-up storyboard. (Assessment)
LESSON
POST-

storyboard.
g. __21_ /_26__ pupils are able to achieve the stipulated REMARK:
learning objective.
h. __5_ /__26_ pupils are not able to achieve the stipulated
Day / Date Time 12.00-1.00PM
2023

Friends

CCE Values 21st CL
work, role-play.
Differentiatio
n Strategy
audio.

Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

and digital media
opinions
SUCCESS CRITERIA
Pupils can:
bb. ask and answer at least three questions about their eating, exercising and sleeping
habits.
cc. tell each other how healthy they think they and their partner are, based on the
dd. write at least three sentences about their partners eating, exercising and sleeping
habits.
LEARNING OUTLINE
LESSON
PRE-
106. Activity 1:
y. Direct pupils’ attention to the picture and ask them what they are doing.
(Act 4 SB pg. 53)
z. Play CD track 80 and have pupils chorally repeat the exchange.
aa. Have individual pupils model the exchange.
LESSON DEVELOPMENT
bb. Divide pupils into pairs and have them take turns doing the activity.
cc. Have pupils tell each other how healthy they think they and their partner
dd. Model the language for this if necessary.
107. Activity 2:
w. Have pupils write sentence(s) about their partner in their notebooks.
(Assessment)
x. e.g. Sadia drinks two cans of lemonade every day. I think this is not very
healthy
y. After pupils finish, have some pairs do the activity in front of the class.
LESSON
POST-

__21_ /_26__ pupils are able to achieve the stipulated learning REMARK:
objective.
__5_ /__26_ pupils are not able to achieve the stipulated learning
activities.
THURSDAY
Day / Date Thursday, September 7, 2023 Time 8.30-9.30AM
CCE Value 21st CL role-play, group work.
Differentiatio
n Strategy
Picture cards,
Assessment Task Teaching aids worksheet, an example
menu.
Language / Grammar Focus: Functional language: Would you like…? / Yes, please. I’d
like + a/some (un)countable noun
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Listening Speaking
ry
1.2 Understand meaning in a variety of 2.2 Use appropriate communication

familiar contexts strategies
1.2.5 Understand longer supported questions 2.2.1 Keep interaction going in short
exchanges by using suitable words: a) to
show understanding b) to ask for
clarification

able to listen and respond to longer able to keep interaction going in a
supported questions correctly. dialogue by using suitable words to show
and clarify understanding.
SUCCESS CRITERIA
Pupils can:
ee. listen and respond to at least three questions when taking food orders.
ff. use suitable language to show and clarify understanding in a dialogue.
gg. role-play giving and taking food orders using the target language.
LEARNING OUTLINE
109. Introduce to pupils the concept and the vocabulary related to eating at
PRE-LESSON
a restaurant such as ‘menu’, ‘order’, ‘pay’, ‘fork and knife’, ‘table for two’
etc. Use pictures if necessary.
110. Then, introduce the roles of a waiter and a customer in a restaurant.
111. Activity 1:
a. Direct pupils’ attention to the phrases in Activity 3. (SB pg 57)
b. Explain to pupils that they’re phrases said by a waiter and a customer at
a restaurant.
c. Read the questions aloud.
d. Pupils listen and write W next to sentences they think are spoken by the
waiter and C next to the sentences spoken by the customer.
(Assessment)
e. Be sure to read the questions aloud and practise them orally with pupils
LESSON DEVELOPMENT
when checking answers.

f. Develop the dialogue so that it is more natural, to include language to
show and clarify understanding. (Assessment)
e.g. by repeating a word: Would you like anything to drink? / To drink?
Yes, please….
112. Activity 2:
a. Direct pupils’ attention to the picture and ask them to guess what they
are doing. (SB pg57 Act 4)
b. Read the dialogue to pupils and have them repeat it chorally.
c. Organise pupils into groups of 3 and provide each group with a sample
menu.
d. In groups, pupils write a restaurant dialogue like the one in Activity 3.
e. Pupils can re-use the questions but encourage them to write some of their
own phrases.
f. Have pupils do the restaurant role-play by taking turns giving and taking
orders. (Assessment)
g. Have groups of pupils present the role-play to the rest of the class.
LESSON
113. Have pupils talk about their favourite restaurants, what they like to eat
POST-
and other experiences of eating out that may be relevant to them.

worksheet in pairs. in pairs. Then, they role play the worksheet in pairs.
dialogue. Then, they role play
the dialogue.
i. _22__ /__26_ pupils are able to achieve the stipulated REMARK:
learning objective.
j. _4__ /_26__ pupils are not able to achieve the stipulated
Day / Date Thursday, September 7, 2023 Time 10.00-11.00AM
Class discussion,
CCE Language 21st CL
group/pair work
Differentiatio
n Strategy
flashcards
Language / Grammar Focus: Review of (un)countable nouns
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Reading Writing
ry
3.2 Understand a variety of linear and non- 4.3 Communicate with appropriate
linear print and digital texts by using language form and style for a range of
appropriate reading strategies purposes in print and digital media
3.2.2 Understand specific information and 4.3.2 Spell most high frequency words
details of simple texts of one or two accurately in guided writing
paragraphs
able to read and understand specific able to spell most food words correctly.
information and details of the text by
completing the table with the correct
information.
SUCCESS CRITERIA
Pupils can:
hh. complete the table with the information they find in the text.
ii. spell most of the food words correctly.
LEARNING OUTLINE
114. Review food vocabulary by displaying flashcards around the classroom.

115. Say the food words and have pupils point to the corresponding
flashcards.
116. Introduce any new food vocabulary which is relevant to your pupils’ daily
lives by showing flashcards.
LESSON
PRE-
117. Ask them different questions, e.g. What’s your favourite food? Do you like
(durians)? What do you usually have for breakfast/lunch/dinner?
118. Remind pupils of/Introduce the food categories.
119. Draw a table on the board and encourage pupils to suggest words to go
under each category.
120. Activity 1:
ee. On the worksheet, have pupils work in pairs or small groups.
ff. They brainstorm more words to go into each category.
gg. Talk to pupils about the importance of each food group.
121. Activity 2:
a. Direct pupils’ attention to the text and explain that Tony wrote about
what he did yesterday.
LESSON DEVELOPMENT
b. Play CD track 83 and have pupils follow along in their books.

c. Ask pupils to underline all the food that Tony ate.
d. After pupils have read along with the CD, ask them to say what food Tony
ate.
e. Ask comprehension questions to check understanding. (refer TB pg 86
Activity 1)
122. Activity 3
z. Distribute worksheet. Pupils read the text again and complete the table
with the information they find in the text. (Assessment)
aa. Remind pupils to focus on correct spelling. (Assessment)
bb. Have pupils review the spelling of the words in the worksheet earlier.
cc. They could use a dictionary, refer to the Student’s Book or support them
in this.
123. Write vocabulary (misspelled) pupils found challenging in this lesson

LESSON
POST-
124. Pupils identify words with spelling errors.

125. Call a few pupils to write the correct spelling.

k. __20_ /_24__ pupils are able to achieve the stipulated REMARK:
learning objective.
l. _4__ /24__ pupils are not able to achieve the stipulated
Day / Date Thursday, September 7, 2023 Time 12.00-1.00PM

Friends

CCE Values 21st CL
work, role-play.
Differentiatio
n Strategy
audio.

Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

and digital media
opinions
SUCCESS CRITERIA
Pupils can:
jj. ask and answer at least three questions about their eating, exercising and sleeping
habits.
kk. tell each other how healthy they think they and their partner are, based on the
ll. at least three sentences about their partners eating, exercising and sleeping
write
habits.
LEARNING OUTLINE
LESSON
PRE-
129. Activity 1:
hh. Direct pupils’ attention to the picture and ask them what they are doing.
(Act 4 SB pg. 53)
ii. Play CD track 80 and have pupils chorally repeat the exchange.
jj. Have individual pupils model the exchange.
LESSON DEVELOPMENT
kk. Divide pupils into pairs and have them take turns doing the activity.
ll. Have pupils tell each other how healthy they think they and their partner
mm. Model the language for this if necessary.
130. Activity 2:
dd. Have pupils write sentence(s) about their partner in their notebooks.
(Assessment)
ee. e.g. Sadia drinks two cans of lemonade every day. I think this is not very
healthy
ff. After pupils finish, have some pairs do the activity in front of the class.
LESSON
POST-

__11_ /_16__ pupils are able to achieve the stipulated learning REMARK:
objective.
__5_ /__16_ pupils are not able to achieve the stipulated learning
activities.

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SUNDAY

Subject English Class Year 4 CEKAL

Day / Date Sunday, September 3, 2023 Time 10.00-11.00AM

Week 22 Lesson number 73

Theme World of Knowledge Topic Eating Right

Language / Grammar Focus: Review of (un)countable structures; conjunction: or / but

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.2 Communicate basic information 4.2 Communicate basic information

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

1. Play ‘supermarket frenzy’ with the pupils. (TB pg 87 Optional Activity)

14. Display pupils’ work in the classroom.

15. Conduct gallery walk.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Day / Date Sunday, September 3, 2023 Time 11.30-12.00PM

Week 22 Lesson number 70

World of Self, Family and

CCE Values 21st CL quiz, pair work

Language / Grammar Focus:Questions with How much/many/often…?

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

23. Read a few statements out loud.

Day / Date Sunday, September 3, 2023 Time 12.00-1.00PM

Week 22 Lesson number 69

Theme World of Stories Topic The King Of Kites

CCE Language 21st CL pair work, role play

Language / Grammar Focus: Adjectives (Feelings and emotions)

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

25. Introduce feelings and emotions by showing flashcards.

29. Pupils work in pairs.

31. Ask pupils to check their answers with their partner.

32. Get pupils’ feedback and list answers on the board.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Day / Date Monday, September 4, 2023 Time 7.30-8.30AM

Week 22 Lesson number 71

World of Self, Family and

Call it out game, pair

Language / Grammar Focus: Questions with How much/many/often…?; Statements

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1 Communicate simple information 4.2 Communicate basic information

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

using simple English language.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Day / Date Monday, September 4, 2023 Time 8.30-9.00AM

Week 22 Lesson number 70

World of Self, Family and

CCE Values 21st CL quiz, pair work

Language / Grammar Focus:Questions with How much/many/often…?

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Day / Date Monday (4 September 2023) Time 10.00-11.00AM

Week 22 Lesson number 74

Theme World of Stories Topic The King Of Kites

Group work, group

Materials for sewing,