Minggu 23

SUNDAY
Subject English Class Year 4 CEKAL
Day / Date Sunday, September 10, 2023 Time 10.00-11.00AM
Week 23 Lesson number 76
Theme World of Knowledge Topic Eating Right
group/pair work, board

CCE Language 21st CL
game.
Differentiatio
Type and amount of support Thinking Skill Applying
n Strategy
Flashcards, audio, dice,

Assessment Task Teaching aids
tokens, worksheet.
Language / Grammar Focus: Review of (un)countable structures
PUPILS’ ASPIRATION
Ethnics
Bilingual Nationa
Thinkin Leadershi and
Knowledge / / proficienc l
g skills p skills spiritua
y identity
lity
SKILLS
Complementa
Main Speaking Speaking
ry
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
2.1 Communicate simple information 2.2 Use appropriate communication

intelligibly strategies
2.1.5 Describe people and objects using 2.2.2 Check steps needed to complete
suitable statements short classroom tasks
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 describe at least three objects using able to check the steps needed to play
suitable statements. the board game in groups.
SUCCESS CRITERIA
Pupils can:
a. complete the instructions with the correct words.
b. describe the objects on the board game using collective nouns.
c. check and follow the written instructions to play the board game.
LEARNING OUTLINE
1. Stick the flashcards on the board.

2. Point to each flashcard, say the word and get pupils to repeat a few times.
PRE-LESSON
3. Vocabulary: Point out to the words.

4. Play CD track 81 for a few times and have pupils point and repeat.
5. Say the words in random order and have pupils repeat and point.
6. Activity 1:
a. Tell pupils they will play a board game in the Student’s Book pd 54.
b. Hand out the instructions to pairs or groups of pupils.
c. Pupils read the instructions and fill the blanks with the correct words.
d. Pupils check the steps needed to play the game.
LESSON DEVELOPMENT
e. Discuss the answers.

7. Activity 2:
a. Hand a coin and tokens to pairs or groups.
b. Model how the game is played.
c. Focus on describing the objects on the board game when playing the
game using collective nouns. (Assessment)
d. Point out that the pictures on the spaces help them find the answers to
the questions.
e. Pupils play the board game in small groups following the written
instructions together. (Assessment)
8. Finish with an error correction activity based on mistakes you hear pupils
LESSON
POST-
make in the language and vocabulary covered in this unit (or previous units).
9. Do not name or point at individual pupils who made the errors.
FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the Pupils complete the worksheet. Pupils complete the
worksheet in pairs. worksheet.
REFLECTION ATTENDANCE:
a. __20_ /_23__ pupils are able to achieve the stipulated REMARK:
learning objective.
b. __3_ /_23__ 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 10, 2023 Time 11.30-12.00PM
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
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Reading Writing
ry
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

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

POST-
24. Conduct gallery walk.

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
c. __15 /__20_ pupils are able to achieve the stipulated REMARK:
learning objective.
d. _5_ /__20_ pupils are not able to achieve the stipulated
Subject English Class Year 4 YAKIN
Day / Date Sunday, September 10, 2023 Time 12.00-1.00PM
Class discussion,
group/pair work
Differentiatio
n Strategy
Textbook, worksheet,
flashcards
Language / Grammar Focus: Review of (un)countable nouns
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
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:
g. complete the table with the information they find in the text.
h. spell most of the food words correctly.
LEARNING OUTLINE
25. Review food vocabulary by displaying flashcards around the classroom.

26. Say the food words and have pupils point to the corresponding flashcards.
27. Introduce any new food vocabulary which is relevant to your pupils’ daily
lives by showing flashcards.
LESSON
PRE-
28. Ask them different questions, e.g. What’s your favourite food? Do you like
(durians)? What do you usually have for breakfast/lunch/dinner?
29. Remind pupils of/Introduce the food categories.
30. Draw a table on the board and encourage pupils to suggest words to go
under each category.
31. Activity 1:
a. On the worksheet, have pupils work in pairs or small groups.
b. They brainstorm more words to go into each category.
c. Talk to pupils about the importance of each food group.
32. 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)
33. Activity 3
a. Distribute worksheet. Pupils read the text again and complete the table
with the information they find in the text. (Assessment)
b. Remind pupils to focus on correct spelling. (Assessment)
c. Have pupils review the spelling of the words in the worksheet earlier.
d. They could use a dictionary, refer to the Student’s Book or support them
in this.
34. Write vocabulary (misspelled) pupils found challenging in this lesson
LESSON
POST-
35. Pupils identify words with spelling errors.
36. Call a few pupils to write the correct spelling.

Pupils complete the Pupils complete the worksheet Pupils complete the
worksheet. worksheet
e. __12_ /_16_ pupils are able to achieve the stipulated REMARK:
learning objective.
f. _4__ /16_ pupils are not able to achieve the stipulated
MONDAY
Monday (11 September

Day / Date Time 7.30-8.30AM
2023)
Theme World of Stories Topic The King Of Kites
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
Main Language Arts Reading
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:
i. create a pop-up storyboard based on the story The King of Kites.
j. check the steps needed to make a pop-up storyboard.
LEARNING OUTLINE
37. Recap the previous lesson by asking pupils to name a few objects they can
remember in the story.
38. 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.
39. Label the materials.
40. Pupils set up their mini corner and talk about it.
41. Distribute Worksheet A and B.

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

44. Then, pupils paste the correct picture from Worksheet B onto the picture in
Worksheet A to create a pop-up storyboard. (Assessment)
45. Remind pupils to check the steps needed.
LESSON
POST-
46. 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.
__20_ /_24_ pupils are able to achieve the stipulated learning REMARK:
objective.
_4__ /24_ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Monday, September 11,

2023
Class discussion,
group/pair work,
Writing Health Log,
Gallery Walk.
Differentiatio
n Strategy
Food flashcards,
textbook.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry


SUCCESS CRITERIA
Pupils can:
k. construct at least three sentences using basic coordinating conjunctions ‘or’ and
‘but’.
l. complete the table.
m. write a health log about what they ate, drank, how much they exercised and slept.
LEARNING OUTLINE
LESSON
PRE-
groups.
LESSON DEVELOPMENT
possibility.
xxx yesterday).
(Assessment)
LESSON

POST-

sleep. You had
enough water
yesterday. etc
g. __11 /__16_ pupils are able to achieve the stipulated REMARK:
learning objective.
h. _5_ /__16_ pupils are not able to achieve the stipulated
Monday, September 11,

2023
group/pair work, tree

map, class discussion.
Differentiatio
n Strategy
Textbook, audio,
worksheet.
Language / Grammar Focus: Prepositional verbs: be good for
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Reading Speaking
ry
3.2 Understand a variety of linear and non- 3.2 Understand a variety of linear and non-
linear print and digital texts by using linear print and digital texts by using
appropriate reading strategies appropriate reading strategies
3.2.2 Understand specific information and 3.2.3 Guess the meaning of unfamiliar
details of simple texts of one or two words from clues provided by title and
paragraphs topic

able to read and understand specific able to guess the meaning of at least 3
information of the text by identifingy the unfamiliar words from clues provided by
health benefits of three food items correctly. title and topic.
SUCCESS CRITERIA
Pupils can:
n. match at least three health benefits to the corresponding food items.
o. match at least three words to the corresponding definitions.
LEARNING OUTLINE
62. Organise pupils into groups and distribute a task sheet to each group.
PRE-LESSON
63. In groups, pupils complete the tree map with healthy and unhealthy foods
that they know.
64. Invite groups to present their work.
65. Activity 1:
f. Direct pupils’ attention to the pictures and ask them if they recognise the
food they depict. (SB pg 130)
g. Ask pupils if they know anything about the benefits of these food items
and if they like eating them.
h. Initiate a short discussion and encourage all of the pupils to participate.
i. Have pupils read and listen to the text. (CD 3 Track 38)
j. Ask comprehension questions to check understanding.

LESSON DEVELOPMENT
k. Distribute worksheet.
l. Have pupils find and underline or highlight the words from the worksheet
in the text.
m. Then ask them to match the words with their definitions on the worksheet.
(Assessment)
n. Have pupils check answers in pairs first, then check as a class.
66. Activity 2:
a. Explain to pupils that they have to read the text again and write W for
walnuts, C for carrots and T for tomatoes. (Assessment)
b. Discuss the answers with the pupils.
c. Note: In the next lesson, pupils will do a poster project in small groups.(see
Lesson 78 for details). Pupils research information at home about the
health value of foods of their choice. These could be their favourite foods,
healthy foods, foods to avoid etc.
LESSON
POST-
67. Ask pupils to tell the class one fact they remember from the text.

i. __20_ /_23__ pupils are able to achieve the stipulated REMARK:
learning objective.
j. __3_ /23___ pupils are not able to achieve the stipulated
TUESDAY
Tuesday, September 12,

2023
creating a poster,
CCE ICT 21st CL gallery walk, group
work.
Differentiatio
Time Thinking Skill Creating
n Strategy
Textbook, audio,
worksheet.
Language / Grammar Focus: Review of (un)countable structures; Prepositional verbs:

be good for
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Writing Writing
ry
4.1 Form letters and words in neat legible 4.3 Communicate with appropriate
print using cursive writing language form and style for a range of
purposes in print and digital media
4.1.2 Use cursive writing in written work *all 4.3.2 Spell most high frequency words
children* accurately in guided writing

able to write the health value of at least one able to spell most high frequency words
or more foods in cursive writing. correctly.
SUCCESS CRITERIA
Pupils can:
p. write information about the health value in cursive writing.
q. spell words correctly.
LEARNING OUTLINE
PRE-LESSON
68. Recap on health benefits of food items learnt in the previous lesson.
69. Organise pupils into groups.

70. Explain to pupils that they are going to work on a poster project in groups.
71. Display a sample poster if necessary.
72. Tell pupils that their posters should present information about the health value
LESSON DEVELOPMENT
of one or more foods of their choice.

73. These could be their favourite foods, healthy foods, foods to avoid etc.
74. Ensure that pupils spell the words correctly and write them neatly in cursive
writing. (Assessment)
75. Monitor and support pupils with this aspect of their work in particular.
76. Have pupils work collaboratively in the lesson so that they all participate in
creating and presenting the posters.
77. When they have finished, they present their posters.
78. Display pupils’ posters in the classroom.
79. Pupils do a gallery walk and give comments on each other’s work,
highlighting the parts that they like.
80. Ask pupils to think about their learning and performance in this unit and the
POST-LESSON
year so far.
81. They then complete the self-assessment worksheet.
82. Collect the worksheets from pupils and review them to note pupils’ responses.

Pupils write at least three Pupils write at least five words Pupils write at least ten
words from this lesson in from this lesson in cursive writing. words from this lesson
cursive writing. in cursive writing.
k. __20_ /__25_ pupils are able to achieve the stipulated REMARK:
learning objective.
l. _5__ /_25__ pupils are not able to achieve the stipulated
Subject English Class Year JUJUR

2023
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:
r. listen and respond to at least three questions when taking food orders.
s. use suitable language to show and clarify understanding in a dialogue.
t. role-play giving and taking food orders using the target language.
LEARNING OUTLINE
83. Introduce to pupils the concept and the vocabulary related to eating at a
PRE-LESSON
restaurant such as ‘menu’, ‘order’, ‘pay’, ‘fork and knife’, ‘table for two’ etc.
Use pictures if necessary.
84. Then, introduce the roles of a waiter and a customer in a restaurant.
85. Activity 1:
o. Direct pupils’ attention to the phrases in Activity 3. (SB pg 57)
p. Explain to pupils that they’re phrases said by a waiter and a customer at
a restaurant.
q. Read the questions aloud.
r. 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)
s. Be sure to read the questions aloud and practise them orally with pupils
LESSON DEVELOPMENT
when checking answers.

t. 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….
86. Activity 2:
f. Direct pupils’ attention to the picture and ask them to guess what they
are doing. (SB pg57 Act 4)
g. Read the dialogue to pupils and have them repeat it chorally.
h. Organise pupils into groups of 3 and provide each group with a sample
menu.
i. In groups, pupils write a restaurant dialogue like the one in Activity 3.
j. Pupils can re-use the questions but encourage them to write some of their
own phrases.
k. Have pupils do the restaurant role-play by taking turns giving and taking
orders. (Assessment)
l. Have groups of pupils present the role-play to the rest of the class.
LESSON
87. Have pupils talk about their favourite restaurants, what they like to eat and
POST-
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.
m. _20__ /__23_ pupils are able to achieve the stipulated REMARK:
learning objective.
n. _3_ /_23_ pupils are not able to achieve the stipulated

Day / Date Time 11.30-12.30PM
2023
Class discussion,
group/pair work,
Writing Health Log,
Gallery Walk.
Differentiatio
n Strategy
Food flashcards,
textbook.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry


SUCCESS CRITERIA
Pupils can:
u. construct at least three sentences using basic coordinating conjunctions ‘or’ and
‘but’.
v. complete the table.
w. write a health log about what they ate, drank, how much they exercised and slept.
LEARNING OUTLINE
LESSON
PRE-
groups.
LESSON DEVELOPMENT
possibility.
xxx yesterday).
(Assessment)
LESSON

POST-

sleep. You had
enough water
yesterday. etc
o. __13 /__17 pupils are able to achieve the stipulated learning REMARK:
objective.
p. _4 /__17_ pupils are not able to achieve the stipulated
WEDNESDAY
WEDNESDAY (13 SEPTEMBER

2023)
Theme World of Stories Topic The King Of Kites
Group work, group

presentation, mini
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
Main Language Arts Reading
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
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:
x. create a pop-up storyboard based on the story The King of Kites.
y. check the steps needed to make a pop-up storyboard.
LEARNING OUTLINE
103. Recap the previous lesson by asking pupils to name a few objects they
can remember in the story.
104. 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.
105. Label the materials.
106. Pupils set up their mini corner and talk about it.
107. Distribute Worksheet A and B.

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

110. Then, pupils paste the correct picture from Worksheet B onto the picture
in Worksheet A to create a pop-up storyboard. (Assessment)
111. Remind pupils to check the steps needed.
LESSON
POST-
112. 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.
__8 /_12 pupils are able to achieve the stipulated learning REMARK:
objective.
_4__ /12_ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Wednesday, September 13,

2023
Theme World of Stories Topic The King of Kites
class discussion, group

work, role play
Differentiatio
n Strategy
Assessment Task Teaching aids pictures
Language / Grammar Focus: Vocabulary (giving opinions and reasons)
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
Main Language Arts Speaking
ry
5.3 Express an imaginative response to 2.1 Communicate simple information

literary texts intelligibly
5.3.1 Respond imaginatively and intelligibly 2.1.1 Explain and give reasons for basic
through creating simple picture stories, opinions

able to respond orally to at least two able to give at least one reason for their
situations in the story. response to each situation.
SUCCESS CRITERIA
Pupils can:
z. respond to at least two different situations based on the pictures given.
aa. give reasons for their response to the situations given.
LEARNING OUTLINE
113. Display pictures on the board.

114. Get the pupils to talk about the pictures.
PRE-LESSON
115. Paste sentence cards(messages in the story) on the board.

116. Have pupils match the sentences to the corresponding pictures.
117. Discuss the answers with the pupils.
118. Divide pupils into groups.

LESSON DEVELOPMENT
119. Distribute task sheet 1 to pupils showing the same pictures in the text but
with different situations.
120. Ask pupils to discuss in their respective groups how they would respond
to the particular situation. (Assessment)
121. Pupils present their answers in class.
122. If time, ask pupils to role play the situations.
LESSON
POST-
123. Provide feedback to pupils’ responses.

worksheet. worksheet.
q. _2_ /_25__ pupils are able to achieve the stipulated learning REMARK:
objective.
r. ___ /25___ pupils are not able to achieve the stipulated
Wednesday, September 13,

2023

game.
Differentiatio
n Strategy

tokens, worksheet.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry

SUCCESS CRITERIA
Pupils can:
bb. complete the instructions with the correct words.
cc. describe the objects on the board game using collective nouns.
dd. check and follow the written instructions to play the board game.
LEARNING OUTLINE

125. Point to each flashcard, say the word and get pupils to repeat a few
PRE-LESSON
times.
129. Activity 1:
u. Tell pupils they will play a board game in the Student’s Book pd 54.
v. Hand out the instructions to pairs or groups of pupils.
w. Pupils read the instructions and fill the blanks with the correct words.
x. Pupils check the steps needed to play the game.
LESSON DEVELOPMENT
y. Discuss the answers.

130. Activity 2:
m. Hand a coin and tokens to pairs or groups.
n. Model how the game is played.
o. Focus on describing the objects on the board game when playing the
p. Point out that the pictures on the spaces help them find the answers to
the questions.
q. Pupils play the board game in small groups following the written
LESSON
POST-

The lesson will be carry forward due to the school event. REMARK:
THURSDAY
Thursday, September 14,

Day / Date Time 8.30-9.30A
2023
Lesson
Week 23 80
number
family menu, creating a

recipe, gallery walk,
CCE Entrepreneurship 21st CL
group work, group
presentation
Differentiatio Type and amount of

Thinking Skill Creating
n Strategy support
Family menu template,

shopping list template.
Language / Grammar Focus: (Un)countable nouns; listing items
Ethnics
Bilingual Nation
Thinking Leadershi and
Knowledge / / proficienc al
skills p skills spiritualit
y identity
y
SKILLS
Complement
Main Writing Writing
ary
4.3 Communicate with appropriate 4.3 Communicate with appropriate

language form and style for a range of language form and style for a range of
purposes in print and digital media purposes in print and digital media
4.3.2 Spell most high frequency words 4.3.1 Use capital letters, full stops, question
accurately in guided writing marks and commas in lists appropriately in
guided writing at discourse level

able to spell most food words correctly. able to use capital letters, full stops and
commas appropriately in writing a recipe.
SUCCESS CRITERIA
Pupils can:
ee. create a healthy family menu.
ff. spell food words correctly.
gg. punctuate at least three sentences in the recipe using the capital letters, full stops and
commas.
LEARNING OUTLINE
133. Review previous lesson by having pupils talk about healthy and unhealthy
LESSON
food.
PRE-
134. Encourage pupils to relate the food with their daily eating habits.
135. Explain to pupils that they are going to work on a healthy family menu
project in groups of four or five.
136. They only have RM250 to spend on food.
137. Give them a few example of menu for each column if necessary. e.g.
a. breakfast: egg sandwich, milk
b. lunch : chicken rice, plain water, orange
c. dinner: rice, steam fish, soup, orange juice
138. Have each group choose a name for their family.
139. In each team, pupils need:
LESSON DEVELOPMENT
Position Job description Name
Pupil 1: Team leader Check that everyone participates.
Pupil 2: Chef Plan meals for the family with help from
the team.
Pupil 3: Shopper Write a shopping list for the family with

help from the team.
Pupils 4/5: Presenter Prepare a class presentation with help

from the team.
140. Pupils fill in the table with their meal plans for breakfast, lunch and dinner
for one week. (Assessment)
141. Have groups make their shopping list and estimate the prices of the items
on their list.
142. Then, groups write a recipe for one of their meals. (Assessment)
143. Groups present to the class.
144. Display pupils’ menu in the classroom.
LESSON
145. Pupils do a gallery walk and give comments on each other’s work,
POST-
highlighting the parts that they like.

Pupils talk about their favourite Pupils talk about their Pupils talk about their
restaurant in groups. favourite restaurant in favourite restaurant in
groups. Encourage them to pairs. Encourage them to
give at least one reason for give reasons for their
their answers. answers.
s. __22 / 27__ pupils are able to achieve the stipulated REMARK:
learning objective.
t. 5_ /27___ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.

2023

game.
Differentiatio
n Strategy

tokens, worksheet.
Ethnics
Bilingual Nationa
y identity
lity
SKILLS
Complementa
ry


SUCCESS CRITERIA
Pupils can:
hh. complete the instructions with the correct words.
ii. describe the objects on the board game using collective nouns.
jj. check and follow the written instructions to play the board game.
LEARNING OUTLINE

147. Point to each flashcard, say the word and get pupils to repeat a few
PRE-LESSON
times.
151. Activity 1:
z. Tell pupils they will play a board game in the Student’s Book pd 54.
aa. Hand out the instructions to pairs or groups of pupils.
bb. Pupils read the instructions and fill the blanks with the correct words.
cc. Pupils check the steps needed to play the game.
LESSON DEVELOPMENT
dd. Discuss the answers.

152. Activity 2:
r. Hand a coin and tokens to pairs or groups.
s. Model how the game is played.
t. Focus on describing the objects on the board game when playing the
u. Point out that the pictures on the spaces help them find the answers to
the questions.
v. Pupils play the board game in small groups following the written
LESSON
POST-

u. __20_ /_23__ pupils are able to achieve the stipulated REMARK:
learning objective.
v. __3_ /_23__ pupils are not able to achieve the stipulated

2023
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:
kk. listen and respond to at least three questions when taking food orders.
ll. use suitable language to show and clarify understanding in a dialogue.
mm. role-play giving and taking food orders using the target language.
LEARNING OUTLINE
155. 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.
156. Then, introduce the roles of a waiter and a customer in a restaurant.
157. Activity 1:
ee. Direct pupils’ attention to the phrases in Activity 3. (SB pg 57)
ff. Explain to pupils that they’re phrases said by a waiter and a customer at
a restaurant.
gg. Read the questions aloud.
hh. 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)
ii. Be sure to read the questions aloud and practise them orally with pupils
LESSON DEVELOPMENT
when checking answers.

jj. 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….
158. Activity 2:
w. Direct pupils’ attention to the picture and ask them to guess what they
are doing. (SB pg57 Act 4)
x. Read the dialogue to pupils and have them repeat it chorally.
y. Organise pupils into groups of 3 and provide each group with a sample
menu.
z. In groups, pupils write a restaurant dialogue like the one in Activity 3.
aa. Pupils can re-use the questions but encourage them to write some of their
own phrases.
bb. Have pupils do the restaurant role-play by taking turns giving and taking
orders. (Assessment)
cc. Have groups of pupils present the role-play to the rest of the class.
LESSON
159. 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.
w. _14_ /__18_ pupils are able to achieve the stipulated REMARK:
learning objective.
x. _4 /_18_ pupils are not able to achieve the stipulated

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SUNDAY

Subject English Class Year 4 CEKAL

Day / Date Sunday, September 10, 2023 Time 10.00-11.00AM

Week 23 Lesson number 76

Theme World of Knowledge Topic Eating Right

group/pair work, board

Flashcards, audio, dice,

Language / Grammar Focus: Review of (un)countable structures

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1 Communicate simple information 2.2 Use appropriate communication

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

1. Stick the flashcards on the board.

3. Vocabulary: Point out to the words.

e. Discuss the answers.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Day / Date Sunday, September 10, 2023 Time 11.30-12.00PM

Week 23 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

23. Display pupils’ work in the classroom.

24. Conduct gallery walk.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Day / Date Sunday, September 10, 2023 Time 12.00-1.00PM

Week 23 Lesson number 72

Theme World of Knowledge Topic Eating Right

Language / Grammar Focus: Review of (un)countable nouns

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

25. Review food vocabulary by displaying flashcards around the classroom.

b. Play CD track 83 and have pupils follow along in their books.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Monday (11 September

Week 23 Lesson number 74

Theme World of Stories Topic The King Of Kites

Group work, group

Materials for sewing,

Language / Grammar Focus: Vocabulary (settings)

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

5.3 Express an imaginative response to 2.2 Use appropriate communication

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

i. Suggested materials for sewing: sequins, ribbons, thread, cloth, scissors,

41. Distribute Worksheet A and B.

43. Fold along the dotted lines in Worksheet B.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Monday, September 11,

Week 23 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

60. Display pupils’ work in the classroom.

61. Conduct gallery walk.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Monday, September 11,

Week 23 Lesson number 77