SUNDAY

Subject English Class Year 4 JUJUR

Day / Date Sunday, May 5, 2024 Time 8.00-8.30AM

Week 9 Lesson number 19

World of Self, Family and

Theme Topic My Week
Friends

True-False Game, group

CCE Values 21st CL
work

Differentiatio
Time Thinking Skill Applying
n Strategy

timetable, pictures,
Assessment Task Teaching aids
worksheet, dialogues

Language / Grammar Focus: Present simple for talking about regular actions (school
timetable)

PUPILS’ ASPIRATION

Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / l
g skills p skills proficiency spiritualit
identity
y

SKILLS

Complementar
Main Reading Reading
y

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.3 Read independently for information 3.2 Understand a variety of linear and non-
and enjoyment linear print and digital texts by using
appropriate reading strategies

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.3.1 Read and enjoy A1 fiction/non-fiction 3.2.1 Understand the main idea of simple
print and digital texts of interest texts of one or two paragraphs

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 read the story and give opinions on able to read the dialogues and identify at
the story. least 3 out of 4 true or false sentences
correctly.

SUCCESS CRITERIA
Pupils can:
a. give opinions on the story read.
b. identify at least three true or false statements correctly.

LEARNING OUTLINE

1. Draw a class timetable on the board.

2. Direct pupils’ attention to it and ask pupils in L1 what days they have English.
LESSON

3. Fill in the appropriate slots of the timetable by writing the words.

PRE-

4. Ask pupils what subject they would like to have more hours of and what
subjects they’d like less hours of.
5. Encourage pupils to participate in the discussion and to justify their answers.

6. Activity 1:
a. Introduce the characters in the story using pictures.
b. Ask pupils to read the story quietly, on their own.
c. Ask pupils some questions, e.g. Where are they? What are they looking at?
Do they have the same timetable or different timetables?
d. Follow up by asking pupils for their opinions on the story. (Assessment)
7. Activity 2:
LESSON DEVELOPMENT

a. True-False Game: Organise pupils into groups of four. Paste dialogues on

the wall around the classroom.
b. Assign roles – three of the pupils are runners, they will read a dialogue each;
the fourth pupil is the manager. The manager stays at the desk with the
worksheet.
c. The manager reads the sentences to the relevant team member, who runs
to their dialogue on the wall to find out if it is true or false. (Assessment)
d. They return to the manager and tell them.
e. The runners should not see the worksheet and the manager should not see
the dialogues.
f. They can ask each other to repeat or explain orally.
g. Check the answers as a whole class.

8. Post lesson task 10 What about you: Ask pupils to work in pairs to share what
POST-LESSON

they remember from the lesson. They should note their answers in their
notebooks.
7. Review some of pupils’ learning by asking volunteers or nominating pupils to tell
the class what they have written.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils identify two true or Pupils identify three true or Pupils write two true or
false statements based on false statements based on the false statements based
the dialogues. dialogues. on the dialogues. They
exchange their
statements with a
partner and identify
whether the statements
are true or false.
REFLECTION ATTENDANCE:
a. __28_ /__32_ pupils are able to achieve the stipulated REMARK:
learning objective.
b. __4_ /__32_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.
Subject English Class Year 6 TEKUN

Day / Date Sunday, May 5, 2024 Time 9.30-10.30AM

Week 9 Lesson number 25

Theme World of Knowledge Topic Life in the past

Class discussion, group
Creativity & Innovation;
CCE 21st CL work, creating a poster,
Entrepreneurship
presentation.
Differentiation
Feedbacks Thinking Skill Creation
Strategy
Pictures of futuristic
classrooms
Assessment Task, observation. Teaching aids Poster paper, pens and
pencils for each group,
dictionaries
Language / Grammar Focus: Future review (will and won’t; going to and present continuous)

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Speaking Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
2.2 Use appropriate communication strategies 2.1 Communicate simple information intelligibly

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

2.2.2 Agree a set of basic steps needed to 2.1.4 Ask about and describe future plans or
complete extended classroom tasks events

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to agree with their group members on the steps to ask about and describe how classrooms will
needed to complete the task given. be in the future.

SUCCESS CRITERIA

Pupils can:
c. discuss the task and decide on different roles within the group.
d. give at least one idea and opinion about how classrooms will be in the future.
e. ask at least one question about their friends’ posters.

LEARNING OUTLINE
 1. Play a game to review will and won’t, for example.
PRE-LESSON
2. Stand up, Sit down: the teacher/a pupil says a sentence and pupils stand up if they
agree or sit down if they disagree.
3. Use statements which focus on schools and classrooms of the future.

4. Show the pictures of futuristic classrooms.

5. Talk to the pupils about what they show and ask for more ideas and opinions about
how classrooms will be in the future.
6. Make notes on the board.
7. Pupils work in groups of four.
8. Tell pupils they are going to create a poster to show a classroom of the future and
present their poster to the class.
9. Have pupils discuss the task and decide on different roles within the group, for
DEVELOPMENT

example one pupil to draw/design, one to write, one to search for or brainstorm
ideas, one to prepare the presentation. (Assessment)
LESSON

10. Pupils work with their group members to create their poster.
11. Encourage pupils to label the poster.
12. They should draft these labels before writing them on the poster.
13. Encourage pupils to check spelling using a dictionary or to ask you.
14. Pupils can use the internet to search for ideas if available, although monitor this to
ensure safety online.
15. Remind pupils to use as much English as they can when working in groups.
16. Groups present their poster to the class.
17. Each group should ask at least one question or make one comment.

18. Give feedback on each group’s poster and presentation.

LESSON
POST-

19. Encourage peer feedback from the class on each one.

20. Focus on content, language and teamwork as well as language.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils describe their poster in at Pupils describe their poster in at Pupils describe their poster
least one sentence. least two sentences. in at least three sentences.
REFLECTION ATTENDANCE:
c. ___19 /_23__ pupils are able to achieve the stipulated learning REMARK:
objective.
d. __4_ /__23_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 5 YAKIN

Day / Date Sunday, May 5, 2024 Time 11.00-12.00PM

Week 9 Lesson number 38

Word of Self, Family and

Theme Topic Days
Friends
pair work, group work,
CCE Language and Creativity 21st CL
class discussion, creation.
Differentiation Type and amount of
Thinking Skill Application
Strategy support
Textbook, flashcards,
Assessment Task Teaching aids
fact file template.
Language / Grammar Focus: Adverbs of frequency: always, usually, normally, often,
sometimes, never
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Writing Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.2 Communicate basic information
2.3 Communicate appropriately to a small or
intelligibly for a range of purposes in print and
large group
digital media
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.2.4 Describe people, places and objects

2.3.1 Narrate short basic stories and events
using suitable statements

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 their routines using suitable able to narrate the imagined life of their
statements. chosen celebrity.

SUCCESS CRITERIA
Pupils can:
f. write at least one true and one false sentence about their routine using adverbs of
frequency.
g. narrate the daily routines of their celebrity using notes from the fact file.
LEARNING OUTLINE
 21. Pre-lesson task 6: Finger writing: Pupils use six frequency adverbs from previous
PRE-LESSON lesson.
22. Hold up a flashcard for each finger writing action: never, sometimes, often,
usually, normally, always.

23. Activity 1:
a. Review previous lesson.
b. Pupils watch a video on adverbs of frequency.
https://youtu.be/qz8dxy9hTzI
c. Stick the six flashcards on the board. (Act 7 SB pg 23)
d. Pupils write two true and two false sentences about their routine using
one of the adverbs on the board. (DS) (Assessment) (Depends on your
pupils’ levels)
e. Pupils work in pairs to listen to their partner’s sentences and say whether
they think they are true or false.
24. Activity 2:
LESSON DEVELOPMENT

a. Write on board: sports stars, music stars, film stars, artists, other stars.
b. Tell pupils some people are celebrities because they are famous.
c. Pupils brainstorm favourite celebrities from the different groups on board.
d. Add names pupils say on board.
e. Pupils in small groups do Finished?.
f. Hand out worksheet to each group.
g. They agree on a celebrity and imagine her/his daily routines.
h. They think of what she/he never, sometimes, often, usually and always
does and make notes in fact file: Name of celebrity… Famous for… (sport,
music etc.) Always… (e.g. swims before breakfast) Usually… Often…
Sometimes… Never….
i. Pupils agree on who will narrate the imagined life of their celebrity to
whole class. (Assessment)
j. The group’s representative uses notes from fact file to narrate the daily
routine.

25. Pupils in same groups draw routines of their celebrity to cut and stick on fact
LESSON
POST-

file.
26. They write a caption below drawing to describe what celebrity is doing.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils practise narrating their Group work: Pupils take turns to Pair work: Pupils take
daily routines with teacher’s narrate their daily routines. turns to narrate their daily
guidance. routines.
REFLECTION ATTENDANCE:
e. __11_ /_16__ pupils are able to achieve the stipulated REMARK:
learning objective.
f. __5_ /__16_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
MONDAY
Subject English Class Year 4 JUJUR

Day / Date Monday, May 6, 2024 Time 8.00-9.00AM

Week 9 Lesson number 20

World of Self, Family and

Theme Topic My Week
Friends

quiz, pair work,

CCE Values 21st CL
language game

Differentiatio
Type and amount of support Thinking Skill Applying
n Strategy

Assessment Task Teaching aids Language

Language / Grammar Focus: Questions in present simple with How often:. e.g. How
often do you have [subject]?; adverbs of frequency: e.g. Three times a week.

PUPILS’ ASPIRATION

Ethnics
Bilingual Nationa
Thinkin Leadershi and
Knowledge / / proficienc l
g skills p skills spiritua
y identity
lity

SKILLS

Complementa
Main Writing Reading
ry

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.2 Communicate basic information 3.2 Understand a variety of linear and non-
intelligibly for a range of purposes in print and linear print and digital texts by using
digital media appropriate reading strategies

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.2.4 Describe people and objects using 3.2.2 Understand specific information and
suitable statements details of simple texts of one or two
paragraphs

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 write at least two true or false able to read the story and identify at least
sentences about the story using suitable three true or false sentences correctly.
statements.

SUCCESS CRITERIA
Pupils can:
h. write at least two true or false sentences about the story using suitable adverbs of
frequency.
i. identify at least three true or false sentences about the story.
LEARNING OUTLINE

9. Sit down, stand up: Prepare some simple True/False sentences about the story.
10. Read a sentence out. E.g. Anna likes Art.
LESSON
PRE-

11. If it is True, pupils stay sitting at their desks. If it is False, pupils stand up.
12. Invite pupils to correct any false sentences.

13. Activity 1:
a. Re-introduce the story by asking pupils to talk about the pictures. (SB pg 16)
b. Ask pupils to point to the bubbles and follow along as you play the CD.
(track 22)
c. Play the CD again and encourage pupils to shadow read.
LESSON DEVELOPMENT

d. Play the CD once more, pausing after each phrase for the pupils to repeat.
14. Activity 2:
a. Distribute worksheet.
b. Pupil read the story and identify true or false sentences. (Assessment)
c. Pupils compare their answers in pairs and then check as a class.
15. Activity 3:
h. Draw attention to the target language by following the instructions for
Grammar box.
i. Have pupils write more True/False statements as a quiz for other pupils.
(Assessment)

16. During the lesson, identify 4 or 5 words or sentences with mistakes that pupils
made.
POST-LESSON

17. Write the sentences on the board (with the mistake).

18. Ask pupils to form groups or pairs to identify the errors and to correct them.
19. Elicit answers with the whole class.
20. Ask pupils, a different pupil for each mistake to come up to the board to write
the corrected versions.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write (or say) two Pupils write (or say) three Pupils write (or say)
sentences about their sentences about their timetable five sentences about
timetable at school. at school. their timetable at
school.
REFLECTION ATTENDANCE:
g. _26__ /_30_ pupils are able to achieve the stipulated REMARK:
learning objective.
h. _4__ /__30_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 6 TEKUN

Day / Date Monday, May 6, 2024 Time 9.30-10.30AM

Week 9 Lesson number 26

World of Self, Family and

Theme Topic Toes ( Anthology Of Poem)
Friends
Class discussion, recite a
Language / Creativity and
CCE 21st CL poem, create a thank you
Innovation
card.
Differentiation
Type and amount of support Thinking Skill Creation
Strategy
card, scissors, coloured
Assessment Task Teaching aids
pencils.

Language / Grammar Focus: Verbs (e.g. wiggle, kick, tickle, lick, count, run, walk)

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Language Arts Complementary Writing
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
5.3 Express an imaginative response to literary 4.3 Communicate with appropriate language
texts form and style for a range of purposes in print
and digital media
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
5.3.1 Respond imaginatively and intelligibly 4.3.1 Use capital letters, full stops, commas in
through creating simple stories and simple lists, question marks and speech marks
poems appropriately at discourse level

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to respond imaginatively and intelligibly to use capital letters, full stops and commas in
through creating a thank you note. lists appropriately at discourse level.

SUCCESS CRITERIA

Pupils can:
j. create a thank you card to their feet.
k. use capital letters, full stops and commas in at least three sentences.

LEARNING OUTLINE
 PRE-LESSON
27. Pupils look at their toes and describe them e.g. tiny, small, round, long, big.

28. Elicit from pupils why they like their toes and what their toes can do.

29. Pupils recite the poem.

30. Ask pupils to act out the verbs in the poem.

31. Pupils trace their feet on a card and cut it out.

DEVELOPMENT
LESSON

32. Pupils write a thank you note to their feet on the card. (Assessment)

33. Remind pupils to punctuate their sentences correctly.

34. Pupils arrange their feet cards around the class.

35. Pupils walk around the class following the feet cards and read what their friends
have written on their cards.
LESSON
POST-

36. Pupils share their personal experiences on how to take care of their feet.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils talk about at least one Pupils talk about at least two Pupils talk about at least
they can do with their feet. e.g. things they can do with their three things they can do
: run, skip feet. with their feet.
REFLECTION ATTENDANCE:
i. __22_ /_25__ pupils are able to achieve the stipulated learning REMARK:
objective.
j. __3_ /_25__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 5 YAKIN

Day / Date Monday, May 6, 2024 Time 10.30-11.00AM

Week 9 Lesson number 39

Theme World of Stories Topic Watching A Bumble Bee

Language / pair work, class discussion,

CCE 21st CL
Creativity and Innovation mind map.
Differentiation
Outcome Thinking Skill Creation
Strategy
Textbook, sentence strips,
Assessment Task Teaching aids
task sheet, video.

Language / Grammar Focus: True/False sentences

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Language Arts Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2 Understand a variety of linear and non-
5.2 Express personal responses to literary texts linear print and digital texts by using
appropriate reading strategies
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
5.2.1 Explain in simple language why they like 3.2.2 Understand specific information and
or dislike an event, description or character in details of simple texts of two paragraphs or
a text more
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to explain why they think they have the same to read and understand specific information
characteristics as the bee in simple language. and details of the poem by identifying at least
four true or false statements correctly.
SUCCESS CRITERIA

Pupils can:
l. make a mind-map about themselves and the bumble bees based on the sentence strip
given and provide simple reasons.
m. read the poem and identify at least four true or false statements correctly.

LEARNING OUTLINE
 37. Pre-lesson task 1: ABC
a. Put pupils in small groups or pairs.
PRE-LESSON

b. Orally, give pupils a letter of the alphabet and a topic (animals/insects e.g. g
– giraffe, …, b - bee).
c. Give a very short time limit, e.g. 10 seconds.
38. Repeat a few times.

39. Activity 1:
f. Pupils watch a video clip of the poem. https://youtu.be/1vuoBYcza0I
g. Pupils read the poem silently and teacher assists in pupils’ understanding
(Q&A).
LESSON DEVELOPMENT

h. Teacher distributes True or False sentence strips to each pupil.

i. Ask pupils to stick the statement at the provided True or False sections in the
class using a blue tack. (Assessment)
j. Pupils walk around the class to check each other’ answers and make
corrections the answer if there are mistake.
40. Activity 2:
k. Pupils make a mind-map about themselves and the bumble bees based on
the sentence strip used before and provide simple reasons. (Assessment)
l. Upon completion, pupils exchange their mind maps and rate each other’s
works by giving some good remarks. (DS)

41. Post-lesson Task 1: Spot the differences

LESSON
POST-

42. Pupils put their hands up each time they hear something different from the poem.
e.g. out in the sea - hands up as the statement is different from the poem

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the worksheet. Pupils complete the worksheet. Pupils complete the
worksheet.
REFLECTION ATTENDANCE:
k. __13_ /_17__ pupils are able to achieve the stipulated learning REMARK:
objective.
l. __4_ /_17__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
TUESDAY
Subject English Class Year 6 TEKUN

Day / Date Tuesday, May 7, 2024 Time 7.30-8.30AM

Week 9 Lesson number 27

Theme World of Stories Topic Life in the past

Class discussion, pair
CCE Language 21st CL
work, group work.
Differentiatio
Outcome Thinking Skill Evaluation
n Strategy
Assessment Task Teaching aids Textbook, worksheet.
Language / Grammar Focus: Past tenses review (e.g. Mr. Brockbank didn’t have a
lamp. He had a candle.)
PUPILS’ ASPIRATION
Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / / l
g skills p skills proficiency spiritualit
identity
y
SKILLS
Complementar
Main Reading Listening
y
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2 Understand a variety of linear and non- 1.2 Understand meaning in a variety of
linear print and digital texts by using familiar contexts
appropriate reading strategies
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
3.2.2 Understand specific information and 1.2.5 Understand more complex supported
details of simple longer texts questions

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 read and understand specific able to listen and understand at least three
information and details of simple longer complex supported questions to check
texts by identifying at least four things from ideas or understanding of the text read.
the wrong time.
SUCCESS CRITERIA
Pupils can:
n. read the text and find at least four things from the wrong time.
o. ask and answer at least three complex supported questions to check their
ideas/understanding of the text read.
LEARNING OUTLINE
 43. Pupils imagine they are in the time machine and they can choose which
PRE-LESSON period of time they want to visit. e.g. sail to the ocean in an old ship (Pupil’s
Book page 31)
44. Pupils close their eyes for 20 seconds and imagine they are in the past.
45. Pupils work in pairs and share their experience with their partner.

46. Activity 1:
a. Have pupils say how they imagine the world 300 years ago. (Teacher’s
Book page 56)
b. Ask questions to encourage active participation.
c. Pupils read the text individually in silence.
d. Pupils underline all the items mentioned in the text which didn’t exist
300 years ago. (Assessment)
e. Have a volunteer read the first item he/she underlined and ask the
class if that item still existed 300 years ago.
f. Do the same with the rest of the items in the text.
g. Have pupils write questions for their partner to check their ideas in
Step 4d using really to check their understanding/ideas, for example
What did Mr. Brockbank really switch on?
h. Pupils ask their partners the questions and discuss the answers.
(Assessment)
DEVELOPMENT

47. Activity 2:
LESSON

a. Pupils look at the pictures and say the name of each object.
b. Ask what each object is used for.
c. Pupils cross the items people didn’t have 300 years ago.
d. Ask What objects do we have now but people didn’t have in the
past? e.g. internet, tv etc
e. Pupils write four more items people didn’t have.
f. Have the pupils work in pairs and compare their list of items.
48. Activity 3:
a. Read out the example and say Mr Brockbank didn’t have a lamp, he
had a candle.
b. Elicit the next thing in the text in Activity 1 that was from the wrong
time (vacuum)
c. Say There were no vacuum cleaners 300 years ago. How dis Mr
Brockbank’s servant clean the carpet? Elicit She needed to sweep
the carpet.
d. Elicit ideas for replacing the things from the wrong time in the text. e.g.
 bus-walk
e. Explain any new words.
f. The children complete the activity in pairs.
g. While they do this, circulate, monitor and help.
49. Activity 4:
a. Divide the class into groups.
b. Pupils take turns to read their texts and compare their ideas.
c. Circulate, monitor and help.
d. Monitor and note common mistakes at this step and Step 6.
LESSON

50. Use your notes from monitoring for error correction as a whole class using
POST-

the board or dictate sentences for pupils to correct.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils name at least two Pupils write at least three things Pupils think of one
things from the wrong time in from the wrong time in the object that lasted
the text. text. throughout many
decades and give a
reason for the answer.
(e.g. hats-to protect
head and face from
heat)
REFLECTION ATTENDANCE:
m. _20__ /_24__ pupils are able to achieve the stipulated REMARK:
learning objective.
n. _4__ /_24__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.

Subject English Class Year 5 YAKIN

Day / Date Tuesday, May 7, 2024 Time 8.30-9.30AM

Week 9 Lesson number 40

 Word of Self, Family and
Theme Topic Days
Friends

CCE Language and technology 21st CL pair work, class discussion

Differentiation Learning preferences and

Thinking Skill Application
Strategy needs
Textbook, A large clock
with hands that can
Assessment Task Teaching aids
move to show different
times, audios.
Language / Grammar Focus: Time expressions: o’clock, quarter past, half past, quarter to;
at (time) on (day) a.m. p.m.
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Listening Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of 2.1 Communicate simple information

familiar contexts intelligibly

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2.2 Understand with support specific
information and details of longer simple texts 2.1.4 Ask about and describe future plans
on a range of familiar topics
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 listen and understand with support able to read and understand specific
specific information and details of the text by information and details of the poem by
completing the table with at least three identifying at least four true or false
correct information. statements correctly.
SUCCESS CRITERIA

Pupils can:
p. complete the table with at least three correct information based on the phone
conversation heard.
q. ask and answer questions about future plans in pairs.

LEARNING OUTLINE

51. Write on board ‘in the morning’, ‘in the afternoon’, ‘in the evening’, ‘at night’.
PRE-LESSON

52. Pupils brainstorm things they do at these times e.g. I have a snack at 11 in the
morning.
53. Elicit two ways to write this time (11 am or 11.00).
 54. Activity 1:
k. With a large clock, review quarter past, half past and quarter to.
l. Put clock hands in several positions and pupils say time. Ask: What’s the
digital time?
m. Distribute worksheet. Pupils work in pairs to match the clocks with the times.
(Activity 1 SB page 93)
n. With stronger classes, you could do this as a race.
o. Check answers with the class.
p. Ask: Do you always use a digital clock?
55. Activity 2:
a. Play audio CD 3.05 and ask pupils to write the times they hear. (Activity 2 SB
pg 93)
b. Check answers and write on board.
56. Activity 3:
a. Read instructions for Activity 3 aloud. Ask: What do you need to find out?
LESSON DEVELOPMENT

b. Play CD 3.06. Check answers.

c. Play CD again. Ask: Which sport has the same word in English and Malay?
(judo).
d. Tell pupils table tennis is sometimes called the same word in English and
Malay (ping-pong).
57. Activity 4:
a. Read through the key phrases with the class and check that pupils
understand everything.
b. Allow pupils time to read through the timetable. Check they understand
a.m. and p.m.
c. Play the audio again. Pupils listen and complete the timetable.
(Assessment) (DS)
d. Check answers with the class.
e. When checking, pupils say both time expressions for questions 1, 2 and 4.
f. For example: At 5.45 p.m. At 5.45 in the afternoon.
58. Activity 5:
m. Play the audio CD3.07 once for pupils to listen to the dialogue and read it.
n. Play it again, pausing after each line for pupils to repeat.
o. Put pupils into pairs to practise the dialogue. (Assessment)
p. Encourage them to copy the intonation they heard on the audio.
 q. Then, ask pupils to write the four times in the dialogue digitally (09.45,
20.00,15.45, 5.15).
LESSON

59. Pupils in pairs say the dialogue in Activity 5 but change the days, times and
POST-

sports.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the Pupils complete the worksheet. Pupils complete the
worksheet. worksheet.
REFLECTION ATTENDANCE:
o. __12_ /_17__ pupils are able to achieve the stipulated REMARK:
learning objective.
p. _5__ /_17__ 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 Tuesday, May 7, 2024 Time 10.00-11.00AM

Week 9 Lesson number 21

Grandma’s House
Theme World of Stories Topic
(Anthology Of Poem)

Creation (diorama),
Language / Creativity and
CCE 21st CL group work, group
Innovation
presentation.

Differentiatio
Time Thinking Skill Creating
n Strategy

poem chart, worksheet,

Assessment Task Teaching aids materials to make
diorama

Language / Grammar Focus: Wh-questions

PUPILS’ ASPIRATION

Ethnics
Bilingual Nationa
Thinkin Leadershi and
Knowledge / / proficienc l
g skills p skills spiritua
y identity
lity

SKILLS

Complementa
Main Language Arts Listening
ry

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

5.3 Express an imaginative response to 1.2 Understand meaning in a variety of

literary texts familiar contexts

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

5.3.1 Respond imaginatively and intelligibly 1.2.5 Understand longer supported

through creating simple picture stories, questions
simple poems and cartoon stories. Other
imaginative responses as appropriate

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 respond imaginatively and able to listen and understand longer
intelligibly through creating a diorama of supported questions by completing at
Grandma’s living room in groups. least seven grids correctly.
 SUCCESS CRITERIA

Pupils can:
r. create a diorama of Grandma’s living room in groups.
s. listen to the questions and write at least seven correct answers in the grids.

LEARNING OUTLINE

21. Show the poem on the board.

LESSON
PRE-

22. Recite the poem and pupils listen.

23. Recite the poem together with the pupils.

24. Activity 1:
a. Distribute worksheet.
b. Ask questions pertaining to the poem and the pictures.
LESSON DEVELOPMENT

c. Pupils fill in the grid in Worksheet 1 individually.

d. Pupils only fill up the boxes that are NOT shaded. (Assessment)
e. The shaded boxes are to be left blank.
f. Discuss the answers.
25. Activity 2:
d. Pupils work in groups to create a diorama of Grandma’s living room.
(Assessment)
e. Assist pupils as and when necessary.

26. Invite groups to present their dioramas.

LESSON
POST-

27. Pupils describe their dioramas in at least 4 sentences.

28. Display pupils’ work.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write about their Pupils write about their Pupils write about their
dioarama in at least 4 dioarama in at least 5 sentences dioarama in at least 6
sentences with teacher’s with teacher’s guidance. sentences with
guidance. teacher’s guidance.
REFLECTION ATTENDANCE:
q. __26_ /__29 pupils are able to achieve the stipulated REMARK:
learning objective.
r. ___3 /__29_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
WEDNESDAY
Subject English Class Year 4 JUJUR

Day / Date Wednesday, May 8, 2024 Time 7.30-8.30AM

Week 9 Lesson number 22

World of Self, Family and

Theme Topic My Week
Friends

Miming Game,
CCE Language 21st CL
Sequencing, Pair work.

Differentiatio Type and amount of

Thinking Skill Analysing
n Strategy support

textbook, audio,
Assessment Task Teaching aids worksheet, sentence
strips

Language / Grammar Focus: Questions in present simple with How often:. e.g. How
often do you have [subject]?; adverbs of frequency: e.g. Three times a week

PUPILS’ ASPIRATION

Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / l
g skills p skills proficiency spiritualit
identity
y

SKILLS

Complementar
Main Listening Listening
y

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

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

familiar contexts familiar contexts

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

1.2.5 Understand longer supported 1.2.3 Understand with support short simple
questions narratives on a range of familiar topics

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 listen and respond to at least three able to listen and understand the story by
supported questions correctly. sequencing the sentence strips correctly.

SUCCESS CRITERIA
Pupils can:
t. listen and answer at least three questions correctly.
u. rearrange the sentence strips based on the story heard.

LEARNING OUTLINE
LESSON

29. Play a mime or guessing game to review activities vocabulary.

PRE-

30. Activity 1:

a. Review the story from Activity 1. (SB pg 16-17)

b. Play the CD. (track 22)

LESSON DEVELOPMENT

c. Pupils listen and respond to questions. (Assessment)

e.g. Why do the girls go to the wrong classroom? Do the girls solve their
problem? How do the girls feel at the end of the story? Why?

31. Activity 2:

f. Organise pupils into small groups or pairs.

g. Distribute sentence strips to groups / pairs.

h. Pupils sequence the sentence strips. (Assessment)

i. Pupils compare their answers before the class check.

32. Post-lesson task 1: Before the lesson, identify a few factual changes you could
make to the text.

e.g. Sandy: ‘Once a week.’ instead of ‘Four times a week.’

33. During the lesson, after pupils have worked on a text and understood it, tell
POST-LESSON

them they are going to listen to the text again but this time there are some
differences.

34. Ask pupils to listen and put their hands up each time they hear something
different from the original text, and to be ready to correct the difference.

35. Read out your text with changes.

36. Pupils listen and correct the differences to make it the same as the original.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils role-play the dialogue Pupils role-play the dialogue in Pupils complete the
in groups with teacher’s groups dialogue with their own
guidance. words. Then, they role-
 play the conversation in
groups

REFLECTION ATTENDANCE:
s. _24__ /__28 pupils are able to achieve the stipulated REMARK:
learning objective.
t. _4__ /__28_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.
Subject English Class Year 5 YAKIN

Day / Date Wednesday, May 8, 2024 Time 9.00-10.00AM

Week 9 Lesson number 41

Word of Self, Family and
Theme Topic Days
Friends
class discussion, bubble
CCE Language and values 21st CL map, Venn diagram, pair
work.
Differentiation Type and amount of
Thinking Skill Application
Strategy support
Textbook, worksheet,
Assessment Task Teaching aids
audio.
Language / Grammar Focus: Present simple tense affirmative and negative (to state facts
and routines)
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Listening Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2 Understand a variety of linear and non-
1.2 Understand meaning in a variety of
linear print and digital texts by using
familiar contexts
appropriate reading strategies
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2.3 Guess the meaning of unfamiliar words
1.2.4 Understand longer sequences of
from clues provided by title, topic, and
supported classroom instructions
other known words
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 listen and follow longer sequences of able to guess the meaning of at least four
supported classroom instructions. unfamiliar words from clues provided by title,
topic, and other known words.
SUCCESS CRITERIA

Pupils can:
v. listen to and follow teacher’s instructions.
w. guess the meaning of at least four unfamiliar words correctly.

LEARNING OUTLINE
 60. Write ‘family’ on board.
PRE-LESSON
61. Pupils brainstorm vocabulary for family members (from Y3 and 4).
62. Write pupils’ responses on the board to create a bubble map. How many can
they remember?

63. Activity 1:
q. Pupils answer Think! question top of p.24 in pairs.
r. Give pupils a set of four instructions: Look at the family photo. Read the
three text titles (a, b, c) in Activity 1. Choose one title and write it down.
Compare with a partner. (DS) (Assessment)
s. Find out which text title pupils chose with show of hands.
t. They listen to and read text for the general meaning (CD1.23).
u. Ask: Which title do you think it is? (c)
64. Activity 2:
LESSON DEVELOPMENT

r. Read through the sentences with the class and make sure students
understand everything.
s. They listen and read the text again choose the correct words.
t. Check answers with the class.
u. CCE: Values – ask pupils why they think families are important.
65. Activity 3:
a. Check they understand the meaning of all words in blue.
b. Draw a Venn diagram with two circles on board.
c. Pupils in pairs sort words into two groups: male or female. (Assessment)
d. Choose pupils to say words and write in diagram.
e. Ask: What two family words go between the two circles? (parent, cousin)
Why? (They are names for male and female family members).
v. Pupils write all words in worksheet.

66. Optional activity: Reading, p.38, Teacher’s Book:

POST-LESSON

67. Teacher reads out questions.

68. Pupils listen to questions and in pairs agree on answers.
69. Teacher writes questions on board.
70. Pupils then quickly read text to check if they are correct.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils talk about at least one Pupils talk about at least two of Pupils talk about at least
of their family members. Then, their family members. Then, four of their family
they complete the word they complete the word seach. members. Then, they
seach. complete the word
seach.
REFLECTION ATTENDANCE:
u. __12_ /__16_ pupils are able to achieve the stipulated REMARK:
learning objective.
v. _4__ /__16_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 6 TEKUN

Day / Date Wednesday, May 8, 2024 Time 10.00-10.30AM

Week 9 Lesson number 28

Theme World of Stories Topic Life in the past

Class discussion, pair

CCE Language; Patriotism 21st CL
work, group work.
Differentiation Type and amount of
Thinking Skill Creation
Strategy support
Textbook, worksheet,
Assessment Task Teaching aids
dictionaries.
Language / Grammar Focus: Past tenses review, e.g. He got up and checked the time on
his mobile phone.
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / and /
skills skills proficiency identity
spirituality
SKILLS
Main Writing Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.2 Communicate basic information 3.2 Understand a variety of linear and non-
intelligibly for a range of purposes in print linear print and digital texts by using
and digital media appropriate reading strategies
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
4.2.3 Narrate factual and imagined events 3.2.4 Use with some support familiar print and
and experiences digital resources to check meaning

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
able to narrate about family life in their to use online or paper-based dictionary to
grandparents’ younger days. check meaning of words.

SUCCESS CRITERIA
Pupils can:
x. write a short scene about family life in their grandparents’ younger days.
y. write at least two direct speech.
z. write about at least two things from the wrong time in their scene.
aa. use online or paper-based dictionary to check meaning of at least two words.
LEARNING OUTLINE
 PRE-LESSON 71. Organise pupils into groups. Each group needs a piece of paper and a pen.
72. Say a word. e.g. calculator (review vocabulary from the unit)
73. The pupil write one letter each and pass the paper on.

74. Activity 1:
i. Review pupils’ answers to Activity 3 on p.31 of the Pupil’s Book by asking
questions about their text with a true-false activity.
j. In pairs or groups of three, have pupils brainstorm ideas for a very short
extract or scene similar to that in Activity 1 on p.31 of the Pupil’s Book.
k. The topic should be a scene from family life in their grandparents’ younger
days.
l. Encourage pupils to consider the past in their community.
m. They should include three things from the wrong time.
n. Have pupils use a dictionary to check spelling and meaning of words
DEVELOPMENT

before asking you for help.

LESSON

o. This could be an online or paper-based dictionary.

p. Ask pupils to write a very short scene using the Activity 1 text as a model.
(Assessment)
q. They should include some direct speech in their scene.
75. Activity 2:
g. Groups exchange their writing with another group.
h. This group reads it to try to find and correct the three inaccuracies.
(Assessment)
i. Give feedback on all aspects of each group’s work.
j. Focus on the content of pupils’ work and discuss how life has changed
positively since their grandparents’ were their age, making Malaysia a
more modern society with easier living (CCE: Patriotism).

76. On the board, write one or two sentences pupils made mistakes in.
LESSON
POST-

77. Ask pupils to work with a partner to say the correct sentence.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Choose one of the scenes Pupils replace three things from Pupils add one more thing
from Activity 1. In groups, the wrong time in their text with from the wrong time in
pupils read the scene and things people had 300 years their text.
replace the three things from ago. Then, they rewrite the text.
the wrong time with things
people had 300 years ago.
REFLECTION ATTENDANCE:
w. _22__ /_25__ pupils are able to achieve the stipulated REMARK:
learning objective.
x. _3__ /_25__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
THURSDAY
Subject English Class Year 5 YAKIN

Day / Date Thursday, May 9, 2024 Time 8.30-9.30AM

Week 9 Lesson number 42

Word of Self, Family and
Theme Topic Days
Friends
Pair work, class
CCE Language 21st CL
discussion
Differentiatio
Time Thinking Skill Analysis
n Strategy
Textbook, worksheet,
Assessment Task Teaching aids
word cards, cloth.
Language / Grammar Focus: Present simple tense affirmative and negative (to state
facts and routines)
PUPILS’ ASPIRATION
Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / / l
g skills p skills proficiency spiritualit
identity
y
SKILLS
Complementar
Main Speaking Listening
y
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1 Communicate simple information 1.1 Recognise and reproduce target

intelligibly language sounds

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.1.1 Recognise and reproduce with little
2.1.1 Give detailed information about
or no support a wide range of target
themselves
language phonemes
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 listen and follow longer sequences able to recognise and reproduce with little
of supported classroom instructions. or no support at least three verbs ending
with/iz/ and three verbs ending with /s/
sounds.
SUCCESS CRITERIA
Pupils can:
bb. say at least three differences between their daily routines and the Radfords using
conjunction ‘but’.
cc. listen and identify at least three verbs ending with/iz/ and three verbs ending with
/s/ sounds.
LEARNING OUTLINE
 78. Say What’s Missing:
a. Put family members word cards on a table.
b. Ask pupils to work in groups to say the words.
PRE-LESSON

c. Place a cloth over all the word cards on the table.

d. Take one or two vocabulary items away.
e. Remove the cloth, keeping the removed items in it.
79. Pupils say which items are missing.

80. Activity 1:
v. Pupils in pairs do p.24, Activity 4.
w. First give an example and write model on board.
e.g. ‘The Radford family has breakfast at 6.46 but I have breakfast at
7.15’.
x. Ask: What’s the conjunction in the sentence?
y. Remind pupils to use ‘but’ for differences.
z. They take turns to say three or four differences. (Assessment) (DS)
aa. Choose pairs to say differences to whole class.
81. Activity 2:
w. Write on board ‘Present simple’. (Activity 1 SB pg 25)
LESSON DEVELOPMENT

x. Distribute worksheet.
y. Read out the sentences and highlight the different forms for I and he /
she.
z. Pupils match the sentences with the spelling rules.
aa. Check answers with the class, and check that pupils understand all the
rules.
82. Activity 3:
a. Pupils choose the correct verbs then compare their answers in pairs.
(Activity 2 SB pg 25)
b. Check answers with the class.
83. Activity 4:
f. Read aloud both verbs in 1–6. (Activity 3 SB page 25)
g. Pupils listen to CD1.24. and repeat chorally then individually.
h. Explain they need to listen to the verb endings.
i. Play CD1.24 again.
bb. Ask: Which verbs end with /iz/ sound? Which verbs end with /s/ sound?
 (e.g. speaks) (Assessment)

LESSON

84. Pupils in small groups take turns to say the daily routines of two members of
POST-

their family.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils talk about at least one Pupils talk about at least two of Pupils talk about at least
of their daily routines. their daily routines. two of their daily
e.g. I wake up at 5.30 every e.g. I wake up at 5.30 every routines.
morning. morning. I have breakfast at e.g. I wake up at 5.30
6.00. every morning. I have
breakfast at 6.00. After
breakfast, I always brush
my teeth. etc
REFLECTION ATTENDANCE:
y. __13_ /__17_ pupils are able to achieve the stipulated REMARK:
learning objective.
z. __4_ /_17__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.
Subject English Class Year 6 TEKUN

Day / Date Thursday, May 9, 2024 Time 11.00-12.00PM

Week 9 Lesson number 29

World of Self, Family and

Theme Topic Life in the past
Friends
Global Sustainability; Class discussion, pair work,
CCE 21st CL
Environmental Sustainability group work.
Differentiation
Type and amount of support Thinking Skill Analysis
Strategy

Assessment Task Teaching aids Textbook, worksheet, video.

Language / Grammar Focus: Future forms review, e.g. I think people will travel by plane.

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / and
skills skills proficiency identity
spirituality
SKILLS
Main Listening Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
1.2 Understand meaning in a variety of familiar 2.1 Communicate simple information intelligibly
contexts

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

1.2.1 Understand with little or no support the 2.1.4 Ask about and describe future plans or
main idea of longer simple texts on a range of events
familiar topics
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able to
to listen and understand with little or no support ask about and describe their future plans.
the main idea of the presentation by identifying
the order of the topics correctly.
SUCCESS CRITERIA

Pupils can:
dd. listen to a short presentation and identify the order of the topics correctly.
ee. ask and answer questions about future plans.

LEARNING OUTLINE
 PRE-LESSON 85. Ask pupils what they think the classroom of the future will look like.
86. Have pupils discuss in small groups for five minutes and make notes.
87. Gather feedback and take notes on the board.

88. Activity 1:
r. Pupils look at the vocabulary panel. (Pupil’s Book page 30)
s. Read out the example sentence for each word. (Pupil’s Book page 135)
t. Pupils check the definitions in the dictionary on page 135.
u. Pupils use the dictionary to give definitions in the following order to elicit the words:
21st century, communicate.
89. Activity 2:
a. Pupils look at the picture in Activity 1 and talk about it.
b. Pupils read out the ideas in the coloured boxes and write them on the board.
c. Pupils read out the example in the speech bubble.
DEVELOPMENT

d. Pupils brainstorm more ideas about life in the future.

LESSON

90. Activity 3:
k. Write the words environment, technology and everyday family life on the board.
l. Have some pupils come to the board and write words or phrases under each word
relating to how these may be in the future.
m. Tell pupils you will give a short video presentation about these topics.
n. They should listen and decide which order you present the topics in. (Assessment)
o. Give your presentation and give feedback on the answer.
p. Ask another gist question for each topic, for example asking if pupils agree with
your ideas, or saying whether the predictions are positive or negative.
q. Pupils work in pairs.
r. They ask and answer the question What are you going to do in the future?
(Assessment)
s. Their answers might relate to a job, or to some of your future predictions.
LESSON
POST-

91. Pupils take turns to share their friends’ plans.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write about their future Pupils write about their future Pupils write about their future
plans in at least one sentence. plans in at least two sentences. plans in at least three
sentences.
REFLECTION ATTENDANCE:
aa. _23_ /__27_ pupils are able to achieve the stipulated learning REMARK:
objective.
bb. _4__ /_27 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 Thursday, May 9, 2024 Time 12.00-1.00PM

Week 9 Lesson number 23

World of Self, Family and

Theme Topic My Week
Friends

matching game, pair

CCE Values 21st CL
work, group work

Differentiatio
Type and amount of support Thinking Skill Understanding
n Strategy

Word cards, word strips,

Assessment Task Teaching aids flashcards, paper strips,
subject flashcards

Language / Grammar Focus: Will for prediction

PUPILS’ ASPIRATION

Ethnics
Bilingual Nationa
Thinkin Leadershi and
Knowledge / / proficienc l
g skills p skills spiritua
y identity
lity

SKILLS

Complementa
Main Speaking Writing
ry

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1 Communicate simple information 4.2 Communicate basic information

intelligibly intelligibly for a range of purposes in print
and digital media

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

2.1.4 Give reasons for simple predictions 4.2.1 Explain and give reasons for simple
opinions

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 give at least one reason for their able to explain and give at least one
prediction. reason for their opinion on a subject.

SUCCESS CRITERIA
Pupils can:
ff. talk about how each school day will be and give at least one reason for their answer.
gg. write a sentence to say what they think about a subject and give at least one reason
for their opinion.
LEARNING OUTLINE

37. Display subject flashcards on the board and give pupils a minute to look at the
flashcards.
LESSON
PRE-

38. Pupils close their eyes and take two or more flashcards away.
39. Pupils say which flashcards are missing.

40. Activity 1:
a. Introduce adjectives to the pupils by showing word cards.
b. Pupils get into groups and distribute a set of word strips to each group.
c. Matching Game: Pupils match adjectives and school subjects (e.g. English
/ fun)
41. Activity 2:
j. Have pupils look at their timetables (or the example one).
LESSON DEVELOPMENT

k. Write the model sentences on the board.

Sentence : I think (day) will be (adjective) because we have (subject)
l. Have pupils practise in a drilling activity before the pair work.
m. In pairs, they talk about how each day will be, e.g. I think Monday will be
great because we have maths. (Assessment)
n. Hand out strips of paper, two (or more) per pupil.
o. Pupils write a sentence on each paper to say what they think about a
subject and why. (Assessment)
p. In groups, pupils put their papers together and mix them up.
q. Pupils take a paper in turn, read it, and guess who wrote the paper.
r. They then say if they agree or disagree with the opinion.

42. Write a mixed-up sentence on the board.

LESSON
POST-

43. Have pupils put the words in the correct order to form a sentence.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write about their Pupils write about their favourite Pupils write about
favourite subject in one subject in one sentence and subjects they like and
sentence and give a reason give at least two reasons for their dislike in one sentence
for their answer. answers. each. Then, ask them
 to give reasons for
their answers.

REFLECTION ATTENDANCE:
cc. _27_ /__31_ pupils are able to achieve the stipulated REMARK:
learning objective.
dd. _4__ /__31_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.