9.1 Bi Y4 TS25 Module 1 (LP1-16)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 4

THEME: World of Self, Family and Friends CLASS: WEEK: 1
TOPIC: MODULE 1 : WHERE ARE YOU FROM? TIME: DATE: 20/3/2023
SKILL(S) FOCUS: Listening LESSON: 1 (Listening 1) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.2
Respect others Language
Complementary: 1.1 Complementary: 1.1.1
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Understand with support specific information and details of longer simple texts.
2. Recognise and reproduce with support a wide range of target language phonemes
SUCCESS CRITERIA (SC):
Pupils can point to at least five flags after listening to the song and say out at least three countries and three names (of
children) with the correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Get Smart Plus 4 Activity 1 Student’s Book and Teacher’s
Present simple for personal information (All persons) Book (page 18), Flashcards of the flags from Student’s Book
Paper and pencils for making flags
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
_____ / _____ pupils were able to
Review self-introductions by playing a game. Pupils should give their names: Hi! achieve the learning objectives and
My name is…. For example, pupils could sit in a circle. They throw a soft ball or given enrichment exercise (s).
piece of crumpled paper to each other to ask for and give their names.
Lesson development:- achieve the learning objectives with
1. Use the flag flashcards to introduce the vocabulary. guidance and given reinforcement
2. Pupils sing or say the words to the song (Activity 1 : CD 1 - Track 3). exercise (s).
3. Have pupils draw the Malaysian flag. Talk to pupils about the colours and
_____ / _____ pupils were not able to
patterns in English. The activity is not about making the flags as much as it is achieve the learning objectives and
on having the pupils listen to you talking about the colours in English. given remedial exercise (s).
4. Continue the lesson with a speaking activity, where pupils practise
introducing themselves using the flags. TODAY’S LESSON:
Post-lesson:- Excellent
Need improvement
Play the song from Activity 1 (CD 1 - Track 3) and have pupils sing along in groups.
HOTS Analysis 21st CA Stretch to Sketch
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do activity with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on ___________________________________________________________

SKILL(S) FOCUS: Speaking LESSON: 2 (Speaking 1) DAY: Monday
Main: 2.1 Main: 2.1.5
Respect others Language
1. Describe people, and objects using suitable statements
Pupils can say out at least three countries and three nationalities with the correctly.
Get Smart Plus 4, Activity 3 Student’s Book page 5,
Present simple for personal information (All persons) Country flag flashcards from Lesson 1, Paper and pencils for
making flags (keep these flags for later lessons)
Pre-lesson:
Present the new vocabulary by showing the flag flashcards to the pupils. Say the _____ / _____ pupils were able to
name of each country and have pupils repeat after you. achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Pupils listen and sing the song again.
2. Pupils rewrite the sing in cursive in their exercise book. achieve the learning objectives with
3. Direct pupils' attention to the picture of the girls. Ask pupils to guess what guidance and given reinforcement
the girls are doing. Play the CD and have pupils chorally repeat the exchange. exercise (s).
Have individual pupils model the exchange.
4. Divide pupils into pairs. Ask pupils to take turns to guess the person their _____ / _____ pupils were not able to
classmate is describing. Have pairs of pupils play the game in front of the achieve the learning objectives and
given remedial exercise (s).
class.
5. Ask pupils to choose and draw a country flag of their choice. It could be one TODAY’S LESSON:
from the textbook or of a country whose flag they know. (CBA) Excellent
Post-lesson:- Need improvement
Play the song from Activity 1 (CD 1 - Track 3) and have pupils sing along in groups.
REFLECTION


SKILL(S) FOCUS: Reading LESSON: 3 (Reading 1) DAY: Monday
Main: 3.2 Main: 3.2.2
Embrace New Friend Language
1. Understand specific information and details of simple texts of one or two paragraphs
2. Understand longer supported classroom instructions
Present simple for personal information (questions, all Get Smart Plus 4 Activities 1-3 Student’s Book and Teacher’s
persons): Where are you from? I’m from…; Nationalities: Book pages 20- 21
I‘m… Picture of an Egyptian mummy
Pre-lesson:
Introduce the topic of the lesson using the picture of a mummy to find out what
achieve the learning objectives and
pupils know about this topic. Pupils open their book to page 6 and point out the given enrichment exercise (s).
words in the vocabulary section. (CD1-Track 6)
Lesson development:- _____ / _____ pupils were able to
1. Have pupils look at the pictures and introduce them to the two main achieve the learning objectives with
characters of the book, Anna and Greg. guidance and given reinforcement
exercise (s).
2. Pupils listen and read (Activity 1: CD 1- Track 7).
3. In groups, pupils read again and act out the story (Activity 2). (CBA) _____ / _____ pupils were not able to
4. Pupils look at the grammar box at the top of page 7. Read the questions and achieve the learning objectives and
the answer out loud and have pupils repeat. given remedial exercise (s).
5. Pupils read again and match each picture to the sentences. Pupils compare
their answer in pair and check as a class (Activity 3). (21st CA) TODAY’S LESSON:
Excellent
Post-lesson:-
Need improvement
Play the song from Activity 1 (CD 1 - Track 3) and have pupils sing along.
HOTS Analysis 21st CA Puzzle it Out
REFLECTION


SKILL(S) FOCUS: Writing LESSON: 4 (Writing 1) DAY: Monday
Main: 4.2 Main: 4.2.4
Embrace New Friend Creativity and Innovation
1. Describe people and objects using suitable statements
2. Spell most high frequency words accurately in guided writing
Pupils can write sentences to describe people and objects using suitable statements.
Present simple for personal information (questions, all
persons): Where are you from? I’m from… ; Nationalities: Flashcards, worksheet (1).
I‘m…
Pre-lesson: _____ / _____ pupils were able to
Show pupils flashcards and ask pupils to spell the countries and nationalities.
given enrichment exercise (s).
Lesson development:-
1. Distribute a worksheet to pupils and ask them to complete it. achieve the learning objectives with
2. Pupils compare their answer in pair and check as a class. guidance and given reinforcement
3. Get pupils to read the answers. exercise (s).
4. Guide the weak pupils to pronounce the names of nationalities.
5. Guide the weak pupils to write correctly and neatly. _____ / _____ pupils were not able to
Post-lesson:- given remedial exercise (s).
TASK 10: WHAT ABOUT YOU? Act as if you are thinking and say ‘What can you
remember?’ Give a key word from the lesson. Write it on the board. Invite some TODAY’S LESSON:
pupils to tell you by asking: ‘What about you? What can you remember?’ Write Excellent
their answers on the board. Teach pupils Bye!
Need improvement
HOTS Analysis 21st CA Puzzle it Out
REFLECTION


TOPIC: POETRY : HOLIDAY MEMORIES TIME: DATE: 20/3/2023
SKILL(S) FOCUS: Language Art LESSON: 5 (Language Art 1) DAY: Monday
Main: 5.3 Main: 5.3.1
Be Independent Creativity and Innovation
1. Respond imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon stories. Other
imaginative responses as appropriate
2. Read and enjoy A1 fiction/non-fiction print and digital texts of interest
Pupils can read independently for information and enjoyment.
Anthology of Poems-Page 6, Contemporary Children’s
Tenses (Simple Past)
Literature Teaching Guidebook (BPK) – Poetry
Ask pupils to read the Anthology of Poem page 6. Elicit the title of poem. (HOTS)
1. Put up the pictures from the poem on the board (see next page). _____ / _____ pupils were able to
2. Ask pupils to talk about the pictures. Suggested questions to stimulate achieve the learning objectives with
discussion: (HOTS) guidance and given reinforcement
What animal can you see in this picture? exercise (s).
What is the boy doing here?
3. Divide pupils into 7 groups. Each group will be given a stanza on a piece of _____ / _____ pupils were not able to
manila card/A3 paper. achieve the learning objectives and
4. A representative from each group will come in front of the class and match given remedial exercise (s).
their stanza to the correct picture on the board. (21ST CA)
5. The group members will then recite their stanza in front of the class.
6. The whole class will recite the whole poem together with the correct
intonation and pronunciation after all the groups have put up their stanzas
on the board.Pupils recite the poem again with movement and actions. (CBA)
Post-lesson:- TODAY’S LESSON:
Have pupils show a smiley face to represent their feelings of the lesson. Excellent
Need improvement
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

*BBM for LESSON: 5 (Language Art 1) in google drive link.

Main: 1.2 Main: 1.2.2
Embrace New Friend Global Sustainability
1. Understand with support specific information and details of longer simple texts
Present simple for personal information (questions, all
Get Smart Plus 4, worksheet 2, Activity 4 Student’s Book
persons): Where are you from? I’m from…; Nationalities:
page 7.
I‘m…
Show pupils flashcards and ask pupils to spell the countries and nationalities.
1. Begin the lesson with a matching activity where pupils review country and
nationalities.
2. Pupils copy the table for activity 4 in their exercise book.
3. Pupils listen to the three descriptions and tick one of the three pictures
according to what they hear (CD 1- Track 8). (HOTS)
4. Play the CD twice and have pupils do the activity. (21st CA)
5. Pupils check answers in pairs first, then check as a class.
6. Teacher distributes worksheet. _____ / _____ pupils were able to
Post-lesson:- achieve the learning objectives with
guidance and given reinforcement
Play the song from Activity 1 (CD 1 - Track 3) and have pupils sing along. exercise (s).

REFLECTION


Main: 2.1 Main: 2.1.5
2. Complementary: Keep interaction going in short exchanges by using suitable words : (ii) to ask for clarification
Present simple for personal information (questions, all Get Smart Plus 4, Activity 5 Student’s Book page 7, pictures
persons): Where are you from? I’m from… ; Nationalities: of famous people or popular characters from different
I‘m… countries and Pupil-made flags from previous lesson(s).
Pre-lesson:
Hold up a flashcard of a flag and say I’m from (the US). I’m (American)’ Have
pupils repeat after you. Repeat the procedure with the rest of the countries pupils _____ / _____ pupils were able to
know. achieve the learning objectives and
1. Play a game to review countries and nationalities. (21st CA)
2. Direct pupils’ attention to the picture of the boys. Ask pupils what the boys _____ / _____ pupils were able to
are doing. (HOTS) achieve the learning objectives with
3. Play the CD (Track 9) and ask pupils to listen and follow the text with their guidance and given reinforcement
finger. Play it again and ask pupils to repeat. exercise (s).
4. Explain to pupils how the speaker is using words to show understanding (by
saying the nationality in response). _____ / _____ pupils were not able to
5. Elicit or give alternative phrases such as ‘Really? So, you’re Brazilian’. Then achieve the learning objectives and
practise the dialogue using open pairs (modify voice, volume, etc., to make it given remedial exercise (s).
more fun).
6. Introduce the famous people and do a role-play activity based on these, TODAY’S LESSON:
using similar language. (CBA) Excellent
Ask pupils to play the Who Am I game.

REFLECTION

Main: 3.2 Main: 3.2.3
1. Guess the meaning of unfamiliar words from clues provided by title and topic
Pupils can talk about daily routines.
Adverbs of frequency to describe routine: Get Smart Plus 4 Activities 1-2 Student’s Book and Teacher’s
e.g. I always + verb Book Pictures of the children from Student’s Book
Pre-lesson:
Stick the flashcards of ice-skate, play chess, football and ice-skating rink on the achieve the learning objectives and
board. Point to each one, say the word / phrase and encourage pupils to repeat. given enrichment exercise (s).
Pupils miming everyday activities.
achieve the learning objectives with
1. Give pupils the title of the text(s). Using the pictures, elicit the meaning of guidance and given reinforcement
figure skater and chess player. (HOTS) exercise (s).
2. Have pupils read the text to find the meaning of the key vocabulary, topic:
ice-skate and ice-skating rink). _____ / _____ pupils were not able to
3. Pupils listen and read. (CD 1-Track 11) achieve the learning objectives and
4. Pupils read activity 1 again in order to answer the questions. given remedial exercise (s).
5. Pupils compare their answers in pairs first, then check as a class. (21st CA)
TODAY’S LESSON:
Post-lesson:-
Excellent
Ask pupils to talk about their daily routines in pairs. (CBA) Need improvement
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION

Main: 4.2 Main: 4.2.3
1. Describe basic everyday routines
2. Use cursive writing in written work
Pupils can talk about daily routines.
Adverbs of frequency to describe routine: Get Smart Plus 4
e.g. I always + verb Activities 3-4 Student’s Book page 9
Pre-lesson:
Stick the flashcards of ice-skate, play chess, football and ice-skating rink on the
board. Point to each one, say the word / phrase and encourage pupils to repeat.
Pupils miming everyday activities. (HOTS)
1. Pupils look at the grammar box at the top of page 9. Read the sentences out
loud and pupils repeat. Play a group or pair spelling game which focusses on _____ / _____ pupils were able to
the spelling of adverbs in this lesson. achieve the learning objectives with
2. Pupils listen to four short dialogues and write always, usually, sometimes or guidance and given reinforcement
never, according to what they hear. (CD1 –Track12) exercise (s).
3. Play the CD twice and get pupils to do the activity. Pupils check answer in
pairs first, then check as a class. _____ / _____ pupils were not able to
4. Pupils look at the picture and ask them what they think the boy is doing. achieve the learning objectives and
5. Pupils listen (CD1-Track 13), read and tick. Then talk about their day in pairs. given remedial exercise (s).
(CBA)
6. Pupils write sentences about their day in their notebook use cursive writing. TODAY’S LESSON:
7. Ask pupils to compare their sentences with some others in the class (as a Excellent
mingling or a large group activity). (21st CA) Need improvement
Post-lesson:-
Ask pupils to talk about their daily routines in pairs. (CBA)
HOTS Analysis 21st CA Three Stay, One Stay

REFLECTION

TOPIC: POETRY : AT THE PLAYGROUND TIME: DATE: 20/3/2023
Main: 5.2 Main: 5.2.1
Be Independent Creativity and Innovation
1. Say in simple words and phrases how a text makes them feel
2. Explain and give reasons for basic opinions
Pupils can read independently for information and enjoyment.
Anthology of Poems, Contemporary Children’s Literature
Vocabulary; Adjectives
Teaching Guidebook (BPK) – Poetry
Pre-lesson:
Put up pictures of playground equipment on the board. Call one pupil to the front _____ / _____ pupils were able to
of the class. The pupil picks one flashcard and matches it to the right picture. achieve the learning objectives and
When all the pictures have been labelled correctly, tell pupils the names of the given enrichment exercise (s).
equipment. Introduce the poem ‘At the Playground’. Recite the poem and pupils
repeat with the correct intonation and pronunciation. (HOTS) _____ / _____ pupils were able to
achieve the learning objectives with
Lesson development:- guidance and given reinforcement
1. Pupils recite the poem together. exercise (s).
2. Pupils talk about how they feel when they are at the playground. (CBA)
3. Give pupils the Flow Map (Worksheet 3). _____ / _____ pupils were not able to
4. Tell pupils to fill in the blanks with their feelings (smileys or pictures can be achieve the learning objectives and
used instead of words). given remedial exercise (s).
5. As an extension activity, pupils can write a story based on the flow map.
(21st CA) TODAY’S LESSON:
Excellent
Post-lesson:-
Need improvement
Recite poems with feelings as indicated in the flow map.
HOTS Analysis 21st CA i-Think Map - Flow Map

REFLECTION
*BBM for LESSON: 10 (Language Art 2) in google drive link.

Main: 1.2 Main: 1.2.3
Respect others Values
1. Understand with support short simple narratives on a range of familiar topics
Pupils can point to at least five flags after listening to the song.
Pupils can say out at least three countries and three names (of children) with the correctly.
Sound: /s/ and /z/ for third person singular of the Simple Get Smart Plus 4 Student’s Book (pages 12-13) and
Present Tense Teacher’s Book, Large copies of pictures from story
Pre-lesson:
Review and focus third person singular of the Simple Present Tense in a fun way _____ / _____ pupils were able to
by playing a game achieve the learning objectives and
1. Using one of the pictures from the story (Student’s Book, pages 12-13),
introduce the characters of the story. _____ / _____ pupils were able to
2. Put all four pictures on the board, in an incorrect order. achieve the learning objectives with
3. Ask pupils to listen to the story and think about which order the pictures guidance and given reinforcement
go in. Play the CD (Track 16). (HOTS) exercise (s).
4. Check pupils’ answers and play once again if necessary.
5. Ask a few further questions about the pictures that relate to the focus _____ / _____ pupils were not able to
of the story (e.g. about karate, China, etc.). Ask pupils what they think of achieve the learning objectives and
the story. (CBA) given remedial exercise (s).
6. Follow instructions for Activities 1 & 2, Phonics 1 (Teacher’s Book, page 98).
7. Ask pupils to work in pairs to find examples of /s/ and /z/ in the story. ( TODAY’S LESSON:
8. They listen to the CD (Track 16) again to check their answers. (21st CA) Excellent
Play a fun game which focuses on distinguishing /s/ and /z/.
HOTS Analysis 21st CA Talk Partners

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION

Main: 2.1 Main: 2.1.5
Embrace New Friend Patriotism & Citizenship
2. Understand longer supported questions
Pupils can describe people, and objects using suitable statements.
Present continuous questions in third person: e.g. What is Get Smart Plus 4 Activity 1, Student’s Book and Teacher’s
he doing?; and answers: e.g. He’s ..-ing Book, Blank cards (2 per pupil)
Pre-lesson:
In pairs, pupils write down as many sports as they can remember in three
minutes. (21st CA)
1. Hold up the book of the story on the board and asl pupils to talk about what
they remember from the story. _____ / _____ pupils were able to
2. Direct pupils’ attention to the three pictures and ask some pupils to describe achieve the learning objectives with
each one. guidance and given reinforcement
3. Pupils listen to CD 1 (Track17) and tick the correct answer. exercise (s).
4. Ask pupil to make two cards similar to the ones in Activity 2 in Student’s
Book. They could draw these or could write the cards. (HOTS) _____ / _____ pupils were not able to
5. Ask pupils to work in small groups. They play a game using their cards and achieve the learning objectives and
the question and answer forms from this lesson (Student’s Book, page 14), given remedial exercise (s).
for example a guessing game. (CBA)
6. Pupils look at the questions and answer in their exercise book. TODAY’S LESSON:
Ask pupils to think back on their learning. In their learning diary, they can write: Need improvement
a) New words I remember
b) Activities I enjoyed
HOTS Analysis 21st CA Rocket writing
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Games
REFLECTION

Main: 3.2 Main: 3.2.1
1. Understand the main idea of simple texts of one or two paragraphs
Pupils can read and write personal email.
Get Smart Plus 4, Activities 1-2 Student’s Book page 11, An
Present simple to describe oneself. example email using email in the Student’s Book as a model,
Picture of the child who wrote the email.
Pre-lesson:
Using a picture of a child, play a guessing game about their personal details (age,
nationality, where they’re from, family, hobbies etc.) to review key language.
1. Teacher hand out the example email (SB p 11) and tell pupils it is the email _____ / _____ pupils were able to
from this child. achieve the learning objectives with
2. Pupils read the email and check their answers (from the pre-lesson stage). guidance and given reinforcement
3. Direct pupils' attention to the email and the title and ask them to guess what exercise (s).
it is going to be about. (It's about a boy who likes football.) (21st CA)
4. Play the CD1 (Track 15) and ask pupils to follow along in their books. Ask _____ / _____ pupils were not able to
pupils comprehension questions such as the following: (HOTS) achieve the learning objectives and
How old is Kumar? Where is he from? Where does he live? Has he got any given remedial exercise (s).
brothers or sisters? What's his brother's name? What is his favourite sport?
5. Pupils read again and complete activity 2 in their exercise book. TODAY’S LESSON:
Pupils play the game on SB page 10 in pairs. Ask pupils to bring in pictures of their Need improvement
favourite sports to the next lesson. (CBA)
HOTS Analysis 21st CA Pair / Group Discussion
REFLECTION

Main: 4.3 Main: 4.3.1
1. Use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level
Pupils can revise and consolidate vocabulary and structures learnt in previous lessons.
Get Smart Plus 4, Writing Tip Student’s Book and Teacher’s
Present simple to describe oneself.
Book, Pupils bring pictures of their favourite sport.
Pre-lesson:
Stick pictures of people doing a sport and/or a leisure activity on the board. On _____ / _____ pupils were able to
the board write: My name is ..., I'm from ..., I'm ... years old, In this picture I'm ... achieve the learning objectives and
Ask different pupils to talk about themselves and their favourite sports/leisure given enrichment exercise (s).
activities. (21ST CA)
Lesson development:- _____ / _____ pupils were able to
1. Divide pupils into pairs or small groups. Tell them to take out their pictures achieve the learning objectives with
and talk about themselves and the sport/leisure activities they like. (CBA) guidance and given reinforcement
2. Direct pupils’ attention to the Writing tip and read it out aloud. exercise (s).
3. Explain the Writing tip to pupils.
4. Have pupils write their own email, based on the pictures they brought. If _____ / _____ pupils were not able to
possible, have pupils use computers for this activity and/or send their email achieve the learning objectives and
to a classmate. given remedial exercise (s).
5. If possible, have pupils send/give their emails to a friend. Pupils respond
informally (orally or in writing) to the email they received. TODAY’S LESSON:
Ask pupils to think back on their learning. In their learning diary, they can write Need improvement
new words I they remember and activities they enjoyed. (HOTS)
HOTS Analysis 21st CA Talking Chips
REFLECTION
TOPIC: POETRY : SOUNDS LIKE MAGIC TIME: DATE: 20/3/2023
Main: 5.3 Main: 5.3.1
Kindness and obedience Creativity and Innovation
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
1. Respond imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon stories.
Pupils can describe people and objects using suitable statements.
Anthology of Poems, Contemporary Children’s Literature Teaching
Tenses (Simple Past)
Guidebook (BPK) – Poetry, worksheet 1 and 2.
Pre-lesson:
Bring in realia in a bag/box (seashell, egg shell, coconut, teacup, etc). Get pupils to come up
and choose an object from the box without seeing it. They touch and feel the object and
describe it to the class. Pupils guess what the object is. Repeat for all the other objects. _____ / _____ pupils were able to achieve
the learning objectives and given
1. Divide pupils into groups. Give each group an object (seashell, eggshell, hollow
enrichment exercise (s).
coconut, teacup). Ask pupils where they can find those objects. Get pupils to put the
objects to their ears and listen closely. (21st CA)
2. Pupils describe the sounds they think they can hear. Encourage them to be imaginative _____ / _____ pupils were able to achieve
and creative. Describe worksheet 1. the learning objectives with guidance and
3. Give one stanza to each group. Pupils read the stanza in their groups. given reinforcement exercise (s).
4. A representative from each group will pass the stanza they have to the group that has
the correct object. Each group reads its stanza aloud with actions
5. Tell pupils that the theme for today’s lesson is ‘Magic’.
achieve the learning objectives and given
6. In groups, pupils discuss and decide what other sounds they can hear from the objects
in the poem (seashell, eggshell, hollow coconut, teacup). (HOTS) remedial exercise (s).
7. Pupils then rewrite any one stanza of the poem (worksheeet 2), with the new sound
that they hear. TODAY’S LESSON:
Example: I listened to a coconut Excellent
and thought I could hear
Need improvement
the sound of a fish swimming
inside my ear.
Post-lesson:-
Have pupils recite their new stanza in front of the class. (CBA)
HOTS Evaluation 21st CA I See, I Think, I Wonder
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION

SKILL(S) FOCUS: Language Awareness LESSON: 16 (Language Awareness 1) DAY: Monday
Main: 5.3 Main: 5.3.1
Bravery Language
1. Respond imaginatively and intelligibly through creating simple picture stories, simple poems and cartoon stories.
Pupils can revise and consolidate vocabulary and structures learnt in previous lessons.
Get Smart Plus 4, Revision 1, Activities 1-3 Student’s Book,
Review of language from Unit 1
Self-assessment worksheet
Pre-lesson:
Stick blown-up colour photocopies of the story on the board. Ask pupils to tell you
what they remember from the story. Have pupils open their books to pages12-13. _____ / _____ pupils were able to
Play the CD (Class CD 1 - Track 16) and have pupils follow along in their books. achieve the learning objectives and
Play the CD and encourage pupils to shadow read. given enrichment exercise (s).
1. Draw a table on the board and ask pupils to copy it on a piece of paper. _____ / _____ pupils were able to
2. Ask pupils to tick the appropriate boxes about themselves. (HOTS) achieve the learning objectives with
3. Pupils work in groups of four. Pupils put their tables in the middle of a desk. guidance and given reinforcement
One pupil thinks of another pupil in the group and says sentences about exercise (s).
him/her according to his/her table without revealing who that person is, to
the rest of the group, e.g. He never has breakfast. _____ / _____ pupils were not able to
4. The other pupils in the groups try to guess who this person is. Pupils take achieve the learning objectives and
turns. (21st CA) given remedial exercise (s).
Post-lesson:-
Ask pupils to think about their learning and performance in this unit. They then TODAY’S LESSON:
complete the self-assessment worksheet and notes in differentiation strategies Excellent
column. Collect the worksheets from pupils and review them to note pupils’ Need improvement
responses. If there are any areas of concern, prepare a review of these in
upcoming lessons. (CBA)
HOTS Analysis 21st CA The Yarn Yarn
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
REFLECTION

9.1 Bi Y4 TS25 Module 1 (LP1-16)

Uploaded by

Copyright:

Available Formats

9.1 Bi Y4 TS25 Module 1 (LP1-16)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

9.1 Bi Y4 TS25 Module 1 (LP1-16)

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 4

DAILY LESSON PLAN TS25

The next lesson plan:

DAILY LESSON PLAN TS25

The next lesson plan:

DAILY LESSON PLAN TS25

The next lesson plan:

DAILY LESSON PLAN TS25

The next lesson plan:

*BBM for LESSON: 5 (Language Art 1) in google drive link.

DAILY LESSON PLAN TS25

_____ / _____ pupils were not able to

The next lesson plan:

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Stretch to Sketch

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Three Stay, One Stay

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA i-Think Map - Flow Map

*BBM for LESSON: 10 (Language Art 2) in google drive link.

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Talk Partners

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

_ / _ pupils were not able to