LESSON PLAN YEAR 4

Subject : English
Class : 4 Cemerlang
Date and day : 24th June 2019 (Monday)
Time : 12.15 – 1.15 p.m.
Theme : World of Knowledge
Topic : Our Solar System
Language skill : Reading
Content standard : 2.2 By the end of the 6 year primary schooling, pupils will
be able to demonstrate understanding of variety of linear
and non-linear texts in the form of print and non-print
materials using a range of strategies to construct meaning.
Learning standard : 2.2.2 Able to read and understand phrases and sentences
from:
(a) linear texts
(b) non-linear texts
Learning objectives : By the end of the lesson, pupils will be able to:
i) fill at least 4 out of 8 in the blanks with the correct
answers
ii) answer at least 2 out of 5 comprehension questions
correctly
Previous Knowledge : Pupils know about planet
Successful Criteria : The pupils are successful when they are able to:
i) fill at least 4 out of 8 in the blanks with the correct
answers
ii) answer at least 2 out of 5 questions correctly
CCTS/EMK : Critical thinking, creativity
Multiple intelligence : Verbal linguistic, visual spatial, intrapersonal
Sentence pattern : Simple sentence
Vocabulary list : Earth, Mercury, Venus, Mars, Jupiter, Saturn, Uranus,
Neptune, Sun, Moon, star
Values inculcated : Brave
Educational emphasis : Thinking Skills, Multiple Intelligences
Teaching aids : Manila card, long ruler, incomplete text of ‘Solar System’
 LEARNING TEACHING AND LEARNING
STAGES REMARKS
CONTENTS STRATEGIES
Set Induction Review the 1. Teacher asks the pupils CCTS: Critical
(5 minutes) previous lesson whether they still remember Thinking
what they have learned in the
- To test the previous lesson. MI: Verbal linguistic
pupils’ memory 2. Pupils say out any word that
on the they remember from the
vocabulary previous lesson (e.g. any name
learned of the planets)

Presentation Read the text 1. Teacher pastes a manila card MI: visual spatial,
(10 minutes) ‘Solar System’ on the board (‘Solar System’) verbal linguistic
2. Teacher reads the text using
the correct stress and MV:
intonation. Brave
3. Pointing to the text with a
long ruler, teacher reads the text TA: manila card,
together with pupils. long ruler
4. Teacher asks one pupil to
come to the front and conduct
the reading.
Practice Fill in the blanks 1. Teacher distributes the CCTS: Creativity
(15 minutes) incomplete text of ‘Solar
System’ to each pupil. MI: intrapersonal,
2. Teacher asks pupils to read bodily kinesthetic
the complete text on the manila
card in order to fill in the blanks. TA: manila card,
3. Once done, teacher asks incomplete text of
pupils to paste their paper on ‘Solar System’
the whiteboard.
4. Pupils come to the front and
see how the teacher point out
the wrong answers.
Production Read and answer 1. Teacher distributes the CCTS: Critical
(15 minutes) worksheets to each people. thinking
 - Conduct an 2. Teacher asks pupils to
assessment to answer comprehension MI: intrapersonal
check the questions.
pupils’ 3. Once done, pupils exchange
understanding their worksheets with the person
of the topic of next to them.
the day. 4. Teacher goes through the
answers one by one with pupils.
Pupils mark their friend’s
worksheet.
Conclusion Crossword puzzle 1. Teacher gives every pupil a CCTS: Creativity
(5 minutes) crossword puzzle of Solar
System.
2. Pupils complete the puzzle.
Reflections

The lesson was postponed due to the preparation for Hari Raya celebration.
Subject : English
Class : 4 Cempaka
Date and day : 21st June 2019 (Friday)
Time : 7.45 – 8.45 a.m.

Strengths: -The pupils looked motivated when reading the text. When a pupil
was called to the front to conduct the reading, some of the pupils
helped correct the pronunciation when the pupil did it wrong.

-The worksheet was simple and suitable for the pupils’ level

Weaknesses: -The pupils at the back could not see clearly as the manila card was
not that big. They just pretended that they could see and read along.

How to overcome: -Instead of using a manila card, the teacher should project the text on
the screen so that all pupils could see clearly and focus on the
lesson.

-The other alternative is writing the text in a bigger font on a mah-jong