SUNDAY

Subject English Class Year 4JUJUR

Day / Date Sunday, April 21, 2024 Time 8.00-8.30AM

Lesson
Week 7 10
number

Word of Self, Family and

Theme Topic Where are you from?
Friends

language game, pair

CCE Language 21st CL
work.

Differentiati Type and amount of

Thinking Skill Applying
on Strategy support

Picture, audio,
Assessment Task Teaching aids worksheet, sentence
strips, box, music.

Language / Grammar Focus: Present simple to describe oneself

PUPILS’ ASPIRATION

Ethnics Nation
Bilingual
Thinkin Leadersh and al
Knowledge / / proficienc /
g skills ip skills spirituali identit
y
ty y

SKILLS

Complement
Main Reading Reading
ary

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.2 Understand a variety of linear and 3.2 Understand a variety of linear and
non-linear print and digital texts by non-linear print and digital texts by
using appropriate reading strategies using appropriate reading strategies

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.2.1 Understand the main idea of 3.2.2 Understand specific information

simple texts of one or two paragraphs and details of simple texts of one or
two paragraphs

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should By the end of the lesson, pupils should
be able to read and understand the be able to read and understand the
email by answering at least 4 email by completing at least 4
comprehension questions correctly. information correctly.

SUCCESS CRITERIA

Pupils can:
a. can answer at least four comprehension questions correctly.
b. write at least four Kumar’s information correctly.

LEARNING OUTLINE

1. Display a picture on the board.

LESSON

2. Play a guessing game about the child’s personal details (age,

PRE-

nationality, where they’re from, family, hobbies etc.) to review key

language.

3. Activity 1:
a. Explain that the child in the picture sent them an email.
b. Hand out the example email (Student’s Book, page 11) and tell
pupils it is the email from this child.
c. Pupils read the email and check their answers (from the pre-
LESSON DEVELOPMENT

lesson stage).
d. Play the CD and ask pupils to follow along in their books. (track
15).
4. Activity 2:
a. Distribute worksheet.
b. Task A : Pupils answer comprehension questions in pairs.
(Assessment)
c. Task B : Pupils complete the information based on the email.
(Assessment)
a. Pupils compare their answers in pairs, then check as a class.

5. Pass and state true or false:

POST-LESSON

a. Put sentence strips in a box and have pupils sit in a circle.

b. Play any music and pass the box around.
c. Stop the music.
 d. The person who is holding the box picks a sentence strip, read
the sentence aloud and state whether the sentence is true or
false.
e. Repeat steps.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils identify 3 true or Pupils identify 4 true or false Pupils identify 5 true or
false statements about statements about Kumar false statements
Kumar with teacher’s with teacher’s guidance. about Kumar with
guidance. teacher’s guidance.
REFLECTION ATTENDANCE:
REMARK:
a. __24_ /_28__ pupils are able to achieve the stipulated
learning objective.
b. ___4 /__28 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, April 21, 2024 Time 9.30-10.30AM

Week 7 Lesson number 10

World of Self, Family and The Sandwich (Anthology

Theme Topic
Friends Of Poem)
Class discussion, singing,
Language / Creativity and
CCE 21st CL reciting a poem,
Innovation
presentation
Differentiation
Time Thinking Skill Creation
Strategy
Textbook, worksheet,
Assessment Task Teaching aids
video.

Language / Grammar Focus: Nouns

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 4.3 Communicate with appropriate
literary texts language 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 4.3.2 Spell most high frequency words
through creating simple stories and simple accurately in independent writing
poems. 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 create a Silly Sandwich recipe by able to spell at least seven ingredients
writing down at least seven ingredients they correctly.
wish to put in.
SUCCESS CRITERIA

Pupils can:
c. write at least seven sandwich ingredients they wish to put in their Silly Sandwich.
d. spell at least seven sandwich ingredients correctly.

LEARNING OUTLINE
 1. Give lyrics to pupils to sing along. (Refer to the guidebook)
LESSON
PRE-
2. Pupils listen to a short song about a sandwich.
https://www.youtube.com/watch?v=wUDqQSwdBjM

3. Pupils recite the poem aloud with guidance.

DEVELOPMENT

4. Pupils call out the ingredients found in the poem.

LESSON

5. Each pupil gets The Silly Sandwich template. (Appendix 1)

6. Pupils write down ten ingredients they wish to put in their Silly Sandwich.
(Assessment)
7. Pupils draw the ingredients on The Silly Sandwich template.
POST-LESSON

8. Pupils present and explain their choice of ingredients.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT

Pupils work with a partner and Pupils list out three healthy and Pupils list out five other
name two healthy and unhealthy food in the poem. healthy and unhealthy
unhealthy food in the poem. food that they know.

REFLECTION ATTENDANCE:

REMARK:
9. __21_ /_26__ pupils are able to achieve the
stipulated learning objective.
10. ___5 /__26_ 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, April 21, 2024 Time 11.00AM-12.00PM

Week 7 Lesson number 10

Theme World of Knowledge Topic Towns and Cities

Language and Pair work, Dictation,

CCE 21st CL
Creativity and Innovation Class discussion.
Differentiatio
Time Thinking Skill Application
n Strategy
Textbook, pictures,
Assessment Task Teaching aids
worksheet
Language / Grammar Focus: Nouns: population, business, monument, castle, zoo;
Adverbs: quite, really, very
PUPILS’ ASPIRATION
Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / l
g skills p skills proficiency spiritualit
identity
y
SKILLS
Complementar
Main Reading Writing
y
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
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
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2.2 Understand specific information and
4.3.2 Spell a range of high frequency words
details of simple texts of two paragraphs
accurately in independent writing
or more
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 the text by able to spell high frequency words
completing at least three key phrases with accurately in independent writing.
words from the text.
SUCCESS CRITERIA

Pupils can:
e. complete at least three key phrases with words from the text read.
f. spell high frequency words correctly.

LEARNING OUTLINE
PRE-LESSON 1. Write on board ‘Edinburgh’ and eight words in Think! at top of p.19.
2. Pupils say words they know (‘zoo’, ‘beach’, ‘old part’, ‘shops’).
3. Show photos or project images of a business, an office, a factory and Kellie’s
castle in Malaysia.
4. Say what they are. Ask: Can you see these places where you live?

5. Activity 1:
a. Pupils read the text and find words from Think! exercise in it then write
them down.
b. Check answers with the class.
c. Ask: Which two words are not in the text? (offices and factories).
What other places are in the text? (cinemas, the sea)
6. Activity 2:
a. Explain there are words and phrases we use to describe a town or city.
b. Pupils complete the key phrases with words from the text. (Assessment)
c. Pupils compare their answers with a partner.
d. Then, check answers with the class.
LESSON DEVELOPMENT

7. Activity 3:
a. Write adverbs, adjectives and nouns on board e.g. ‘really fantastic
school., .very friendly children.
b. Focus on the phrases in blue in the text and elicit which are adjectives.
c. Pupils read the sentences and choose the correct words.
d. Check answers with the class and check that pupils understand really,
very and quite.
e. Organise pupils into pairs.
f. Each pair writes a phrase with really/very/quite + adj. + noun.
g. Choose pupils to read phrases to class.
8. Activity 4:
a. Do the first sentence with pupils as an example.
b. Pupils order the words in sentences 2–5.
c. Pupils write jumbled words including an adjective for a partner to put in
sentence order. (CCE: Creativity and Innovation)
d. Choose pupils to read the jumbled words then the sentence with words
in correct order. (DS)
POST-LESSON 9. With books closed, dictate the sentences to the class.
10. Check answers by writing the sentences on the board. (Assessment)
11. Ask pupils to check their spelling carefully.
12. Point out the double l in really and the silent t in castle.
13. Remind pupils that they need to pay attention to spelling when they write.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT

Pupils write a phrase with Pupils write three phrases

Pupils write two phrases with
really/very/quite + adj. + with really/very/quite + adj.
really/very/quite + adj. + noun.
noun. + noun.

REFLECTION ATTENDANCE:
REMARK:
14. _14_ /_19__ pupils are able to achieve the stipulated
learning objective.
15. ___5 /__19_ 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, April 22, 2024 Time 8.00-9.00AM

Week 7 Lesson number 11

Word of Self, Family and

Theme Topic Where are you from?
Friends

bubble map, pair work,

CCE Language 21st CL
email writing

Differentiatio
Type and amount of support Thinking Skill Applying
n Strategy

Pictures, worksheet,
Assessment Task Teaching aids computer, internet
access

Language / Grammar Focus: Present simple to describe oneself

PUPILS’ ASPIRATION

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

SKILLS

Complementa
Main Writing Speaking
ry

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.3 Communicate with appropriate 2.1 Communicate simple information

language form and style for a range of intelligibly
purposes in print and digital media

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.3.1 Use capital letters, full stops, question 2.1.5 Describe people and objects using
marks and commas in lists appropriately in suitable statements
guided writing at discourse level

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 use capital letters, full stops, question able to describe themselves using suitable
marks and commas in at least four statements.
sentences.
 SUCCESS CRITERIA

Pupils can:
g. punctuate at least four sentences using capital letters, full stops, question marks and
commas.
h. write an email by filling in the blanks with their personal information.
i. talk about themselves and their favourite sports or leisure activities.
LEARNING OUTLINE

6. Display Kumar’s picture on the board and elicit what pupils know about Kumar.
LESSON
PRE-

7. Write pupils’ responses on the board in the form of a bubble map.

8. Activity 1:
a. Stick pictures on the board.
b. Point to one of them and say, e.g. I’m Kate. I’m from the UK. I’m thirty years
old. In this picture I’m reading.
c. Repeat the same procedure with other pictures.
d. Write the sentence frames on the board. My name is ____ . I’m from ___ .
I’m ___ years old. In this picture I’m _____ .
LESSON DEVELOPMENT

e. Guide pupils to practise talking about themselves using the sentence

frames.
9. Activity 2:
a. Organise pupils into pairs or small groups.
b. Using the pictures that pupils brought to this lesson, pupils talk about
themselves and the sport/leisure activities they like using the sentence
frames written on the board.
10. Activity 3:
d. Read and explain the writing tip to pupils.
e. Have pupils write their own email, based on the pictures they brought. If
possible, have pupils use computers for this activity and/or send their email
to a classmate. Otherwise, use worksheet.
f. If possible, have pupils send/give their emails to a friend.

11. Ask pupils to work in pairs to share what they remember from the lesson.
LESSON
POST-

12. Review some of pupils’ learning by asking volunteers to share with the class.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils exchange their emails Pupils exchange their emails Pupils exchange their
with a partner and guide with a partner and respond emails with a partner
them to respond orally to the orally to the email. and write a response
email. email.
REFLECTION ATTENDANCE:
REMARK:
16. __24_ /_29__ pupils are able to achieve the stipulated
learning objective.
17. ___5 /__29_ 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, April 22, 2024 Time 9.30-10.30AM

Week 7 Lesson number 11

Theme World of Stories Topic It’s An Emergency!

Class discussion, pair work,
CCE Language 21st CL
crossword puzzle, role-play.
Differentiation
Type and amount of support Thinking Skill Analysis
Strategy
Assessment Task Teaching aids Textbook, worksheet.
Language / Grammar Focus: Past simple & continuous for interrupted actions with when/while;
vocabulary from Unit 1.
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
4.3 Communicate with appropriate language 3.2 Understand a variety of linear and non-
form and style 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
4.3.1 Use capital letters, full stops, commas in lists, 3.2.2 Understand specific information and
question marks and speech marks appropriately details of simple longer texts
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 use capital letters, commas and full stops in to read and complete the text by filling in at
sentences. least seven blanks with when or while correctly.

SUCCESS CRITERIA
Pupils can:
j. use capital letters, commas and full stops in at least four sentences correctly.
k. fill in at least seven blanks in the text with when or while correctly.
LEARNING OUTLINE

18. Mime game: Call out the words from the previous lesson and have the pupils mime
LESSON

them without making any noise.

PRE-

19. Focus words: Frightened, cold, tired, excited, scream etc.

 20. Activity 1:
a. Review vocabulary from the unit.
b. Distribute crossword puzzle to pupils.
c. Pupils complete the crossword puzzle in pairs.
d. Discuss the answers with the pupils.
21. Activity 2:
a. Recap previous lesson on interrupted past actions with when or while.
b. Play the video and have the pupils repeat the sentences.
c. Distribute the worksheet.
DEVELOPMENT

d. Pupils complete the text with the correct form of the verbs. (Assessment)
LESSON

22. Activity 3:
a. Refer pupils to the worksheet.
b. Tell pupils they are going to write sentences with when.
c. Have pupils read the first example.
d. Provide more examples on the board if necessary.
e. Then, pupils write sentences with when or while using the phrases given.
(Assessment)
23. Activity 4:
a. Organise pupils into pairs
b. Pupils talk about an emergency that they have experienced.
c. Pupils use the questions given as guidance.
d. Ask some pupils to perform their role play to the class.

24. Ask pupils to think about their learning and performance in this unit.
POST-LESSON

25. They then complete the self-assessment worksheet.

26. Collect the worksheets from pupils and review them to note pupils’ responses.
27. If there are any areas of concern, prepare a review of these in upcoming lessons.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT

Pupils role-play the emergency in Pupils role-play the emergency Pupils role-play the
Activity 4. in Activity 4. emergency in Activity 4.

REFLECTION ATTENDANCE:

28. _21__ /_25__ pupils are able to achieve the stipulated learning
REMARK:
objective.
29. ___4 /_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, April 22, 2024 Time 10.30-11.00AM
Week 7 Lesson number 11
Theme World of Knowledge Topic Towns and Cities
Language and Class discussion, writing
CCE 21st CL
Creativity and Innovation description.
Differentiation
Feedbacks Thinking Skill Creation
Strategy
Assessment Task Teaching aids Textbook, worksheet
Language / Grammar Focus: Nouns: Adjectives: interesting, friendly, nice, pretty, favourite;
Adverbs: quite, really, very
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 and linear print and digital texts by using
digital media appropriate reading strategies
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.2.5 Connect sentences into one or two
coherent paragraph using basic 3.2.1 Understand the main idea of simple
coordinating conjunctions and reference texts of two paragraphs or more
pronouns
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 connect sentences into at least two to read and understand the text by matching
paragraphs using basic coordinating at least two phrases to the paragraphs in the
conjunctions and reference pronouns text.
correctly.
SUCCESS CRITERIA
Pupils can:

a. write a description of a town or city they like by connection sentences into at least two
coherent paragraphs using basic coordinating conjunctions and reference pronouns.
l. match at least two phrases to the corresponding paragraphs based on the text read.
LEARNING OUTLINE

30. Draw a line down centre of board. Write nouns as a heading on left of line,
adjectives on right.
PRE-LESSON

31. Pupils brainstorm nouns and adjectives from previous lesson.

32. Write in appropriate column on board.
33. How many words can pupils remember?
 34. Activity 1:
d. Pupils reread text about Edinburgh on p.19.
e. Write on board:
A. What the writer likes about the city. (answer: paragraph 2)
B. Other places and transport in the city. (answer: paragraph 3)
C. Where the city is. (answer: paragraph 1)
f. Pupils match the phrases A–C to the paragraphs in the text. (Assessment)
35. Activity 2:
e. Draw pupils’ attention to Activity 5 pg 19 (Use it!).
f. Explain they’re going to write a plan for a website with a description of a
town or city they like.
LESSON DEVELOPMENT

g. Read steps in Writing Guide aloud. Remind pupils about order of

paragraphs.
h. Elicit ideas about how to describe the size of a place (very/really/quite
big/small).
i. Pupils look at Writing Guide, B Think and Plan.
j. They make notes about the place they like. Monitor pupils as they write
these. (DS)
k. CCE: Creativity and Innovation:
 Pupils write the description. (Assessment)
 Then, they read it to check they have points in B, C and D of Writing
Guide.
 They draw smiley faces ☺ for writing the 5 points in B; three paragraphs
in C; ‘there’s’ and ‘there are’; adjectives in the right place and
comparative forms in D. (DS)
 Find out how many smiley faces they drew.
l. Note pupils who need support to plan and write a description of the place
they like.

36. Post lesson task 4 - Correct the mistake:

a. During the lesson, identify 4 or 5 words or sentences with common mistakes
POST-LESSON

that pupils made in a Writing task.

b. Write the sentences on the board (with the mistake).
c. Ask pupils to form groups or pairs to identify the errors and to correct them.
d. Elicit answers with the whole class.
37. 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
Pair work: Pupils take turns to Pupils exchange their
Pupils exchange their writing
read their description. writing with a partner.
with a partner. Pupils read their
Pupils read their friend
friend writing and draw smiley
writing and draw smiley
faces for writing the points B,C
faces for writing the
and D of writing guide. (with
points B,C and D of
teacher’s guidance.
writing guide.
REFLECTION ATTENDANCE:
c. __12_ /_16__ pupils are able to achieve the stipulated REMARK:
learning objective.
d. _4__ /_16__ 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, April 23, 2024 Time 7.30-8.30AM

Week 7 Lesson number 12

Theme World of Knowledge Topic Life in the past

Class discussion,
CCE Global Sustainability 21st CL
vocabulary game.
Differentiation
Type and amount of support Thinking Skill Analysis
Strategy
Textbook, worksheet,
Assessment Task Teaching aids
audio, dictionary, picture.
Language / Grammar Focus: Used to / didn’t use to

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Reading Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
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

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

3.2.3 Guess the meaning of unfamiliar words 3.2.1 Understand the main idea of simple
from clues provided by other known words and longer texts
by context

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 guess the meaning of at least seven words to read and understand the main idea of the
using clues provided by other known words and text.
by context.

SUCCESS CRITERIA
Pupils can:
m. guess the meaning of at least seven words using context clues.
n. read the text to check their answers.
LEARNING OUTLINE
 PRE-LESSON
38. Show the pictures of London in the 17th century and ask pupils what they can see,
where they think it is, which century it is in, etc.
39. Note any useful key vocabulary on the board.

40. Activity 1:
g. Pupils look at the pictures on pages 22-23.
Ask: Are the characters from the past, the present or the future? How do you
know?
h. Use the picture of Samuel Pepys (pronounced: /piːps/) as you introduce pupils
to him.
i. Read out the text in the box at the top of the diary.
Ask: Who was Samuel Pepys? What did he do?
41. Activity 2:
a. Point to each picture and ask: Where are they? What are they doing?
b. Elicit answers. Discuss and compare different ideas.
42. Activity 3:
a. Pupils read the diary extracts to find out what is happening in each picture.
DEVELOPMENT

b. Pupils work in pairs to answer the comprehension question. (Assessment)

LESSON

c. Play the audio if the children need additional support.

d. Discuss the answers with pupils. (refer to Activity 3 Teacher’s Book page 43)
43. Activity 4:
a. Pupils scan the text to find the words in the vocabulary panel.
b. Ask pupils to look at the words before and after the words in bold to help them
work out their meaning from the context.
c. Have the pupils explain the meaning of the words in bold. (Assessment)
d. Ask them to check answers in the dictionary on page 135 of the Pupils’ Book.
e. Read out the definitions from the dictionary on page 135 of the Pupils’ Book.
44. Activity 5:
a. The Great Fire of London was a tragic event, but it helped eradicate the
plague.
b. Ask pupils to reflect on positive and negative outcomes of these events. (CCE:
Global Sustainability).
c. Support pupils in expressing their ideas in English by helping them with
vocabulary and language if they speak in their home language.
 45. Play Quick Memory game with the words from the vocabulary panel.
POST-LESSON 46. Divide the pupils into pairs. Give a piece of paper to each pair.
47. Give them 1 minute to remember and write down as many new words from the
lesson.
48. The pair(s) with the most correct words win(s) the game.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT

Pupils write at least one Pupils write at least two Pupils write at least three
sentence using the words in the sentences using the words in sentences using the words
vocabulary panel. the vocabulary panel. in the vocabulary panel.

REFLECTION ATTENDANCE:

49. ___21 /__25_ pupils are able to achieve the stipulated learning
REMARK:
objective.
50. _4__ /_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 Tuesday, April 23, 2024 Time 8.30-9.30AM

Week 7 Lesson number 12

Serenade (Anthology Of
Theme World of Stories Topic
Poem)
Language game,
Language and Creativity
CCE 21st CL reading poem,
and Innovation
reasoning, group work.
Differentiatio
Outcome Thinking Skill Creation
n Strategy
Video, Anthology Of
Assessment Task Teaching aids
Poem book.
Language / Grammar Focus: Vocabulary (musical instruments)

PUPILS’ ASPIRATION
Ethnics
Nation
Thinkin Leadershi Bilingual and
Knowledge / al
g skills p skills proficiency spiritualit
identity
y
SKILLS
Complementar
Main Language Arts Reading
y
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

5.2 Express personal responses to literary 3.3 Read independently for information and
texts enjoyment

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

5.2.1 Explain in simple language why the
3.3.1 Read and enjoy A2 fiction/non-fiction
like or dislike an event, description or
print and digital texts of interest
character in a text
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 explain in simple language why able to read and enjoy the poem by making
they like or dislike one of the musical the sound effects of the musical instruments
instruments in the poem. in the poem.
SUCCESS CRITERIA
Pupils can:
o. give at least one reason why they like or dislike the musical instrument in the poem.
p. make the sound effects of the musical instruments in the poem.

LEARNING OUTLINE
 51. Play Hangman with the pupils. (focus word: musical instruments e.g. guitar,
LESSON piano, drum, etc.)
PRE-

52. Alternatively, pupils watch a video clip and name the musical instruments in
the video.

53. Video link : https://youtu.be/hn-9_iNKkwk

54. Pupils watch a video clip of the poem.

55. Then, have pupils to read through the poem.

56. Ask them “What is the possible sound of …?” (e.g … fiddle – tra-la-la, drum –
boom, boom, etc.)

57. Divide the class into three big groups.

LESSON DEVELOPMENT

58. Have two groups read a stanza of the poem and the other group will provide
the sound effects (e.g. play a drum – drum a table) (Assessment)

59. Swap the roles so that every group is given the opportunity to read and make
the sound effects.

60. Teacher asks pupils the instruments that produce sound that they notice in the
poem (drum, fiddle & bubble gum) and say which instrument they like/dislike.

61. Pupils ask their friends’ choice of instrument and their simple
reasons.(Assessment) (DS)

62. Pupils make a simple note on their friends’ instrument choice and their reasons.

63. Pupils form two lines facing each other and share their findings based on their
POST-LESSON

notes.

Note: Remind pupils to bring materials to make their own musical instruments
for the next Language Arts lesson (Lesson 33)

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils choose one musical Pupils choose one musical
Pupils choose one musical
instrument that they like and instrument that they like
instrument other than the
dislike. (other than the ones and dislike. (other than the
ones in the poem and give
in the poem) Pupils give at ones in the poem) Pupils
one reason why they like it.
least one reason why they give at least two reasons
 like and dislike the why they like and dislike the
instruments. instruments.

REFLECTION ATTENDANCE:
64. _14__ /__18_ pupils are able to achieve the stipulated REMARK:
learning objective.
65. _4__ /_18__ 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, April 23, 2024 Time 10.00-11.00AM

Week 7 Lesson number 12

Word of Self, Family and Sounds like Magic

Theme Topic
Friends (Anthology Of Poem)

Values / Creativity and poem creation, group

CCE 21st CL
Innovation work, presentation

Differentiatio
Type and amount of support Thinking Skill Creating
n Strategy

Assessment Task Teaching aids Realia, poem, box

Language / Grammar Focus: Tenses (Simple Past)

PUPILS’ ASPIRATION

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

SKILLS

Complementa
Main Language Arts Writing
ry

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

5.3 Express an imaginative response to 4.2 Communicate basic information

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

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

5.3.1 Respond imaginatively and intelligibly 4.2.4 Describe people and objects using
through creating simple picture stories, suitable statements
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 create a four-line poem by replacing able to describe the sounds heard from
words in the original poem. the objects in the poem.

SUCCESS CRITERIA
Pupils can:
q. replace words in the poem with suitable words.
r. create a four-line poem.
s. describe the sounds from the objects in the poem.

LEARNING OUTLINE

13. Bring in realia in a bag/box (seashell, egg shell, coconut, teacup, etc)
14. Get pupils to come up and choose an object from the box without seeing it.
LESSON

They touch and feel the object and describe it to the class.
PRE-

15. The other pupils guess what the object is.

16. Repeat for all the other objects.

17. Activity 1:
a. Organise pupils into groups.
b. Give each group an object (seashell, eggshell, hollow coconut, teacup).
c. Ask pupils where they can find those objects.
d. Get pupils to put the objects to their ears and listen closely.
e. Pupils describe the sounds they think they can hear.
LESSON DEVELOPMENT

f. Encourage them to be imaginative and creative.

g. Give one stanza to each group.
h. Pupils read the stanza in their groups.
i. A representative from each group will pass the stanza to the group with
the correct object.
j. Each group reads its stanza aloud with actions.
k. Tell pupils that the theme for today’s lesson is ‘Magic’.
18. Activity 2:
c. In groups, pupils discuss and decide what other sounds they can hear
from the objects in the poem (seashell, eggshell, hollow coconut,
teacup). (Assessment)
d. Each group rewrite any one stanza of the poem on a manila
card/mahjong paper, with the new sound that they hear. (Assessment)
LESSON
POST-

19. Have pupils recite their new stanza in front of the class.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils rewrite any one stanza Pupils rewrite any one stanza of Pupils rewrite any tow
of the poem with the new the poem with the new sound stanzas of the poem
sound that they hear with that they hear in groups. with the new sounds
teacher’s guidance. that they hear in
groups.
REFLECTION ATTENDANCE:
REMARK:
66. _24__ /__28_ pupils are able to achieve the stipulated
learning objective.
67. __4_ /_28__ 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, April 24, 2024 Time 7.30-8.30AM

13 (Language
Week 7 Lesson number
Awareness)

Word of Self, Family and

Theme Topic Where are you from?
Friends

Guessing game, pair

CCE Language 21st CL
work, circle map.

Differentiatio Type and amount of

Thinking Skill Applying
n Strategy support

Assessment Task Teaching aids Textbook, worksheet.

Language / Grammar Focus: Review of language from Unit 1

PUPILS’ ASPIRATION

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

SKILLS

Complementar
Main Writing Listening
y

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.2 Communicate basic information 1.2 Understand meaning in a variety of

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

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.2.4 Describe people and objects using 1.2.5 Understand longer supported
suitable statements 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 write at least two sentences about able to listen and respond to at least three
their friend’s everyday activities using questions correctly.
adverbs of frequency.

SUCCESS CRITERIA
Pupils can:
t. write at least 2 sentences about their friend’s everyday activities using adverbs of
frequency.
u. answer at least three questions correctly.

LEARNING OUTLINE

20. In pairs, pupils write down as many sports as they can remember in circle map
form.
LESSON
PRE-

21. The pair that writes down the most sports wins and have them share their
answers with the class.
22. Invite other pairs to tell any other different sports they might have on their lists.

23. Activity 1:
a. Draw pupils’ attention to Activity 2 SB page 14.
b. Drill the question and answer forms (pupils listen and repeat) if necessary.
c. Pupils get into pairs.
d. Pupils will take turns choosing a person from the table without revealing it
to their partner while the other pupil tries to guess who the person is by
LESSON DEVELOPMENT

asking questions. (Assessment)

24. Activity 2:
e. Draw pupils’ attention to the grammar reference and explain the rules.
(present simple SB pg 161)
f. Distribute worksheet.
g. Model the activity if necessary.
h. In pairs, pupils will take turns to ask and answer questions.
i. Then, they write sentences about their friend’s everyday activities.
(assessment)
j. Invite a few volunteers to share their answers with the class.
k. Note any common problems or mistakes and review as necessary.

25. Ask pupils to think about their learning and performance in this unit.
POST-LESSON

26. They then complete the self-assessment worksheet and notes in differentiation
strategies column.
27. Collect the worksheets from pupils and review them to note pupils’ responses.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write two sentences Pupils write three sentences Pupils write five
about what Kim does after about what Kim does after sentences about what
school with teacher’s school. Kim does after school
guidance.

REFLECTION ATTENDANCE:
REMARK:
68. __25_ /_28__ pupils are able to achieve the stipulated
learning objective.
69. __3_ /__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, April 24, 2024 Time 9.00-10.00AM

Week 7 Lesson number 13

Theme World of Knowledge Topic Towns and Cities

Pair work, language game,
CCE Language and Values 21st CL
role play.
Differentiation
Task Thinking Skill Creation
Strategy
Textbook, worksheet, paper
or digital map, paper and
Assessment Task Teaching aids
six adjective cards for each
group
Language / Grammar Focus: there is/are…; Is/Are there…? How many…? Comparative
adjectives
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
4.3 Communicate with appropriate language
form and style for a range of purposes in print 2.2 Use appropriate communication strategies
and digital media
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.3.2 Spell a range of high frequency words 2.2.1 Keep interaction going in short exchanges
accurately in independent writing by using suitable questions

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
spell high frequency words accurately in keep interactiong going in short exchanges by
independent writing. asking suitable questions.

SUCCESS CRITERIA
Pupils can:
v. spell at least five comparative adjectives correctly.
w. ask suitable questions when asking for directions.
LEARNING OUTLINE
 70. Memory Chain:
a. Ask pupils to stand or sit in circles.
b. Join one of the circles yourself to demonstrate the activity while others watch.
c. Use vocabulary of things in towns and cities.
PRE-LESSON

d. Substitute shopping sentence with: I went to a town/city and saw a cinema.

e. Ask the pupil to your right to repeat the sentence and add another item: I went
to a town/city and saw a cinema and a market.
f. The next pupil adds a third item.
g. Continue in the chain.
71. Either so that each pupil adds one item or until the chain is broken.

72. Activity 1:
j. Distribute worksheet. Pupils rewrite the sentences with the opposite adjectives.
(Act 2 SB pg 20)
k. Point out that sometimes they need to change a/an as well as changing the
adjective.
l. Pupils compare with a partner.
m. Ask: What word needs ‘an’? (ugly) Is number 6 new or modern?
n. Check answers with the class.
73. Activity 2:
m. Pupils write comparative sentences. (Activity 5 SB pg 20)
LESSON DEVELOPMENT

n. Model the first sentence.

o. When finished, they compare with a different partner.
p. Check answers with the class.
q. Choose 6 pupils to write the comparative forms on board.
r. Ask: Is the spelling correct? Which sentences are hard? Why?
74. Activity 3:
h. Show a paper or digital street map of local area on board.
i. Elicit when pupils use a map; how a map helps them; what type of map they use.
j. Pupils complete the dialogue in Exercise 3. ( Activity 6 SB pg 20) (Assessment)
k. Check answers with the class.
l. CCE: Values – Ask pupils why it is important to help people who are lost.
m. Pupils in pairs practise reading dialogue aloud. For pairs with a boy and girl,
change Laura to Leo; for pairs of boys, change names to Leo and Man.
(Assessment) (DS)
 n. Choose pairs to read the dialogue to whole class.

75. Pupils work in small groups.

POST-LESSON

76. Hand out paper and cards with 6 adjectives ending in -y (pretty, ugly, busy, friendly,
noisy, dirty).
77. Pupils take turns to write the comparative form.
78. The group that finishes first with correct spelling is winner.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the
Pupils complete the worksheet Pupils complete the worksheet
worksheet with teacher’s
with teacher’s guidance. with teacher’s guidance.
guidance.
REFLECTION ATTENDANCE:
79. __15_ /__19_ pupils are able to achieve the stipulated learning REMARK:
objective.
80. _4__ /_19__ 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, April 24, 2024 Time 10.00-10.30AM

Week 7 Lesson number 13

Theme World of Knowledge Topic Life in the past

Class discussion,
CCE Global Sustainability 21st CL
vocabulary game.
Differentiation
Type and amount of support Thinking Skill Analysis
Strategy
Textbook, worksheet,
Assessment Task Teaching aids
audio, dictionary, picture.
Language / Grammar Focus: Used to / didn’t use to

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Reading Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
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

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

3.2.3 Guess the meaning of unfamiliar words 3.2.1 Understand the main idea of simple
from clues provided by other known words longer texts
and by context

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 guess the meaning of at least seven words to read and understand the main idea of the
using clues provided by other known words text.
and by context.

SUCCESS CRITERIA
Pupils can:
x. guess the meaning of at least seven words using context clues.
y. read the text to check their answers.
LEARNING OUTLINE
 PRE-LESSON
81. Show the pictures of London in the 17th century and ask pupils what they can
see, where they think it is, which century it is in, etc.
82. Note any useful key vocabulary on the board.

83. Activity 1:
o. Pupils look at the pictures on pages 22-23.
Ask: Are the characters from the past, the present or the future? How do
you know?
p. Use the picture of Samuel Pepys (pronounced: /piːps/) as you introduce
pupils to him.
q. Read out the text in the box at the top of the diary.
84. Activity 2:
c. Point to each picture and ask: Where are they? What are they doing?
d. Elicit answers. Discuss and compare different ideas.
85. Activity 3:
e. Pupils read the diary extracts to find out what is happening in each picture.
f. Pupils work in pairs to answer the comprehension question. (Assessment)
DEVELOPMENT

g. Play the audio if the children need additional support.

LESSON

h. Discuss the answers with pupils. (refer to Activity 3 Teacher’s Book page 43)
86. Activity 4:
f. Pupils scan the text to find the words in the vocabulary panel.
g. Ask pupils to look at the words before and after the words in bold to help
them work out their meaning from the context.
h. Have the pupils explain the meaning of the words in bold. (Assessment)
i. Ask them to check answers in the dictionary on page 135 of the Pupils’ Book.
j. Ask pupils to record the new vocabulary in their vocabulary book.
87. Activity 5:
d. The Great Fire of London was a tragic event, but it helped eradicate the
plague.
e. Ask pupils to reflect on positive and negative outcomes of these events.
(CCE: Global Sustainability).
f. Support pupils in expressing their ideas in English by helping them with
vocabulary and language if they speak in their home language.
 88. Play Quick Memory game with the words from the vocabulary panel.
POST-LESSON 89. Divide the pupils into pairs. Give a piece of paper to each pair.
90. Give them 1 minute to remember and write down as many new words from the
lesson.
91. The pair(s) with the most correct words win(s) the game.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT

Pupils write at least one Pupils write at least two Pupils write at least three
sentence using the words in the sentences using the words in sentences using the
vocabulary panel. the vocabulary panel. words in the vocabulary
panel.

REFLECTION ATTENDANCE:
92. _22__ /_26__ pupils are able to achieve the stipulated
REMARK:
learning objective.
93. __4_ /__26_ 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, April 25, 2024 Time 8.30-9.30AM

Week 7 Lesson number 14

Options: Extra Listening
Word of Self, Family and
Theme Topic and Speaking (TB pg
Friends
106)
Pair work, class
CCE Language and Values 21st CL
discussion.
Differentiatio
Time Thinking Skill Application
n Strategy
Textbook, worksheet,
Assessment Task Teaching aids
audio.
Language / Grammar Focus: Present simple tense interrogatives, e.g. When’s your
birthday?; Adverbs: quite,really, very
PUPILS’ ASPIRATION
Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / / l
g skills p skills proficiency spiritualit
identity
y
SKILLS
Complementar
Main Listening Writing
y
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.3 Communicate with appropriate
1.2 Understand meaning in a variety of
language form and style for a range of
familiar contexts
purposes in print and digital media
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2.5 Understand a sequence of supported 4.3.2 Spell a range of high frequency

questions words accurately in independent writing

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 a sequence able to spell at least 80% of the high
of supported questions by answering at frequency words accurately in
least four questions correctly. independent writing.
SUCCESS CRITERIA
Pupils can:
z. answer at least four questions based on the text heard.
aa. spell at least 80% of the key words in Exercise 3 table correctly.
LEARNING OUTLINE
 94. With books closed, write on the board:
95. Name: _____ Age: ______ Birthday: ________ Brothers and sisters: ________
PRE-LESSON

96. Elicit details from a confident pupil and complete the information on the
board.
97. Point to the information on the board and elicit that it is personal information.
98. Ask when we might give our personal information to someone, and elicit that
we might do this when we meet someone for the first time, for example, if a
new student comes to the school.

99. Activity 1:
r. Distribute worksheet. (Activity 1 SB page 92)
s. They read the questions and look at words crossed out in the
answers.Explain the answers are wrong.
t. Pupils listen to the dialogue between a man and a girl then write correct
answers. (CD3.02)
u. Pupils write the correct answers and compare with a partner.
(Assessment)
v. Check answers with the class.
100. Activity 2:
s. Pupils look at Key Phrases in Activity 2.
LESSON DEVELOPMENT

t. Explain they’re going to listen to two boys, Luke and Tobias, then tick the
questions Luke asks Tobias.
u. Pupils listen to CD3.03 and tick (✓) the questions they hear.
v. Pupils compare answers with a different partner.
w. Ask: Who thinks his city is quite big and very friendly? (Tobias) What do
you think annoying means? Is it positive or negative? Who thinks their
sister is really annoying? (Luke)
101. Activity 3:
o. Pupils listen to the conversation (CD 3.03) again and write words about
Tobias in the second column in the table. (Assessment) (DS)
p. Check answers with the class.
102. Activity 4:
a. Ask: What do we learn about Luke from the conversation?
b. Elicit a few ideas, then play the audio (CD 3.03) again for pupils to listen
and check their ideas.
q. Check answers with the class.

103. Pupils in pairs ask and answer questions from Key Phrases about each other.
LESSON
POST-

104. When pupils describe their town or city (Key Phrase 6) and then their sister or
brother (Key Phrase 7), tell them to use quite, really or very before adjectives.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

 REMEDIAL REINFORCEMENT ENRICHMENT
Pupils practise the dialogue Pupils practise the dialogue Pupils practise the
using their own personal using their own personal dialogue using their own
information with teacher’s information. personal information or
guidance. invent their new
personal information to
practise with.
REFLECTION ATTENDANCE:
105. _8__ /__12_ pupils are able to achieve the stipulated REMARK:
learning objective.
106. _4__ /__12 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, April 25, 2024 Time 11.00AM-12.00PM

Week 7 Lesson number 14

Theme World of Knowledge Topic Life in the past

Class discussion, pair
CCE Language; Patriotism 21st CL
work, gallery walk.
Differentiation Learning preferences and
Thinking Skill Analysis
Strategy needs
Textbook, worksheet,
Assessment Task Teaching aids
audio, noun cards.
Language / Grammar Focus: Used to / didn’t use to

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / and
skills skills proficiency identity
spirituality
SKILLS
Main Listening Complementary Listening
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
1.1 Recognise and reproduce target 1.2 Understand meaning in a variety of
language sounds familiar contexts

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.1.1 Recognise and reproduce with 1.2.5 Understand more complex supported
independently a wide range of target questions
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 pronounce used to able to listen and respond to at least four
(/'juːstə/) correctly. questions with used to.
SUCCESS CRITERIA
Pupils can:
bb. pronounce used to (/'juːstə/) correctly.
cc. listen and answer at least four questions with used to.
LEARNING OUTLINE
 107. Listen, run and touch: Play a whole class game using the nouns and verbs from
PRE-LESSON Working With Words (Pupil’s Book, p.24).
108. Put two or more sets of noun cards around the classroom.
109. Say the verb, and the pupils should run and touch the matching noun cards.
e.g. write → writer
110. Ask pupils if they remember Samuel Pepys’ job (he was a writer).
111. Activity 1:
w. Elicit some ideas from pupils about how people lived in London in Pepys’
time.
x. Elicit more ideas about how pupils’ grandparents lived.
y. Note useful ideas on the board.
z. Refer pupils to the vocabulary panel at the top of the page. (Pupil’s Book
pg 26)
112. Activity 2:
e. Pupils look at the picture in Activity 1.
f. Play the audio. The pupils listen to the dialogue and follow in their books.
g. Have pupils notice the structure of used to in questions.
h. Provide a few examples of Wh-questions and Yes/No questions with used
to.
i. When asking questions to model used to, ask about pupils’ grandparents
and/or Samuel Pepys. (CCE: Patriotism, finding out about local heritage).
j. Play the recording of the dialogue again.
DEVELOPMENT

k. Have pupils listen for the pronunciation of used to (/'juːstə/).

LESSON

l. Point out that the pronunciation is different for use as a verb on its own.
113. Activity 3:
i. Refer pupils to the first phrase in the green box. (flat in the city)
j. Read out the first lines in the dialogue in Activity 1.
k. Explain to the pupils that they continue in this way, choosing a phrase from
each box to replace the underlined words and sentences and in the
dialogue.
l. Divide the class into pairs.
m. They role-play the new dialogue and they change roles.
114. Activity 4:
a. Refer pupils to the first prompt (where/live) and write it on the board.
b. Elicit the full question and write it under the prompt, highlighting what was
added to make the question.
c. The pupils complete the activity individually.
d. Elicit answers.
115. Activity 5:
k. Drill the questions and check pupils’ pronunciation of used to again.
l. The pupils ask and answer the questions in before having them practice
the questions and answers. (Activity 4, Pupil’s Book, p.26) (Assessment)
 116. Answer my questions: Ask the pupils questions with used to.
LESSON
POST-
117. e.g. Did you use to speak English? Did you use to have a pet? What did you
use to do in the evenings? What did you use to play?

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils ask and answer one Pupils ask and answer two Pupils work with a partner
question with used to. (with questions with used to in to ask and answer three
teacher’s guidance) groups. questions with used to.

REFLECTION ATTENDANCE:
118. __24_ /_27__ pupils are able to achieve the stipulated REMARK:
learning objective.
119. _3__ /_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, April 25, 2024 Time 12.00-1.00PM

Week 7 Lesson number 14

World of Self, Family and

Theme Topic My Week
Friends

CCE Language 21st CL Singing , TPR activitiy

Differentiatio
Time Thinking Skill Applying
n Strategy

Flashcards, audio,
Assessment Task Teaching aids
textbook, worksheet.

Language / Grammar Focus: Expressing likes and skills (present tense): e.g. I like/love…
/ I’m good at…

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 1.1 Recognise and reproduce target

familiar contexts language sounds

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2.2 Understand with support specific 1.1.1 Recognise and reproduce with
information and details of longer simple support a wide range of target language
texts 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 to the song and match the able to identify and say the rhyming words
verses to at least five corresponding (too & you) in the song correctly.
pictures.

SUCCESS CRITERIA
Pupils can:
dd. match the verses to at least five corresponding pictures based on the song heard.
ee. say the rhyming words (too & you) in the song correctly.

LEARNING OUTLINE

28. Stick the school subject flashcards on the board.

29. Point to each flashcard and say the phrases out loud.
LESSON
PRE-

30. Encourage pupils to listen and repeat.

31. Ask pupils what their favourite subject is and encourage them to explain their
reasons.

32. Activity 1:
a. Introduce the subjects vocabulary using the flashcards and ask pupils to
raise their hands to say if they like and/or are good at a subject. (SB pg 15)
b. Ask pupils to repeat the words after you.
c. Distribute task sheet and introduce the task.
d. Say the subjects, pupils listen and number the corresponding subjects.
e. Pupils compare their answers in pairs before the class check.
33. Activity 2:
LESSON DEVELOPMENT

a. Distribute task sheet and explain the task.

b. Play the song once and have pupils listen. (track 19)
c. Play the song a second time, and have pupils match the verses to the
corresponding pictures. (assessment)
d. When pupils feel comfortable, invite them to sing along.
e. Draw attention to the rhyming words in the song (too & you) and write the
words on the board.
f. Point to each word randomly and have pupils to say the words. You could
vary the speed.
34. Activity 3:
l. Pupils take out their textbooks or distribute subjects flashcards.
m. Play the song and pupils have to raise the corresponding
textbook/flashcard when they hear them.
LESSON
POST-

7. Play the song and have pupils sing along.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils name and draw their Pupils draw and talk about Pupils draw and write
favourite subject. their favourite subject. about their favourite
subject.

REFLECTION ATTENDANCE:
The lesson will be carry forward due to the school activity. REMARK: