Eating Right (Lesson 65-80)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 4

Choose an
Week Date Click here to enter a date. Day Choose an item.
item.
Class Time Attendance
World of Self, Family and
Lesson 65 (Listening 13) Topic Eating right Theme
Friends
Skills Main : Listening Complementary: Listening

1.3 Use appropriate listening strategies in a 1.1 Recognise and reproduce target language
Content Standard
variety of contexts sounds
1.3.1 Guess the meaning of unfamiliar words 1.1.1 Recognise and reproduce with support a wide
Learning Standard
from clues provided by knowledge of the topic range of target language phonemes
By the end of the lesson, pupils will be able to:
Objectives: 1. Guess the meaning of unfamiliar words 1. Recognise and reproduce with support a wide
from clues provided by knowledge of the topic range of target language phonemes
Pupils will be assessed on their ability to:
Success Criteria
1. Find a word with the sound /eə/ in the song
(Assessment)
TEACHING AND LEARNING ACTIVITIES

Pre Lesson Lesson Development Post Lesson
1. Introduce and review food 2. Introduce the new vocabulary by 8. Choose an activity from the post-
vocabulary from the pre-lesson following instructions for Vocabulary lesson tasks which focuses on
activities with a categorisation (Track 70) in the Teacher’s Book. reviewing and consolidating either
activity (e.g. sweet foods, fruit, etc). 3. Ask pupils to close their books and the main or complementary skill in
listen to the song (Track 71). Ask this lesson.
pupils to highlight words they don’t
know in the text (e.g. yummy,
market), or direct them to these
words. Get them to guess the
meaning of these words based on
the topic knowledge. Provide pupils
with various possible definitions for
these words and ask them to think
about the topic to decide what the
words mean.
4. Follow the instructions for Activity 1
(Track 71) in the Teacher’s Book.
Note that the focus of this lesson
should be on listening, so you could
adapt the activity (e.g. hide the
song lyrics or ask pupils to close
their books when listening the first
time) in order to help the pupils to
focus on listening, not reading or
speaking.
5. Ask pupils to find a word with the
sound /eə/ in the song [pear].
Focus on this sound using the
instructions for Activity 1 in
Teacher’s Book Phonics* (page
175) and Student’s Book (page
120).
6. Ask pupils to brainstorm more
words with each of the three
sounds. Pupils could work in groups
on one sound each group.
7. Optional: Follow instructions for
TPR Activity in the Teacher’s Book.
Get Smart Plus 4, Activity
1 (Track 71) , Activities 1-
2 Student’s Book (page
49) and Teacher’s Book
Teaching Aids Textbook Work book (page 78), Activity 1
(phonics), Teacher’s Book
(page 175) and Student’s
Book (page 120),
Vocabulary (Track 70)
EDUCATIONAL EMPHASES
Higher Order Thinking Skills
Language / Grammar Focus Phonemes Application
(HOTS)
Teaching and Learning
Collaborative Learning 21st Century Skills Team Player
Strategies
21st Century Classroom
Games
Cross - Curricular Elements Patriotism and Citizenship Teaching and Learning
Poem recitation / singing
Activities
ASSESSMENT AND EVALUATION

Project Story Telling Quiz Games
Role Play Individual / Pair / Group Work Observation Worksheet
REFLECTION / IMPACT / REMARKS

Main Skill Follow-up Actions
The number that achieved the stipulated skill is:___
Non-achievers were given extra guidance / enrichments / Remedial
consolidation by teacher.
Reinforcement
Complementary Skill
Non-achievers were given extra guidance / enrichments / Enrichment
Choose an item. The lesson was carried out successfully.
Choose an item. The lesson was postponed due to Choose an item.
DAILY LESSON PLAN
Choose an
item.
Lesson 66 (Speaking 13) Topic Eating right Theme World of Knowledge
Skills Main : Speaking Complementary: Listening

1.2 Understand meaning in a variety of familiar
Content Standard 2.2 Use appropriate communication strategies
contexts
2.2.1 Keep interaction going in short 1.2.5 Understand longer supported questions
exchanges by:
Learning Standard using suitable words
(i) to show understanding
(ii) to ask for clarification
1. Keep interaction going in short exchanges 1. Understand longer supported questions
by:
Objectives:
using suitable words
Success Criteria
1. Talk about the ingredients needed for other dishes they like in pairs.
(Assessment)

1. Revise food vocabulary from the 2. Focus on the Grammar Box using 6. Play the song again and have
pre-lesson activities. Focus on the instructions in the Teacher’s pupils sing along.
countable and uncountable nouns. Book.
3. Follow the instructions in the
Teacher’s Book for Activity 3 (CD1,
Track 72). Some of the dishes may
be unfamiliar to your pupils. Talk to
pupils about these dishes and ask
for pupils’ opinion of them.
4. Have pupils re-do Activity 3 but this
time they should change the
ingredient to confuse their partner.
Their partner should ask for
clarification, e.g. Omelette: eggs
and chocolate: Sorry, did you say
chocolate?
5. Have pupils talk to their partner
about ingredients needed for other
dishes they like. You may need to
help with vocabulary here
Teaching Aids Textbook Work book
(page 79)
want and need + Higher Order Thinking Skills
Language / Grammar Focus Application
(un)countable nouns (HOTS)
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 67 (Reading 13) Topic Eating right Theme
Friends
Skills Main : Reading Complementary: Reading

3.2 Understand a variety of linear and non- 3.2 Understand a variety of linear and non-linear
Content Standard linear print and digital texts by using print and digital texts by using appropriate reading
appropriate reading strategies strategies
3.2.4 Recognise and use with little or no 3.2.2 Understand specific information and details of
Learning Standard support key features of a simple monolingual simple texts of one or two paragraphs
dictionary
1. Recognise and use with little or no support 1. Understand specific information and details of
Objectives:
key features of a simple monolingual simple texts of one or two paragraphs
dictionary
Success Criteria
1. Look for the definitions of the words using a dictionary.
(Assessment)

1. Play the game Market Races (see 2. On the board, write the words of the 6. If time allows, have pupils do a
Teacher’s Book, Optional activity – new vocabulary (at the top of speaking activity where they talk
Teacher’s Book, page 79) student’s book). Hand out about the food they can see in the
dictionaries to pairs/groups and story and compare it to the food
have pupils look for the definitions they have in their own kitchen. This
of the words. Note that many of will help pupils to go over new
these are noun phrases, so pupils vocabulary they learned during the
may need to look up more than one lesson and use them in sentences.
word for each item. 7. Ask pupils to complete exit cards
3. Pupils check their understanding by writing three words they learned
looking in the student’s book. today from their reading, including
4. Follow instructions in the Teacher’s those they checked in the
Book for Activity 1. dictionary. Check their exit cards
5. Follow instructions in the Teacher’s and address emerging learning
Book for Activity 3. needs (e.g. weak spelling, new
words not mentioned). Address
these needs in the next lesson.
Get Smart Plus 4,
Activities 1&3 Student’s
Book (pages 50 &51) and
Teacher’s Book (pages
79 & 80), Monolingual
dictionaries
Language / Grammar Focus (un)countable nouns with Higher Order Thinking Skills Application
some / any (HOTS)
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 68 (Writing 13) Topic Eating right Theme
Friends
Skills Main : Writing Complementary: Writing

4.3 Communicate with appropriate language 4.3 Communicate with appropriate language form
Content Standard form and style for a range of purposes in print and style for a range of purposes in print and digital
and digital media media
4.3.1 Use capital letters, full stops, question marks
4.3.2 Spell most high frequency words
Learning Standard and commas in lists appropriately in guided writing
accurately in guided writing
at discourse level
1. Use capital letters, full stops, question marks and
Objectives: 1. Spell most high frequency words accurately
commas in lists appropriately in guided writing at
in guided writing
discourse level
Success Criteria
1. Write sentences about the items that they are going to buy for picnic.
(Assessment)

1. Choose an activity from the pre- 2. Introduce the idea of a picnic and 4. Choose a suitable Post-lesson task
lesson tasks which focusses on relate it to pupils’ own experience. from the list, which asks pupils to
spelling of a word pupils found Tell them that they are going to give feedback on their writing
challenging in the previous lesson. follow the instructions in the and/or reflect on their learning in
Teacher’s Book for Activity 5. Focus this sequence of lessons.
on the spelling of the list.
3. Pupils write sentences in their
notebook, saying what they are
going to buy for their picnic, e.g.
We’re going to buy some eggs,
some juice and a packet of crisps.
Remind pupils how to use commas
in lists,
Get Smart Plus 4,
Activities 4-5 Student’s
Book (page 51) and
Teaching Aids Textbook Work book Teacher’s Book (page
81), Activity 4 (CD1,
Track 75), Activity 5
(CD1, Track 76)
(Un)countable nouns; listing Higher Order Thinking Skills
items (HOTS)
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
: 69 (Language
Lesson Topic The King of Kites Theme World of Stories
Arts 13)
Skills Main : Language Arts Complementary: Reading

3.3 Read independently for information and
Content Standard 5.2 Express personal responses to literary text
enjoyment
5.2.1 Say in simple words and phrases how a 3.3.1 Read and enjoy A1 fiction/non-fiction print
Learning Standard
text makes them feel and digital texts of interest
Objectives: 1. Say in simple words and phrases how a text 1. Read and enjoy A1 fiction/non-fiction print and
makes them feel digital texts of interest
Success Criteria Pupils will be assessed on their ability to:
(Assessment) 1. Fill in the suitable social expressions.

1. Choose an activity from the pre- 3. Distribute Worksheet 5 (pages 80- 4. Ask pupils to check their answer
lesson task list which introduces 81) to pupils and ask pupils to fill in with their partner.
feelings and emotions. the suitable social expressions. 5. Get pupils’ feedback and list
2. Ask pupils to identify the emotions answers on the board.
of the characters found on selected Note: Accept any suitable
pages. Example: Elicit emotions answers. For intermediate learners, list
seen on page 5 (happy). options for answers.
Note: Ask pupils to identify other
situations where they feel happy.
Teacher provides pictures of people
showing different emotions.
The King of Kites,
Contemporary Children’s
Teaching Aids Textbook Work book Literature (CCL) Teaching
Guidebook (BPK) – Short
story
Adjectives (feelings and Higher Order Thinking Skills
emotions) (HOTS)
Strategies
Cross - Curricular Elements Patriotism and Citizenship 21 st
Century Classroom Games
Teaching and Learning Poem recitation / singing
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 70 (Listening 14) Topic Eating right Theme
Friends
Skills Main : Speaking Complementary: Speaking

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard
familiar contexts contexts
1.2.2 Understand with support specific information
Learning Standard 1.2.5 Understand longer supported questions
and details of longer simple texts
Objectives: 1. Understand longer supported questions 1. Understand with support specific information and
details of longer simple texts
(Assessment) 1. Listen and choose the correct answer in the worksheet given.

1. Choose a pre-lesson task which 2. Teacher prepares a worksheet 5. Choose a post-lesson task from the
introduces the topic ‘health’ or based on Health Quiz on page 52. list which consolidates learning in
follow instructions in the Teacher’s (Remove the questions and retain this lesson
Book for Warm up and Vocabulary the answers for the questions).
(CD1, Track 77) Teacher reads the quiz questions
from Activity 1 aloud. Pupils listen
and choose the best answer
individually in the worksheet.
3. Have pupils talk about their
answers in pairs, following
instructions in the Teacher’s Book
for Activity 2.
4. Follow instructions in the Teacher’s
Book for Activity 3 (CD1, Track 79).
Questions with How Higher Order Thinking Skills
much/many/often…? (HOTS)
Strategies
Cross - Curricular Elements Patriotism and Citizenship 21 st
Century Classroom Games
Teaching and Learning Poem recitation / singing
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 71 (Speaking 14) Topic Eating right Theme
Friends
Skills Main : Speaking Complementary: Writing

2.1 Communicate simple information 4.2 Communicate basic information
Content Standard intelligibly intelligibly for a range of purposes in print and
digital media
2.1.1 Explain and give reasons for basic 4.2.3 Describe basic everyday routines
Learning Standard
opinions
Objectives:
1. Explain and give reasons for basic opinions 1. Describe basic everyday routines
(Assessment) 1. Talk about their partner and give reasons.

1. Review the use of collective nouns 2. Follow instructions in the Teacher’s 5. Talk to pupils about the importance
(e.g. A cup of tea, a carton of milk, Book for Activity 4, CD1, Track 80. of having a healthy diet in childhood
a bottle of water) by following 3. Have pupils tell each other how using English language that can be
instructions in the Teacher’s Book healthy they think they and their understood by your pupils. Use as
for the Revision activity (‘Call it out’) partner are, based on their answers much English as possible.
page 82. to the questions in Activity 4. You
will probably need to model
language for this, e.g. I think Aisha
is very healthy (but/and) I’m (not)
very healthy (too).
4. Have pupils write sentence(s) about
their partner in their notebooks, e.g.
Sadia drinks two cans of lemonade
every day. I think this is not very
healthy.
Teaching Aids Textbook Work book 53) and Teacher’s Book
(pages 82 & 83, CD1,
Track 80)
Questions with How
much/many/often…?
Language / Grammar Focus Statements with countable Application
(HOTS)
and uncountable nouns +
determiners
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 72 (Reading 14) Topic In the Past Theme
Friends
Skills Main : Reading Complementary: writing

3.2 Understand a variety of linear and non- 4.3 Communicate with appropriate language form
Content Standard linear print and digital texts by using and style for a range of purposes in print and digital
appropriate reading strategies media
3.2.2 Understand specific information and 4.3.2 Spell most high frequency words accurately in
Learning Standard details of simple texts of one or two guided writing
paragraphs
Objectives: 1. Understand specific information and details 1. Spell most high frequency words accurately in
of simple texts of one or two paragraphs guided writing
Success Criteria
1. Answer questions based on the text given correctly.
(Assessment)

1. Review food vocabulary from 2. On the worksheet, have pupils work 7. Choose an activity from the post-
previous lessons. You can plan a in pairs or small groups. They lesson tasks to review any
game or an activity. Introduce any brainstorm more words to go into vocabulary pupils found challenging
new food vocabulary which is each category. They don’t need to in this lesson.
relevant to your pupils’ daily lives. focus on spelling at this point. Also
Then follow instructions in the see differentiation section for more
Teacher’s Book for Warm up for details.
one to two words in each category. 3. Talk to pupils about the importance
of each food group.
Teacher’s Book for Project Activity
1, CD1, Track 83.
Teacher’s Book for Project Activity
2. Remind pupils to focus on correct
spelling.
6. Have pupils review the spelling of
the words in the worksheet earlier.
They could use a dictionary, refer to
the Student’s Book or teacher can
support them in this.
Get Smart Plus 4, Project
Activities 1-2 Student’s
Book (page 55) and
Teaching Aids Textbook Work book Teacher’s Book (page 87,
CD1, Track 83),
Worksheet with food
categories
Review of (un)countable Higher Order Thinking Skills
nouns (HOTS)
Strategies
21 st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 73 (Writing 14) Topic Eating right Theme World of Knowledge

4.2 Communicate basic information intelligibly 4.2 Communicate basic information intelligibly for a
Content Standard for a range of purposes in print and digital range of purposes in print and digital media
media
4.2.5 Connect sentences into a coherent 4.2.3 Describe basic everyday routines
Learning Standard paragraph using basic coordinating
conjunctions and reference pronouns
1. Connect sentences into a coherent 1. Describe basic everyday routines
Objectives:
paragraph using basic coordinating
conjunctions and reference pronouns
(Assessment) 1. Write the answers on the worksheet correctly.

1. Play ‘supermarket frenzy’ (see 2. Have pupils categorise the foods 7. Choose a suitable Post-lesson task
Teacher’s Book, Optional activity) from the pre-lesson stage into their from the list, which asks pupils to
food groups. reflect on their learning in this
3. Teachers prepares a worksheet sequence of lessons.
based on the table in Activity 2.
Note that the table should be empty
except for the food/activity type
column. Replace ‘Tony’ with ‘You/I’.
Talk to pupils about the column
‘How much you need’ and decide
together what to put in that column.
Ensure the conjunction ‘or’ is
included here.
Teacher’s Book for Writing Tip.
Hand out the worksheet and have
pupils write their answers on the
worksheet.
5. Introduce the word and concept of
‘enough’ (He had/didn’t have
enough xxx yesterday). Have pupils
share their worksheets in groups
and say whether they had enough
fruits/vegetables/sleep etc.
yesterday.
6. Pupils add sentences to the
worksheet to say something they
had enough/not enough of
yesterday: I need xxx every day,
but yesterday I didn’t have enough
xxx.
Get Smart Plus 4,
Student’s Book (page 55)
and Teacher’s Book
(page 87), Worksheet
based on the table in
Activity 2
Review of (un)countable
Language / Grammar Focus structures; conjunction: or / Application
(HOTS)
but
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
74 (Language
Lesson Topic The King of Kites Theme World of Stories
Arts 14)
Skills Main : Language Arts Complementary: Speaking

5.3 Express an imaginative response literary 2.2 Use appropriate communication strategies
Content Standard
text
5.3.1 Respond imaginatively and intelligibly 2.2.2 Check steps needed to complete short
Learning Standard through creating simple picture stories, simple classroom tasks
poems and cartoon stories.
1. Respond imaginatively and intelligibly 1. Check steps needed to complete short
Objectives:
through creating simple picture stories, simple classroom tasks
(Assessment) 1. Create a pop-up storyboard.

1. Choose an activity from the pre- 3. Distribute Worksheets 7(a) (page 5. Get pupils to present their pop-up
lesson task list which introduces the 43) and 7(b) (page 44). storyboard at the mini corner
setting of the story. 4. Follow instructions on page 42 to
2. Follow instructions on page 41 create a pop-up storyboard.
The King of Kites,
story Worksheet 7a & 7b
Language / Grammar Focus Vocabulary (settings) Higher Order Thinking Skills Application
(HOTS)
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 75 (Listening 15) Topic Eating right Theme World of Knowledge
Skills Main : Listening Complementary: Speaking

1.2 Understand meaning in a variety of 2.2 Use appropriate communication strategies
Content Standard
familiar contexts
Learning Standard 1.2.5 Understand longer supported questions 2.2.1 Keep interaction going in short exchanges by:
using suitable words
1. Understand longer supported questions 1. Keep interaction going in short exchanges by:
Objectives: using suitable words
(Assessment) 1. Answer the questions based on the audio correctly.

1. Introduce to pupils the concept and 2. Follow the instructions in the 5. Have pupils talk about their
the vocabulary related to eating at a Teacher’s Book for Activity 3. Be favourite restaurants, what they like
restaurant such as ‘menu’, ‘order’, sure to read the questions aloud to eat and other experiences of
‘pay’, ‘fork and knife’, ‘table for two’ and practise them orally with pupils eating out that may be relevant to
etc. You should also introduce the when checking answers in order to them
roles of a waiter and a customer in address the main skill.
a restaurant. 3. Develop the dialogue so that it is
more natural, to include language
to show and clarify understanding
(e.g. by repeating a word: Would
you like anything to drink? / To
drink? Yes, please…).
4. Provide pupils with the sample
menu. Follow instructions in the
Teacher’s Book for Activity 4. Pupils
can re-use questions from Activity 3
and the example menus for this
activity.
Functional language:
Would you like…? / Yes,
please. I’d like + a/some
(un)countable noun
Functional language: Would
you like…? / Yes, please. I’d Higher Order Thinking Skills
like + a/some (un)countable (HOTS)
noun
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 76 (Speaking 15) Topic Eating right Theme World of Knowledge
Skills Main : Speaking Complementary: Reading

2.1 Communicate simple information 2.1 Communicate simple information intelligibly
Content Standard
intelligibly
2.1.5 Describe people, and objects using 2.2.2 Check steps needed to complete short
Learning Standard
suitable statements classroom tasks
Objectives: 2.2.2 Check steps needed to complete short 1. Check steps needed to complete short
classroom tasks classroom tasks
(Assessment) 1. Play the board game by describing the objects in groups.

1. Follow instructions in the Teacher’s 2. Prepare a set of instructions to play 5. Finish with an error correction
Book for Warm up and Vocabulary the board game based on Activity 1 activity based on mistakes you hear
(CD1, Track 81). (pg.54). The instructions should pupils make in the language and
have some blanks so that pupils vocabulary covered in this unit (or
can check the steps needed to play previous units). Do not name or
the game. point at individual pupils who made
3. Tell pupils they will play a board the errors.
game in the Student’s Book. Hand
out the instructions to pairs or
groups of pupils. They read the
instructions and fill the blanks with
the correct words. Have pupils ask
questions to complete the
instructions. Discuss the answers.
4. Pupils play the board game in small
groups following the written
instructions together. Follow
instructions for Activity 1. Focus on
describing the objects on the board
game when playing the game using
collective nouns.
(page 84), Written,
gapped instructions (See
Activity 1, Teacher’s
Book) for the game (see
student’s book Activity 1).
Review of (un)countable Higher Order Thinking Skills
structures (HOTS)
Strategies
21st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 77 (Reading 15) Topic Eating right Theme World of Knowledge
Skills Main : Reading Complementary: Reading

3.2 Understand a variety of linear and non- 3.2 Understand a variety of linear and non-linear
Content Standard linear print and digital texts by using print and digital texts by using appropriate reading
appropriate reading strategies strategies
3.2.2 Understand specific information and 3.2.3 Guess the meaning of unfamiliar words from
Learning Standard details of simple texts of one or two clues provided by title and topic
paragraphs
Objectives: 1. Understand specific information and details 1. Guess the meaning of unfamiliar words from
of simple texts of one or two paragraphs clues provided by title and topic
Success Criteria
1. Match the words with the definitions in the worksheet correctly.
(Assessment)

1. Adapt an activity from the pre- 2. Follow instructions in the Teacher’s 5. Follow instructions for the Before
lesson tasks or create your own Book for Activity 1 (CD3, Track 38). leaving activity in the Teacher’s
activity which asks pupils to 3. Prepare a worksheet for matching Book.
categorise healthy and unhealthy new words from Activity 1 and their
foods. definitions. These should be words
that are probably new to pupils and
can be guessed from topic
knowledge e.g. strong, half. Have
pupils find and underline or
highlight the words from the
worksheet in the text. Then ask
them to match the words with their
definitions on the worksheet. You
could also include definitions for the
new vocabulary presented at the
top of the page, which would help
consolidate it.
Teacher’s Book for Activity 2.
Note: In the next lesson, pupils will do a
poster project (see Lesson 78 for
details). Set up the project task for next
lesson if you expect your pupils to
research information at home.
Get Smart Plus 4, CLIL 2
Student’s Book (page
(page 194), Worksheet for
matching new words and
their definitions
Prepositional verbs: be good Higher Order Thinking Skills
for (HOTS)
Strategies
21 st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
Lesson 78 (Writing 15) Topic Eating right Theme World of Knowledge

4.1 Form letters and words in neat legible print 4.3 Communicate with appropriate language form
Content Standard using cursive writing and style for a range of purposes in print and digital
media
4.1.2 Use cursive writing in written work 4.3.2 Spell most high frequency words accurately in
Learning Standard
guided writing
Objectives: 1. Spell most high frequency words accurately in
1. Use cursive writing in written work
guided writing
(Assessment) 1. Create a poster of healthy foods using cursive writing in groups.

1. Choose a pre-lesson task which 2. Plan a lesson where pupils work on 3. Ask pupils to think about their
lets pupils review challenging a poster project in small groups. learning and performance in this
and/or useful language for the The posters should present unit and the year so far. They then
posters in a fun way. information about the health value complete the self-assessment
of foods of their choice. These worksheet (see below). Most pupils
could be their favourite foods, will be able to complete the self-
healthy foods, foods to avoid etc. assessment worksheet with just a
They could choose one or more little support. Continue to explain
foods each to put on their posters. the criteria to pupils so they
Emphasise to pupils that they understand them clearly. Support
should take particular care with pupils where needed and allow
their handwriting as their work will pupils to write in their own language
be displayed. Depending on their if necessary. You could then help
level, when they draft the text, they them to express themselves in
could pay particular attention to English.
handwriting. Monitor and support 4. Collect the worksheets from pupils
pupils with this aspect of their work and review them to note pupils’
in particular. responses. If there are any areas of
They will need to research concern, prepare a review of these
information about the foods. This in upcoming lessons.
could be done in class if you have Talk to individual pupils about their
access to the internet, or pupils progress in this first half of the year
could be asked to do this research
at home before the lesson. Make
sure to give plenty of clear
guidance and suggested sites to
look at so that pupils can use the
internet safely. They should do this
with an adult.
Have pupils work collaboratively in the
lesson so that they all participate in
creating and presenting the posters.
Remind them that effort in presentation
is important, so they should take care
with handwriting, spelling etc.
Resources for posters
Teaching Aids Textbook Work book (paper, pens, etc), Tacks
etc for displaying posters
Review of (un)countable
Language / Grammar Focus structures; Prepositional Application
(HOTS)
verbs: be good for
Strategies
21 st
Century Classroom
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
79 (Language
Lesson Topic : The King of Kites Theme World of Stories
Arts 15)
Skills Main : Language Arts Complementary: Speaking

5.3 Express an imaginative response literary 2.1 Communicate simple information intelligibly
Content Standard
text
2.1 Communicate simple information 2.1.1 Explain and give reasons for basic opinions
Learning Standard
intelligibly
1. Respond imaginatively and intelligibly 1. Explain and give reasons for basic opinions
Objectives:
through creating simple picture stories, simple
Success Criteria
1. Share their responses in groups.
(Assessment)

1. Choose an activity from the pre- 3. Distribute Task sheet 3 (page 53). 4. Provide feedback to pupils’
lesson task list which introduces the Get pupils to share their responses responses.
message/ moral of the story. based on the situations given.
2. Follow instructions on page 52.
Note: Teacher can prepare pictures in
the text with different situations as
prompts.
The King of Kites,
story
Vocabulary (giving opinions Higher Order Thinking Skills
and reasons) (HOTS)
Strategies
Games
Activities


Reinforcement
Complementary Skill
DAILY LESSON PLAN
Choose an
item.
80 (Project-
Lesson Based Learning Topic Teacher to select Theme Choose an item.
1)
Skills Main : Complementary: Reading

Content Standard
Learning Standard
Objectives:
Success Criteria
(Assessment)

(HOTS)
Strategies
Games
Activities

Reinforcement
Complementary Skill

Eating Right (Lesson 65-80)

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DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 4

Skills Main : Listening Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Speaking Complementary: Listening

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Reading Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Language Arts Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Speaking Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Speaking Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Reading Complementary: writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Language Arts Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Listening Complementary: Speaking

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Speaking Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Reading Complementary: Reading

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Writing Complementary: Writing

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT AND EVALUATION

REFLECTION / IMPACT / REMARKS

Skills Main : Language Arts Complementary: Speaking