KSSR SK YEAR 4

ENGLISH WEEKLY SCHEME OF WORK 2015

Week/ Unit

Listening &

Reading

Writing

Language Arts

2.2.2
Able to read and
understand phrases
and sentences
from:
(a) linear texts

3.1.1
Able to write in neat
legible print with
correct
spelling:
(b) sentences

2.3.1
Able to read for
information and
enjoyment with
guidance:
(a) fiction

3.2.4
Able to spell words
by applying spelling
rules.

4.1.2
Able to sing songs
and recite jazz
chants and poems
with correct stress
pronunciation,
rhythm and
intonation.

Grammar

Notes

Speaking
Week:
11
Unit 15
Gong Places
Theme:
World of
Knowledge
Topic:
Moving Around!
Contents:
Action songs
Grammar:
Action Verbs

1.2.2
Able to listen to,
follow, and give
instructions.
1.3.1
Able to listen to and
demonstrate
understanding of
oral texts by:
(b) sequencing with
guidance.

5.1.3
Able to use verbs
correctly and
appropriately:
(c) present
continuous tense

Educational
Emphases:
1. Contextual
learning
2. Generating
ideas
3. Making
associations
Suggested
Activities:
1. Simon Says
2. Holiday
3. Direction

Writing Lesson Plan

Year 4

Subject
Date
Time
Class
No. of Pupils
Pupils Level
Theme
Topic
Language Focus
Integrated Skill
Content Standards
Learning Standards

English Language
25th March 2015
8.00-9.00 a.m.
4 Arif
30 pupils
Intermediate
World of Knowledge
Moving Around!
Writing
Listening and Speaking
3.1 By the end of the 6-year primary schooling, pupils will be able to form letters
and words in neat legible print including cursive writing.
1.1.3 Able to listen to and recite poems, tongue twisters, and sing songs paying
attention to pronunciation, rhythm and intonation.
3.1.1 Able to write in neat legible print with correct
spelling:
(b) sentences

Document Standard
Performance (DSP)

Educational Emphases (EE)

Habits of Mind (HoM)
Grammar
Vocabulary
Teaching Aids

Moral Values
Prior Knowledge
General Objective

3.2.4 Able to spell words by applying spelling rules.

B1 DT1 E1 Able to write:
(b) sentences
B2 DL1 E1 Able to do any of the following:
(c) sing songs
Contextual learning, generating ideas, making associations
Remaining open to continuous learning, applying past knowledge to new
situations
Verbs
shake, clap, jump, jog, stretch, yawn, wiggle
1. Action Song- Shake Your Sillies Out
2. Picture and word cards
3. Sentence cards
4. PowerPoint presentation
5. LCD Projector
6. Worksheet 1 & 2
1. Cooperation
2. Self-Confident
3. Love oneself
Pupils have learnt new vocabularies through songs in previous topics in Year 4.
Pupils are able to say aloud, spell and write sentences with the focus words

correctly.
By the end of the lesson, pupils should be able to:

Specific Objectives

i)
ii)
iii)

write at least 5 sentences correctly by using the focus words.

answer 5 out of 7 questions in the worksheets correctly.
sing along and do at least 5 actions of the song correctly.

Steps

Contents

Set Induction

Action Song- Shake Your

1. Teacher plays a video of an action

Teacher grabs the

Sillies Out
(Appendix 5)

song- Shake Your Sillies Out

2. Teacher shows the action song 2

pupils interest by

5 minutes

Teaching and Learning Activities

times. The first time, pupils are

Example of questions:
1. What is the title of the
song?
2. What are the actions
shown in the video?

asked to listen and watch silently.

The second time, sing along and do
the actions.
3. Teacher explains the video.
4. Teacher asks some questions to the

Notes

the usage of video

and encourages the
pupils to use their
previous knowledge
to recognize the
actions- verbs.

pupils to help pupils to generate

ideas on the topic.
5. Teacher writes the words mentioned
by pupils on the whiteboard /
blackboard.

TA:
1. Action SongShake Your
Sillies Out
2. LCD Projector
3. PowerPoint
Presentation

EE:
1. Generating ideas
2. Making
associations
Presentation

Picture and word cards.

1. Pupils are introduced to the focused

Teacher introduces

20 minutes

(Appendix 1)

words.
2. Teacher reads the spelling of the

the focused words to

Action Song- Shake Your

Sillies Out

words and pupils will follow.

3. Pupils are expected to ask the

the pupils and

guides the pupils to
spell them and drill

(Appendix 5)

Teacher reads aloud the

focused words to the
class.

meaning of difficult words stimulated

by the usage of the word cards.
4. Teacher explains the meaning of

1.
2.
3.
4.
5.
6.
7.

shake
clap
jump
jog
stretch
yawn
wiggle

the use of simple

game.

difficult words to the pupils. Teacher

uses picture cards to help pupils.
5. Teacher plays the song again. This

Focused words:

the pupils through

TA:
1. Action SongShake Your

time pupils are asked to do the

actions by only listening to the song
and not watching it.
Teacher will play the song for at
least 2 times as a drilling for the
pupils.
6. Teacher and pupils play Simon says
game.
Teacher randomly uses the focused

Sillies Out
2. Picture and word
cards.
3. PowerPoint
presentation
4. LCD Projector
5. Picture Cards
6. Word Cards

words in the game and pupils do the

actions instructed by the teacher.
7. Game stops when there is one
winner (One last standing).
Teacher gives reward to the winner.

EE:
1. Generating ideas
2. Making
associations
Assessment:
B2 DL1 E1

Practice
15 minutes

Picture cards.

1. Teacher shows sentence cards to

Teacher provides

(Appendix 1)

pupils.
2. Teacher reads the sentences and

opportunity for pupils

Sentence cards.
(Appendix 2)

pupils will follow. Pupils are expected

1.
2.
3.
4.
5.
6.

shake
clap
jump
jog
stretch
yawn

focused words.

to ask the meaning of difficult words

they find in the sentences. Teacher

Focused words:

to practice the

explains.
3. Pupils are asked to come in front
and match the sentence cards with

TA:
1. Picture cards
2. Sentence cards
3. Worksheet 1

the picture cards.

Moral Values:

1. Cooperation
2. Self-Confident

7. wiggle
Pair work:

4. Pupils are given worksheets to do in

Match the sentences with

pairs.
5. Pupils are given 4 minutes to finish

the picture correctly.

(Appendix 3)

answering the worksheet.

6. Teacher and pupils discuss the
answers together.

Production

Group work:

15 minutes

Form sentences using the

words given.
(Appendix 4)

1. Teacher explains and gives

instructions to the pupils about the
activity.
2. Teacher asks pupils to sit in groups.
(5 persons for each groups)
3. Pupils are given an envelope

Teacher guides the

students to produce
and make use of the
words learnt in their
writing.

containing 3 pictures, 3 word cards

and a worksheet to complete.
4. Pupils are given 7 minutes to solve
the puzzles and completing the

TA:
1. Picture puzzle
2. Word cards
3. Worksheet 2

worksheet (Writing down as many

sentences they can in the
worksheet).
5. Pupils present their answers in front
of their class.
6. The fastest group with the most
correct answers will receive rewards.

EE:
Generating ideas
Moral Values:
1. Cooperation
2. Self-Confident

Assessment:
B1 DT1 E1
Closure
5 minutes

Action Song- Shake Your

1. Teacher and pupils listen to the song

Moral Values:

Sillies Out
(Appendix 5)

and do the actions.

2. Teacher asks pupils to sing along

Love oneself

and spell the focused words that

Reflection session.

have been taught.

3. Pupils are asked to state what they
have learnt today.

Conclusion session:
Teacher reminds the
pupils to appreciate and
enjoy listening and
dancing to songs.

4. Teacher states the conclusion for

todays lesson.