Focus : Listening and speaking

Theme: World of Knowledge

Topic: 15. Going Places

DAY Content Standards: 1.1, 1.2

Learning Standards: 1.1.4, 1.2.4

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

DATE a. talk about the places shown in the pictures.
b. talk about the activities that they can do based on the pictures given.
c. talk about their holiday plans.

Teaching Aids : textbook, pictures, task sheet.

Subject
English CCE/EE: Multiple intelligences.

Activities :

a. Pre listening-speaking:
Class 1. Pupils look at the pictures. (TB page 145)
Year 4 2. Get them to guess where these places are.
3. Introduces these places to the pupils.
4. Ask these questions for class discussion.
 Do you know the names of the places?
 Why do you think they are famous?
TIME  Would you like to visit these places? Why?

b. While listening-speaking:
(60 minutes) 1. Display six pictures on the board. (TB page 146)
2. Get the pupils to talk about the activities shown in the pictures.
3. Write sentence structures on the board.

A: Which of the activities do you like doing?

B: I love _______________ .
A: Why do you love ______________ ?
B: I love _______ because ____________ .

4. Practise the sentence structures with the pupils.

5. In pairs, pupils talk about the activities that they like to do.
6. Pupils use the sentence structures given.
7. Pupils take turns to ask and answer questions.
8. Teacher randomly calls a few pairs to do the activity in front of their
friends.
9. Give feedback to pupils. Do not correct pupils' answers.
10. Focus more on helping them give appropriate reasons for their decisions.
 c. Post listening-speaking:
1. Pupils work with the same pairs.
2. Distributes skeleton dialogue.
3. Guide pupils to talk about their holiday plans using the skeleton dialogue
given.
4. Teacher randomly calls a few pairs to talk about their holiday plans.
5. Teacher gives feedback.

d. Closure:
1. Get the pupils to talk about their previous holidays’ experiences.
2. Encourage pupils to share their holiday experiences to the class.

e. Enrichment:
1. Pupils complete the worksheet given.

Attendance: Reflection:

____ out of ___ a. ______ out of _______ pupils were able to talk about the places
Absent: shown in the pictures.

b. ______ out of _______ pupils were able to talk about the activities
that they can do based on the pictures given

c. ______ out of _______ pupils were able to talk about their holiday
plans.
Imagine that you are going on a holiday. Where would you like to go? Talk about it.

Where are you going for your next

holiday?

I’m going to ____________ .

How long are you going?

I’m going for __________ .

What do you plan to do there ?

I plan to _______________ .

Where will you be staying?

I will stay _______________ .

 Focus : Reading

Theme: World of Knowledge

Topic: 15. Going Places

DAY
Content Standards: 2.2, 2.3

DATE Learning Standards: 2.2.2 (a), 2.3.1(b)

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

Subject a. read and understand the text by answering the questions given.
English b. surf the internet to search for facts about the Great Wall of China.

Class Teaching Aids: textbook, task sheet, pictures.

Year 4
CCE/EE: Multiple intelligences, thinking skills, ICT skills.
TIME
Activities :
(60 minutes)
a. Pre reading:
1. Recap previous lesson by asking pupils to name a few famous landmarks
around the world.
2. Play the video clip of the Great Wall of China.
3. Get the pupils to talk about the video.

b. While reading:
 1. Pupils read the text aloud. (TB page 148)
2. Go through the text with the pupils.
3. Pupils work in groups.
4. Distribute task sheet to each group.
5. Pupils discuss their answers in groups.
6. Discuss and confirm answers with pupils.

c. Post reading:
1. In their respective groups, pupils surf the Internet to search for more
interesting facts about the Great Wall of China.
2. Get the pupils to share their information with their friends.
3. Teacher gives feedback.

d. Closure:
1. Ask the pupils to describe the Great Wall of China in one word.
Example:
 Beautiful
 Amazing
 Unique
2. Write pupils’ responses on the board in bubble map form.

***Teacher’s note: Bring pupils to the computer lab or to any room with internet
access ***

Attendance: Reflection:
___ out of ___
Absent: a. _________ out of ____ pupils were able to read and understand the
text by answering the questions given.

b. _________ out of ____ pupils were able to surf the internet to

search for facts about the Great Wall of China.
Answer these questions.

1. When was the Great Wall of China built?

_______________________________________________________

_______________________________________________________

2. Why did Emperor Qin Shi Huang build the wall?

_______________________________________________________

_______________________________________________________

3. What is it built of?

_______________________________________________________

_______________________________________________________

4. Why did many workers die during the construction?

_______________________________________________________

_______________________________________________________

_______________________________________________________
Describe the Great Wall of China in one word. Complete the bubble map below.

The Great

Wall Of China
 Focus : Writing

Theme: World of Knowledge

Topic: 15. Going Places

Content Standards: 3.2

Learning Standards: 3.2.1(b)

DAY
Objectives: By the end of the lesson, pupils should be able
a. complete an email with guidance.
DATE
Teaching Aids : task sheet, text book, video

Subject CCE/EE: Thinking skills.

English
Activities :
Class
Year 4 a. Pre writing:
1. Play the video clip of Mount Fuji to the pupils.
TIME 2. Get the pupils to talk about the video.
3. Pupils read the text aloud. (TB page 150)
(60 minutes) 4. Check pupils’ understanding of the text by asking questions.
 Where is Mount Fuji located?
 How high is Mount Fuji?
 When is the best time to visit Mount Fuji?

b. While writing:
1. Tell pupils that they are going to help Jagjit to write an email to her mother.
2. Divide pupils into groups.
3. Distribute task sheet to each group.
4. Pupils complete the email with information from the text read.
5. Guide pupils if necessary.

c. Post writing:
1. Once the task sheet is completed, each group takes turn to present their
work to the class.
2. Teacher gives feedback.
3. Check pupils’ answers and make correction if necessary.
4. Pupils copy the email into their exercise books.

Closure:
1. Get the pupils to name other famous mount around the world.

Attendance: Reflection:
____ out of ____ a. _____ out of ____ pupils complete the paragraph with suitable words.
Absent:
b. _____ out of ____ pupils write sentences based on the picture given.
Jagjit wanted to share the fascinating information with her mother.Help Jagjit to
complete her email to her mother.

To mom@xyz.com

Subject Mount Fuji Holiday

Dear Mother,

How are you? I am fine here in Japan. I just came back from visiting

____________________________ . I am amazed by its natural wonders.

Mount Fuji is surrounded by five lakes. It is one of the most popular sites here

because it has _______________________________ . I was told that the

best season to climb the mountain is from __________________________ .

I was surprised _______________________________________ hike the

peak every day. Maybe we can climb the mountain together one day, too.

I can’t wait to go home. I miss Malaysia so much.

Love,

Jagjit.
 Focus : Grammar

Theme: World of Knowledge

Topic: 15. Going Places

DAY
Content Standards: 5.1

DATE Learning Standards: 5.1.8 (c)

Objectives: By the end of the lesson, pupils should be able

Subject a. choose the correct adverbs of place.
English b. fill in the blanks with the correct adverbs of place based on the pictures
given.
Class c. complete the crossword puzzle with the correct adverbs of place.
Year 4
Teaching Aids: text book, video, task sheet.
TIME
CCE/EE: Thinking skills.
(60 minutes)
Activities :

a. Presentation:
1. Get the pupils to read the sentences. (TB page 152)
 Mount Fuji looks beautiful from here.
 The pyramids are over there.
2. Tell pupils that the word in bold are called adverbs of place.
3. Introduce and explain the use of adverbs of place.
4. Play a video on adverbs of place for further explanation and examples.

b. Practice:
1. Pupils work in pairs.
2. Distribute task sheet to each pair.
3. Pupils complete the task sheet.
Task 1:
Pupils fill in the blanks with the correct adverbs of place based on the
pictures given.
Task 2:
Pupils choose the correct adverbs of place.
4. Discuss and confirm answers with pupils.

c. Production:
1. Pupils work individually.
2. Pupils complete the crossword puzzle with the correct adverbs of place.
3. Check and discuss the answers.

d. Closure:
1. Get the pupils to make two sentences using the adverbs of place given
below:
a. here
b. there
 Attendance: Reflection:
____ out of ____
Absent: a. ____ out of ___ pupils were able to fill in the blanks with the correct
adverbs of place based on the pictures given.

b. ____ out of ___ pupils were able to choose the correct adverbs of
place.

c. ____ out of ___ pupils were able to complete the crossword puzzle
with the correct adverbs of place.
A. Look at the pictures. Then, fill in the blanks with the correct adverbs.

here outside nearby everywhere upstairs

1. Meena walks to Siew Chin’s house because she lives ____________________ .

2. “Please put your bags _________________ ,” said the tour guide.

3. _____________________ we went was crowded.

4. They went ______________ to have a look at ancient tools.

5. Many tourists are taking photographs ________________ the museum.

B. Choose the correct answer.

1. Do you want to go ( outside , nowhere ) to play?

2. Can you see the school field from ( nowhere , here ) ?

3. What places are ( nearby , everwhere ) for us to visit ?

4. Are you going ( somewhere , nowhere ) for the holidays?

5. Are your parents going ( everwhere , anywhere ) tomorrow?

Complete the crossword puzzle with the correct adverbs of place.
Unscramble the letters to find the words:

Across Down
2. LEIWH 1. RESDYAEYT
4. CIENS 3. XENT
5. STAL 6. RFITS
7. HENT 7. WOOROMRT
9. YLEAR 8. BORFEE
10.TEALR 11.FRATE
12.EWNH
13.RVOE

Solution

Across
2. WHILE—LEIWH
4. SINCE—CIENS
5. LAST—STAL
7. THEN—HENT
9. EARLY—YLEAR
10. LATER—TEALR
12. WHEN—EWNH
13. OVER—RVOE

Down
1. YESTERDAY—RESDYAEYT
3. NEXT—XENT
6. FIRST—RFITS
7. TOMORROW—WOOROMRT
8. BEFORE—BORFEE
11. AFTER—FRATE
 Focus : Language Art

Theme: World of Knowledge

DAY Topic: 15. Going Places

Content Standard: 4.1, 4.3

DATE
Learning Standards: 4.1.1, 4.3.1

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

Subject a. recite the poem with correct stress pronunciation, rhythm and intonation.
English b. create a poster based on the poem with guidance.

Teaching Aids: task sheet, textbook.

Class CCE/EE: Multiple intelligences, creativity and innovation.

Year 4
Activities :

a. Presentation:
TIME 1. Recap previous lesson on the story by asking questions.
2. Get the pupils to refer to the poem. (TB page 154)
3. Recite the poem and pupils repeat with the correct intonation and
(60 minutes) pronunciation.
4. Go through the poem with the pupils.
5. Ask these questions to the pupils for discussion.
 What happened to Grandma?
 What should Grandma have done before she opened the door?
 Why Red Riding Hood could not recognize the Wolf on the bed at
first?

b. Practise:
1. Divide the pupils into groups.
2. Ask the groups to act out the poem.
3. Pupils practice in their groups.
4. Allow them to practice for 5 minutes.
5. Pupils act out the poem in groups.
6. Teacher and peers give feedbacks.

c. Production:
1. Pupils work individually.
2. Distribute task sheet to pupils.
3. Based on the poem, pupils complete the poster for a play.
4. Ask pupils to decorate their poster.
5. Display pupils’ posters around the classroom.
6. Teacher conducts gallery walk.
7. Pupils walk around the classroom to view the work of their friends.
8. Teacher and peers give feedbacks.

d. Closure:
1. To end, teacher helps pupils recall and summarize all the values and lessons
they learned from the story.
 Attendance: Reflection:
___ out of ___
a. _____ out of ___ pupils were able to recite the poem with correct
Absent: stress pronunciation, rhythm and intonation.

b. _____ out of ___ pupils were able to create a poster based on the
poem with guidance.
Create a poster for a stage presentation of ‘The Little Red Riding Hood and the Big
Bad Wolf’. You may use the template given.

Time : __________________________________

Date : __________________________________

Venue : __________________________________

Presented by : __________________________________

Characters: