Minggu 8

SUNDAY
MONDAY
Subject English Class Year 4 JUJUR
Day / Date Monday, April 29, 2024 Time 7.30-8.30AM

Week 7 Lesson number 15
Theme World of Self, Family and Friends Topic My Week
CCE Language 21st CL Singing , TPR activitiy
Differentiation
Time Thinking Skill Applying
Strategy
Flashcards, audio, textbook,

Assessment Task Teaching aids
worksheet.
Language / Grammar Focus: Expressing likes and skills (present tense): e.g. I like/love… / I’m good at…
PUPILS’ ASPIRATION
Ethnics
Thinkin Leadership Bilingual National
Knowledge / / and
g skills skills proficiency identity
spirituality
SKILLS
Main Listening Complementary Listening
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
1.2 Understand meaning in a variety of familiar contexts

1.1 Recognise and reproduce target language sounds
1.2.2 Understand with support specific information and1.1.1

details
Recognise
of longerand
simple
reproduce
texts with support a wide range of target lang
COMPLEMENTARY LEARNING
MAIN LEARNING OBJECTIVE
OBJECTIVE
By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
listen to the song and match the verses to at least identify and say the rhyming words (too & you) in
five corresponding pictures. the song correctly.
SUCCESS CRITERIA
Pupils can:
a. match the verses to at least five corresponding pictures based on the song heard.
b. say the rhyming words (too & you) in the song correctly.
LEARNING OUTLINE
1. Stick the school subject flashcards on the board.
LESSON
2. Point to each flashcard and say the phrases out loud.
PRE-
3. Encourage pupils to listen and repeat.

4. Ask pupils what their favourite subject is and encourage them to explain their reasons.
5. 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.
LESSON DEVELOPMENT
6. Activity 2:
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.
7. Activity 3:
a. Pupils take out their textbooks or distribute subjects flashcards.
b. 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 their Pupils draw and write about
favourite subject. favourite subject. their favourite subject.
REFLECTION ATTENDANCE:
a. _21__ /__26_ pupils are able to achieve the stipulated learning REMARK:
objective.
b. _5__ /__26_ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Subject English Class Year 6 TEKUN
Theme World of Self, Family and Friends Topic Life in the past
CCE Language 21st CL Class discussion, pair work.

Differentiation
Type and amount of support Thinking Skill Application
Strategy
Assessment Task Teaching aids Textbook, worksheet.
Language / Grammar Focus: Informal written language (e.g. Yuck!; Ha! Ha! Ha!)
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and /
skills skills proficiency identity
spirituality
SKILLS
Main Reading Complementary Reading
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
3.2.1 Understand the main idea of simple longer texts 3.2.2 Understand specific information and details of simple longer text
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

read and understand the main idea of the diary by read and understand specific information and details
answering at least two questions correctly. of the diary by identifying at least four phrases that
express the same meaning as the sentences provided.
SUCCESS CRITERIA
Pupils can:
c. answer at least two questions about Samuel Pepys’ diary correctly.
d. write at least four phrases from the diary that express the same meaning as the sentences provided.
LEARNING OUTLINE
1. Show pupils the picture/extract from a diary and ask pupils what they can see.
PRE-LESSON
2. Ask who they have learned about that kept a diary (Samuel Pepys).
3. Show (or explain) how a blog can be a diary too.
4. Elicit sentences to compare diaries in the past and now using used to.
5. Ask pupils about their own diary-keeping habits.
6. Activity 1:
a. Ask pupils to remember the diary on pages 22-23. Ask Who wrote it? (Samuel Pepys)
b. Pupils read the questions and complete the activity individually or in pairs.
(Assessment)(SB pg 28)
c. Check answers as a class.
7. Activity 2:
a. Refer pupils to the picture and elicit what they can see.
b. Ask pupils to read Gemma’s diary individually.
c. Ask a gist question such as Do you think Gemma had a good day? Why/Why not?
DEVELOPMENT
d. Have pupils exchange their ideas in pairs before whole-class feedback.

LESSON
e. Ask Are diaries formal or informal? How do you know?

f. Pupils consider the style of the example diary entry.
8. Activity 3:
a. Read out each sentence and have pupils write the phrases that express the same
meaning. (Assessment)
9. Activity 4:
a. Ask pupils to read the diary entry again.
b. Pupils underline or highlight anything in the diary that was also true for them yesterday.
c. It is possible that some pupils don’t underline anything.
d. Conduct feedback as a whole class, eliciting answers in full sentences using too/also/as
well.
LESSON
POST-
10. Post lesson 10 What about you?: Pupils work in pairs to share what they remember from the
lesson.

Have pupils tell a partner one thing Have pupils tell a partner two things Have pupils write about at
they did yesterday. they did yesterday. least two things they did
yesterday.
c. _21__ /_25__ pupils are able to achieve the stipulated learning REMARK:
objective.
d. _4__ /_25__ pupils are not able to achieve the stipulated learning
activities.
Subject English Class Year 5 YAKIN
Theme World of Knowledge Topic Days
pair work, class

CCE Language 21st CL
discussion, quiz
Differentiati
Type and amount of support Thinking Skill Application
on Strategy
Textbook, audio,
worksheet.
Language / Grammar Focus: Adverbs of frequency: always, usually, normally,
often, sometimes, never
Ethnics
Thinki Nation
Leadershi Bilingual and
Knowledge / ng / al
p skills proficiency spiritual
skills identity
ity
SKILLS
Complementar
Main Listening Writing
y
COMPLEMENTARY CONTENT
MAIN CONTENT STANDARD
STANDARD
4.3 Communicate with appropriate
1.2 Understand meaning in a variety
language form and style for a range of
of familiar contexts
purposes in print and digital media
STANDARD
4.3.2
1.2.1 Understand with support the main idea of Spell
longer a range
simple of on
texts high frequency
range words
of familiar accurately in independent writing
topics
OBJECTIVE
By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to listen and understand the texts by able to spell high frequency words
matching the people with at least six correctly.
phrases correctly.
SUCCESS CRITERIA
Pupils can:
a. listen to the texts and match the people with at least 6 phrases correctly.
b. spell at least 80% of the words in the table and in sentences correctly.
LEARNING OUTLINE
1. Elicit days of week and choose pupils to write on board.

PRE-LESSON
2. Find out pupils’ favourite day with a show of hands. Write numbers on
board below each day.
3. Ask: Which day is the favourite of most pupils? Why?
4. Activity 1:
a. Write ‘Daily Routines’ on board. (SB pg 22 Activity 1)
b. They look at the five table headings and read words in blue in Days
and Nights Quiz.
c. Explain words in blue are daily routines.
d. They write them in columns 1–5 in table. (Assessment)
e. Pupils compare with a partner.
TUESDAY
Day / Date Tuesday, April 30, 2024 Time 7.30-8.30AM
Theme World of Self, Family and Friends Topic Life in the past
CCE Language 21st CL Class discussion, pair work.

Differentiation
Type and amount of support Thinking Skill Creation
Strategy
Assessment Task Teaching aids Textbook, worksheet.
Language / Grammar Focus: Informal written language (e.g. Yuck!; Ha! Ha! Ha!)
Thinking Leadership Bilingual Ethnics and National
Knowledge / / /
skills skills proficiency spirituality identity
SKILLS
Main Writing Complementary Writing
4.2 Communicate basic information intelligibly for 4.3 Communicate with appropriate language form
a range of purposes in print and digital media and style for a range of purposes in print and
digital media
4.2.3 Narrate factual and imagined events and experiences

4.3.1 Use capital letters, full stops, commas in lists, question marks

By the end of the lesson, pupils should be able to write By the end of the lesson, pupils should be able to use
a diary entry about their experience during their capital letters, full stops, commas in lists, question
previous school trip in at least two paragraphs. marks and speech marks in informal writing.
SUCCESS CRITERIA
Pupils can:
e. write a diary entry about their previous school trip in at least two paragraphs.
f. use capital letters, full stops, commas in lists, question marks and speech marks in at least two paragraphs.
LEARNING OUTLINE
11. Memory Game: Divide the pupils into pairs.

PRE-LESSON
12. Give a piece of paper to each pair.

13. Give them one minute to remember and write down as many informal language / phrases from
Geby’s diary.
14. Activity 1:
d. Ask pupils to look again at the text on page 28 of the Pupil’s Book.
e. Ask Whose diary is it? and Does Gemma use formal or informal language in her diary?
f. Pupils read the diary entry again and underline the examples of informal writing.
g. Remind pupils that exclamation marks are used more often in informal writing than in more
formal writing.
h. Ask pupils to find more examples of punctuation in the diary.
i. Note that brackets are often used in informal writing to add information like the example.
DEVELOPMENT
15. Activity 2:
LESSON
g. In pairs, pupils write short notes to answer each question.

h. Pupils put their ideas together to help plan for Activity 3.
i. If they have no shared experience of a trip, have them think about a family trip they have been
on.
j. Have them make written notes together, which they can use to support writing in the next step
of the lesson.
k. Monitor and help pupils.
16. Activity 3:
b. Read out the start of the diary entry and elicit from a volunteer how to finish the sentence.
c. Pupils write a diary entry about a school trip. (Assessment)
d. Either they write together or they can support each other if their content is different.
17. Learning To Learn: Read out the text in the box.

POST-LESSON
18. Emphasise how important it is to revise and repeat new vocabulary.

19. Ask if the pupils have tried any of the techniques for memorising new vocabulary.
20. Let them share their experience.

Pupils read one of their friend’s diary Pupils exchange their diary entries Pupils work with a partner to
entries and give feedback on each with a partner and tell each other check each other’ diary entries
other’s work. what they like about it. and make corrections if there are
mistake.
e. __21_ /__26_ pupils are able to achieve the stipulated learning objective. REMARK:
f. _5__ /_26__ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment activities.
Tuesday, APRIL 30
Day / Date Time 8.30-9.30AM
( TUESDAY)
Word of Self, Family and

Theme Topic Days
Friends
pair work, class discussion,

quiz
Differentiati
Time Thinking Skill Application
on Strategy
Assessment Task Teaching aids Textbook, true/false card,

video, worksheet
Language / Grammar Focus: Adverbs of frequency: always, usually, normally, often,
sometimes, never
Ethnics
Knowledge / / and
spirituality
SKILLS
Complementar
Main Speaking Reading
y
STANDARD
3.2 Understand a variety of linear and non-linear

2.2 Use appropriate communication strategies print and digital texts by using appropriate
reading strategies
STANDARD
3.2.3 Guess the meaning of unfamiliar words

2.2.1 Keep interaction going in short exchanges
from clues provided by title, topic, and other
by using suitable questions
known words
OBJECTIVE
By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able to
to keep interactiong going in short exchanges guess the meaning of unfamiliar words from clues
by using at least two suitable questions. provided by title, topic, and other known words.
SUCCESS CRITERIA
Pupils can:
a. ask at least two suitable questions to interact with each other when comparing answers.
b. guess the meaning of unfamiliar words in the Days and Nights quiz from clues provided by title
and other known words.
LEARNING OUTLINE
P
R
E-
L 1. Write on board: ‘Daily Routines’, ‘morning’, ‘afternoon’, ‘evening’ and ‘night’.
E
SS 2. Pupils brainstorm blue words in quiz they remember from previous lesson.
O
N
3. Activity 1:
a. Read the Key Phrases aloud and have pupils repeat. (Act 2 SB pg 22)
b. In pairs, pupils use the phrases to compare true/false answers to the 12 statements
in Days and Nights text. (DS)
c. Hand out a True and a False card to each pair.

L
E d. Pupils watch a video on 12 quiz facts. https://youtu.be/GnFRFl3WGeY
SS
O e. After each fact, pairs hold up a True or a False card, and teacher gives the answer.
N (Assessment) (TB p.36).
D 4. Activity 2:
E
V a. Pupils choose 3 quiz facts they think are surprising.
E
L b. In small groups, compare ideas using Key Phrases: What do you think? What about
O you?(Assessment)
P c. Write 1–12 on board. Ask: Which facts are surprising?
M
E 5. Activity 3:
N
a. Write on board: ‘Between 7.30 and 8.30 in the morning’; ‘Between 7.30 and 8.30
T
in the evening’.
b. Model the language:

e.g. I think you get up, have breakfast and go to school between 7.30 and 8.30 in
the morning.
c. In pairs, they take turns to guess what their partner does. How many guesses are
correct?
P
O
S
T- 6. Spot the mistake: Change 5-6 words in the quiz.
L 7. Read out the statements with changes.
E
SS 8. Pupils listen and correct the differences to make it the same as the original.
O
N
Pupils write at least one Pupils write at least two Pupils write at least three
sentence about thing they sentences about things they sentences about things they
usually do between 7.00 and usually do between 7.00 and usually do between 7.00 and
9.00 in the evening. 9.00 in the evening. 9.00 in the evening.
a. __11_ /__16_ pupils are able to achieve the stipulated REMARK:
learning objective.
b. _5__ /_16__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Day / Date Tuesday, April 30, 2024 Time 10.00-11.00AM
Language game, Don’t break

CCE Language 21st CL the chain, Inside outside
circle.
Differentiation
Strategy
Assessment Task Teaching aids audio, flashcards, worksheet

Language / Grammar Focus: Questions (present simple) to ask about preference: What’s your favourite
[subject]?
Ethnics
Thinkin Leadership Bilingual National
Knowledge / / and
g skills skills proficiency identity
spirituality
SKILLS
Main Speaking Complementary Listening
2.1 Communicate simple information intelligibly

1.2 Understand meaning in a variety of familiar contexts
2.1.1 Explain and give reasons for basic opinions 1.2.5 Understand longer supported questions
OBJECTIVE
give at least one reason why they like their listen and respond correctly to supported questions.
favourite subjects.
SUCCESS CRITERIA
Pupils can:
g. explain and give at least one reason why they like their favourite subjects.
h. answer questions about their favourite subject using the target language.
LEARNING OUTLINE
8. Have pupils sit in a circle (or two, if you have a very large class).
9. Show pupils the first card, say the word and give it to one pupil. This pupil says the word
LESSON
and passes it to their neighbour. This pupil says the word and passes it on, and so on.
PRE-
10. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
11. Increase the pace and challenge by passing some cards in the opposite direction and/or
telling pupils to be much faster.
12. Activity 1:
a. Ask pupils to look at their timetable and try to elicit subjects they learn in their school
day.
b. Have pupils write down three subjects they like.
c. Ask some pupils what their favourite subject(s) is/are, and elicit basic ideas for why
they like these subjects.
LESSON DEVELOPMENT
d. Direct pupils’ attention to the picture and elicit what they can see. (Act 3 SB pg 32)
e. Play the CD and have pupils chorally repeat the exchange. (track 20)
f. Direct pupils’ attention to the table and explain that they will have to ask one another
what their favourite subject is and then fill in the table with their results. (Assessment)
g. Encourage pupils to give reasons for their answer as best they can. (Assessment)
h. Pupils report their findings to the class.
13. Activity 2:
g. Don’t break the chain: Pupils sit in a circle. Say, My favourite subject is English.
h. The pupil to your right has to say what you said and add his/her favourite subject. E.g.
Your favourite subject is English, my favourite subject is Maths.
i. Pupils continue in the same manner. The pupils who doesn’t remember a subject
someone else has mentioned is out of the game.
LESSON
POST-
8. Inside outside circle: In concentric circles, pupils rotate to face new partners and then take
turns to ask and answer about their favourite subject using the target language.

Pupils write at least two sentences Pupils write at least three sentences Pupils write at least four
about their friends’ favourite about their friends’ favourite sentences about their
subjects based on their findings in subjects based on their findings in friends’ favourite subjects
Activity 1. Activity 1. based on their findings in
e.g. Abu’s favourite subject is Activity 1.
Maths. e.g. Abu’s favourite subject
is Music. He likes Music
because it is interesting and
fun.
g. __21_ /__28_ pupils are able to achieve the stipulated learning REMARK:
objective.
h. _7__ /_28__ pupils are not able to achieve the stipulated learning
activities.
WEDNESDA
Y
THURSDAY
Day / Date Thursday, May 2, 2024 Time 8.30-9.30AM
Theme Word of Self, Family and Friends Topic Days
pair work, group work, class

discussion
Differentiation
Time Thinking Skill Application
Strategy
Textbook, word cards, worksheet,
video.
Language / Grammar Focus: Adverbs of frequency: always, usually, normally, often, sometimes, never
Knowledge / /
SKILLS
Main Reading Complementary Writing
4.3 Communicate with appropriate language form
3.3 Read independently for information and
and style for a range of purposes in print and digital
enjoyment
media
3.3.1 Read and enjoy A2 fiction/non-fiction print and digital4.3.2

textsSpell
of interest
a range of high frequency words accurately in independ

By the end of the lesson, pupils should be able to read By the end of the lesson, pupils should be able to spell
and enjoy the text by saying sentences that are true for adverbs of frequency accurately in writing sentences.
them.
SUCCESS CRITERIA
Pupils can:
i. read the Daily Routine text and say sentences that are true for them.
j. spell adverbs of frequency correctly in at least six sentences.
LEARNING OUTLINE
21. Put pupils in pairs or groups of three or four.

PRE-LESSON
22. Give each pair/group one or more sets of cards.

23. Pupils work together to make a sentence from the word cards.
24. Invite pupils to tell the class their sentences or they could write them on the board for peer checking.
25. Activity 1:
j. Copy on board the chart with adverbs (never, usually) and numbers (1 - 4) from p.23, Activity
5.
k. Pupils look again at adverbs in box on p.22, Activity 4.
l. They tell you adverbs to write in numbers 1 - 4 in chart.
m. Ask: Why is normally above usually in the chart? (The meaning is similar) Elicit percentages to
put in chart for sometimes, often, usually e.g. 25%, 60%, 75%.
n. Model sentences with verb to be and an adverb; with another verb and adverb.
LESSON DEVELOPMENT
o. e.g. I’m always / usually at school before 8am. I sometimes / never go to school by car.
p. Pupils read Rules about place of adverbs and choose answers.
q. Pupils watch a video on adverbs of frequency and check their answers.
https://youtu.be/qz8dxy9hTzI
26. Activity 2:
a. Pupils read My daily routine on p.23.
b. In pairs, they take turns to say a sentence that is true for them. (Assessment) (DS)
c. Find out if any pupils have no true sentences.
27. Activity 3:
a. Pupils rewrite the sentences with an adverb of frequency. (Activity 6 SB pg 23) (Assessment)
b. Encourage them to use each adverb of frequency at least once.
c. Pupils compare adverbs they wrote with a partner. Are any the same?
d. Choose pupils to read a sentence aloud.
POST-LESSON
28. With books closed, dictate the sentences to the class. (Language Point TB pg 37)
29. Pupils work in pairs and correct the mistakes in the sentences.
30. Check answers with the class, and check that pupils have spelled all the adverbs of frequency
correctly.

Pupils complete the worksheet. Pupils complete the worksheet. Pupils complete the worksheet.
i. _8__ /__12_ pupils are able to achieve the stipulated learning objective. REMARK:
j. _4__ /_12__ pupils are not able to achieve the stipulated learning
Day / Date Thursday, May 2, 2024 Time 11.00AM-12.00PM
Theme World of Knowledge Topic Life in the past
CCE Language, Values 21st CL Class discussion, pair work.
Differentiation
Learning preferences and needs Thinking Skill Application
Strategy
Textbook, worksheet, large
sized paper for each group,
audio.
Language / Grammar Focus: Past tenses review (including used to)
Knowledge / /
SKILLS
Main Writing Complementary Writing
1.2 Understand meaning in a variety of familiar 4.3 Communicate with appropriate language
contexts form and style for a range of purposes in print
and digital media
4.3.2 Spell most high frequency words accurately in independent wr

1.2.2 Understand with little or no support specific information and details of longer simple texts on a range of familiar topics

By the end of the lesson, pupils should be able to listen By the end of the lesson, pupils should be able to spell
for specific information in the text by choosing at least at least five school or classroom words correctly.
four words in the sentences correctly.
SUCCESS CRITERIA
Pupils can:
k. circle at least four words in the sentences based on the text heard.
l. write at least five school or classroom words with correct spelling.
LEARNING OUTLINE
PRE-LESSON
31. Pupils work in pairs or in small groups.

32. Each pupil draws an object from the past. (e.g. pen made from feather, oil lamp)
33. Pupils take turns to show their drawing to their partner and guess the object.
34. Activity 1:
r. Have pupils look around the classroom.
s. In groups, they write as many English words for things they can see in the classroom as
possible on a large piece of paper.
t. Give them two minutes for this.
u. Have pupils review the words they have brainstormed.
v. They circle things which they think children could find in their classroom 50 (or 100) years
ago.
w. Gather some ideas from pupils.
x. Write them on the board and focus on spelling at this stage.
y. Ask pupils to look at the picture of the classroom on page 27 of the Pupil’s Book.
z. Ask them if they can see anything on their lists.
35. Activity 2:
DEVELOPMENT
l. Tell the pupils they are going to listen to a tour guide explaining how classroom used to be
LESSON
in the past.
m. Play audio 1.11 and ask them to write down all the school / classroom words they hear.
(Assessment)
n. Check answers as a class. Ask for any words not mentioned in Activity 1.
o. Refer the pupil to the list of options 1-8 and give them time to read them.
p. Pupils listen to the audio and tick the correct answers.
36. Activity 3:
a. Pupils read the sentences and circle the correct words.
b. Play the audio and have pupils check their answers. (Assessment)
37. Activity 4:
e. Elicit from the pupils the similarities and differences between the classroom in the photo
and their classroom.
f. Have pupils make notes about their ideas and conduct feedback on these and on any
common language mistakes after pupils have finished this step.
g. CCE: Discuss the Value question: Elicit ideas from the pupils and write their answers on
the board. (refer Teacher’s Book page 51)
LESSON
38. Ask the pupils what they think the classrooms of the future will look like.
POST-
39. Ask them what they would like to change about the classroom they have now.

Pupils write one thing they remember Pupils write two things they Pupils write three things they
about how classrooms used to be in remember about how classrooms remember about how
the past. used to be in the past. classrooms used to be in the
past.
k. __21_ /_26__ pupils are able to achieve the stipulated learning objective. REMARK:
l. __5_ /26___ pupils are not able to achieve the stipulated learning
Day / Date Thursday, May 2, 2024 Time 12.00-1.00PM
CCE Values 21st CL True-False Game, group

work
Differentiation
Strategy
timetable, pictures,
worksheet, dialogues
Language / Grammar Focus: Present simple for talking about regular actions (school timetable)
Ethnics
Knowledge / and
spirituality
SKILLS
Main Reading Complementary Reading
3.3 Read independently for information and enjoyment

3.2 Understand a variety of linear and non-linear print and digital texts
3.3.1 Read and enjoy A1 fiction/non-fiction print and digital

3.2.1 Understand
texts of interest
the main idea of simple texts of one or two paragraphs
OBJECTIVE
read the story and give opinions on the story. read the dialogues and identify at least 3 out of 4
true or false sentences correctly.
SUCCESS CRITERIA
Pupils can:
m. give opinions on the story read.
n. identify at least three true or false statements correctly.
LEARNING OUTLINE
14. Draw a class timetable on the board.
LESSON 15. Direct pupils’ attention to it and ask pupils in L1 what days they have English.
16. Fill in the appropriate slots of the timetable by writing the words.
PRE-
17. Ask pupils what subject they would like to have more hours of and what subjects they’d
like less hours of.
18. Encourage pupils to participate in the discussion and to justify their answers.
19. Activity 1:
a. Introduce the characters in the story using pictures.
b. Ask pupils to read the story quietly, on their own.
c. Ask pupils some questions, e.g. Where are they? What are they looking at? Do they
have the same timetable or different timetables?
d. Follow up by asking pupils for their opinions on the story. (Assessment)
LESSON DEVELOPMENT
20. Activity 2:
j. True-False Game: Organise pupils into groups of four. Paste dialogues on the wall
around the classroom.
k. Assign roles – three of the pupils are runners, they will read a dialogue each; the
fourth pupil is the manager. The manager stays at the desk with the worksheet.
l. The manager reads the sentences to the relevant team member, who runs to their
dialogue on the wall to find out if it is true or false. (Assessment)
m. They return to the manager and tell them.
n. The runners should not see the worksheet and the manager should not see the
dialogues.
o. They can ask each other to repeat or explain orally.
p. Check the answers as a whole class.
21. Post lesson task 10 What about you: Ask pupils to work in pairs to share what they
LESSON
remember from the lesson. They should note their answers in their notebooks.
POST-
9. Review some of pupils’ learning by asking volunteers or nominating pupils to tell the class
what they have written.

Pupils identify two true or false Pupils identify three true or false Pupils write two true or false
statements based on the dialogues. statements based on the dialogues. statements based on the
dialogues. They exchange
their statements with a
partner and identify whether
the statements are true or
false.
m. __23_ /__28_ pupils are able to achieve the stipulated learning REMARK:
objective.
n. _5__ /_28__ pupils are not able to achieve the stipulated learning
activities.

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SUNDAY

Subject English Class Year 4 JUJUR

Day / Date Monday, April 29, 2024 Time 7.30-8.30AM

Theme World of Self, Family and Friends Topic My Week

CCE Language 21st CL Singing , TPR activitiy

Flashcards, audio, textbook,

Main Listening Complementary Listening

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of familiar contexts

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2.2 Understand with support specific information and1.1.1

3. Encourage pupils to listen and repeat.

7. Play the song and have pupils sing along.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Subject English Class Year 6 TEKUN

Day / Date Monday, April 29, 2024 Time 9.30-10.30AM

Week 7 Lesson number 15

CCE Language 21st CL Class discussion, pair work.

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

d. Have pupils exchange their ideas in pairs before whole-class feedback.

e. Ask Are diaries formal or informal? How do you know?

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Day / Date Monday, April 29, 2024 Time 10.30-11.00AM

Week 7 Lesson number 15

Theme World of Knowledge Topic Days

pair work, class

1. Elicit days of week and choose pupils to write on board.

Subject English Class Year 6 TEKUN

Day / Date Tuesday, April 30, 2024 Time 7.30-8.30AM

Week 7 Lesson number 16

CCE Language 21st CL Class discussion, pair work.

4.2.3 Narrate factual and imagined events and experiences

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

11. Memory Game: Divide the pupils into pairs.

12. Give a piece of paper to each pair.

g. In pairs, pupils write short notes to answer each question.

17. Learning To Learn: Read out the text in the box.

18. Emphasise how important it is to revise and repeat new vocabulary.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

Week 7 Lesson number 16

Word of Self, Family and

pair work, class discussion,

Assessment Task Teaching aids Textbook, true/false card,

3.2 Understand a variety of linear and non-linear

3.2.3 Guess the meaning of unfamiliar words

c. Hand out a True and a False card to each pair.

b. Model the language:

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT

Subject English Class Year 4 JUJUR

Day / Date Tuesday, April 30, 2024 Time 10.00-11.00AM

Week 7 Lesson number 16

Theme World of Self, Family and Friends Topic My Week

Language game, Don’t break

Assessment Task Teaching aids audio, flashcards, worksheet

Main Speaking Complementary Listening

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1 Communicate simple information intelligibly

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD