Professional Documents
Culture Documents
Unit 15 Week 1
Unit 15 Week 1
Unit 15 Week 1
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.
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.
I plan to _______________ .
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.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Describe the Great Wall of China in one word. Complete the bubble map below.
The Great
Wall Of China
Focus : Writing
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
Dear Mother,
How are you? I am fine here in Japan. I just came back from visiting
Mount Fuji is surrounded by five lakes. It is one of the most popular sites here
peak every day. Maybe we can climb the mountain together one day, too.
Love,
Jagjit.
Focus : Grammar
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.
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
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: