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3 Eng Formula-A-Pt3-English-Form-3-Kssm-Scheme-Of-Work-And-Suggested-Activities
3 Eng Formula-A-Pt3-English-Form-3-Kssm-Scheme-Of-Work-And-Suggested-Activities
A. Reading
LS3.1.1 Understand the main points in longer texts on
an increased range of familiar topics
LS3.1.2 Understand specific details and information in Educational Emphases
longer texts on an increased range of familiar Language
topics
LS3.1.5 Recognise with support the attitude or opinion Multiple Intelligences
of the writer in simple longer texts on an Verbal-linguistic Intelligence
increased range of familiar topics Interpersonal Intelligence
LS3.2.1 Read, enjoy and give a personal response to
fiction / non-fiction and other suitable print and Higher Order Thinking Skills (HOTS)
digital texts of interest Analysis
Creation
Suggested Activities
1. Ask students to read the stimulus given. Critical and Creative Thinking Skills
2. Tell them to underline difficult words in the (CCTS)
stimulus. Making Associations or
3. Ask students to refer to a dictionary for the Connections
meanings of the words.
4. Then, based on the information in the stimulus, Pendidikan Sivik (English)
tell students to answer the questions that Core Value – Mutual Respect
follow.
5. Tell them to give their own responses when
answering questions 4 and 5.
6. Remind students to give logical responses to
the questions.
DIGITAL CONTENT
A video on teenagers talking about living with parents and siblings; the things they argue about and
how they get along with each other
Theme: People and Culture
A. Reading
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
LS3.1.6 Recognise with support typical features at
word, sentence and text levels or a range of
genres
Suggested Activities
1. Tell students to read the stimulus given.
2. Based on the information in the stimulus, ask
them to fill in the blanks with the correct Educational Emphases
answers. Language
Suggested Activities
1. Tell students to read the sentences given.
2. Based on the information in the sentences,
ask them to fill in the blanks with the correct
answers.
Theme: People and Culture
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit
(present simple) to students. Make sure they
understand the grammar notes given.
2. Then tell students to read the sentences given in the
practice. Educational Emphases
3. Tell them to fill in the blanks with the present simple
Language
form of the verbs given brackets.
4. Ask students to compare answers in pairs.
Critical and Creative Thinking Skills
(CCTS)
*****************************************************************
Making Associations or
Connections
B. Grammar Practice 2
1. Explain the grammar focus in the unit (present
continuous) to students. Make sure they understand
the grammar notes given.
2. Then tell students to read the sentences given in the
practice.
3. Tell them to fill in the blanks with the present
continuous form of the verbs given in brackets.
4. Ask students to compare answers in pairs.
Theme: People and Culture
A. Listening
LS1.1.1 Understand independently the main ideas in
simple longer texts on an increased range of
familiar topics
Suggested Activities
1. Tell students to read the sentences given.
2. Then play the audio. Ask students to listen to
it carefully.
3. Play the audio again. As students are Educational Emphases
listening to the audio, ask them to number Language
the sentences in the correct order. Values
4. Ask students to compare answers in pairs.
Multiple Intelligences
******************************************************************** Verbal-linguistic Intelligence
Interpersonal Intelligence
B. Speaking
LS2.1.4 Explain own point of view Higher Order Thinking Skills (HOTS)
LS2.1.5 Express and respond to common feelings Creation
such as happiness, sadness, surprise and
interest Critical and Creative Thinking Skills
(CCTS)
Suggested Activities Sequencing
1. Tell students to work in pairs. Generating Ideas
2. Ask them to talk about their families.
3. Students take turns to ask and answer
questions about their families.
4. Tell them that they may use the questions
given to help them. Encourage them to come
up with their own questions.
5. Then select a few pairs of students to role-
play in front of the class.
DIGITAL CONTENT
Audio on the benefits of having dinner with your family
Non-textbook Based Lesson Week
A. Reading
LS3.1.1 Understand the main points in longer texts
on an increased range of familiar topics Educational Emphases
LS3.1.2 Understand specific details and information Language
in longer texts on an increased range of Values
familiar topics
Patriotism/Citizenship
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
Multipe Intelligences
on an increased range of familiar topics
Verbal-linguistic Intelligence
LS3.1.6 Recognise with support typical features at
word, sentence and text levels of a range of
Critical and Creative Thinking Skills
genres
(CCTS)
Suggested Activities Analysing
1. Ask students to read the stimulus given. Making Associations or
2. Tell them that for questions 1 to 5, they have Connections
to write their answers in no more than five
words from the text. Remind students to be PAK-21 Activity
careful when copying the words. Mind Map
3. Then tell students that they have to find
appropriate words in the text that have the
same meaning as the words given in
question 6.
DIGITAL CONTENT
A video on different types of food from around the world
A. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
1. Tell students to read the words given.
2. Ask students to change the nouns into verbs.
3. Encourage students to use a dictionary to
help them.
4. Ask students to compare answers in pairs.
******************************************************************
B. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend Educational Emphases
understanding Language
Learning How to Learn Skills
Suggested Activities
1. Tell students to read the words given. Multiple Intelligences
2. Ask students to change the adjectives into Verbal-linguistic Intelligences
nouns.
3. Encourage students to use a dictionary to
help them.
4. Ask students to compare answers in pairs
******************************************************************
C. Reading
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
Suggested Activities
1. Tell students to read the sentences given.
2. Based on the sentences, ask them to fill in
the blanks with the most suitable words from
practices A and B.
3. Ask students to compare answers in pairs
Theme: People and Culture
A. Writing
LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
LS4.2.3 Produce a plan or draft of two paragraphs or
more and modify this appropriately
independently
Suggested Activities
1. Tell students to read the feedback card
given.
2. Based on the feedback given, tell students to Educational Emphases
write a review in draft form. Language
3. Ask students to exchange drafts and give
comments on their friends’ work. Multiple Intelligences
Verbal-linguistic Intelligences
******************************************************************
Higher Order Thinking Skills (HOTS)
B. Writing Creation
LS4.1.4 Express and respond to opinions and
common feelings such as happiness, Critical and Creative Thinking Skills
sadness, surprise, and interest (CCTS)
LS4.2.1 Punctuate written work with moderate Evaluating
accuracy Generating Ideas
LS4.2.2 Spell written work with moderate accuracy
LS4.2.4 Begin to use formal and informal registers
appropriate to the target audience in familiar
situations
Suggested Activities
1. Based on the students’ drafts in practice A,
tell them to write the review of the restaurant.
2. Tell students to write their answers neatly.
3. Encourage them to check for spelling,
punctuation and grammatical errors after
they have finished writing.
Non-textbook Based Lesson Week
Suggested Activities
A. Literature in Action 2
Moby Dick
1. Tell students to read the novel Moby Dick. Educational Emphases
2. Then tell students to read the questions given. Language
3. Based on the novel, ask them to circle or
underline the correct answers. Critical and Creative Thinking Skills
4. Ask students to compare answers in pairs. (CCTS)
Analysing
The Elephant Man Sequencing
1. Tell students to read the novel The Elephant
Man. PAK-21 Activity
2. Then tell students to read the sentences given. Timeline
3. Based on the novel, ask them to number the
sentences in the correct order. STEAM
4. Ask students to compare answers in pairs.
A. Reading
LS3.1.1 Understand the main points in longer texts on
an increased range of familiar topics Educational Emphases
LS3.1.2 Understand specific details and information in Language
longer texts on an increased range of familiar Conservation of the Environment
topics Values
LS3.1.5 Recognise with support the attitude or opinion
of the writer in simple longer texts on an Multiple Intelligences
increased range of familiar topics Verbal-linguistic Intelligence
LS3.2.1 Read, enjoy and give a personal response to
fiction / non-fiction and other suitable print and Higher Order Thinking Skills (HOTS)
digital texts of interest Creation
DIGITAL CONTENT
A video on ten most wonderful places on Earth
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (present perfect
simple) to students. Make sure they understand the
grammar notes given.
2. Then tell students to read the sentences given in the Educational Emphases
practice. Language
3. Tell them to fill in the blanks with the present perfect
simple form of the verbs given brackets. Critical and Creative Thinking Skills
4. Ask students to compare answers in pairs. (CCTS)
Making Associations or
***************************************************************** Connections
B. Grammar Practice 2
1. Explain the grammar focus in the unit (present perfect
continuous) to students. Make sure they understand
the grammar notes given.
3. Tell them to write sentences in the present perfect
continuous using the verbs given.
Theme: Health and Environment
A. Writing
LS4.1.4 Express and respond to opinions and
common feelings such as happiness,
sadness, surprise, and interest
LS4.2.1 Punctuate written work with moderate
accuracy
LS4.2.2 Spell written work with moderate accuracy
LS4.2.4 Begin to use formal and informal registers
appropriate to the target audience in familiar
situations Educational Emphases
Language
Suggested Activities
1. Tell students to read the email given. Multiple Intelligences
2. Based on the email, ask students some Verbal-linguistic Intelligence
questions to test their comprehension. For
example: Higher Order Thinking Skills (HOTS)
• Who wrote the email? Creation
• What did the writer do during Canteen
Day? Critical and Creative Thinking Skills
• What was the money collected used (CCTS)
for? Generating Ideas
• What information did the writer want to
know from the recipient?
3. Then, based on the email given, tell students
to write an email of reply.
4. Ask students to prepare a plan or draft that
includes main points and supporting details
of the email.
5. Tell students to write the email neatly.
6. Encourage them to check for spelling,
punctuation and grammatical errors after
they have finished writing.
Non-textbook Based Lesson Week
A. Reading
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
Suggested Activities
1. Ask students to read the words given.
2. Then tell students to fill in the blanks with the
correct words to form phrasal verbs.
3. Allow students to use a dictionary to help
them.
**********************************************************************
B. Reading
LS3.1.4 Use independently familiar print and digital Educational Emphases
resources to check meaning and extend Language
understanding Learning How to Learn Skills
**********************************************************************
C. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
1. Tell students to read the phrasal verbs given
in the practice.
2. Tell them to refer to a dictionary to look up
the meanings of the phrasal verbs.
3. Ask them to circle the correct answers.
A. Listening
LS1.1.3 Recognise with little or no support attitudes
or opinions in longer texts on an increased
range of familiar topics
Educational Emphases
Suggested Activities Language
1. Tell students to read the statements given. Values
2. Play the audio. Ask students to listen to it
carefully. Multiple Intelligences
3. Play the audio again. As students are Verbal-linguistic Intelligence
listening to the audio, ask them to write Interpersonal Intelligence
‘True’ or ‘False’ for each of the statements. Intrapersonal Intelligence
4. Ask students to compare answers in pairs.
Higher Order Thinking Skills (HOTS)
******************************************************************** Creation
DIGITAL CONTENT
Audio on two friends talking about their relationship with their family members
A. Writing
LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
LS4.2.1 Punctuate written work with moderate
accuracy
LS4.2.2 Spell written work with moderate accuracy Educational Emphases
LS4.2.4 Begin to use formal and informal registers Language
appropriate to the target audience in familiar
situations Multiple Intelligences
Verbal-linguistic Intelligence
Suggested Activities
1. Tell students to study the pictures. Higher Order Thinking Skills (HOTS)
2. Then tell them to read the sentence given to Creation
begin the story.
3. Students must write a story based on the Critical and Creative Thinking Skills
pictures and sentence. (CCTS)
4. Ask students to prepare a plan or draft that Generating Ideas
includes main points and supporting details
of the story.
5. Students should write the story in about 120
words.
6. Ask students to check for spelling,
punctuation and grammatical errors after
they have finished writing.
A. Reading
LS3.1.1 Understand the main points in longer texts
on an increased range of familiar topics Educational Emphases
LS3.1.2 Understand specific details and information Language
in longer texts on an increased range of
Multiple Intelligences
familiar topics
LS3.1.3 Guess the meaning of unfamiliar words from
Higher Order Thinking Skills (HOTS)
clues provided by other words and context
Analysis
on an increased range of familiar topics
LS3.1.4 Use independently familiar print and digital
Critical and Creative Thinking Skills
resources to check meaning and extend
(CCTS)
understanding
Analysing
Suggested Activities Making Associations or
1. Ask students to read the stimulus given. Connections
2. Based on the stimulus, ask students to
answer questions 1 to 4.
3. Then tell students that they have to find
appropriate words in the text that have the
same meaning as the words given in
question 5.
A. Listening
LS1.1.2 Understand independently specific
information and details in longer texts on an
increased range of familiar topics
LS1.3.1 Recognise with support typical features at
word, sentence and text levels of a small
number of spoken genres
DIGITAL CONTENT
Audio on the benefits of the bamboo plant
Theme: Science and Technology
A. Writing
LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
LS4.2.3 Produce a plan or draft of two paragraphs or
more and modify this appropriately
independently
LS4.1.4 Express and respond to opinions and Educational Emphases
common feelings such as happiness, Language
sadness, surprise, and interest
LS4.2.1 Punctuate written work with moderate Multiple Intelligences
accuracy
Verbal-linguistic Intelligence
LS4.2.2 Spell written work with moderate accuracy
LS4.2.4 Begin to use formal and informal registers
Higher Order Thinking Skills (HOTS)
appropriate to the target audience in familiar
Creation
situations
Critical and Creative Thinking Skills
Suggested Activities
(CCTS)
1. Tell students to read the letter given.
2. Based on the letter that they have read, tell Generating Ideas
students to write a letter of reply.
3. Ask students to prepare a plan or draft that
includes main points and supporting details
of the letter.
4. Tell students to write the letter neatly.
5. Encourage them to check for spelling,
punctuation and grammatical errors after
they have finished writing.
Non-textbook Based Lesson Week
A. Reading
LS3.1.1 Understand the main points in longer texts on
an increased range of familiar topics
LS3.1.2 Understand specific details and information in
longer texts on an increased range of familiar
topics Educational Emphases
Language
Suggested Activities
1. Ask students to read the stimulus given. Critical and Creative Thinking Skills
2. Based on the stimulus, ask students to answer (CCTS)
the questions that follow. Comparing and Contrasting
Analysing
****************************************************************** Making Associations or
Connections
B. Reading
LS3.1.3 Guess the meaning of unfamiliar words from PAK-21 Activity
clues provided by other words and context on Personal Learning Experiences
an increased range of familiar topics
Suggested Activities
1. Ask students to read the sentences given.
2. Based on the sentences, ask students to
underline the correct words to complete the
sentences.
A. Reading
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
LS3.1.6 Recognise with support typical features at
word, sentence and text levels or a range of
genres
Suggested Activities
1. Tell students to read the sentences given.
2. Based on the information in the sentences,
ask them to fill in the blanks with the correct Educational Emphases
words from the table.
Language
Learning How to Learn Skills
**********************************************************************
Multiple Intelligences
B. Reading
LS3.1.4 Use independently familiar print and digital Verbal-linguistic Intelligence
resources to check meaning and extend
understanding
Suggested Activities
1. Tell students to read the sentences given.
2. Based on the information in the sentences,
ask them to fill in the blanks with the correct
answers.
3. Tell students that they need to form new
words from the words given in brackets to fit
the sentences.
4. Ask students to use a dictionary if they are
not sure of the meanings of the words.
Theme: Health and Environment
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (zero
conditional) to students. Make sure they understand
the grammar notes given.
2. Then tell students to read the zero conditional
sentences given in the practice. Educational Emphases
3. Tell them to rewrite the sentences by changing the
Language
order of the clauses.
4. Ask students to compare answers in pairs.
Critical and Creative Thinking Skills
(CCTS)
*****************************************************************
Making Associations or
Connections
B. Grammar Practice 2
1. Explain the grammar focus in the unit (‘unless’ in
conditional sentences) to students. Make sure they
understand the grammar notes given.
2. Then tell students to read the sentences given in the
practice.
3. Tell them to rewrite the sentences using the word
‘unless’.
4. Ask students to compare answers in pairs.
Theme: Health and Environment
A. Reading
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
1. Ask students to read the words and the
meanings given.
2. Tell them to match the words to their correct
meanings.
3. Ask students to refer to a dictionary for the
meanings of the words.
4. Ask students to compare answers in pairs.
**********************************************************************
C. Reading
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
Suggested Activities
1. Tell students to read the sentences given.
2. Based on the information in the sentences,
ask them to underline the correct
prepositions.
3. Ask students to compare answers in pairs.
Theme: Health and Environment
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (past perfect
simple) to students. Make sure they understand the
grammar notes given.
2. Then tell students to read the sentences given in the
practice.
3. Tell them to fill in the blanks with the past perfect
simple form of the verbs given brackets.
4. Ask students to compare answers in pairs.
*****************************************************************
Educational Emphases
B. Grammar Practice 2
Language
1. Explain the grammar focus in the unit (past perfect
continuous) to students. Make sure they understand
Critical and Creative Thinking Skills
the grammar notes given.
(CCTS)
2. Then tell students to read the sentences given in the
Making Associations or
practice.
Connections
3. Tell them to fill in the blanks with the past perfect
continuous form of the verbs given in brackets.
4. Ask students to compare answers in pairs.
*****************************************************************
C. Grammar Practice 2
1. Explain the grammar focus in the unit (question tags)
to students. Make sure they understand the grammar
notes given.
2. Then tell students to read the sentences given in the
practice.
3. Tell them to fill in the blanks with the correct question
tags.
4. Ask students to compare answers in pairs.
Theme: Health and Environment
A. Listening
LS1.1.1 Understand independently the main ideas in
simple longer texts on an increased range of
familiar topics
Suggested Activities
1. Tell students to read the stimulus given.
2. Play the audio. Ask students to listen to it
carefully. Educational Emphases
3. Play the audio again. As students are Language
listening to the audio, ask them to fill in the
blanks with the correct words. Multiple Intelligences
4. Ask students to compare answers in pairs. Verbal-linguistic Intelligence
Interpersonal Intelligence
********************************************************************
Higher Order Thinking Skills (HOTS)
B. Speaking
Creation
LS2.3.1 Keep interaction going in longer exchanges
by asking a speaker to slow down, speak up
Critical and Creative Thinking Skills
or to repeat what they have said
(CCTS)
Suggested Activities Generating Ideas
1. Tell students to work in pairs. Making Associations or
2. Ask them to talk about extreme sports. Connections
3. Students take turns to ask and answer
questions about extreme sports.
4. Tell them that they may use the questions
given to help them. Encourage them to come
up with their own questions.
5. Then select a few pairs of students to role-
play in front of the class.
DIGITAL CONTENT
Audio on rock climbing
Theme: People and Culture
DIGITAL CONTENT
A video on what young people like to do in their free time
A. Reading
LS3.1.1 Understand the main points in longer texts
on an increased range of familiar topics
A. Writing
LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
Suggested Activities
1. Tell students to read the postcard given.
2. Tell students to fill in the blanks with the
correct answers to complete the postcard.
3. Ask students to compare answers in pairs.
**********************************************************************
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit
(the passive voice) to students. Make sure they
understand the grammar notes given.
2. Then tell students to read the sentences given in the
practice. Educational Emphases
3. Tell them to rewrite the sentences using the passive Language
voice.
4. Ask students to compare answers in pairs. Critical and Creative Thinking Skills
(CCTS)
***************************************************************** Making Associations or
Connections
B. Grammar Practice 2
1. Explain the grammar focus in the unit (‘by’ and ‘with’)
to students. Make sure they understand the grammar
notes given.
2. Then tell students to read the sentences given in the
practice.
3. Tell them to fill in the blanks with ‘by’ or ‘with’.
4. Ask students to compare answers in pairs.
Theme: Science and Technology
A. Listening
LS1.1.6 Understand independently the main ideas in
simple longer texts on an increased range of
familiar topics
Suggested Activities
1. Tell students to read the questions given.
2. Then play the audio and ask students to
listen to it carefully. Educational Emphases
3. Play the audio again. As students are Language
listening to the audio, ask them to circle the Science and Technology
correct answers.
4. Ask students to compare answers in pairs. Multiple Intelligences
Verbal-linguistic Intelligence
******************************************************************** Interpersonal Intelligence
DIGITAL CONTENT
Audio on how robots help to make our lives easier
DIGITAL CONTENT
A video on how using a mobile phone affects your mind and body
A. Reading
LS3.1.1 Understand the main points in longer texts Educational Emphases
on an increased range of familiar topics Language
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context Multipe Intelligences
on an increased range of familiar topics Verbal-linguistic Intelligence
LS3.1.6 Recognise with support typical features at Interpersonal Intelligence
word, sentence and text levels of a range of
genres Critical and Creative Thinking Skills
(CCTS)
Suggested Activities Making Associations or
1. Ask students to read the stimulus given. Connections
2. Tell them that for questions 1 to 5, they have
to write their answers in no more than five PAK-21 Activity
words from the text. Remind students to be Presentation
careful when copying the words.
3. Then tell students that they have to find STEAM
appropriate words in the text that have the
same meaning as the words given in
question 6.
A. Reading
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
Suggested Activities
1. Tell students to read the questions. Educational Emphases
2. Tell them to circle the best answer for each Language
question. Learning How to Learn Skills
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (causative) to
students. Make sure they understand the grammar
notes given.
2. Then tell students to read the sentences given in the
practice. Educational Emphases
3. Tell them to complete the sentences using the Language
causative.
4. Ask students to compare answers in pairs. Critical and Creative Thinking Skills
(CCTS)
***************************************************************** Making Associations or
Connections
B. Grammar Practice 2
1. Explain the grammar focus in the unit (gerunds and
infinitives) to students. Make sure they understand the
grammar notes given.
2. Then tell students to read the sentences given in the
practice.
3. Tell them to underline the correct answers.
4. Ask students to compare answers in pairs.
Theme: People and Culture
A. Listening
LS1.1.6 Understand independently longer simple
narratives on a range of familiar topics
Suggested Activities
1. Tell students to read the sentences given.
2. Play the audio. Ask students to listen to it
carefully.
3. Play the audio again. As students are Educational Emphases
listening to the audio, ask them to write Language
‘True’ or ‘False’ for each of the statements. Values
4. Ask students to compare answers in pairs.
Multiple Intelligences
******************************************************************** Verbal-linguistic Intelligence
Interpersonal Intelligence
B. Speaking Intrapersonal Intelligence
LS2.3.1 Keep interaction going in longer exchanges
by asking a speaker to slow down, speak up Higher Order Thinking Skills (HOTS)
or to repeat what they have said Creation
DIGITAL CONTENT
Audio on student exchange programmes
Theme: Science and Technology
DIGITAL CONTENT
Audio on cyberbullying
Theme: People and Culture
DIGITAL CONTENT
Audio on an announcement to visit flood victims
Theme: Science and Technology
A. Writing 21
CS4.1; LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
CS4.2; LS4.2.1 Punctuate written work with moderate Educational Emphases
accuracy Language
LS4.2.2 Spell written work with moderate accuracy
LS4.2.4 Begin to use formal and informal registers Multiple Intelligences
appropriate to the target audience in familiar Verbal-linguistic Intelligence
situations
Critical and Creative Thinking Skills
Suggested Activities (CCTS)
1. Tell students to read the rubric and stimulus Generating Ideas
given.
2. Based on the pictures and notes, ask Higher Order Thinking Skills (HOTS)
students to write a letter to a friend. Creation
3. Ask them to prepare a draft of the letter on a
piece of paper. STEAM
4. Once students have prepared their draft, tell
them to write the letter in the space provided.
5. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Theme: People and Culture
B. Writing 21
CS4.1; LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
CS4.2; LS4.2.1 Punctuate written work with moderate
accuracy Educational Emphases
LS4.2.2 Spell written work with moderate accuracy Language
LS4.2.4 Begin to use formal and informal registers
appropriate to the target audience in familiar Multiple Intelligences
situations
Verbal-linguistic Intelligence
Suggested Activities
Critical and Creative Thinking Skills
1. Tell students to read the rubric and stimulus
(CCTS)
given.
Generating Ideas
2. Based on the pictures and notes, ask
students to write an email to a cousin.
Higher Order Thinking Skills (HOTS)
3. Ask them to prepare a draft of the email on a
piece of paper. Creation
4. Once students have prepared their draft, tell
them to write the email in the space
provided.
5. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Theme: People and Culture
C. Writing 21
CS4.1; LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
CS4.2; LS4.2.1 Punctuate written work with moderate
accuracy Educational Emphases
LS4.2.2 Spell written work with moderate accuracy Language
LS4.2.4 Begin to use formal and informal registers
appropriate to the target audience in familiar Multiple Intelligences
situations
Verbal-linguistic Intelligence
Suggested Activities
Critical and Creative Thinking Skills
1. Tell students to read the rubric and stimulus
(CCTS)
given.
Generating Ideas
2. Based on the pictures and notes, ask
students to write a story.
Higher Order Thinking Skills (HOTS)
3. Ask them to prepare a draft of the story on a
piece of paper. Creation
4. Once students have prepared their draft, tell
them to write the story in the space
provided.
5. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Theme: Science and Technology