Professional Documents
Culture Documents
Unit 4 Week 2 Tahun 6
Unit 4 Week 2 Tahun 6
Topic: 4. Step up
DAY
Content Standard : 1.1, 1.3
Class Activities :
a. Pre listening-speaking:
1. Show a few posters of cyber bullying to the pupils.
Time 2. Explain to pupils about cyber bullying.
3. Discuss cyber bullying with the pupils and ask if they have ever experienced
it or seen it happen to someone.
Do you think school children are easy targets for cyber bullies? Why?
Absent: b. _________ out of ___ pupils were able to talk about the pamphlet by
asking and answering questions.
Focus : Reading
Activities :
Time
a. Pre reading:
1. Teacher shows pictures of vandalism.
2. Lead pupils to talk about the pictures.
(60 minutes)
b. While reading:
1. Teacher gets the pupils to read the article. (TB page 35)
2. Teacher asks questions orally to check understanding.
3. Teacher distributes task sheet.
4. Explains to pupils how to complete the brace map.
5. In pairs, pupils are to discuss and transfer information from the text to the
mind map.
6. Monitor pupils' work.
7. Discuss pupils’ answers and correct any errors made.
c. Post reading:
1. Get the pupils’ attention to the words in bold.
2. Teacher distributes task sheet.
3. In pairs, pupils guess the meaning of the words in bold in the text.
4. Then, pupils check the meaning in the dictionary.
5. Check their answers, and help them understand all the words.
Attendance: Reflection:
____ out of ___ a. _________ out of ___ pupils were able to read and understand the
Absent: reading text by identifying the main ideas and transfer the supporting
details into a table.
b. _________ out of ___ pupils were able to find meanings of words using a
dictionary
\
Complete the brace map below with thePrevention
Vandalism information
Reasons
Types from the article.
efforts
Guess the meaning of the words in bold in the text. Check the meaning in the dictionary.
crime vulnerable
property
survey litter
Focus :Writing
a. Pre writing:
Time 1. Recap previous lesson on pets.
2. Get the pupils to name a few pets that they know.
3. Put up pictures of pets on the board.
4. Ask pupils a few questions.
(60 minutes) Examples: Do you have a pet at home?
Do you love your pet?
Who takes care of your pet?
What do you do if your pet is sick?
b. While writing:
1. Tell the pupils that they are going to write paragraphs using the notes given.
2. Teach pupils how to write sentences using the notes given.
3. Get the pupils to look at the example shown. (refer to TB page 37)
4. Teacher distributes worksheet.
5. Get the pupils to work in groups.
6. Pupils write paragraphs using the notes given.
c. Post writing:
1. Display pupils’ work on the board or around the classroom.
2. Invite group leaders to read their paragraphs.
3. Teacher leads pupils to make comments and edit any language errors.
4. Pupils rewrite the edited paragraphs in their exercise books.
5. Remind the pupils to write neatly.
Attendance: Reflection:
____ out of ___ a. _________ out of _____ pupils were able to write paragraphs in neat
Absent: legible writing.
Write paragraphs using the notes below.
___________________________________________________________________________________________
__________________________________________________
___________________________________________________________________________________________
__________________________________________________
___________________________________________________________________________________________
__________________________________________________
Focus : Grammar
a. Presentation:
Time 1. Recap previous lesson on relative pronouns.
2. Get the pupils to name a few relative pronouns that they have learned.
3. Teacher shows a video of relative pronouns for more examples and for
further explanation.
(60 minutes)
b. Practice:
1. Teacher distributes task sheet.
2. Guide the pupils to complete the sentences with the correct relative pronouns
and the phrases given.
3. Pupils discuss in groups and complete the sentences.
4. Each group takes turn to read their sentences aloud.
5. Encourage other pupils to give feedbacks.
6. Check pupils’ answers and make corrections if necessary.
c. Production:
1. Distributes task sheet.
2. Get the pupils to work in pairs.
3. Guide the pupils to write sentences using the correct relative pronouns.
4. Give a few examples.
5. When the task is completed, pupils display their task sheets on the wall.
6. Pupils walk around the class and edit mistakes on their friends' task sheets.
7. Check pupils' work and make corrections if necessary.
Attendance: Reflection:
___ out of ___ a. _________ out of ___ pupils were able to complete sentences with
relative pronouns and the phrases given.
Absent:
b. _________ out of ___ pupils were able to write sentences using the
correct relative pronouns.
Complete the sentences with the phrases given in the box. Remember to include ‘who’ , ‘whom’ or ‘which’ before adding
the phrases.
my son likes to watch I helped thanked me the baker sells is fresh and tasty
could help me to repair my computer stiched your shirt is my neighbour he saved during the flood
Attendance: Reflection:
_____ out of ___ a. _________ out of ___ pupils were able to recite the poem with
Absent: actions
b. _________ out of ___ pupils were able to talk about the do’s and
don’ts in the classroom
c. _________ out of ___ pupils were able to produce a poster of the
do’s and don’ts in the classroom
Complete the circle map below.
Classroom
Rules
Our Class Our Class
Do’s Don’ts
1. 1.
2. 2.
3. 3.