WEEK/LESSON NO.

LESSON 4 (Non-Textbook-Based) FORM 1 Bestari

SUBJECT English DATE / DAY
UNIT TIME
TOPIC Money Duration
THEME Consumerism and Financial Awareness
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING Choose an item. Past Simple Verbs, Reference Pronouns
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: and Coordinating Conjunctions
CONTENT STANDARD(S)
Main: Complementary:
4.1 Communicate intelligibly through print and digital media on 4.1 Communicate intelligibly through print and digital media on
familiar topics familiar topics
LEARNING STANDARD(S)
Main: Complementary:
4.1.3 Narrate factual and imagined events and experiences 4.1.5 Connect sentences into two coherent paragraphs or more
using basic coordinating conjunctions and reference pronouns
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Write a short text about a shopping trip using basic coordinating conjunctions and reference pronouns.

Candy’s shopping trip text from Lesson 4.

FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Ron’s shopping trip worksheet
https://anyflip.com/lnvbl/svgh/basic
ACTIVITIES
 Ask pupils to remind you about how Candy spent her inheritance in the previous reading lesson.
PRE-LESSON  Briefly focus pupils’ attention on the text on Candy’s shopping trip and remind them of their focus on coordinating
conjunctions and on reference pronouns. Elicit a few examples.
1)
 Tell pupils that Candy has a brother, Ron, who also inherited 2000 ringgits. Tell pupils that they will create a short text
about Ron’s shopping trip, which they will swap with classmates, who will calculate how much he spent and how much
he has left.
 Divide pupils into pairs, hand out the worksheet and tell pupils to create their text. Tell them that they can use the
Candy text to help, if necessary, and that they should pay attention to coordinating conjunctions, reference pronouns,
LESSON
and simple past tense verbs.
DEVELOPMENT  Monitor and support as necessary and make a note of any common language errors relating to use of past simple,
coordinating conjunctions and reference pronouns.
2)
 Tell pairs to swap texts and to complete the table to calculate how much Ron spent and how much he has left.
 Tell pupils to check their answers with each other.
 Write any common language errors on the board and ask pupils to correct these as a whole class.
 Ask pupils to read each other’s texts and to underline one thing the writers have done well (e.g. good use of vocabulary,
POST-LESSON good idea for spending the inheritance)
 Elicit examples from the whole class.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.