LESSON PLAN FORM 4

CLASS 4 UITM

VENUE School Library / Computer Lab

DATE 11 October 2023, Wednesday

TIME 11:55 AM till 1:05 PM (1 Hour and 10 Minutes)

TOPIC UNIT 4: Being A Teen

THEME People and Culture

FOCUS SKILL(S) Reading (Main Skill) & Speaking (Complimentary Skill)

CONTENT STANDARDS

LISTENING SPEAKING READING WRITING

SKILLS SKILLS SKILLS SKILLS

 1.1 Understand meaning  2.1 Communicate  3.1 Understand a  4.1 Communicate

in a variety of familiar
contexts
information, ideas,
opinions and feelings
intelligibly on familiar
topics
variety of texts by
using a range of
appropriate reading
strategies to construct
meaning
intelligibly through print
and digital media on
familiar topics

 1.2 Use appropriate  2.2 Use register  3.2 Explore and  4.2 Communicate with
listening strategies in a appropriately expand ideas for appropriate language,
variety of contexts personal development form and style
by reading
independently and
 1.3 Recognise features  2.3 Use appropriate
widely
of spoken genres on communication
familiar topics strategies

 2.4 Communicate
appropriately to a small
or large group on
familiar topics

LEARNING STANDARDS

 1.1.1 Understand  2.1.1 Explain  3.1.1 Understand  4.1.1 Explain

independently the simple content on the main points in information from (i)
main ideas in familiar topics extended texts on diagrams, (ii) charts
extended texts on a from what they a wide range of (iii) tables (iv)
wide range of read and hear familiar topics graphs or other
familiar topics visuals
 1.1.2 Understand  2.1.2 Ask about  3.1.2 Understand  4.1.2 Explain
independently and explain causes specific details causes and
specific and consequences and information in consequences of (i)
information and of actions, events, extended texts on actions (ii) events
details in extended simple processes a wide range of or (iii) simple
texts on a wide familiar topics processes
 range of familiar
topics

 1.1.3 Recognise  2.1.3 Explain  3.1.3 Guess the  4.1.3 Explain the
independently advantages and meaning of main points of an
attitudes or disadvantages of unfamiliar words idea or argument
opinions in plans and from clues
extended texts on a ambitions provided by other
wide range of words and by
familiar topics context on a wide
range of familiar
topics

 1.1.4 No learning  2.1.4 Explain and  3.1.4 Use  4.1.4 Express and
standard justify own point of independently respond to opinions
view familiar and some and common
unfamiliar print feelings such as
and digital amusement, anger
resources to check and regret
meaning and
extend
understanding

 1.1.5 Understand  2.1.5 Express and  3.1.5 Recognise  4.1.5 Organise,

independently respond to feelings with little or no sequence and
more complex such as support the develop ideas
questions on a wide amusement, anger attitude or opinion within a text of
range of familiar and regret of the writer in several paragraphs
topics extended texts on on familiar topics
a wide range of
familiar topics

 1.1.6 Understand  2.2.1 Use formal  3.1.6 Recognise  4.2.1 Punctuate

independently and informal with support written work on a
longer simple registers typical features at range of text types
narratives on a appropriately in word, sentence with reasonable
wide range of most familiar and text levels of accuracy
familiar topics contexts an increased range
of genres

 1.2.1 Guess the  2.3.1 Confirm  3.2.1 Read a variety of  4.2.2 Spell written work
meaning of unfamiliar understanding in suitable print and on a range of text types
words from clues discourse-level digital texts to with reasonable
provided by other exchanges by repeating investigate and analyse accuracy
words and by context back what a speaker has national issues
on a wide range of said
familiar topics

 1.3.1 Recognise with  2.3.2 No learning  4.2.3 Produce an

support typical features standard extended plan or draft
at word, sentence and and modify this
text levels of a range of appropriately in
spoken genres response to feedback or
independently
  2.4.1 Summarise the  4.2.4 Use formal and
main points of a informal registers
story, text or plot appropriate to the target
audience in most
familiar situations

LEARNING GOALS

By the end of the lesson, • Skim and scan the designated reading comprehension material.
students are able to: • Work collaboratively in teams to enhance their language skills.

SUCCESS CRITERIA
• Use the skill of skimming and scanning throughout the comprehension reading text searching the
Students can:
main idea and points from it.
• Work collaboratively in teams to answering at least 15 questions correctly.
 Language
 Environmental sustainability
 Values
 Science and Technology
 Patriotism and Citizenship
CROSS CURRICULAR
 Creativity and Innovation
ELEMENTS
 Entrepreneurship
 Information and Communications Technology
 Global Sustainability
 Financial Education

LANGUAGE/
Past Perfect Simple and Past Perfect Continuous tenses.
GRAMMAR FOCUS

MORAL VALUES Loves

STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES

1. Greet the students and set a positive and enthusiastic tone 1. Projector
SET INDUCTION for the lesson. 2. Computer
(5 M) 2. Show a brief video clip or image related to the topic of the
day's lesson (e.g., a fast-paced video of a race).
3. Ask students to share their observations and thoughts
about the video/image, prompting them to think about
speed and efficiency.
1. Introduce the lesson objectives to the students,
PRE-LESSON emphasizing the importance of reading skills in their
(5 M) academic and everyday lives.
2. Explain that they will be learning skimming and scanning
techniques to quickly find information in texts.
3. Relate skimming and scanning to the concept of speed and
efficiency discussed during the set induction.
1. Skimming and Scanning (10 minutes): 1. Quizziz
• Provide a brief explanation of skimming (reading quickly 2. Projector
LESSON DEVELOPMENT to get a general idea) and scanning (reading quickly to find
(50 M) specific information). 3. Computer
• Show examples of texts or passages and demonstrate how
to apply skimming and scanning techniques.
• Give students short passages to practice skimming and
scanning in pairs or individually. Provide feedback on
their performance.
 2. Quizziz Game (40 minutes):
• Divide the class into five groups and assign each group a
team name.
• Explain that they will be playing a Quizziz game, where
they will answer questions related to a text they will read.
• Use Quizziz to create a quiz with questions related to a
passage or article. Make sure it covers the main points.
• Start the game with the first round. Each correct answer
earns the team a candy reward.
• Continue playing multiple rounds, increasing the
complexity of the passages and questions in each round.
1. Gather the students and recap the key points of the lesson, 1. Exit Cards
emphasizing the importance of skimming and scanning.
POST-LESSON (5 M)
2. Ask for any questions or clarifications.
3. Hand out exit cards to each student, asking them to write
down one thing they learned today and one thing they
found challenging.
 1. Collect the exit cards and review them to assess students' 1. Exit Cards
CLOSURE understanding of the lesson.
(5 M) 2. Thank the students for their active participation and
enthusiasm.

EXTENDED ACTIVITY None

RESOURCES/ ASSESSMENT FOR

T&L STRATEGIES
TEACHING MATERIALS LEARNING

1. Projector Strategy: e.g. Collaborative Learning 1. Exit Cards

2. Computer
21st Century Skills:
3. Quizziz
4. Exit Cards Think-Pair-Share
Mix-Pair-Share
Gallery Walk
Numbered Heads Together
All Write Round-Robin
Exit Cards
Pairs Compare
Others: Circle-the-Sage

i-Think Map:

Circle map Tree map

Bubble map Flow map

Double bubble map Multi flow map

Brace map Bridge map

HOTS:
Apply
Analyse
Evaluate
Create

TEACHER’S REFLECTION

In today's class, I concentrated on improving students' skimming and scanning abilities. The students, who speak English at a B1 level, actively
participated in the guided practice. The objectives included using skimming and scanning strategies to identify important ideas and accurately
answering 15 questions in groups. All twenty-two students met the first success criterion, exhibiting significant growth in their reading skills,
which was encouraging. Furthermore, 17 of 22 students passed the second criterion, demonstrating the efficiency of this teaching strategy. The
class went off without a hitch, emphasizing the significance of ongoing assistance and encouragement for the students' knowledge and
engagement. Overall, the class was a success, with great results for their awareness and collaborative skills.