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1. Provide students an A4 paper and get them into groups.

2. Give them a theme, for example, bedroom. Next, provide two words which students must use in their comic strip, fire and fire extinguisher.

3. Students need to draw 4 comic strips based on the theme and words given.

4. Students (in group) will use the comic strips drawn to write their narrative essay.

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1. Pupils will be playing the first activity called to match the lego

2. Before the class, the teacher had already prepared a lego with inscribed verbs. (present simple and past simple)

3. Pupils need to match the lego with the correct pairs

4. After they find the correct match, they need to write the sentence using the verbs they found on the whiteboard.

5. Teacher gives time for pupils to think before they write their sentence

6. Teacher corrects the sentence given by the pupils

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In this lesson, pupils will be able to:

Read a news report

Read for gist

Read for specific information

Learn some vocabulary related to natural disasters

Construct sentences using the vocabulary

Set induction:

Teacher chooses some pupils to share their favourite weather and reasons.

Pupils either elicit reponses or listen to different ideas.

Teacher talks about some kinds of weather that are sometimes dangerous and why.

Teacher introduces the lesson outline

Activities:

Teacher shows pupils pictures next to the reading text and asks what pupils think happened to the girl.

Pupils elicit responses.

Teacher gathers ideas from pupils and instructs pupils to read the text individually to confirm their answers thereafter.

Teacher checks answer as a class.

Teacher explains what reading for gist is and why it is important.

Pupils read the text again and arrange the events in order.

Teacher reviews answers as a class.

Teacher talks about reading for specific information.

Pupils read the six comprehension questions and use the text to find information for the answers.

Teacher reviews answers as a class, ensures pupils understand the words in the text, and emphasises the importance of reading for specific information.

Teacher assigns homework.

Teacher displays photos of different natural disasters on the screen.

Teacher asks pupils to individually observe the photos and try to name the natural disasters shown.

Pupils share their answers.

As each natural disaster is named, teacher asks pupils to repeat the word chorally as a class to reinforce pronunciation and familiarity.

Teacher instructs pupils to complete eight explanations about natural disasters individually, based on the information discussed earlier.

After completion, teacher reviews the answers as a class, allowing pupils to share their responses and engage in peer discussion.

Teacher assigns homework by instructing pupils to use vocabulary related to natural disasters to construct sentences.

Closure:

Teacher summarises what pupils learned from the lesson.

Teacher emphasises the importance of reading for gist as well as that of reading for specific information.

Teacher provides a quick review of vocabulary related to natural disasters.

Teacher reminds pupils of their homework and specifies the deadline for submission.

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Asking direction-speaking( Jingjing Wang, Xiao Yiting, Wenbo Wang, Jinyi Ma, Denise, Karen)

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Asking direction-speaking( Jingjing Wang, Xiao Yiting, Wenbo Wang, Jinyi Ma, Denise, Karen)

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1. watch two videos about asking directions;

2. ask students to make conclusion about sentence patterns about asking direction from the video they watch, and teacher help students check any mistakes and write the patterns on the board

3. watch the two videos again to enhance what they learnt

4. ask students repeat the sentences they learn from videos

5. show pics about asking directions and check whether students can ask or answer questions themselves

6. ask students make new dialogues themselves with partners about asking and answering directions

7. role-play dialogues they made

8. teacher make conclusions about the asking and answering directions.

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Reading skill (Transportation) (Year 4) (Intermediate proficiency)

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Reading skill (Transportation) (Year 4) (Intermediate proficiency)

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1. Teacher introduces the vocab using pictures.

2. Pupils identify and name them (prior knowledge).

3. Teacher models the pronunciation.

4. Pupils read aloud the words.

5. Teacher introduces different means of transportation.

6. Teacher introduces the reading text.

7. Teacher directs students’ attention to the pictures in the text.

8. Pupils read the text.

9. Pupils with low proficiency guided by the teacher and peers.

10. Pupils read and match the pictures to the correct descriptions of transportation.

11. Teacher discusses the answers with pupils.

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Topic: Local Fruits

Level : Elementary/Primary, Year 3

Learning Objectives

1. students will be able to name 5 local fruits in Malaysia.

2. Students will be able to use 3 adjectives to describe local fruits in Malaysia

3. Students will be able to state their affection towards 3 local fruits in Malaysia.

Activity

1. The teacher will use pictures to show different local fruits in Malaysia ; durian, rambutan, mango, mangosteen, coconut, langsat, duku, ciku, watermelon, papaya, banana and pineapple.

2. Pupils will repeat after the teacher on for each pronunciation of the local fruits.

3. Pupils will be introduced to different types of adjectives.

4. Pupils will name and describe local fruits with different adjectives through a mind map.

5. Pupils will share their preference for each local fruit that has been introduced at the beginning of the lesson.

6. The teacher will share feedback and reflection based on pupils' written assessment.