Topic/Theme: Module 1 - Where are you from?

Main skill: Listening

Complementary skill: Writing

1. Teacher instructs the pupils to stand up and watch the video together.

2. Teacher repeats the video to sing a long with the pupils.

3. Teacher dances and encourages pupils to imitate and participate the activity.

1. Teacher instructs pupils to seat in pair according to the list made (the lower proficiency pupils are paired with higher proficiency pupils)

2. Teacher distributes worksheet to complete the listening kit audio task.

3. Teacher plays the audio twice to ensure all pupils are able to hear the audio clearly.

4. Pupils answer the sheet with their partner.

5. Teacher encourages discussion and replays to help the lower proficiency understand the concept of adverbs of frequency (always, usually, sometimes & never).

1. Pupils must at least answer four of the questions with their partner correctly.

2. The worksheet is referred to the audio kit.

3. Pupils exchange the paper with the other pairs to do peer assessment.

4. Teacher reads the answer loudly.

1. Teacher distributes another worksheet.

2. Teacher instructs them to write at least four sentences using the adverbs.

3. Higher proficiency pupils can write extra sentences on the blank space using a wider range of adverbs of frequency (rarely, occasionally and seldom).

4. Pupils read their answers to stimulate discussion.

1. Relating of the content of the song activity, teacher writes on the top of the board “The best day of the week is…”.

2. Teacher asks the class for their answers. 

3. Teacher takes a vote by asking them to pick one day and raise their hand for the answer. 

4. Teacher writes the answer. 

5. Teacher asks why it is the best day of the week and encourages them to shout out answers. 

6. Teacher writes things they do on the whiteboard.

7. Teacher chooses the activity on the board and writes it on the right-side of the board.

8. Teacher makes a frequency chart with 0% at the bottom and 100% at the top and writes the adverbs according to the frequency indicator.

9. Teacher points at herself and points at the 0% and shakes head to indicate that she never goes shopping with family on Saturdays.

10. Teacher wipes off the adverbs on the whiteboard.

11. Teacher divides the students into eight small groups.

12. Pupils receive the flashcard.

13. Volunteers from each group come up to the board and paste the flashcards at where they think they would go on the chart. 

14. Pupils help the volunteer by saying “higher!” or “lower!” until they have completed the chart.

Listening & reading

Differentiated learning strategies:

1. Pupils are given choice to sit with their friends regardless of their learning styles and proficiency.

2. Teacher ask questions to stimulate and facilitate pupils' understanding.

3. Teacher encourage pupils to collaborate to play the pasting the flashcard game.

HOTs

1. The usage of chronological map on the whiteboard to indicate the frequency for each adverbs.

2. Advanced pupils can create their own sentences on the whiteboard.

3. Intermediate and low ones can contribute by suggesting activities on Saturdays.

List of possible questions that can be asked:

Advanced:

1. What do you know about adverbs?

2. What if there are no adverbs of frequency?

Intermediate:

1. When do you always brush your teeth?

2. When do you sometimes feel happy?

Low: 

1. On which days do you always have physical education class?

Soft Skills

1. Communication

Assessment Strategy:

Approach: 

1. Observation

Instrument:

1. Checklist

Listening & writing

Differentiated strategies:

Amount of support

1. Low-proficiency students receive support from the high-proficiency students by working together on both worksheets.

Proficiency appropriate

1. Advanced pupils can expand their vocabulary by constructing sentences using the advanced adverbs.

HOTs:

Level of Proficiency: Suggested activities

Advanced:

• Teacher instructs pupils to write sentences using a wider range of adverbs of frequency, including less common ones.

• For example: "rarely," "occasionally," or "seldomly”.

Intermediate: 

1. Teacher provides pupils with sentence starters or prompts to help scaffold their responses.

2. For example, "On Mondays, I usually..." or "I always..."

Low: 

1. Teacher uses extra examples to facilitate students who are still struggling to understand.

Soft Skills:

1. Interpersonal skills

2. Active listening

3. Decision-making

4. Communication

Cross-cultural element:

Language

Assessment strategies:

Approach: Written

Instrument: Rubrics

Writing & speaking

Differentiated Strategies

Proficiency appropriate

1. Advanced students can help the low students by creating the dialogue for the roleplay.

2. The low and intermediate pupils can do the roleplay based on advanced pupils' answer after teacher's consult.

3. The low and intermediate pupils can utilise the adverb verbally to increase brain retention and gain better understanding of the meaning of the adverbs.

HOTs

Advanced:

1. What similarities and differences do you notice for these dialogues?

2. Which one is the most effective one, and why?

Intermediate:

1. If you could rearrange Alia’s routine, what would you change?

2. Why would you prefer that?

Low:

1. How often do you do each activity based on the adverbs learned?

Soft Skills

1. Communication

Assessment Strategy:

Approach: 

1. Written

Instrument:

1. Checklist