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a. Pre listening:
1. Get the pupils to look at the picture. (TB page93)
2. Get them to talk about the traditional costumes shown.
Class 3. Recite the poem. Pupils listen and follow.
Year 4 4. Go through the poem with pupils.
5. Ask these questions for discussion.
What does unity mean to you?
Why is it important?
What are the traditional costumes mentioned in the poem?
TIME What are the food mentioned in the poem?
6. Encourage pupils to share their responses to the class.
(60 minutes)
b. While listening:
1. Read the dialogue. (TB page 94)
2. Pupils listen carefully.
3. Ask a few questions orally pertaining to the dialogue to check
understanding.
Examples:
What does Kaamatan festival also known as?
What do people usually do during Gawai Festival?
What else is special about Gawai Festival?
4. Divide pupils into groups.
5. Distribute picture cards to each group.
6. Pupils talk about the festivals shown in the pictures by asking and
answering questions.
7. Guide them if necessary.
8. For pupils with low proficiency, teacher may give the pupils skeleton
dialogue as guidance.
c. Post listening:
1. Teacher randomly calls a few groups to talk about other festivals shown in
the pictures.
2. Teacher gives feedback.
d. Closure:
1. Show a video of festivals celebrated in Malaysia.
2. Get the pupils to talk about the video.
Attendance: Reflection:
____ out of ___ a. ______ out of ___ pupils were able to recite a poem and talk about it
Absent: by answering questions.
b. ______ out of ___ pupils were able to talk about other festivals
celebrated in Malaysia with guidance.
_________________________
_________________________
_________________________
Talk about the picture. Complete the dialogue.
Class Activities :
Year 4
a. Pre reading:
TIME 1. Ask pupils to name a few festivals, traditional costumes, and local food that
they know.
(60 minutes) 2. Write pupils’ responses on the board in a brace map form.
b. While reading:
1. Pupils read the text aloud. (TB page 96)
2. Get the pupils to work in pairs.
3. Distribute task sheet to each pair.
4. Pupils discuss and answer the questions given.
5. Guide pupils if necessary.
6. Check and confirm answers with pupils.
c. Post reading:
1. Pupils work with the same pair.
2. Distribute task sheet to each pair.
3. Ask pupils to find words in the text that have similar meanings of the words
given.
4. Pupils may use dictionaries to find the meanings of the words.
5. Teacher facilitates and checks from pair to pair.
6. Reveal the answers.
d. Closure:
1. Sum up the lesson by emphasizing the importance of respecting other races
and their traditions.
Attendance: Reflection:
___ out of ___ a. _________ out of ____ pupils were able to read and understand the
Absent: text by answering questions.
b. _________ out of ____ pupils were able to find 5 words in the text
that have similar meanings with the words given
Task Sheet 1
Local food
Festivals
Answer these questions.
1. Name the traditional costumes for the Malays, Chinese, and Indians.
Malays : ______________________________________________
Chinese : ______________________________________________
Indians : ______________________________________________
____________________________________________________________
___________________________________________________________
special clothes
together cloth
good
Focus : Writing
Class Activities :
Year 4
a. Pre writing:
TIME 1. Teacher shows a few pictures. (Appendix 1)
2. Pupils try to guess the name of the festivals related to the pictures.
(60 minutes)
b. While writing:
1. Get the pupils to refer to TB page 98.
2. Pupils talk about the picture.
3. Tell pupils that they are going to help Nurul to write a short paragraph about
festivals celebrated in Malaysia.
4. Tell pupils that they may use the questions given to help them.
5. Pupils work in groups.
6. Distribute task sheet to each group.
7. Pupils answer the questions given and write them in a paragraph.
8. Guide pupils if necessary.
9. Discuss and check pupils’ answers.
c. Post writing:
1. Teacher distribute each group a picture of people celebrating Chinese New
Year.
2. Pupils write a paragraph about the Chinese New Year celebration.
3. Encourage pupils to use questions to help them.
4. Once the task is completed, the leader of each group will read their
paragraphs to the class.
5. Teacher and peers give feedbacks.
6. Check pupils’ answers and make corrections if necessary.
7. Get the pupils to copy the paragraph into their exercise books.
Closure:
1. Get the pupils to share their experiences when visiting open houses.
Attendance: Reflection:
____ out of ____ 1. _____ out of ____ pupils write a short paragraph about a festival
Absent: celebrated in Malaysia with guidance.
Appendix 1
Nurul is writing a short paragraph about a festival celebrated in Malaysia. Help Nurul
to write. Use the questions below to help you.
6. What other things did you find out about the festival?
I found out that the people ______________ during the festival.
6. What other things did you find out about the festival?
I found out that the people _________________________ during the festival.
b. Practice:
1. Pupils work individually.
2. Distribute task sheet to pupils.
3. Pupils look at the pictures given and fill in the blanks with the correct
prepositions.
4. Discuss the answers with the pupils.
c. Production:
1. Divide pupils into groups.
2. Teacher explains to pupils how to do this activity.
3. In 15 minutes, pupils construct sentences using the prepositions ‘‘below’,
‘above’, and ‘between’.
4. Pupils write their sentences on manila cards.
5. After 15 minutes, they put up their work on the wall/board nearest to
them.
6. The teacher leads the class from group to group, and after reading the
sentences of each group, pupils give their comments and suggestions for
improvement.
7. Teacher leads pupils to make comments and edit any language errors .
d. Closure:
1. Sum up the lesson by asking pupils to name all the prepositions that they
have learnt.
Attendance: Reflection:
____ out of ____
Absent: a. ____ out of ___ pupils were able to fill in the blanks with the correct
preposition.
b. ____ out of ___ pupils were able to write sentences using ‘next to’,
‘beside’, and ‘near’.
Look at the pictures. Fill in the blanks with the correct prepositions.
The workers are building a house The orange is ______________ beside the
_______________ a wall. (near, next to) packet of groundnuts. (beside , near)
a. Presentation:
TIME 1. Teacher recap previous lesson on the story by asking questions.
Examples:
Where did Mrs. Maylie move to?
(60 minutes) When did they move?
Why did Oliver feel happy?
Where did Oliver work?
When did Oliver picked flowers for dear Rose?
2. Get the pupils to read the dialogue. (TB page 102)
3. Ask questions to check understanding.
b. Practise:
1. Put up pictures of Miss Rose, Oliver Twist, Mrs Maylie, and Harry Maylie.
2. Get the pupils to talk about these characters.
3. Write pupils’ responses on the board in bubble map form.
Examples:
a. Oliver Twist – orphan, kind, loving, hardworking
b. Miss Rose – beautiful, kind, Oliver’s future wife
c. Mrs Maylie – Harry Maylie’s mother, Oliver’s aunt, kind
d. Harry Maylie – handsome man, kind, Oliver’s cousin.
4. Then, pupils write sentences to describe these characters in groups.
5. Each group take turns to read their sentences to the class.
6. Teacher gives feedback.
c. Production:
1. Pupils work individually.
2. Distribute task sheet to pupils.
3. Pupils answer the questions given.
4. Discuss and check the answers.
d. Closure:
1. Get the pupils to talk about their favourite characters from the story.
2. Ask them to give reasons.
Attendance: Reflection:
___ out of ___
a. _____ out of ___ pupils were able to write about the characters in
Absent: the story.
b. _____ out of ___ pupils were able to answer the questions given.
1. Who is Rose ?
________________________________________________________________
2. Why was Oliver happy?
________________________________________________________________
________________________________________________________________