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									SK Y4 Unit 3 Page 26 and 27

Focus:                        Writing
Unit:                         3-Yesterday and today
Topic:                        Computers
                              5.1 By the end of the 6-year primary schooling, pupils will be able to write
                              using appropriate language forms and styles for a range of purposes.
                              5.1.2 Able write with guidance:
                              a) Labels
                              b) Notices
                              c) Messages
                              By the end of the lesson, children should be able to:
                              a)    Create a mind map on what they can do with a computer/what they use a computer for
                              b)    Write a short paragraph about how they use a computer by using the questions
                              on page 27 as guidance.
                              c)   Help Nurul to reply to Jagjit’s email on page 26.

Time:                         60 minutes
Teaching Aids:                Textbook, computer/projector or an audio player to play the song,
                              email written on a mahjong paper/manila card, small pieces of paper to write
                              words on.

Lesson Link:        
Prepared By:                  Dayana Nayan

Activities                                                                                          Notes
1.    The students sing the song titled “My Computer Mouse”

Song clip

Song lyrics

2.     Note: Teacher ask these questions before students
open their books:
Have your ever written an email? Who did you write to? What
did you write ?
If students haven’t writtenone before, ask: What are
the different reasons for writing emails? e.g. to keep in
contact with friends and family, for work, to ask for information
etc. How is writing an email different from writing a letter?

3.      Before the lesson teacher can print (or draw) a larger
     picture of Nurul’s email and put it on the board. Do

not include the words, only the symbols. e.g.

 The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).
Write the words: inbox, contacts, compose, to,
subject, save draft under the picture of the email on
the board. Ask students if they can match the emails words to
the icons. If students don’t know, teacher can tell
them while writing them next to thecorrect symbol.
Template for email writing

4.       Give the students of cards with the email words and
symbols on them (get the students to write the words
themselves on pieces of scrap paper). Then read a definition
of the word and ask students to show the words when they
hear the definition or teacher can just draw the symbol and ask
what it is.

Inbox: You can find all of your email messages here.
Contacts: Your friends and families email addresses
are kept here.
To : This is where you write the email address of the
person you are writing to.
Subject: The topic of your email goes here.
Compose: This is another word that means ‘to write’
Save draft: If you have to stop writing your message
but you want to keep it, it goes in here.

5.   Teacher tells the class that they are going to read an
email from Jagjit to her friend Nurul. The subject is:
Badminton Practice.
Teacher asks the class: What you think the
email will say? Class reads to see if they guessed
Teacher displays the email from Jagjit found on page
26 on the blackboard (written on a mahjong paper or
manila card) and the children see if they guessed

6. Teacher discusses with the students what Nurul
should write back to Jagjit. Teacher guides the
students to draft an email from Nurul to Jagjit as a
reply. Teacher invites a few students to write the
email on the blackboard.

Note: In the next part of the lesson there are two options.

One for students who have computers at home, and one
for those who don’t.

7. No computers at home: Teacher asks students to talk
to their partner - Do they use computers? What do
people use computers for?

Teacher divides the students into groups of four. Each
group has to create a mind map on what people use a
computers for.

8. Each group presents their mind map in front of the class.
The other groups listen and add any ideas that they

                                                   Page 2 of 3
didn’t think of to their mind map.

9. In pairs, the students answer the questions on page

10.Teacher demonstrates to the students how to write a
paragraph about the uses of computers using the
questions they answered as guidance.

11.   Each student writes a paragraph.


Computers at home: Divide the class into 5 groups.
Give one question from p.27 to the member of each
group. For example, Group 1 gets Question 1 (If the
class is big, it can be divided into Group A and Group B
and then divided into 5 groups in each).
Next, students go around the class to ask their
classmates for their answers.

10. Once they’re finished, students get into groups made up
of students with the different questions. Together they
discuss what they found out i.e. the most popular/least
popular answers. Teacher gets feedback from the

11. The class discusses their answers together. Teacher
uses the answers from the class to demonstrate how to
write a paragraph about how the class uses computers.

12. Using the paragraph teacher wrote as a model, the
students write a paragraph about how they personally use
a computer.

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