WEEK / LESSON NO.

WEEK 8 LESSON CLASS FORM 4C

SUBJECT ENGLISH MON, 23
RD
OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 T/B DATE 23 MAY 2022
(READY FOR ANYTHING) (PAGE 22 - 23 )
TOPIC READY FOR ANYTHING TIME 9.00 A.M. – 10.00 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS READING
CONTENT STANDARD(S)
Main skill:
(FORM 4) 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
Complementary Skill:
(FORM 4) 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main Skill:
[FORM 4] 3.1.1 Understand the main points in extended texts on a wide range of familiar topics
Complementary Skill:
[FORM 4] 2.1.4 Explain and justify own point of view
LEARNING OBJECTIVES
By the end of the lesson, 1. Skim and scan for important information from given reading text
pupils will be able to: 2. Use information from reading text to answer the given questions
SUCCESS CRITERIA(S)
I will be successful if I 1. Extract important information from a reading text
can; 2. Use the extracted information to answer the given questions
CROSS CURRICULAR ELEMENTS Values
LANGUAGE / GRAMMAR FOCUS Phrases related to
I-THINK MIND MAP Bubble Map
charity
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Start the lesson by brainstorming the questions from exercise A with the students using I-Think
Bubble Map.
2. Show some pictures of charity organizations to the students and ask the students if they have heard
any news related with these charity organizations in Malaysia.
LESSON 1. Ask the students to do silent reading on their own for the reading text (The things people will do…)
DEVELOPMENT on page 22. Ask the students if there are any words from the reading text that they could not
understand.
2. In groups, instruct the students to complete exercise C and D, Highlight the “Tips!” box on guessing
the meaning of an unknown word.
3. Discuss all the answers together in the classroom. Ask the students to compare their answers with
their friends from other groups.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson with the students. Ask if the
students have any further questions.
EXTENDED WORK 1. No extended work given
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 4 Full Blast Textbook, Knowledge Acquisition Not Applicable Pair Compare
Whiteboard, Marker Pen,
TEACHER’S Majority of the students understand on how to skim and scan for important information from the given
REFLECTION reading text. Half of the class needed guidance in the task completion process in which the teacher has
provided ample assistance to the students in order for them to achieve the desired lesson objectives. The
lesson has been conducted successfully.
WEEK / LESSON NO. WEEK 8 LESSON CLASS FORM 2D
SUBJECT ENGLISH MON, 23
RD
OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 7 (JOURNEY) T/B (PAGE 76) DATE 23 MAY 2022
TOPIC GRAMMAR: PRESENT PERFECT TIME 12.00 A.M. – 1.30 P.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS
LANGUAGE AWARENESS (GRAMMAR/VOCABULARY)
CONTENT STANDARD(S)
Main skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING STANDARD(S)
Main Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING OBJECTIVES
By the end of the lesson, 1. Differentiate between affirmative and negative form of present perfect
pupils will be able to: 2. Use present perfect: affirmative and negative form to write correct sentences
SUCCESS CRITERIA(S)
I will be successful if I 1. Distinguish the difference between affirmative and negative form of present perfect
can; 2. Write correct sentences using present perfect
CROSS CURRICULAR ELEMENTS Financial Education
LANGUAGE / GRAMMAR FOCUS Present Perfect
(Affirmative/ I-THINK MIND MAP Bubble Map
Negative)
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Start the lesson by introducing the tense (Present Perfect) using I-Think Bubble Map. Make sure the
students understand on how to use affirmative and negative form of the tense in writing a sentence.
2. Highlight the differences of using the word “gone” and “been” in writing a present perfect sentence.
LESSON 1. Instruct the students to complete exercise 2 and 3 individually. Assist any students that faces any
DEVELOPMENT problem in completing he given exercise.
2. In pairs, ask the students to complete exercise 4 and 6. Highlight the notes from the textbook.
Compare the answers with other pairs. Discuss all the answers together in the class.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson with the students. Ask if the
students have any further questions.
EXTENDED WORK 1. No extended work given
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 2 PULSE 2 textbook, Knowledge Acquisition Not Applicable Think-Pair-Share
Whiteboard, Marker Pen,
TEACHER’S During the lesson, majority of the students understand on how to distinguish both forms of present
REFLECTION perfect tense. A few students needed aid in understanding the content of the lesson in which the teacher
has provided them with adequate aid in helping them to achieve the desired lesson objectives. The lesson
has been conducted successfully.
WEEK / LESSON NO. WEEK 8 LESSON CLASS FORM 3C
SUBJECT ENGLISH TUE, 24TH OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 T/B (PAGE 23) DATE 24 MAY 2022
(FOOD, FOOD, FOOD!)
TOPIC FOOD, FOOD, FOOD! TIME 7.00 A.M. – 8.30 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS
SPEAKING
CONTENT STANDARD(S)
Main skill:
(FORM 3) 2.3 Use appropriate communication strategies
Complementary Skill:
(FORM 3) 1.1 Understand meaning in a variety of familiar context
LEARNING STANDARD(S)
Main Skill:
[FORM 3] 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they
have said
Complementary Skill:
[FORM 3] 1.1.5 Understand independently more complex questions
LEARNING OBJECTIVES
By the end of the lesson, 1. Share their opinion on the topic related to foods.
pupils will be able to: 2. Use adjectives in sharing their opinion about food related topic.
SUCCESS CRITERIA(S)
I will be successful if I 1. Share own personal opinions to a topic related to food.
can; 2. Use the correct adjectives in sharing their opinion of a topic related to food.
CROSS CURRICULAR ELEMENTS Global Sustainability
LANGUAGE / GRAMMAR FOCUS Using adjectives I-THINK MIND MAP Bubble Map
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Begin the lesson by introducing the topic of the lesson to the students. Brainstorm the points for
exercise A to engage with the students’ previous knowledge on food related topic.
2. Ask the students if they have any questions related to the topic of the lesson before proceeding to
the classroom tasks.
LESSON 1. Ask the students to complete exercise B individually. Highlight the “Useful Expressions” notes and
DEVELOPMENT ensure that the students understand on how to use adjectives in sentences. Discuss the answers
together.
2. Assign the students into groups. For every group, ask them to prepare a short presentation using a
mind map on the “Ideas Focus” questions. Each group will take turns in presenting their work.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson with the students. Ask if the
students have any further questions.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 3 Close-up English Knowledge Acquisition Oral test Think-Pair-Share
Textbook, Whiteboard, Marker
Pen,
TEACHER’S During the lesson, majority of the students able to share their own personal experiences related to the
REFLECTION topic of the lesson. A few students needed aid in understanding the content of the lesson in which the
teacher has provided them with adequate aid in helping them to achieve the desired lesson objectives.
The lesson has been conducted successfully
WEEK / LESSON NO. WEEK 9 LESSON CLASS FORM 4C
SUBJECT ENGLISH TUE, 24
TH
OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 (READY FOR T/B (PAGE 24) DATE 24 MAY 2022
ANYTHING)
TOPIC PREPOSITIONAL PHRASES & VOCABULARY TIME 8.30 A.M. – 10.00 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS
LANGUAGE AWARENESS (GRAMMAR/VOCABULARY)
CONTENT STANDARD(S)
Main skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING STANDARD(S)
Main Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING OBJECTIVES
By the end of the lesson, 1. Understand the formation of prepositional phrases
pupils will be able to: 2. Use prepositional phrases in answering the given questions correctly
SUCCESS CRITERIA(S)
I will be successful if I 1. Form correct prepositional phrases using the correct word
can; 2. Use prepositional phrases correctly in completing the given fill-in-the-blank questions
CROSS CURRICULAR ELEMENTS Values
LANGUAGE / GRAMMAR FOCUS Prepositional
I-THINK MIND MAP Bubble Map
Phrases
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Begin the lesson by asking the students to recall any prepositional phrases that they already know.
Write the prepositional phrases that the students already knew in I-Think Bubble Map form.
2. Ask the students to take note on the prepositional phrases table on page 24 in their textbook.
LESSON 1. Ask the students to complete exercise A individually in their exercise book. Compare their answers
DEVELOPMENT with their friends. Discuss the answers with the whole class.
2. In pairs, ask the students to complete exercise B and C. Promote the students to discuss the answers
with their respective partners. Discuss all answers together with the whole classroom.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson again with the students. Ask
them if they have any further questions related with the topic of the lesson.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 4 Full Blast Textbook, Knowledge Acquisition Not Applicable Pair Compare
Whiteboard, Marker Pen,
TEACHER’S During the lesson, majority of the students able to use the correct prepositional phrases in creating
REFLECTION sentences. A few students needed aid in understanding the content of the lesson in which the teacher has
provided them with adequate aid in helping them to achieve the desired lesson objectives. The lesson has
been conducted successfully
WEEK / LESSON NO. WEEK 8 LESSON CLASS FORM 3E
SUBJECT ENGLISH TUE, 24TH OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 T/B (PAGE 23) DATE 24 MAY 2022
(FOOD, FOOD, FOOD!)
TOPIC FOOD, FOOD, FOOD! TIME 11.30 A.M. – 1.30 P.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS SPEAKING
CONTENT STANDARD(S)
Main skill:
(FORM 3) 2.3 Use appropriate communication strategies
Complementary Skill:
(FORM 3) 1.1 Understand meaning in a variety of familiar context
LEARNING STANDARD(S)
Main Skill:
[FORM 3] 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they
have said
Complementary Skill:
[FORM 3] 1.1.5 Understand independently more complex questions
LEARNING OBJECTIVES
By the end of the lesson, 1. Share their opinion on the topic related to foods.
pupils will be able to: 2. Use adjectives in sharing their opinion about food related topic.
SUCCESS CRITERIA(S)
I will be successful if I 1. Share own personal opinions to a topic related to food.
can; 2. Use the correct adjectives in sharing their opinion of a topic related to food.
CROSS CURRICULAR ELEMENTS Global Sustainability
LANGUAGE / GRAMMAR FOCUS Using adjectives I-THINK MIND MAP Bubble Map
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Begin the lesson by introducing the topic of the lesson to the students. Brainstorm the points for
exercise A to engage with the students’ previous knowledge on food related topic.
2. Ask the students if they have any questions related to the topic of the lesson before proceeding to the
classroom tasks.
LESSON 1. Ask the students to complete exercise B individually. Highlight the “Useful Expressions” notes and
DEVELOPMENT ensure that the students understand on how to use adjectives in sentences. Discuss the answers
together.
2. Assign the students into groups. For every group, ask them to prepare a short presentation using a
mind map on the “Ideas Focus” questions. Each group will take turns in presenting their work.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson with the students. Ask if the
students have any further questions.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 3 Close-up English Knowledge Acquisition Oral test Think-Pair-Share
Textbook, Whiteboard, Marker
Pen,
TEACHER’S During the lesson, majority of the students able to share their own personal experiences related to the
REFLECTION topic of the lesson. A few students needed aid in understanding the content of the lesson in which the
teacher has provided them with adequate aid in helping them to achieve the desired lesson objectives.
The lesson has been conducted successfully
WEEK / LESSON NO. WEEK 8 LESSON CLASS FORM 1A
SUBJECT ENGLISH WED, 25TH OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 T/B (PAGE 20) DATE 25 MAY 2022
(FACT OR FICTION?)
TOPIC LITERATURE TIME 7.00 A.M. – 8.30 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS SPEAKING
CONTENT STANDARD(S)
Main skill:
[Speaking] 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Complementary Skill:
[Reading] 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
LEARNING STANDARD(S)
Main Skill:
Form 1 [Speaking] 2.1.1 Ask about and give detailed information about themselves and others
Complementary Skill:
Form 1 [Reading] 3.1.2 Understand specific details and information in simple longer texts
LEARNING OBJECTIVES
By the end of the lesson, 1. Learn words related to literature
pupils will be able to: 2. Ask and answer questions about the books they like to read
SUCCESS CRITERIA(S)
I will be successful if I 1. Understand words related to literature
can; 2. Ask and answer questions related to their favourite book using their own ideas
CROSS CURRICULAR ELEMENTS Language
LANGUAGE / GRAMMAR FOCUS Literary genre I-THINK MIND MAP Bubble Map
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Begin the lesson by writing the literary genres using a Bubble Map.
2. Check students understand the difference between an autobiography (a book someone write about
their own life) and a biography (a book about a person’s life written by another person).
3. Ask the students if there are any words that they could not understand. Facilitate them by giving
them the meaning if the words.
LESSON 1. Ask the students to complete exercise 2 and 3 individually. Assist the students in the completing the
DEVELOPMENT given task. Discuss the answers together with the whole class.
2. Instruct the students to complete exercise 4 and 5. Promote the students to use their own ideas in
answering the given questions.
3. In pairs, ask the students to share their answers with their respective task partner. Choose pairs at
random to share their findings with the whole class.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson again with the students. Ask
them if they have any further questions related with the topic of the lesson.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 1 PULSE 2 textbook, Knowledge Acquisition Not Applicable Pair Compare
Whiteboard, Marker Pen,
TEACHER’S The lesson was carried forward from last week classroom session which could not be conducted due to
REFLECTION form 1 monthly test. During this lesson, majority of the students able understand the words related to
literature as their new vocabulary to the topic. A few students needed aid in understanding the content of
the lesson in which the teacher has provided them with adequate aid in helping them to achieve the
desired lesson objectives. The lesson has been conducted successfully
WEEK / LESSON NO. WEEK 9 LESSON CLASS FORM 4C
SUBJECT ENGLISH WED, 25
TH
OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 T/B (PAGE 23) DATE 25 MAY 2022
(READY FOR ANYTHING)
TOPIC COUNTABLE AND UNCOUNTABLE NOUN TIME 9.00 A.M. – 10.00 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS LANGUAGE AWARENESS (GRAMMAR/VOCABULARY)
CONTENT STANDARD(S)
Main skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING STANDARD(S)
Main Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING OBJECTIVES
By the end of the lesson, 1. Refresh their knowledge on countable and uncountable noun
pupils will be able to: 2. Use correct quantifiers for countable and uncountable noun respectively
SUCCESS CRITERIA(S)
I will be successful if I 1. Distinguish countable and uncountable noun
can; 2. Apply appropriate quantifiers with the respective countable and uncountable noun.
CROSS CURRICULAR ELEMENTS Language
LANGUAGE / GRAMMAR FOCUS Vocabulary related
to extreme I-THINK MIND MAP Bubble Map
situations
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Begin the lesson by introducing the topic of the lesson using a Bubble Map in front of the class.
2. Ask the students about their previous knowledge on countable and uncountable noun as much as
they can. Correct any mistake the students make during the recalling process. Ask them if they have
any questions regarding to countable and uncountable noun.
LESSON 1. Individually, ask the students to copy the notes on countable, uncountable nouns and quantifiers in
DEVELOPMENT their grammar book. Ask the students to pay attention at different types of quantifiers used with
different types of nouns.
2. Ask the students to complete the given exercise (page 23) individually. Discuss the answers together
in the class.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson again with the students. Ask
them if they have any further questions related with the topic of the lesson.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Whiteboard, Marker Pen, Form Knowledge Acquisition Not Applicable Pair Compare
4 Full Blast Textbook,
TEACHER’S During the lesson, majority of the students able use the correct quantifiers with respective countable and
REFLECTION uncountable nouns. A few students needed aid in understanding the content of the lesson in which the
teacher has provided them with adequate aid in helping them to achieve the desired lesson objectives.
The lesson has been conducted successfully
WEEK / LESSON NO. WEEK 8 LESSON CLASS FORM 3E
SUBJECT ENGLISH WED, 25TH OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 T/B (PAGE 24) DATE 25 MAY 2022
(FOOD, FOOD, FOOD!)
TOPIC FOOD, FOOD, FOOD! TIME 10.30 A.M. – 12.00 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS LANGUAGE AWARENESS (GRAMMAR/VOCABULARY)
CONTENT STANDARD(S)
Main skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING STANDARD(S)
Main Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING OBJECTIVES
By the end of the lesson, 1. Differentiate between various word formation of noun, verb, and adjectives with the same root word
pupils will be able to: 2. Use different word formation in writing sentences
SUCCESS CRITERIA(S)
I will be successful if I 1. Distinguish the difference between different word formation with the same root word
can; 2. Use different word formation in writing correct sentences
CROSS CURRICULAR ELEMENTS Global Sustainability
LANGUAGE / GRAMMAR FOCUS Food related
I-THINK MIND MAP Bubble Map
vocabulary
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Begin the lesson by asking the students to coy the table from exercise A into their exercise book.
2. Refresh the students’ previous knowledge on noun, verb and adjectives. Ask the students the
meaning for each of the grammar term.
LESSON 1. Ask the students to complete the table from exercise A individually. Check the answers together by
DEVELOPMENT comparing answers among their friends.
2. Using the words from the table, ask the students to complete exercise B in pairs. Assist any students
who faces difficulties in completing the given task. Discuss the answers together.
3. If there is time, instruct the students to complete exercise C.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson again with the students. Ask the
students if they have any further questions regarding to the lesson.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 3 Close-up English Knowledge Acquisition Not Applicable Pair Compare
Textbook, Whiteboard, Marker
Pen,
TEACHER’S During the lesson, majority of the students able to form words from their root word into verb and
REFLECTION adjective forms. A few students needed aid in understanding the content of the lesson in which the
teacher has provided them with adequate aid in helping them to achieve the desired lesson objectives.
The lesson has been conducted successfully
WEEK / LESSON NO. WEEK 8 LESSON CLASS FORM 2D
SUBJECT ENGLISH THU, 26TH OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 7 (JOURNEYS) T/B (PAGE 77) DATE 26 MAY 2022
TOPIC VERBS OF MOVEMENT TIME 11.30 A.M. – 1.00 P.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS
LISTENING
CONTENT STANDARD(S)
Main skill:
[Listening] 1.1 Understand meaning in a variety of familiar contexts
Complementary Skill:
[Listening] 1.1 Understand meaning in a variety of familiar contexts
LEARNING STANDARD(S)
Main Skill:
Form 2 [Listening] 1.1.2 Understand independently specific information and details in simple longer texts on a range of
familiar topics
Complementary Skill:
Form 2 [Listening] 1.1.2 Understand independently specific information and details in simple longer texts on a range of
familiar topics
LEARNING OBJECTIVES
By the end of the lesson, 1. Learn verbs related to movement
pupils will be able to: 2. Listen for specific information from listening audio related to movement
SUCCESS CRITERIA(S)
I will be successful if I 1. Understand new vocabulary words related to movement
can; 2. Pinpoint important information from listening audios related to movement.
CROSS CURRICULAR ELEMENTS Language
LANGUAGE / GRAMMAR FOCUS Verbs related to
I-THINK MIND MAP Bubble Map
movement
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Begin the lesson by listening to the audio (2.46) in the class. Ask the students to pronounce the
words in Exercise 1. Check for their pronunciation and ensure they are correct. Ask the students who
related word can they do without any equipment.
2. Ask the students if there are any words they don’t understand. Facilitate them by giving the
meaning of the words.
LESSON 1. Instruct students to complete the fill-in-the-blanks questions individually and check their answers by
DEVELOPMENT listening to audio (2.47).
2. Ask the students to complete exercise 4 and 6 in their exercise book. Discuss the answers together.
3. If there is time, complete exercise 5 while listening to audio (2.48). Discuss the answers together in
the classroom.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson again with the students. Ask
them if they have any further questions related with the topic of the lesson.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 2 PULSE 2 textbook, Knowledge Acquisition Not Applicable Pair Compare
Whiteboard, Marker Pen,
TEACHER’S The lesson was carried forward from previous class session which could not be conducted due to the
REFLECTION students sitting for their monthly test. During the lesson, majority of the students able understand the new
vocabulary related to movement and apply them into sentences writing. A few students needed aid in
understanding the content of the lesson in which the teacher has provided them with adequate aid in
helping them to achieve the desired lesson objectives. The lesson has been conducted successfully
WEEK / LESSON NO. WEEK 8 LESSON CLASS FORM 3C
SUBJECT ENGLISH FRI, 27TH OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 T/B (PAGE 24) DATE 27 MAY 2022
(FOOD, FOOD, FOOD!)
TOPIC FOOD, FOOD, FOOD! TIME 7.00 A.M. – 8.30 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS LANGUAGE AWARENESS (GRAMMAR/VOCABULARY)
CONTENT STANDARD(S)
Main skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING STANDARD(S)
Main Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Complementary Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING OBJECTIVES
By the end of the lesson, 3. Differentiate between various word formation of noun, verb, and adjectives with the same root word
pupils will be able to: 4. Use different word formation in writing sentences
SUCCESS CRITERIA(S)
I will be successful if I 3. Distinguish the difference between different word formation with the same root word
can; 4. Use different word formation in writing correct sentences
CROSS CURRICULAR ELEMENTS Global Sustainability
LANGUAGE / GRAMMAR FOCUS Food related
I-THINK MIND MAP Bubble Map
vocabulary
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 3. Begin the lesson by asking the students to coy the table from exercise A into their exercise book.
4. Refresh the students’ previous knowledge on noun, verb and adjectives. Ask the students the
meaning for each of the grammar term.
LESSON 4. Ask the students to complete the table from exercise A individually. Check the answers together by
DEVELOPMENT comparing answers among their friends.
5. Using the words from the table, ask the students to complete exercise B in pairs. Assist any students
who faces difficulties in completing the given task. Discuss the answers together.
6. If there is time, instruct the students to complete exercise C.
POST-LESSON 2. Conclude the lesson by recapping the topic and content of the lesson again with the students. Ask the
students if they have any further questions regarding to the lesson.
EXTENDED WORK 2. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 3 Close-up English Knowledge Acquisition Not Applicable Pair Compare
Textbook, Whiteboard, Marker
Pen,
TEACHER’S The lesson could not be conducted due to students attending their Yasin prayer and School Aidilfitri
REFLECTION Celebration. The lesson will be brought to future class session.
WEEK / LESSON NO. WEEK 8 LESSON CLASS FORM 1A
SUBJECT ENGLISH FRI, 27TH OF MAY 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 T/B (PAGE 21) DATE 27 MAY 2022
(FACT OR FICTION?)
TOPIC LITERATURE TIME 9.00 A.M. – 10.30 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS READING
CONTENT STANDARD(S)
Main skill:
[Reading] 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
Complementary Skill:
[Writing] 4.1 Communicate intelligibly through print and digital media on familiar topics
LEARNING STANDARD(S)
Main Skill:
Form 1 [Reading] 3.1.2 Understand specific details and information in simple longer texts
Complementary Skill:
Form 2 [Writing] 4.1.1 Explain simple content from what they have read
LEARNING OBJECTIVES
By the end of the lesson, 1. Read a magazine excerpt article to find specific information.
pupils will be able to: 2. Use extracted information from a magazine excerpt to answer the given questions.
SUCCESS CRITERIA(S)
I will be successful if I 1. Use proper reading strategy in reading a magazine excerpt to find important information
can; 2. Answer the given question using relevant and correct information from the magazine excerpt
CROSS CURRICULAR ELEMENTS Language
LANGUAGE / GRAMMAR FOCUS Technology-related
I-THINK MIND MAP Bubble Map
vocabulary
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Begin the lesson by asking the students to read the magazine excerpt. Highlight the “Word Check”
section and ensure that the students understand the meaning of every word highlighted.
2. Highlight the “Did You Know?” section. Ask if there are any words that the students could not
understand from the reading text.
LESSON 1. Ask the students to complete exercise 1 until 3 in pairs. Write the questions and answers in their
DEVELOPMENT exercise book. Assist any pairs that faces any trouble in completing the task. Discuss the answers
together in the classroom.
2. For fast finishing pairs, ask them to brainstorm the “Finished?” section question. Promote them to
give their own opinion to the answers. Share their findings with the whole class.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson again with the students. Ask
them if they have any further questions related to the topic of the lesson.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 1 PULSE 2 textbook, Knowledge Acquisition Not Applicable Pair Compare
Whiteboard, Marker Pen,
TEACHER’S The lesson could not be conducted due to students attending their Yasin prayer and School Aidilfitri
REFLECTION Celebration. The lesson will be brought to future class session.