SUNDAY

Subject English Class Year 6 TEKUN

Day / Date Sunday, May 19, 2024 Time 9.00-10.00am

Week 11 Lesson number 33

World of Self, Family and

Theme Topic Adventure time
Friends

CCE Language 21st CL Class discussion, pair work.

Differentiation
Type and amount of support Thinking Skill Application
Strategy

Assessment Task Teaching aids Textbook, worksheet, audio.

Language / Grammar Focus: Past simple (e.g. I tried it this month.) & present perfect (e.g. I’ve
never been kayaking before.)
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Reading Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2 Understand a variety of linear and non-linear 3.2 Understand a variety of linear and non-linear
print and digital texts by using appropriate print and digital texts by using appropriate
reading strategies reading strategies
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
3.2.1 Understand the main idea of simple longer 3.2.2 Understand specific information and details
texts of simple longer texts

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
read and understand the main idea of the blog read and understand specific information and
post by checking the answers to at least two details of the blog post by completing at least
questions correctly. four sentences with the correct information.

SUCCESS CRITERIA

Pupils can:
a. read the blog to check their answers to at least two questions correctly.
b. complete at least four sentences with information from the blog post.

LEARNING OUTLINE
 1. Warm-up: Can you guess? Have the pupils write down three different activities, one that
they like very much and two that they don't enjoy very much (e.g. playing video games,
swimming, painting, dancing, fishing, singing, playing football,going to the cinema).
2. The pupils stand up and work in pairs.
PRE-LESSON

3. One pupil says the three activities he/she wrote and the other pupil guesses what his/her
favourite activity is. Example:
A:Which is my favourite activity? Can you guess?
B:I think your favourite activity is dancing.
A: Yes, you're right! / No, guess again.)
4. Ask pupils to sit down as soon as they guess their partner's favourite activity.

5. Activity 1:
a. Refer the pupils to the photos and ask questions to predict content. (TB pg 60) (PB
pg 34-35)
b. Elicit what type of text it is.
c. Ask Is it a newspaper, a magazine, a diary or a photo blog? (a photo blog)
d. Ask them how they know it's a blog (because there are dates and photos).
e. Pupils read out the three questions and discuss the answers in pairs.
f. Ask pupils if they have ever done any of the activities in the pictures.
6. Activity 2:
a. Have the pupils scan the text. (Assessment)
LESSON DEVELOPMENT

b. Ask them if their answers to the questions in Activity 1 were correct.

c. Refer the pupils to the emojis in the text.
d. Ask Do you use these emojis? What do they mean?
e. Play the audio if the children need additional support.
7. Activity 3:
a. Pupils scan the text to find the words in the vocabulary panel.
b. Ask pupils to look at the words before and after the words in bold to help them work
out their meaning from the context.
c. Have the pupils explain the meaning of the words in bold.
d. Ask them to check their answers in the dictionary on page 136 of the Pupil's Book.
e. Read out definitions from the dictionary in the following order: paddle, instructor,
flame, kayaking, wildlife, landscape, hot-air balloon, view, skiing, scenery.
f. The class call out the words.
g. Ask pupils which country Emma is from (Canada).
h. Elicit some ideas for similar activities people in Malaysia might do e.g. scuba diving,
visiting tall buildings in Kuala Lumpur.
 8. Activity 4:
a. Pupils read the blog post again and scan the text to find the information.
b. Then, they complete the sentences. (Assessment)

9. Divide the class into pairs.

LESSON
POST-

10. Give them 5 minutes to ask and answer the two questions. (Act 3, PB pg 36)
11. Ask the class for feedback.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the worksheet Pupils complete the worksheet. Pupils complete the
with teacher’s guidance. worksheet.
REFLECTION ATTENDANCE:
_22__ /_26__ pupils are able to achieve the stipulated learning REMARK:
objective.
__4_ /_26__ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Subject English Class Year 4 JUJUR

Day / Date Sunday, May 19, 2024 Time 10.00-11.00am

Week 11 Lesson number 30

World of Self, Family and

Theme Topic My Week
Friends

Pair work, class

CCE Language 21st CL discussion, hot card
pantomime.

Differentiatio Type and amount of

Thinking Skill Applying
n Strategy support

blank cards, worksheet,

Assessment Task Teaching aids audio, textbook,
flashcards

Language / Grammar Focus: Have to (present simple questions, 3rd person) to ask
about obligation

PUPILS’ ASPIRATION

Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / / l
g skills p skills proficiency spiritualit
identity
y

SKILLS

Complementar
Main Writing Listening
y

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.3 Communicate with appropriate 1.2 Understand meaning in a variety of

language form and style for a range of familiar contexts
purposes in print and digital media

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

4.3.2 Spell most high frequency words 1.2.5 Understand longer supported
accurately in guided writing questions

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to spell at least five high frequency able to listen and respond to at least two
words accurately in guided writing. longer supported questions correctly.
 SUCCESS CRITERIA

Pupils can:
c. spell at least five high frequency words accurately.
d. ask and answer at least two questions correctly.

LEARNING OUTLINE
LESSON

1. Review spelling of key vocabulary in this lesson and other related

PRE-

vocabulary words/phrases which are useful for pupils to review

2. Activity 1:
a. Pupils play ‘hot card pantomime’ in groups. (see instructions in the TB pg
38 – Revision)
b. Note: Instead of preparing the cards yourself, have pupils write their own
cards. Focus on accurate spelling at this point.
3. Activity 2:
a. Introduce the new vocabulary by showing flashcards.
b. Say the words, pupils listen and repeat.
c. Distribute worksheet to pairs and draw their attention to the pictures.
LESSON DEVELOPMENT

d. Pupils choose and complete either John’s or Mandy’s weekly schedules.

(Assessment)
e. Direct pupils’ attention to the pictures and elicit what they can see. (SB
pg 20 Act 2)
f. Play CD track 29 and have pupils to follow along.
g. Grammar box: Point out the questions and answers. Explain them to the
pupils.
h. Refer pupils to the Grammar Reference pg 162 Module 2.
i. In pairs, pupils will hide their answers from each other and ask one
another questions in order to fill in the other schedule in their books.
(Assessment)
j. Invite a few pairs to do the activity in front of the class.
a. Play the ‘hopscotch’ game, if time allows. (Optional Act TB pg 39)
RI: PUPILS WRITE SIMPLE SENTENCES AND MAKE A PARAGRAPH.

4. Display flashcards of housework on the board. (with misspelled words)

POST-LESSON

5. Pupils identify words with spelling errors.

6. Call a few pupils to write the correct spelling.
7. Pupils spell and say the words aloud.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the Pupils complete the Pupils complete the
worksheet. worksheet. worksheet.

REFLECTION ATTENDANCE:
_26 /_30__ pupils are able to achieve the stipulated learning REMARK:
objective.
__4_ /_30__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 5 YAKIN

Day / Date Sunday, May 19, 2024 Time 12.00-1.00pm

Week 11 Lesson number 46

Theme World of Stories Topic Days

CCE Language 21st CL pair work, class discussion

Differentiation
Feedback Thinking Skill Application
Strategy
Assessment Task Teaching aids Textbook, worksheet

Language / Grammar Focus: Present simple tense: interrogatives and time expressions
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and /
skills skills proficiency identity
spirituality
SKILLS
Main Speaking Complementary Writing
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.2 Communicate basic information intelligibly
2.2 Use appropriate communication strategies for a range of purposes in print and digital
media
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
2.2.1 Keep interaction going in short 4.2.1 Give detailed information about
exchanges by using suitable questions themselves
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to keep interaction going by asking and to give detailed information about themselves
answering at least five questions. by answering at least five questions correctly.

SUCCESS CRITERIA

Pupils can:
e. ask and answer at least five questions about routines and free time.
f. write the answer to at least five questions about routines and free time.

LEARNING OUTLINE

12. With books closed, ask students about a popular celebration in their country.
PRE-LESSON

13. Ask questions, e.g. Do you like this celebration? Who do you celebrate with?
14. Write some questions on the board and elicit that they are in the present simple.
 15. Activity 1:
a. Distribute task sheet. (Activity 1 SB pg 27)
b. Pupils answer the questions then check with a partner.
c. Pupils read the rules then teacher reads them aloud.
d. Pause after each rule and choose pupils to say the correct word in each.
e. If pupils are unsure, tell them to look at the five questions in Activity 1 again.
16. Activity 2:
a. Pupils in pairs do Activity 2.
b. Check answers with the pupils
c. They take turns to ask and answer questions.
d. Choose pairs to ask and answer aloud.
e. Find out if any answers are the same as others in the class. (DS)
17. Activity 3:
a. With a different partner, pupils do Activities 3 and 4.
LESSON DEVELOPMENT

b. Write on board ‘5 minutes’.

c. Explain they have 5 minutes to write questions with words from the grid.
(Assessment)
d. Pupils look at grid.
e. Ask: What are the five question words you can use? (When, Where, How often,
Do, Does).
f. Check questions after 5 minutes.
18. Activity 4:
a. In pairs, pupils take turns to ask and answer questions they wrote in Activity 3.
(Assessment)
19. Activity 5:
a. Refer pupils back to exercise 2 and elicit the first answer as an example.
b. Pupils then complete the remaining key phrases.
c. Check answers with the class and check that pupils understand all the key
phrases.
20. Activity 6:
a. Pupils work in pairs to complete the questions.
b. Ask some pupils to read their questions to the class.
c. Correct any errors.
d. Pupils then ask and answer their questions in pairs. (Assessment)
 e. Ask some pupils to tell the class something they learned about their partner.

21. Pupils in small groups write 2–3 questions to ask you about what you do at
LESSON
POST-

different times of the day, week and year.

22. Choose pupils to ask you a question.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils answer at least two Pupils answer at least three Pupils answer at least five
questions in Activity 6. Pupils questions in Activity 6. Pupils questions in Activity 6. Pupils
should write the answers in their should write the answers in their should write the answers in
exercise books. exercise books. their exercise books.
REFLECTION ATTENDANCE:
_14 /_17_ pupils are able to achieve the stipulated learning REMARK:
objective.
__3 /_17__ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
MONDAY
Subject English Class Year 5 YAKIN

Day / Date Monday, May 20, 2024 Time 8.30-9.30AM

Week 11 Lesson number 47

Word of Self, Family and
Theme Topic Days
Friends
CCE Language, Values 21st CL pair work, class discussion
Differentiation
Feedback Thinking Skill Application
Strategy
Textbook, task sheet,
Assessment Task Teaching aids
audio, dictionaries.
Language / Grammar Focus: What’s on? What do you want to do? Let’s go to (the)…,
What about (the)…?
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Listening Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2 Understand a variety of linear and non-
1.3 Use appropriate listening strategies in a
linear print and digital texts by using
variety of contexts
appropriate reading strategies
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.3.1 Guess the meaning of unfamiliar words 3.2.4 Use with support familiar print and
from clues provided by other known words digital resources to check meaning

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to guess the meaning of unfamiliar words to use a monolingual dictionary to check the
from clues provided. meaning of words.

SUCCESS CRITERIA

Pupils can:
g. guess the meaning of new words in the programme.
h. check the meaning of words using a monolingual dictionary.

LEARNING OUTLINE
 23. Write ‘Weekend’ on board.
PRE-LESSON
24. In pairs, pupils answer Think! question at top of p.28.
25. Choose some pupils to say what they do at the weekend.

26. Activity 1:
f. Allow pupils time to read the programme. (Activity 1 SB pg 42)
g. Pupils check out any new words and ask them to guess the meaning of the
words. (Assessment)
h. Pupils can use their dictionaries to check the meaning of new words.
(Assessment)
i. When checking new words, pupils say words which look or sound similar to
those in Malay.
j. Write on board: ‘disco – disko’; ‘concert-konsert’; ‘barbecue-barbeku’,
‘quizkuiz’, ‘mini-mini’.
k. Ask: What is different – spelling, sound or both?
l. CCE: Values – ask pupils why special days are important for schools and
families.
27. Activity 2:
LESSON DEVELOPMENT

f. Pupils do Activity 2, CD1.26.

g. Allow pupils time to read through the gapped dialogue.
h. Play the audio for pupils to watch or listen and complete the dialogue. (DS)
i. Play the audio again for pupils to check their answers.
j. Check answers with the class, then ask the question to the class and elicit
the answer about what Daisy and Gareth decide to do.
28. Activity 3:
a. Write on board in three columns: A. When you agree; B. When you’re
thinking;C. When you’re surprised.
b. Pupils read the dialogue again and find: ‘Right’, ‘Mmm’, ‘OK’, ‘No?’ ‘Well’,
‘Yes’.
c. In pairs they decide which words go in the three columns. (A = Right, Yes,
OK; B = Mmm; Well C = No?)
d. Play CD1.26 again.
e. Pupils listen for pronunciation of disco, concert, barbecue, quiz and mini
again.
f. Ask: Which words have the same pronunciation in English? Which words
sound almost the same?
g. Practise pronunciation together.
 h. Pupils then practise the dialogue with Daisy and Gareth in pairs.

29. In pairs, pupils read the programme and agree on morning and afternoon
LESSON
POST-

activities they’d like to do.

30. They say why they’d like to do them.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils choose one activity from Pupils choose two activities Pupils choose three
the programme that they’d like from the programme that activities from the
to do in the morning. Pupils give they’d like to do in the morning programme that they’d
a reason for their answer. and afternoon. Pupils give like to do in the morning,
reasons for their answers. afternoon and evening.
Pupils give reasons for
their answers.
REFLECTION ATTENDANCE:
a. __14_ /_17__ pupils are able to achieve the stipulated REMARK:
learning objective.
b. _3__ /_17_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 6 TEKUN

Day / Date Monday, May 20, 2024 Time 9.30-10.30AM

Week 11 Lesson number 34

World of Self, Family and
Theme Topic Adventure time
Friends
Class discussion, pair
CCE Language 21st CL
work, language game.
Differentiation Learning preferences and
Thinking Skill Analysis
Strategy needs
Textbook, worksheet,
Assessment Task Teaching aids
word cards.
Language / Grammar Focus: Present perfect for experience + never (e.g. I’ve never seen a
lion in the wild.)
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Writing Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.2 Communicate basic information 3.2 Understand a variety of linear and non-
intelligibly for a range of purposes in print and linear print and digital texts by using
digital media appropriate reading strategies
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
4.2.1 Give detailed information about 3.2.2 Understand specific information and
themselves and others details of simple longer texts

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to write at least one true and one false to read and understand specific information
detailed information about Emma. and details by identifying at least three true
or false statements about Emma.

SUCCESS CRITERIA

Pupils can:
i. write at least one true sentence and at least one false sentence about Emma.
j. identify at least three true or false sentences about Emma.

LEARNING OUTLINE
 31. Physical Spelling: Explain the rules of physical spelling. (TB pg 17)
PRE-LESSON
32. Show the pupils a word from the vocabulary panel and have everyone spell
out the word together, calling out the letters and doing the actions.
33. Tip: The faster they do it, the more fun they have.

34. Activity 1:
g. Re-introduce Emma, the character from the blog in the Pupil’s Book pp.34–
35.
h. Ask pupils What exciting things has she done? Elicit some ideas.
i. Where pupils don’t use the present perfect, reformulate their answers to
the present perfect.
j. Using the worksheet, pupils read the sentences in the present perfect about
Emma.
k. In pairs, they decide if they are true or false. (Assessment)
35. Activity 2:
f. Refer pupils to the pictures and elicit what they can see. (Activity 1 PB pg
37)
g. Pupils read the sentences.
h. Explain the function and form of present perfect affirmative and negative
LESSON DEVELOPMENT

with never.
36. Activity 3:
i. Review the past participle of verbs.
j. Pupils open their book (page 34-35) and underline all the verbs in the past
participle they can find.
k. Elicit answers. (got,seen, travelled, visited, been, had).
l. Tell pupils that in the present perfect tense the verb have is an auxiliary or
'helping' verb.
m. Elicit the short forms of have and has.
n. Pupils complete the text with the correct form of the verbs.
37. Activity 4:
a. Explain to pupils about irregular past participles. (TB pg 63-Working with
words)
b. Pupils find and underline the past participles in the text. (PB pg 36)
38. Activity 5:
c. Pupils write at least one more true sentence and at least one more false
sentence about Emma in their notebooks. (Assessment)
d. Pupils exchange their sentences with a partner to read and decide if they
are true or false.
 39. Play a game of ‘Slap’ using the verb cards.
POST-LESSON
40. Small groups spread out a set of verb cards.
41. Say a sentence about Emma, about you or about pupils using the present
perfect.
42. Pupils listen and slap the main verb they hear.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the worksheet Pupils complete the worksheet. Pupils complete the
with teacher’s guidance. worksheet.
REFLECTION ATTENDANCE:
c. __21_ /_25__ pupils are able to achieve the stipulated REMARK:
learning objective.
d. _4__ /_25__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 4 JUJUR

Day / Date Monday, May 20, 2024 Time 12.00-1.00PM

Week 11 Lesson number 31

World of Self, Family and Noisy Food (Anthology

Theme Topic
Friends Of Poem)

Group work, Shape

CCE Language 21st CL poem, poem recitation,
gallery walk.

Differentiatio
Outcome Thinking Skill Creating
n Strategy

Audios, worksheet,
Assessment Task Teaching aids poem chart, blank
papers.

Language / Grammar Focus: Adjectives

PUPILS’ ASPIRATION

Ethnics
Bilingual Nationa
Thinkin Leadershi and
Knowledge / / proficienc l
g skills p skills spiritua
y identity
lity

SKILLS

Complementa
Main Language Arts Reading
ry

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

5.3 Express an imaginative response to 3.3 Read independently for information

literary texts and enjoyment

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

5.3.1 Respond imaginatively and intelligibly 3.3.1 Read and enjoy A1 fiction/non-
through creating simple picture stories, fiction print and digital texts of interest
simple poems and cartoon stories. Other
imaginative responses as appropriate

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to respond imaginatively and intelligibly able to read and recite the poem
through creating a shape poem. expressively.
 SUCCESS CRITERIA

Pupils can:
k. create a food shape poem based on the poem Noisy Food.
l. recite the poem with suitable expression.

LEARNING OUTLINE

8. Ask pupils to make the sounds of different types of food being eaten (apple,
soup, etc.).
9. Distribute worksheet. Play pre-recorded sounds of food being eaten.
LESSON
PRE-

10. Pupils listen to the sounds and number the pictures according to the sequence
of the sounds heard.
11. Pupils listen to the recording again and check their answers.
12. Pupils compare their answers with their partners.

13. Activity 1:
c. Display the poem and recite it aloud while the pupils listen.
d. Pupils recite the poem aloud as a class and then in groups.
e. Explain the meaning of the key words/phrases found in the poem.
f. Pupils can make the sounds.
g. Pupils recite the poem again expressively
h. Explain the use of adjectives to describe people and objects.
LESSON DEVELOPMENT

14. Activity 2:
a. Pupils play Yummy Circles game.(refer to Activity 3 CCL Teaching
Guidebook-Poetry pg 69-70)
15. Activity 3:
k. Introduce shape poems to the pupils and show them a few examples.
l. Put up the picture of an apple on the board.
m. Ask pupils to think of words that describe the apple
n. Write the words around the apple on the board.
o. Give pupils a piece of paper each.
p. Tell them to choose one food from the poem and draw it on their paper.
(Alternatively, give pupils a template).
q. The pupils think of words to describe the food of their choice.
b. Pupils write the words neatly around the picture and colour it. (Assessment)

16. Encourage pupils to do peer assessment.

LESSON
POST-

17. Display pupils’ work and conduct Gallery Walk.

 FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS
REMEDIAL REINFORCEMENT ENRICHMENT
Pupils recite their shape Pupils recite their shape poem. Pupils recite their
poem. shape poem.

REFLECTION ATTENDANCE:
e. _27__ /__30_ pupils are able to achieve the stipulated REMARK:
learning objective.
f. _3__ /_30 pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
TUESDAY
Subject English Class Year 6 TEKUN

Day / Date Tuesday, May 21, 2024 Time 730-8.00AM

Week 11 Lesson number 35

World of Self, Family and
Theme Topic Adventure time
Friends
Class discussion, pair
CCE Language 21st CL
work, role play.
Differentiation Type and amount of
Thinking Skill Creation
Strategy support
Textbook, worksheet,
Assessment Task Teaching aids
audio.
Language / Grammar Focus: Present perfect questions (e.g. Have you ever visited Tokyo?
[Yes, I have. / No, I haven’t.])
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Listening Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
1.2 Understand meaning in a variety of 2.1 Communicate simple information
familiar contexts intelligibly

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

1.2.5 Understand more complex supported 2.1.1 Give detailed information about
questions themselves and others

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to listen and understand at least four able to give detailed information about
complex supported questions correctly. themselves by answering at least four
questions about camping experiences.

SUCCESS CRITERIA

Pupils can:
m. listen and understand at least four present perfect questions correctly.
n. use the present perfect with ever to answer at least four questions about camping
experiences.

LEARNING OUTLINE
 43. Write Camping on the board and draw a simple picture of a tent. (TB pg 66
Warm Up)
44. Elicit from the pupils what activities they can do when camping.
PRE-LESSON

e.g. eat outside, make a fire, climb a mountain, swim in a river).

45. Write their suggestions on the board.
46. Say what you have and haven't done.
e.g.I've never been camping, but I've eaten outside.
47. Have pupils say what they have and haven't done.

48. Activity 1:
i. Vocabulary: Read out an example sentence for each word. (Pupil's Book,
page 38 and 136).
j. Elicit a definition for the words.
k. The pupils check the definitions in the dictionary on page 136.
l. Then use the dictionary to give definitions in the following order to elicit the
words: put up, rucksack, camp, sleeping bag, compass.
49. Activity 2:
o. Refer pupil to the picture in Activity 1 pg. 38 and elicit what they can see.
p. Play the audio.
q. The pupils listen and practise the dialogue.
LESSON DEVELOPMENT

r. Focus on the questions in the dialogue and ask pupils to underline them.
s. Have pupils ask each other the questions. (Assessment)
t. They give their own answers.
50. Activity 3:
c. The pupils underline all the questions in the dialogue in Activity 2 pg 38.
d. Read out the first question and elicit the two possible answers. (Yes,I have.
No,I haven't.).
e. Pupils prepare questions and then give their own answers.
f. Have pupils prepare and answer one or two extra questions.
51. Activity 4:
e. Divide the class into pairs.
f. Tell the pupils that they are going to make a new dialogue: one person is
going to ask questions and the other is going to answer. (Assessment)
g. Tell them that they can use the questions in Activity 3.
 52. Play a team game to extend practise of the question form with ever.
53. Put the class into two teams.
54. The first team ask a Have you ever...?question,e.g.Have you ever seen a
POST-LESSON

whale?
55. The members of the second team answer Yes, I have. or No,I haven't.
56. If no one in the team can say Yes,I have, the first team wins a point.
57. The teams take turns asking until you tell them to stop.
58. The team with the highest score wins.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils work with a partner to Pupils work with a partner to ask Pupils work with a partner
ask and answer at least one and answer at least two to ask and answer at
question about camping questions about camping least three questions
experiences. experiences. about camping
experiences.
REFLECTION ATTENDANCE:
The lesson will be carry forward due to the school REMARK:
programme( bacaan Yassin)
Subject English Class Year 4 JUJUR

Day / Date Tuesday, May 21, 2024 Time 10.00-11.00AM

Week 11 Lesson number 33

Theme World of Knowledge Topic In The Past

think pair share, pair

CCE Global Sustainability 21st CL
work, class discussion

Differentiatio
Time Thinking Skill Applying
n Strategy

Pictures, audio,
Assessment Task Teaching aids
worksheet, text.

Language / Grammar Focus: Past simple (regular and irregular verbs)

PUPILS’ ASPIRATION

Ethnics
Bilingual Nationa
Thinkin Leadershi and
Knowledge / / proficienc l
g skills p skills spiritua
y identity
lity

SKILLS

Complementa
Main Listening Listening
ry

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of

familiar contexts familiar contexts

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2.2 Understand with support specific 1.2.1 Understand with support the main
information and details of longer simple texts idea of longer simple texts

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to listen and understand with support able to listen and understand with support
specific information and details of longer the main idea of longer simple texts by
simple text by answering at least four quiz guessing at least four pictures mentioned.
questions correctly.

SUCCESS CRITERIA
Pupils can:
o. answer at least 4 quiz questions about mummies based on the text heard.
p. guess at least 4 corresponding pictures mentioned in the text.

LEARNING OUTLINE

18. Show pictures about Ancient Egypt to introduce the topic.

LESSON
PRE-

19. Think pair share: Ask the pupils to think of what they know about mummies.
Then, they discuss and share with the others in groups/class.

20. Activity 1:
a. Show the pictures again and tell pupils that they are about the past.
b. Put the pictures on the board.
c. Read the text that you have prepared and get pupils to guess which
LESSON DEVELOPMENT

pictures are mentioned in the text. (Assessment)

21. Activity 2:
a. Introduce the vocabulary at the top of the page.
b. Play CD track 36 and have pupils point and repeat.
c. Say the words again in random order and have pupils repeat and point.
22. Activity 3:
a. Organise pupils into pairs and distribute worksheet to each pair.
b. Pupils complete the quiz in pairs.
c. Discuss the answers with pupils. (refer to SB pg 118 for answers)

23. Review learning by asking pupils to tell each other what they learned from the
LESSON
POST-

quiz.
7. Focus on what pupils remember, rather than on accurate use of language.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils tell you one word they Pupils tell you one thing they Pupils tell you two
remember from the text. remember about the text. things they remember
about the text.

REFLECTION ATTENDANCE:
g. ___25 /__28_ pupils are able to achieve the stipulated REMARK:
learning objective.
h. ___3 /__28_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 5 YAKIN

Day / Date Tuesday, May 21, 2024 Time 11.00-12.00PM

Lesson
Week 11 48
number
Word of Self, Family and
Theme Topic Days
Friends
pair work, class
CCE Language, Values 21st CL
discussion, role play
Differentiatio
Type and amount of support Thinking Skill Creation
n Strategy

Assessment Task Teaching aids Textbook, worksheet

Language / Grammar Focus: What do you want to do? What about (the)…? Let’s go
to (the)… in the morning, in the afternoon, in the evening, at lunch
PUPILS’ ASPIRATION
Ethnics
Bilingual Nationa
Thinkin Leadershi and
Knowledge / / proficienc l
g skills p skills spiritua
y identity
lity
SKILLS
Complementa
Main Speaking Writing
ry
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.2 Communicate basic information
2.1 Communicate simple information
intelligibly for a range of purposes in print
intelligibly
and digital media
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

4.2.2 Ask for, give and respond to simple

2.1.4 Ask about and describe future plans
advice

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to describe at least one future plan. able to write at least two simple advices.

SUCCESS CRITERIA
Pupils can:
q. talk about at least one future plan using suitable key phrases.
r. write at least two simple advices using suitable key phrases.

LEARNING OUTLINE

59. Write on board: Do you remember?

PRE-LESSON

60. Pupils think about what their partner said in previous lesson about what
her/ his family does at the weekend.
61. Choose pupils to say what partner’s family does.
62. Remind pupils to use ‘sometimes’, ‘usually’, ‘always’.

63. Activity 1:
m. Write on board: plans and suggestions.
n. Pupils look at p.28, Key Phrases. Read them aloud to class.
o. Ask: Which phrases are for making plans? Which are for making
suggestions? How many questions are there for plans? How many
questions for suggestions? Which phrase is negative? (I’m not really
interested in…)
p. Distribute worksheet.
q. Pupils complete the mini-dialogue. (Activity 4 SB pg 28) (DS)
r. Explain that ‘What about…’ and ‘Let’s…’ can also give advice.
LESSON DEVELOPMENT

s. Ask the advice they wrote in the last two lines of the dialogue.
64. Activity 2:
k. Pupils do activity 5 SB pg 28. Pupils focus on their intonation.
l. Teacher says phrases from the mini-dialogue with exaggerated
intonation patterns.
m. Pupils listen and repeat.
n. Pupils work in pairs to practise the mini-dialogue.
o. Choose pairs to read dialogue.
p. Ask: Is their intonation good? Which key phrases are not in the mini-
dialogue? (What’s on? I’m not really interested in…)
65. Activity 3:
i. Elicit names of two or three films which pupils could see in local
cinemas and write on board.
j. Also write the day and times the films start. (refer to Activity 6 SB pg
28)
 k. With a different partner, pupils prepare and practise a dialogue using
films on the board and Key Phrases. (Assessment)
l. Ask some pupils to perform their dialogues for the class.

66. In small groups, pupils write a cinema programme with: a name and
LESSON
POST-

date; two or three films and times they start.

67. Pupils can draw a cinema ticket if time permits.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils practise the dialogue in Pupils complete the dialogue in Pupils complete the
Activity 3. groups. Then, they practise the dialogue in pairs.
dialogue. Then, they practise
the dialogue.
REFLECTION ATTENDANCE:
i. ___13 /__16_ pupils are able to achieve the stipulated REMARK:
learning objective.
j. _3__ /_16_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
WEDNESDAY
(22 MEI 2024)
(CUTI SEMPENA HARI WESAK)
THURSDAY
Subject English Class Year 4 JUJUR

Day / Date Thursday, May 23, 2024 Time 7.30-8.00AM

Week 11 Lesson number 34

Theme World of Knowledge Topic In The Past

think pair share, jumping

CCE Global Sustainability 21st CL line, pair work,
presentation.

Differentiatio Type and amount of

Thinking Skill Applying
n Strategy support

textbook, flashcards,
Assessment Task Teaching aids
dictionary

Language / Grammar Focus: Past simple (regular and irregular verbs)

PUPILS’ ASPIRATION

Ethnics
Nation
Thinkin Leadershi Bilingual and
Knowledge / / al /
g skills p skills proficiency spiritualit
identity
y

SKILLS

Complementar
Main Speaking Reading
y

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1 Communicate simple information 3.2 Understand a variety of linear and non-
intelligibly linear print and digital texts by using
appropriate reading strategies

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1.2 Find out about and describe 3.2.4 Recognise and use with little or no
experiences in the past support key features of a simple
monolingual dictionary
 MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to describe at least two ancient able to recognise and use with little or no
cultures in and around Malaysia. support key features of a simple
monolingual dictionary to find meaning of
at least two words.

SUCCESS CRITERIA
Pupils can:
s. talk about at least two ancient cultures in and around Malaysia using the verbs in
Simple Past Tense.
t. find meaning of at least 2 words in the dictionary correctly.
LEARNING OUTLINE

24. Review vocabulary from previous lesson.

LESSON
PRE-

25. Show vocabulary flashcards and have pupils say the words.

26. Activity 1:
d. Write some new words from the previous lesson on the board, including
some verbs.
e. Ask pupils to identify two or three they don’t remember well.
LESSON DEVELOPMENT

f. Have them check the meaning in the dictionary in pairs.

27. Activity 2:
d. Give a few examples of ancient cultures in and around Malaysia. (wayang
kulit, head hunting, Thaipusam etc)
e. Think pair share : Pupils think on their own of ancient cultures in and around
Malaysia that they know.
f. Introduce the past forms of irregular verbs if necessary.
g. Using the verbs in Simple Past Tense, have pupils work in pairs to say
sentences about ancient cultures in and around Malaysia. (Assessment)
h. Choose a few pairs to present their discussions.

28. Line jumping: Draw a straight line on the floor. (Refer to TB pg 49 Optional
POST-LESSON

Activity)
29. Say sentences from the quiz. If they are correct, pupils should jump to the right.
If they are wrong, pupils should jump to the left.
8. Whoever jumps to the wrong side is out of the game or just misses a turn.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write at least one Pupils write at least two Pupils write at least three
sentence about ancient sentences about ancient sentences about
cultures in and around cultures in and around ancient cultures in and
Malaysia. Malaysia. around Malaysia.
REFLECTION ATTENDANCE:
The lesson will be carry forward because the teacher was REMARK:
late (emergency)
Subject English Class Year 5 YAKIN

Day / Date Thursday, May 23, 2024 Time 8.30-9.30AM

Week 11 Lesson number 49

Word of Self, Family and
Theme Topic Days
Friends
CCE Values 21st CL pair work, class discussion
Differentiation
Type and amount of support Thinking Skill Application
Strategy
Textbook, worksheet, map
Assessment Task Teaching aids
of Caribbean, video.
Language / Grammar Focus: also, and, but

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Reading Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2 Understand a variety of linear and non-
2.3 Communicate appropriately to a small or
linear print and digital texts by using
large group
appropriate reading strategies
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2.3 Guess the meaning of unfamiliar words
from clues provided by title, topic, and other 2.3.1 Narrate short basic stories and events
known words
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to guess the meaning of at least two unfamiliar to narrate the events.
words from clues provided by title, topic, and
other known words.

SUCCESS CRITERIA

Pupils can:
u. guess the meaning of unfamiliar words.
v. narrate the events at the carnival.

LEARNING OUTLINE
 68. Put map of Caribbean on board or show in an atlas.
PRE-LESSON
69. Elicit information about the Caribbean islands e.g. near which countries, in which
sea, food etc.
70. CCE: Values – ask pupils why it is important to know how countries celebrate their
culture.

71. Activity 1:
t. Pupils guess the meaning of the words in the box. (Activity 1 SB pg 29)
(Assessment)
u. Pupils work in pairs to describe the photo using the words.
v. Elicit sentences describing the photo from individual pupils and, as a class,
build up a description of the photo.
w. Write on board: A. personal description of carnival; B. when the carnival
happens; C. what happens at the carnival.
x. Pupils guess order of paragraphs. Don’t check yet.
72. Activity 2:
q. Pupils watch a video clip on the Notting Hill Carnival.
https://www.youtube.com/watch?v=qfq8cMgTfHY
LESSON DEVELOPMENT

r. Lead pupils talk about the video.

s. Check that pupils understand Caribbean and carnival. (Activity 2 SB pg 29)
t. Pupils read the description.
u. After reading the text and before answering the questions, check order of
paragraphs (1B, 2C, 3A).
v. Ask: Are your guesses correct?
w. Pupils answer questions. (DS)
73. Activity 3:
a. Ask: Which word is in blue? (also) Which words come after also? (play, friendly,
dance).
b. Give other examples: I can sing and I can also play the piano.
c. Elicit sentences from pupils.
d. Ask pupils to find two conjunctions in the text. (and, but)
e. Ask: Are there more ‘ands’ or ‘buts’? (3 ands, 2 buts)
f. Pupils read Key Phrases and complete them. (Activity 3 SB pg 29)
g. Pupils memorise the sentences and with a partner take turns to repeat them
from memory. (Assessment)
POST-LESSON 74. Pupils look at photo of dancer on p.29 for 30 seconds.
75. Pupils close books and think about what happens at the carnival.
76. With a partner they say things they remember about the London carnival.
77. How many things can they remember?

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the worksheet. Pupils complete the worksheet. Pupils complete the
worksheet.
REFLECTION ATTENDANCE:
k. __8 /__12_ pupils are able to achieve the stipulated learning REMARK:
objective.
l. __4_ /__12_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 6 TEKUN

Day / Date Thursday, May 23, 2024 Time 12.00-1.00pm

Week 11 Lesson number 35

World of Self, Family and
Theme Topic Adventure time
Friends
Class discussion, pair
CCE Language 21st CL
work, role play.
Differentiation Type and amount of
Thinking Skill Creation
Strategy support
Textbook, worksheet,
Assessment Task Teaching aids
audio.
Language / Grammar Focus: Present perfect questions (e.g. Have you ever visited Tokyo?
[Yes, I have. / No, I haven’t.])
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Listening Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
1.2 Understand meaning in a variety of 2.1 Communicate simple information
familiar contexts intelligibly

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

1.2.5 Understand more complex supported 2.1.1 Give detailed information about
questions themselves and others

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to listen and understand at least four able to give detailed information about
complex supported questions correctly. themselves by answering at least four
questions about camping experiences.

SUCCESS CRITERIA

Pupils can:
w. listen and understand at least four present perfect questions correctly.
x. use the present perfect with ever to answer at least four questions about camping
experiences.

LEARNING OUTLINE
 78. Write Camping on the board and draw a simple picture of a tent. (TB pg 66
Warm Up)
79. Elicit from the pupils what activities they can do when camping.
PRE-LESSON

e.g. eat outside, make a fire, climb a mountain, swim in a river).

80. Write their suggestions on the board.
81. Say what you have and haven't done.
e.g.I've never been camping, but I've eaten outside.
82. Have pupils say what they have and haven't done.

83. Activity 1:
m. Vocabulary: Read out an example sentence for each word. (Pupil's Book,
page 38 and 136).
n. Elicit a definition for the words.
o. The pupils check the definitions in the dictionary on page 136.
p. Then use the dictionary to give definitions in the following order to elicit the
words: put up, rucksack, camp, sleeping bag, compass.
84. Activity 2:
u. Refer pupil to the picture in Activity 1 pg. 38 and elicit what they can see.
v. Play the audio.
w. The pupils listen and practise the dialogue.
LESSON DEVELOPMENT

x. Focus on the questions in the dialogue and ask pupils to underline them.
y. Have pupils ask each other the questions. (Assessment)
z. They give their own answers.
85. Activity 3:
g. The pupils underline all the questions in the dialogue in Activity 2 pg 38.
h. Read out the first question and elicit the two possible answers. (Yes,I have.
No,I haven't.).
i. Pupils prepare questions and then give their own answers.
j. Have pupils prepare and answer one or two extra questions.
86. Activity 4:
h. Divide the class into pairs.
i. Tell the pupils that they are going to make a new dialogue: one person is
going to ask questions and the other is going to answer. (Assessment)
j. Tell them that they can use the questions in Activity 3.
 87. Play a team game to extend practise of the question form with ever.
88. Put the class into two teams.
89. The first team ask a Have you ever...?question,e.g.Have you ever seen a
POST-LESSON

whale?
90. The members of the second team answer Yes, I have. or No,I haven't.
91. If no one in the team can say Yes,I have, the first team wins a point.
92. The teams take turns asking until you tell them to stop.
93. The team with the highest score wins.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils work with a partner to Pupils work with a partner to ask Pupils work with a partner
ask and answer at least one and answer at least two to ask and answer at
question about camping questions about camping least three questions
experiences. experiences. about camping
experiences.
REFLECTION ATTENDANCE:
m. __20_ /__24_ pupils are able to achieve the stipulated REMARK:
learning objective.
n. _4__ /_24__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.