WEEK: DAY: Tuesday DATE:

SUBJECT: ENGLISH LESSON: 42 TIME:

FORM/CLASS: 4 DEDIKASI Choose an item.
DURATION: 70 minutes Choose an item.

THEME: People and Culture

TOPIC: BEING A TEEN (UNIT 4) RESOURCES:
7 Textbook
FOCUS SKILLS: Listening
page 55
Expressing opinions; words and phrases connected with schools and
LANGUAGE/ education
GRAMMAR FOCUS: iTHiNK MAPS:
Choose an item.
Circle
Main Skill: Listening

1.1 Understand meaning in a variety of familiar context CROSS CURRICULAR

CONTENT ELEMENTS:
STANDARD/S: Information and Communications Technology
Complementary Skill: Speaking

2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
LEARNING DOMAIN:
Main Skill: Listening Analyse
Create
3.1.2 Understand specific details and information in extended texts on a wide range of familiar topics
LEARNING
STANDARD/S: ASSESSMENT:
Complementary Skill: Speaking
Written Exercise
2.1.4 Explain and justify own point of view
Oral output
Main Listening
By the end of the lesson, pupils will be able to show understanding of MORAL VALUES:
specific information in the text by identifying the keywords used in the Respectful
listening text that helped them identify the answers in Activity A and B
LEARNING
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to explain and justify their point
of view why the option given to them is the best on how to best spend the
money given to the school in 4 to 5 sentences
ACTIVITIES : FA/Differentiation Strategies
I. PRE LESSON a. Pupils work with talk partner(s) to answer the question: What makes a I-Think Map: Circle Map
good school? FA: Starter
b. Pupils share their answers OR
c. Pupils can chose which options make a good school or put all the
options in order of importance (if they are struggling, put on the board :
good leadership from the principal; well-qualified teachers; excellent IT
facilities (computers); small class sizes; good sports facilities; good Arts
facilities (musical instruments, paints); a lot of extracurricular activities on
offer; plenty of school trips every year.).
II. LESSON d. Pupils look at the picture on page 55 and state what it is
DEVELOPMENT e. Pupils read the options in Activity A
– GIST- TASK f. Pupils read the information in the TIPS! box.
g. Pupils listen to the audio and match the speakers to the people. FA: Think-Pair-Share
h. Pupils check answers with their talk partner(s) and then with the class
III. DETAILED TASK i. Pupils read through the statements in Activity B
j. Pupils review how to listen for specific information ( Read the statements
and underline keywords to help focus while listening. Think of synonyms FA: Think-Square-Share
of the keywords underlined as the text may not use the same words
underlined) Differentiation: To support less
confident pupils, pause the listening
 k. Pupils listen to the audio and match the speakers to the statements track at selected intervals to allow
thinking time. Alternatively, read and
l. Pupils compare answers with their talk partner(s) pause at specific intervals from the
audio script in the Teacher’s Book if it
helps less proficient pupils to listen to
your voice rather than that of a native
speaker. Play the track from the CD
when pupils feel more confident
m. Pupils listen again to confirm answers FA: Think-Pair-Share
n. Pupils check answers with the class
o. Divide pupils into groups of 6 (smaller if necessary)
p. Each member of the group is given a letter A-F. (On the board put: A.
school meals, B. sports facilities, C. computers, D. school library, E.
playground facilities, F. after school language club (change these FA: Discussion - Debate
options to better suit own school needs)). Differentiation: To support less
confident pupils, ensure they are
q. Pupils are given an explanation that the school has been given some grouped with more confident pupils.
money and they must decide what to spend the money on. For less proficient pupils, prepare
r. Each pupil must put forward the option given to them and explain why speaking frames for them to help
them with the task.
their option is best and justify their opinion.
Moral Value: Respectful
s. Pupils think of ideas before starting the debate.
t. Pupils take it in turns to put forward their opinion and justifications before
holding a group discussion and coming up with a solution. .
IV. POST-LESSON u. Have one member from each group state their decision and justification
for their decision. FA: Plenary
v. Pupils discuss the decision made
REFLECTION:
Number: 28 / 31 pupils were able to achieve the learning objectives.
Attendance: 28 / 31
Absent: 3 / 31
Truant: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
School Activity: /
_____________________________________________________________________________

Follow-up / Reinforcement: Lesson could not be conducted and will be postponed due to:

WEEK: DAY: Tuesday DATE:

SUBJECT: ENGLISH LESSON: 54 TIME:

FORM/CLASS: 3 CENDEKIA W5: 10.10 - 10.45 a.m.
DURATION: 35 minutes Choose an item.
THEME: Health and Environment
TOPIC: READY, STEADY, GO! (UNIT 6) RESOURCES:
FOCUS SKILLS: Listening 11 Textbook

LANGUAGE/ Sport related vocabulary/language for expressing emotions page 74

GRAMMAR FOCUS: Choose an item.
iTHiNK MAPS:
Main Skill: Listening
Choose an item.
CONTENT 1.1 Understand meaning in a variety of familiar context
STANDARD/S: Complementary Skill: Speaking CROSS CURRICULAR
ELEMENTS:
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Creativity and Innovation
LEARNING Main Skill: Listening
STANDARD/S:
1.1.5 Understand independently more complex questions LEARNING DOMAIN:
Complementary Skill: Speaking
Create
 2.1.5 Express and respond to common feelings such as happiness, sadness, surprise, and interest
Main ASSESSMENT:
Listening
Others (Pls specify):
By the end of the lesson, pupils will be able to understand independently
Oral responses
more complex questions by listening to the 3 questions posed by the
LEARNING teacher and answering them
MORAL VALUES:
OBJECTIVES: Complementary Speaking
Appreciation
By the end of the lesson, pupils will be able to express and respond to
common feelings such as happiness, sadness, surprise and interest when
discussing the 5 words in relation to their own life situations
ACTIVITIES : a. Pupils play the game ‘Hangman’ to guess a sport FA/ Differentiation Strategies
I. PRE LESSON b. Pupils predict the word FA: Starter
II. LESSON c. Pupils look at the picture in the top right corner of the page (pg. 74) and Differentiation: To support less
DEVELOPMENT d. Pupils listen to the questions posed by the teacher, one at a time confident pupils, speak slowly and
pause at selected intervals to allow
– GIST- TASK e. Pupils answer the questions and the class discuss the answers thinking time.
III. DETAILED TASK f. Pupils read the feelings in the yellow word bank found in Activity B and FA: Wait Time
discuss situations when they felt this way with a partner (pair work)
g. Pupils discuss and also give reasons why they felt that way and what FA: Think-Pair-Share
they might say (pair work) Differentiation: Organise talk
h. Pupils complete the task in Activity B partners or grouping so that a more
i. Pupils share answers as a class proficient pupil can help and
IV. POST-LESSON j. Pupils review their learning by describing what they have learnt in the support a less proficient pupil.
Fast finishers can be given
lesson and how they learnt it. Vocabulary activities on p.72 and
k. Pupils discuss their ideas with their talk partner(s) before p.76 and/or Grammar activities on
l. Pupils share their answers to the class p.77.
m. Pupils’ attention is brought to the connections between the pupils’ Moral Value: Appreciation
ideas and the main and complementary skills. FA: Plenary
REFLECTION:
Attendance: 30 / 31 Number: 30 / 31 pupils were able to achieve the learning objectives.
Absent: 1 / 31
Truant: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
School Activity: / _______________________________________________________________________
Follow-up / Reinforcement: Lesson could not be conducted and will be postponed due to

WEEK: DAY: Tuesday DATE:

SUBJECT: ENGLISH LESSON: 54 TIME:

FORM/CLASS: 3 DINAMIK W9: 12.30 - 1.05 p.m.
DURATION: 35 minutes Choose an item.
THEME: Health and Environment
TOPIC: READY, STEADY, GO! (UNIT 6) RESOURCES:
FOCUS SKILLS: Listening 11 Textbook

LANGUAGE/ Sport related vocabulary/language for expressing emotions page 74

GRAMMAR FOCUS: Choose an item.
iTHiNK MAPS:
Main Skill: Listening
Choose an item.
1.1 Understand meaning in a variety of familiar context
CONTENT
STANDARD/S: CROSS CURRICULAR
Complementary Skill: Speaking ELEMENTS:
Creativity and Innovation
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
LEARNING Main Skill: Listening
 1.1.5 Understand independently more complex questions LEARNING DOMAIN:
Complementary Skill: Create
STANDARD/S: Speaking

2.1.5 Express and respond to common feelings such as happiness, sadness, surprise, and interest
ASSESSMENT:
Main Listening Others (Pls specify):
By the end of the lesson, pupils will be able to understand independently Oral responses
more complex questions by listening to the 3 questions posed by the
LEARNING teacher and answering them MORAL VALUES:
OBJECTIVES: Complementary Speaking Appreciation
By the end of the lesson, pupils will be able to express and respond to
common feelings such as happiness, sadness, surprise and interest when
discussing the 5 words in relation to their own life situations
ACTIVITIES : n. Pupils play the game ‘Hangman’ to guess a sport FA/ Differentiation Strategies
I. PRE LESSON o. Pupils predict the word FA: Starter
V. LESSON p. Pupils look at the picture in the top right corner of the page (pg. 74) and Differentiation: To support less
DEVELOPMENT q. Pupils listen to the questions posed by the teacher, one at a time confident pupils, speak slowly and
pause at selected intervals to allow
– GIST- TASK r. Pupils answer the questions and the class discuss the answers thinking time.
FA: Wait Time
VI. DETAILED TASK s. Pupils read the feelings in the yellow word bank found in Activity B and
discuss situations when they felt this way with a partner (pair work) FA: Think-Pair-Share
t. Pupils discuss and also give reasons why they felt that way and what Differentiation: Organise talk
they might say (pair work) partners or grouping so that a more
u. Pupils complete the task in Activity B proficient pupil can help and
v. Pupils share answers as a class support a less proficient pupil.
Fast finishers can be given
Vocabulary activities on p.72 and
VII. POST-LESSON w. Pupils review their learning by describing what they have learnt in the p.76 and/or Grammar activities on
lesson and how they learnt it. p.77.
x. Pupils discuss their ideas with their talk partner(s) before Moral Value: Appreciation
y. Pupils share their answers to the class FA: Plenary
z. Pupils’ attention is brought to the connections between the pupils’
ideas and the main and complementary skills.
REFLECTION:
Attendance: 30 / 31 Number: 30 / 31 pupils were able to achieve the learning objectives.
Absent: 1 / 31
Truant: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
School Activity: / _____________________________________________________________________________
Follow-up / Reinforcement: Lesson could not be conducted and will be postponed due to