U6 Lesson Plans

Week Day Date
LESSON PLAN
Subject Class Time Duration
English 60 minutes
Theme Topic Lesson Type
World of Knowledge Unit 6 - Sport 107 Listening 19 TB
Skills Main Skill Complementary Skill
Focus 1.0 Listening 3.0 Reading
Content 1.3 Use appropriate listening strategies in a variety 3.2 Understand a variety of linear and non-linear
Standard of contexts print and digital texts by using appropriate
reading strategies
Learning 1.3.1 Guess the meaning of unfamiliar words from clues 3.2.4 Use with support familiar print and digital resources
Standard provided by other known words to check meaning
Learning By the end of the lesson, pupils will be able to:
Objectives Matching the words in the box with the pictures 1-16 by Check the meaning of the words in blue in the text using the
guessing the meaning from the picture clues. dictionary.
Success Pupils can:
Criteria Guess meaning of unfamiliar words from clues provided by Use dictionary skills
other known words
Focus Language Sports, fan, competition, race, team, stadium, champion
Grammar
CCE Language and Science and Technology
Materials English Plus 1 Student’s Book: Page 62-63 – Exercise 1, 2 and 3, Audio: 2.12 Mini Booklet: Page 1 – 4
Activities MOE Directives
Pre-Lesson Brainstorm Formative Assessment:

 Draw a mind map on board with Sports in centre. Pupils brainstorm sports they Starters
know. Record in mind map. Quick scans
 Teacher shares learning objectives and success criteria of the lesson. Sharing Learning Objectives and
Success Criteria
Lesson Sports [Exercise A] 2.12 21st Century Basic Standards:

Development  Direct pupils’ attention to Exercise A, tell them that they are going to read the Communication
words in the boxes and match to the corresponding pictures. Collaboration
 In pairs, pupils do the task. Critical Thinking
 Play the audio for pupils to listen and check the answer. Values and Ethics
 Ask pupils which sports they like. [M.S.1.3.1]
Formative Assessment:
Guessing game [Exercise B] Deliberate Practice
 Direct pupils’ attention to Exercise B, tell them that they are going to mime and Questioning
guess the sports from Exercise A. Discussion
Peer Assessment
 In pairs, pupils take turns to mime and guess the sports.
Check the meaning [Exercise C]

 Direct pupils’ attention to Exercise C, tell them that they are going to check the
meaning of the words in the dictionary.
 In pairs, pupils find out the meaning.
 Discuss the answers with the class. [C.S.3.2.4]
Sport Quiz [Exercise D]

 Direct pupils’ attention to Exercise D, tell them that they are going to answer the
sports quiz.
 Discuss the answers with the class.
 Ask pupils to check how many points they get.
CCE: Science and Technology – Ask pupils how we use technology in sports (e.g.
to make video replays of matches, to make special sports equipment, to help with
timekeeping).
Post-Lesson Review Formative Assessment:

 Ask pupils to list out sports they have learnt earlier verbally. Plenaries
Quick scan
__ / __ numbers of pupils can guess meaning of unfamiliar words from clues provided by other known words.
Impact
__ / __ numbers of pupils can use dictionary skills.
__ / __ numbers of pupils achieved the learning objectives and those who have not achieved the learning objectives will
Reflection
be given remedial activities in the next session. Other approaches will be used in the next session.
Notes:
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Week Day Date
LESSON PLAN

English 60 minutes
World of Knowledge Unit 6 - Sport 108 Speaking 19 TB
Focus 2.0 Speaking 1.0 Listening
Content 2.3 Communicate appropriately to a small or large 1.2 Understand meaning in a variety of familiar
Standard group contexts
Learning 2.3.1 Narrate short basic stories and events 1.2.1 Understand with support the main idea of longer
Standard simple texts on a range of familiar topic
Objectives Talk about the events related to sports. Answer the questions based on the interview.
Success Pupils can:

Criteria Narrate short basic stories and events Display understanding of the main idea of longer simple texts
Focus Language Sports
Grammar Prepositional phrases, phrasal verbs
CCE Language
Materials English Plus 1 Student’s Book: Page 63 – Exercise 4, 5 and 6, Audio: 2.13, Mini Booklet: Page 5 – 6
Pre-Lesson Guess game Formative Assessment:

 Play a guessing game. Ask pupils to work in pairs to write five gapped sports Starters
words. They then close their books, swap with another pair and try to complete Quick scans
the words they have been given. Sharing Learning Objectives and
 Teacher shares learning objectives and success criteria of the lesson. Success Criteria
Lesson Vox pop [Exercise A] 2.13 21st Century Basic Standards:

Development  Direct pupils’ attention to Exercise A. Explain that they are going to answer the Communication
questions based on the short interviews. Collaboration
 Allow pupils time to read through the questions. Critical Thinking
 Play the video/audio for pupils to watch/listen and answer the questions. Moral values and Ethics
[C.S.1.2.1]
 Check answers with the class. Formative Assessment:
Deliberate Practice
Key Phrases [Exercise B] 2.13 Questioning
Discussion
 Direct pupils’ attention to Exercise B and tell them that they are going to
complete the key phrases based on the audio.
 Play the audio for pupils to complete the key phrases.
 Check answers with the class.
Use It! [Exercise C]

 Direct pupils’ attention to Exercise C. Tell them that they are going to ask and
responds related to the sports using the key phrases given.
 Pupils take turns ask and responds using the key phrases. [M.S.2.3.1]
Post-Lesson Special school day. Formative Assessment:

 Do Post-lesson Task 9: What about Me? Choose food items and pupils ask Plenaries
about your likes and dislikes. Quick scan
__ / __ numbers of pupils can narrate short basic stories and events.

Impact
__ / __ numbers of pupils can display understanding of the main idea of longer simple texts
Reflection
Notes:
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Week Day Date
LESSON PLAN

English 60 minutes
World of Knowledge Unit 6 - Sport 109 Reading 19 TB
Focus 3.0 Reading 3.0 Reading
Content 3.2 Understand a variety of linear and non-linear 3.2 Understand a variety of linear and non-linear
Standard print and digital texts by using appropriate print and digital texts by using appropriate
reading strategies reading strategies
Learning 3.2.2 Understand specific information and details of two 3.2.4 Use with support familiar print and digital resources
Standard paragraphs or more to check meaning
Objectives State whether the statements are true or false based on the Find out the meaning of the words using a dictionary.
text.
Success Pupils can:
Criteria Understand specific information and details of simple texts of Use dictionary skills
two paragraphs or more
Focus Language Sports
Grammar Noun suffixes -er, -or
CCE Language
Materials English Plus 1 Student’s Book: Page 64 – Exercise 1, 2 and 3, Mini Booklet: Page 7 – 8
Pre-Lesson Think! Formative Assessment:

 Pupils do Think! question at top of p.64. Elicit information about the Olympic Starters
Games from pupils. Note: check where next Olympics are and when. Quick scans
Success Criteria
Lesson Exercise A 21st Century Basic Standards:

Development  Direct pupils’ attention to the text in Exercise A and tell them that they are going Communication
to read the text on page 64 and list down the sports that are mentioned in the Collaboration
text. Critical Thinking
 In pairs, read the text and list down the sports. Creativity
 Discuss answers with the class.
Exercise B Deliberate Practice
 Direct pupils’ attention to Exercise B and tell them that they are going to read the Questioning
text again and state whether the statements are true or false. Discussion
 Allow pupils to read the statements first.
 In pairs, pupils read and determine whether the statements are true or false.
[M.S.3.2.2]
Exercise C
 Direct pupils’ attention to Exercise C and tell them that they are going to find out
the meaning of the words in the text using print or digital dictionary.
 Note pupils who make an effort to guess the meaning of new words using
photos and topic words as clues.
 Discuss answers with the class. [C.S.3.2.4]
Post-Lesson Discussion Formative Assessment:

 Ask pupils: What is another meaning of train? (type of transport). What does Plenaries
enormous mean? (really big) What desserts do you like? What’s a typical Quick scan
Malaysian dish?
__ / __ numbers of pupils can understand specific information and details of simple texts of two paragraphs or more.
Impact
Reflection
be given remedial activities in the next session. Other approaches will be used in the next session
Notes:
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Week Day Date

LESSON PLAN

English 60 minutes
World of Knowledge Unit 6 - Sport 110 Writing 19 TB
Focus 4.0 Writing 3.0 Reading
Content 4.2 Communicate basic information intelligibly for 3.3 Read independently for information and
Standard a range of purposes in print and digital media enjoyment
Learning 4.2.3 Narrate factual events and experiences of interest 3.3.1 Read and enjoy A2 fiction/non-fiction print and
Standard digital texts of interest
Objectives Complete the text using affirmative and negative forms of Answer the questions based on the text given.
there was and there were.
Success Pupils can:
Criteria Describe people, places and objects using suitable Read and understand a range of A2 fiction or non-fiction print
statements and digital texts of interest
Focus Language There was, there wasn’t. there were, there weren’t
Grammar Simple past tense (affirmative and negative)
CCE Language and Creativity and Innovation
Materials English Plus 1 Student’s Book: Page 64 – Exercise 4, Page 65 – 1 and 2, Mini Booklet: Page 9 – 10
Pre-Lesson Pre-lesson Task 4: I’m going to … Formative Assessment:

 Explain that pupils are going to write about sports they like watching. Starters
 Teacher shares learning objectives and success criteria of the lesson. Quick scans
Sharing Learning Objectives and
Success Criteria
Lesson Reading comprehension [Exercise A] 21st Century Basic Standards:

Development  Direct pupils’ attention to Exercise A and tell them that they are going to read the Communication
text and answer the questions. Collaboration
 Pupils read the text and answer the questions. [C.S.3.3.1] Critical Thinking
 Discuss answers with the class. Creativity
Rules [Exercise B] Formative Assessment:

 Direct pupils’ attention to Exercise B and tell them that they are going to fill in the Deliberate Practice
gapped and complete the rules. Questioning
Discussion
 In pairs, pupils do the activity.
Peer Assessment
Text completion [Exercise C]

 Direct pupils’ attention to Exercise C and tell them that they are going to fill in
the blanks to complete the text.
 Pupils read the text and fill in the blanks. [M.S.4.2.3]
Post-Lesson Let’s imagine Formative Assessment:

 Write on board ‘Imagine!’ ‘In (date)… I was in a …team. There was… There Plenaries
were…’ Pupils in pairs use sentence starters to make up an imaginary sport Quick scan
story.
__ / __ numbers of pupils can describe people, places and objects using suitable statements
Impact
__ / __ numbers of pupils can read and understand a range of A2 fiction or non-fiction print and digital texts of interest.
Reflection
Notes:
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Week Day Date

LESSON PLAN

English 60 minutes
World of Stories Poem – Seaside 111 Language Arts 19 NTB
Focus 5.0 Language Arts 2.0 Speaking
Content 5.3 Express an imaginative response to literary 2.2 Use appropriate communication strategies
Standard texts Week Day Date
LESSON5.3.1
Learning PLAN Respond imaginatively and intelligibly through 2.2.2 Agree a set of basic steps needed to complete
Standard creating simple role plays and simple poems. short classroom tasks
Other imaginative responses as appropriate
Objectives Draw a scene at the seaside based on the items in the Discuss and agree on a set of basic steps to complete the
poem. task.
Success Pupils can:
Criteria Plan, prepare and produce creative work with a focus on Manage classroom task
language use.
Focus Language At the seaside.
Grammar Logical sequence of steps
CCE Language / Creativity and Innovation / Entrepreneurship
Materials Anthology of Poems: page 19, Contemporary Children’s Literature Teaching Guidebook, Mini Booklet: Page 11 – 12.
Pre-Lesson Pre lesson Task 3: Sequence the information Formative Assessment:

 Teacher writes “Going to the beach” on the board. Pupils brainstorm their ideas Starters
on the topic, and they have to rearrange their ideas to become a plan .. Quick scans
Success Criteria
Lesson Managing the classroom task [Exercise A] 21st Century Basic Standards:
Development  Teacher asks pupils to discuss the steps that they need in order to complete Communication
their task. Collaboration
 Brainstorm the idea on the board. Critical Thinking
 Let all pupils agree with the steps. Creativity
Listing down [Exercise B] Formative Assessment:

 Direct pupils’ attention to Exercise B and tell them that they are going to list Deliberate Practice
down all the items that can be found in the poems. Questioning
 In pairs, pupils list down the items. Discussion
 Discuss answers with the class. Peer Assessment
Draw [Exercise C]
 Direct pupils’ attention to Exercise C and tell them that they are going to draw
the scene at the seaside and label all the items that can be found in the poems
in that drawing.
 Ask pupils to show their drawing to their friends.
Post-Lesson Exit ticket Formative Assessment:

 Ask pupils to complete the exit ticket – “What I have learned today?” Plenaries
Quick scan
__ / __ numbers of pupils can plan, prepare, and produce creative work with a focus on language use.
Impact
__ / __ numbers of pupils can manage classroom task.
Reflection
Notes:
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English 60 minutes
World of Knowledge Unit 6 - Sport 112 Consolidation 11 TB
Focus 4.0 Writing 2.0 Speaking
Content 4.2 Communicate basic information intelligibly for 2.1 Communicate simple information intelligibly
Standard a range of purposes in print and digital media
Learning 4.2.3 Narrate factual events and experiences of interest 2.1.2 Find out about and describe experiences up to now
Standard
Objectives Write about their country 100 years ago using the key Compare their sentences about their country 100 years ago
phrases given with their pairs verbally.
Success Pupils can:
Criteria Describe people, places and objects using suitable Communicate simple information about themselves
statements
Focus Language There was/wasn’t, there were/weren’t
Grammar Simple past tense: regular and irregular verbs
CCE Language and Patriotism
Materials English Plus 1 Student’s Book: Page 65 – Exercise 4, 5, 6 and 8, Mini Booklet: Page 13 – 14
Pre-Lesson Malaysia 100 years ago Formative Assessment:

 Show photos of life in Malaysia 100 years ago e.g. clothes, transport, roads, Starters
buildings, markets. Quick scans
Write on board: ‘There was/wasn’t…’, ‘There were /weren’t …’. Sharing Learning Objectives and
 Elicit differences between life then and life today. Success Criteria
 Teacher shares learning objectives and success criteria of the lesson.
Lesson Writing sentences [Exercise A] 21st Century Basic Standards:

Development  Direct pupils’ attention to Activity A. Explain that they need to construct eight Communication
sentences about their country 100 years ago. Collaboration
 Pupils write the sentences using the key phrases given. [M.S.4.2.3] Critical Thinking
Creativity
CCE: Patriotism – Ask pupils why it is important to know about life in your country in Moral values and Ethics
the past. Find out if they think life today is better than life 100 years ago and why.
Use it! [ Exercise B] Deliberate Practice
 Direct pupils’ attention to Exercise B. Questioning
 Ask pupils to sit in pairs and take turns to share their sentences. [C.S.2.1.2] Discussion
 Ask them to compare their sentences. Peer Assessment
Rule [ Exercise C]
 Direct pupils’ attention to Exercise C.
 Ask pupils to complete the examples and then complete the rule.
Gap-fill [ Exercise D]
 Direct pupils’ attention to Exercise D.
 Ask pupils to complete the sentences with their own ideas.
 Ask them to compare their answer with the class.
Post-Lesson Consolidation Formative Assessment:

 Ask pupils write a few statements using there was/wasn’t and there were/weren’t Plenaries
on mini whiteboard and share their sentences with the group. Quick scan
__ / __ numbers of pupils can describe people, places and objects using suitable statements.
Impact
__ / __ numbers of pupils can communicate simple information about themselves.
Reflection
Notes:
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Week Day Date

LESSON PLAN

English 60 minutes
Content 1.2 Understand meaning in a variety of familiar 3.2 Understand a variety of linear and non-linear
Standard contexts print and digital texts by using appropriate
reading strategies
Learning 1.2.3 Understand with support longer simple narratives on 3.2.4 Use with support familiar print and digital resources
Standard a range of familiar topics to check meaning
Objectives Listen to the text about X-Games and answer the questions Find out the meaning of the words in the text using a
that follow. dictionary.
Success Pupils can:
Criteria Display understanding of narratives Use dictionary skills
Focus Language Action verbs
Grammar Simple past tense: regular and irregular verbs
Materials English Plus 1 Student’s Book: Page 66 – Exercise 1, 2 and 3, Mini Booklet: Page 15 – 16, Audio: 2.15, 2.16

 Write on board: “difficult and dangerous sports”. Starters
 Ask pupils do Think! question at top of page 66. Quick scans
Success Criteria
Lesson Check the meaning [Exercise A] 2.15 21st Century Basic Standards:
Development  Direct pupils’ attention to Exercise A. Tell them that they are going to match the Communication
words with the past simple form. Then they need to check the meaning of the Collaboration
words. Critical Thinking
 In pairs, pupils completed the tasks. [C.S.3.2.4] Values and Ethics
Listen and choose [Exercise B] 2.16 Deliberate Practice
Questioning
 Direct pupils’ attention to Exercise B. Tell the pupils they are going to listen to
Discussion
the audio and chose the correct information.
Peer Assessment
 Play the audio and pupils listen and choose the correct answers.
 In pairs, pupils compare their answers.
Listen and answer the questions [Exercise C] 2.16

 Direct pupils’ attention to Exercise C. Tell the pupils that they are going to
answer the questions from the text.
 Pupils choose the correct answer for Alana and then for Tom. [M.S.1.2.3]
 Check answer with the class.
CCE: Patriotism – Tell pupils about the Paralympics and ask why they think it’s
important that everyone can try to do sport for their country.
Post-Lesson Pop-quiz Formative Assessment:

 Ask pupils to say out loud the simple past tense form of the verbs mentioned. Plenaries
Quick scan
__ / __ numbers of pupils can display understanding of narratives.

Impact
Reflection
Notes:
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Week Day Date

LESSON PLAN

English 60 minutes
Focus 2.0 Speaking 1.0 Listening
Content 2.1 Communicate simple information intelligibly 1.2 Understand meaning in a variety of familiar
Standard contexts
Learning 2.1.2 Find out about and describe experiences up to now 1.2.5 Understand a sequence of supported questions
Standard
Objectives Complete the questions and respond to them. Listen to the text and correct the false statements.
Success Pupils can:

Criteria Communicate simple information about themselves Display understanding of a sequence of supported questions
Grammar Simple past tense
CCE Language and values
Materials English Plus 1 Student’s Book: Page 66 – Exercise 4, Mini Booklet: Page 17 – 18, Audio: 2.16
Pre-Lesson Review Formative Assessment:

 Review all the verbs (past tense form) in the X Games Superstars text. Starters
Success Criteria
Lesson Ask and answer the question [Exercise A] 21st Century Basic Standards:
Development  Direct pupils’ attention to Exercise A. Tell them that they are going to complete Communication
the questions with correct verbs and take turns asking and responding to the Collaboration
questions. Critical Thinking
 Pupils complete the questions with the words in the box. Creativity
 In pairs, pupils take turns to ask and respond to the questions. [M.S.2.1.2] Formative Assessment:
Deliberate Practice
Correct the statements [Exercise B] 2.16 Questioning
 Direct pupils’ attention to Exercise B and tell them that they are going to listen to Discussion
the audio and correct the statements. Peer Assessment
 In pairs, pupils listen and correct the statements.
 Discuss answer with the class.
CCE: Values – Ask pupils examples of dangerous things some people do at work
(e.g. fire fighters, police, acrobats). Find out if they think that doing something
dangerous is always exciting.
Post-Lesson Reflection Formative Assessment:

 Ask pupils to reflect on learning of new vocabulary and past forms of verbs. Plenaries
Quick scan
__ / __ numbers of pupils can communicate simple information about themselves

Impact
__ / __ numbers of pupils can display understanding of a sequence of supported questions
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Week Day Date

LESSON PLAN

English 60 minutes
Focus 3.0 Reading 1.0 Listening
Content 3.2 Understand a variety of linear and non-linear 1.1 Recognise and reproduce target language
Standard print and digital texts by using appropriate sounds
reading strategies
Learning 3.2.3 Guess the meaning of unfamiliar words from clues 1.1.1 Recognise and reproduce with little or no support a
Standard provided by title, topic and other known words wide range of target language phonemes
Objectives Fill in the gaps with the correct past tense form of the verbs. Pronounce the words ending with -ed appropriately.
Success Pupils can:

Criteria Guess the meaning of unfamiliar words from the clues Recognise and reproduce a wide range of target language
provided by title, topic and other known words phonemes
Grammar Simple Past Tense
Materials English Plus 1 Student’s Book: Page 67 – Exercise 1, 2 and 3, Mini Booklet: Page 19 – 20, Audio: 2.17
Pre-Lesson Warm-up Formative Assessment:

 With books closed, ask pupils what they can remember about the Olympic Starters
Games. Elicit few ideas from the pupils. Quick scans
Success Criteria
Lesson Rules [Exercise A] 21st Century Basic Standards:

Development  Direct pupils’ attention to Exercise A. Tell them that they are going to look at the Communication
examples given and complete the rules. Collaboration
 In pairs, pupils compare their answers. Critical Thinking
Phonics – Ending sound [Exercise B] Deliberate Practice
 Direct pupils’ attention to Exercise B. Tell them that they are going to listen and Questioning
repeat the words. Discussion
 Play the audio. Peer Assessment
 Pupils listen and repeat the words. [C.S.1.1.1]
Gap-fill [Exercise C]
 Direct pupils’ attention to Exercise C. Tell them they are going to fill in the gap
with the correct past tense form.
 In pairs, pupils compare their answers.
CCE: Patriotism – Ask pupils if they think it’s better to do an individual sport or a
team sport and why. Find out if they would like to represent Malaysia in an individual
or a team sports completion.
Post-Lesson Interview. Formative Assessment:

 Pupils in pairs decide if they would like to interview Fu or Martin and say why. Plenaries
 They think of two questions to ask. Choose pairs to say their questions. Quick scan
__ / __ numbers of pupils can guess the meaning of unfamiliar words from the clues provided by title, topic and other
Impact known words.
__ / __ numbers of pupils can recognise and reproduce a wide range of target language phonemes.
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Week Day Date

LESSON PLAN

English 60 minutes
Focus 4.0 Writing 2.0 Speaking
Content 4.3 Communicate with appropriate language form 2.1 Communicate simple information intelligibly
Standard and style for a range of purposes in print and
digital media
Learning 4.3.2 Spell a range of high frequency words accurately in 2.1.1 Give detailed information about themselves
Standard independent writing
Objectives Construct sentences using simple past tense verbs with Talk about their past activities using the phrases given.
correct spelling
Success Pupils can:
Criteria Spell words accurately in independent writing Communicate simple information about themselves
Focus Language Past time expressions: last (day/month/year), in (month/year), on (day), ago
CCE Language
Materials English Plus 1 Student’s Book: Page 67 – Exercise 4 and 5, Mini Booklet: Page 21 – 22

 Review the past tense form of the verbs they have learnt thus far. Starters
Success Criteria
Lesson Time expression [Exercise A] 21st Century Basic Standards:

Development  Direct pupil’s attention to Exercise A and tell them that they are going to answer Communication
the questions. Collaboration
 Introduce the key phrases to the pupils. Critical Thinking
Sentence construction [Exercise B] Formative Assessment:

 Direct pupils’ attention to Exercise B and tell them that they are going to write Deliberate Practice
sentences about themselves based on the phrases given. Questioning
 Pupils write the sentences. [M.S.4.3.2] Discussion
 In pairs, pupils check the spelling. Peer Assessment
 Then, ask pupils to take turns to say their sentences and compare them with
their pairs. [C.S.2.1.1]
Post-Lesson Review Formative Assessment:

 Ask pupils to review the pronunciation of the past tense verbs in Exercise B. Plenaries
Quick scan
__ / __ numbers of pupils can spell words accurately in independent writing.

Impact
__ / __ numbers of pupils can communicate simple information about themselves.
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Week Day Date

LESSON PLAN

English 60 minutes
World of Stories Poem – The meal 117 Language Arts 20 NTB
Focus 5.0 Language Arts 4.0 Writing
Content 5.2 Express personal responses to literary texts 4.2 Communicate basic information intelligibly for a
Standard range of purposes in print and digital media
Learning 5.2.1 Explain in simple language why they like or dislike 4.2.5 Connect sentences into one or two coherent
Standard an event, description, or character in a text paragraphs using basic coordinating conjunctions
and reference pronouns
Objectives Explain the reasons based on their choices based on the Connect two ideas using coordinating conjunctions and.
poem read.
Success Pupils can:
Criteria Identify, analyse and respond to elements in texts Connect sentences into one or two coherent paragraphs.
Focus Language Things in the bedroom
Grammar Coordinating conjunctions – and
Materials Anthology of Poems: Page 22–23. Contemporary Children’s Literature Teaching Guidebook, Mini Booklet: Page 23 – 24

 Teacher displays a few pictures that contain bright and dark scene (e.g. a dark Starters
and a bright bedroom). Quick scans
 Teacher gathers pupils’ opinions about the scenes. Peer Assessment
Success Criteria
Lesson Gap fill [Exercise A] 21st Century Basic Standards:

Development  Direct pupils’ attention to Exercise A and tell them that they are going to Communication
complete the poem. Collaboration
 In pairs, pupils fill in the blanks with the suitable line. Critical Thinking
 Discuss answer with the class. Creativity
 Ask pupils to tick the lines that are the same. Moral values and Ethics
 Teacher conducts a reading session, where pupils only read the lines that are
the same. Formative Assessment:
Deliberate Practice
Answer the questions [Exercise B] Questioning
 Direct pupils’ attention to Exercise B and tell them that they are going to answer Discussion
the questions with pairs. Peer Assessment
 Teacher asks the pupils to look at the picture and try to figure out the differences
between the light and the dark, whether they like it or not.
 Pupils pair up and they have to come up with two reasons of their choice.
 Ask the pupils to combine their sentences using coordinating conjunctions
and.
 Pupils find other pairs to produce more sentences. (i.e. I like the dark because
… and) [C.S.4.2.5]
Post-Lesson Sharing session Formative Assessment:

 Ask pupils to tell about things in their bedroom by using coordinating conjunction Plenaries
and (e.g. I’ve got a teddy bear and a ball). Quick scan
__ / __ numbers of pupils can identify, analyse and respond to elements in texts

Impact
__ / __ numbers of pupils can connect sentences into one or two coherent paragraphs.
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Week Day Date

LESSON PLAN

English 60 minutes
World of Knowledge Unit 6 - Sport 118 Consolidation 12 TB
Focus 1.0 Listening 2.0 Speaking
Content 1.2 Understand meaning in a variety of familiar 2.2 Use appropriate communication strategies
Standard contexts
Learning 1.2.4 Understand a sequence of supported classroom 2.2.1 Keep interaction going in short exchanges by
Standard instructions asking suitable questions
Objectives Complete the table based on the conversation that they use the dialogue given to keep the interaction going..
listened to
Success Pupils can:
Criteria Display understanding of a sequence of supported questions Manage interaction appropriately
and classroom instructions with support.
Focus Language Words related to video games.
Grammar Present simple and past tense; Nouns; Adjectives.
CCE Language and ICT
Materials English Plus 1 Student’s Book: Page 97 – Exercise 1, 2, 3 and 4, Mini Booklet: Page 25 – 26, Audio: 3.15, 3.16
 Write video games on board. Starters
 Elicit information about the video games that they play. Quick scans
Success Criteria
Lesson Match [Exercise A] 21st Century Basic Standards:

Development  Direct pupils’ attention to Exercise A and tell them that they are going to match Communication
the games with the categories in the box. Collaboration
 Pupils label the games. Critical Thinking
Moral values and Ethics
Complete the table [Exercise B]
 Introduce the key phrases to the pupils Formative Assessment:
 Direct pupils’ attention to the table in Exercise B and tell them that they are Deliberate Practice
going to complete the table based on the conversation about the video games. Questioning
 In pairs, pupils listen to the conversation and complete the table. [M.S.1.2.4] Discussion
Peer Assessment
Choose the correct answers [Exercise C]

 Direct pupils’ attention to Exercise C and tell them that they are going to choose
the correct words to complete the sentences based on the conversation about
games.
 Pupils complete the task
 In pairs, pupils compare the answers.
Role play [Exercise D]

 Direct pupils’ attention to Exercise D and tell them that they are going to practise
and do a role play using the dialogue given.
 In pairs, pupils practise the dialogue.
 Pupils do the role play. [C.S.2.2.1]
CCE: ICT – Ask pupils why they think video games are popular (prompt with words
such as interactive, exciting sounds and action, amazing cyber world, 3 D images).

 Pupils in pairs or small groups say a video game they like, what they do in the Plenaries
game and give it a score out of 10. Quick scan
__ / __ numbers of pupils can display understanding of a sequence of supported questions and classroom instructions
Impact with support.
__ / __ numbers of pupils can manage interaction appropriately.
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Week Day Date
LESSON PLAN

English 60 minutes
Content 1.3 Use appropriate listening strategies in a variety 3.2 Understand a variety of linear and non-linear
Standard of contexts print and digital texts by using appropriate
reading strategies
Learning 1.3.1 Guess the meaning of unfamiliar words from clues 3.2.1 Understand the main idea of simple
Standard provided by other known words texts of two paragraphs or more
Objectives Listen to the mini dialogues to complete the phrases. Read the dialogue and determine the main ideas by
answering the question.
Success Pupils can:
Criteria Guess meaning of unfamiliar words from clues provided by Understand the main idea of simple texts of two paragraphs
other known words or more
Focus Language Was, wasn’t, were, weren’t
CCE Language
Materials English Plus 1 Student’s Book: Page 68 – Exercise 1, 2, and 3, Mini Booklet: Page 27 – 28, flashcards. Audio: 2.18, 2.19
 Write on board: “Last weekend”. Starters
 Ask pupils to answer Think! question at top of page 68. Quick scans
 Elicit information from the pupils about their weekend. Sharing Learning Objectives and
Lesson Complete the menu [Exercise A] 2.18 21st Century Basic Standards:
Development  Direct pupils’ attention to Exercise A and tell them that they are going to fill in the Communication
gaps and answer the questions. Collaboration
 Pupils fill the gap and answer the questions. [C.S.3.2.1] Critical Thinking
 Play the audio and ask pupils to listen and check.
 Discuss answers with the class. Formative Assessment:
Deliberate Practice
Key phrases [Exercise B] 2.18 Questioning
Discussion
 Direct pupils’ attention to Exercise B and tell them that they are going to
Peer Assessment
complete the key phrases.
 Play the audio for pupils to listen and complete the key phrases.
Fill in the gaps [Exercise C] 2.19

 Direct pupils’ attention to Exercise C and tell them that they are going to listen to
three mini-dialogues and fill in the gaps.
 Pupils listen to the mini-dialogues and fill in the gaps. [M.S.1.3.1]
Post-Lesson Role-play Formative Assessment:

 Ask pupils to sit in pairs and do the role-play using the dialogue in Exercise A. Plenaries
Quick scan
__ / __ numbers of pupils can recognise and reproduce a wide range of target language phonemes with little or no
Impact support.
__ / __ numbers of pupils can understand the main idea of simple texts of two paragraphs or more
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Week Day Date

LESSON PLAN

English 60 minutes
Focus 2.0 Speaking 4.0 Writing
Content 2.3 Communicate appropriately to a small or large 4.3 Communicate with appropriate language form
Standard group and style for a range of purposes in print and
digital media
Learning 2.3.1 Narrate short basic stories and events 4.3.1 Use capital letters, full stops, commas in lists and
Standard question marks appropriately in independent writing
at discourse level
Objectives Narrate the events happened using the key phrases given. Prepare the new dialogue using the key phrases given.
Success Pupils can:

Criteria Narrate short basic stories and events Use punctuations in independent writing
Focus Language was, were, went
CCE Creativity and innovation
Materials English Plus 1 Student’s Book: Page 68 – Exercise 4 and 5, Mini Booklet: Page 29 – 30
Pre-Lesson Let’s talk Formative Assessment:

 Write on board: ‘How are you?’ ‘How old are you?’ ‘How many brothers/sisters Starters
have you got?’ ‘How was your last birthday party?’ Quick scans
 Point to a question. Pupils give you two or three responses to each question. Sharing Learning Objectives and
Lesson Mini dialogue [Exercise A] 21st Century Basic Standards:

Development  Direct pupils’ attention to Exercise A and tell them that they are going to Communication
complete the mini dialogue using the key phrases in previous lesson. Collaboration
 Pupils complete the dialogue. Critical Thinking
 Discuss answer with the class. Creativity
Prepare and practise the dialogue [Exercise B] Formative Assessment:

 Direct pupils’ attention to Exercise B and tell them that they are going to produce Deliberate Practice
a short dialogue using the key phrases they have learnt. Questioning
 In pairs, pupils create new dialogue based on the poster they chose. Discussion
 Then, ask pupils to practise their new dialogues based on the situations given. Peer Assessment
 Pupils do the role-play using the dialogue [M.S.2.3.1] [C.S.4.3.1]
CCE: Creativity and Innovation – Ask pupils if it’s important to imagine past events
and why. Also ask if they think it’s important to imagine things in the future.
Post-Lesson Making a poster Formative Assessment:

 Pupils look at the posters of the concert and restaurant again and draw a simple Plenaries
poster to advertise the event they imagined Quick scan

Impact
__ / __ numbers of pupils can use punctuations in independent writing.
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Week Day Date

LESSON PLAN

English 60 minutes
Focus 3.0 Reading 3.0 Reading
Content 3.2 Understand a variety of linear and non-linear 3.3 Read independently for information and
Standard print and digital texts by using appropriate enjoyment
reading strategies
Learning 3.2.2 Understand specific information and details of two 3.3.1 Read and enjoy A2 fiction/non-fiction print and
Standard paragraphs or more digital texts of interest
Objectives Answer the questions based on the text. Match the topics to the corresponding paragraphs in the text.
Success Pupils can:

Criteria Understand specific information and details of simple texts of Read and understand a range of A2 fiction or non-fiction print
two paragraphs or more and digital texts of interest
Focus Language Verbs: called, completed, continued, broke, won
Grammar Simple past tense (regular and irregular)
CCE Language and values
Materials English Plus 1 Student’s Book: Page 69 – Exercise 1, 2 and 3, Mini Booklet: Page 31 – 32

 Pupils do Think! question on top of page 69. Starters
 Elicit information from the pupils based on the questions. Quick scans
Success Criteria
Lesson Comprehension questions [Exercise A] 21st Century Basic Standards:
profile and answer the questions that follow. Collaboration
 Pupils answer the questions. [M.S.3.2.2] Critical Thinking
Key Phrases [Exercise C] Deliberate Practice
 Direct pupils’ attention to Exercise B and tell them that they are going to Questioning
complete the key phrases. Discussion
 Ask pupils to complete the key phrases based on the text. Peer Assessment
Match [Section C]
 Direct pupils’ attention to Exercise C and tell them that they are going to match
the topic to the corresponding paragraph (Paragraph 1 – 3).
 Pupils read the profile and match the paragraphs to the topics.
CCE: Values – Ask pupils if they think it’s important to be successful in life and why.
Also ask what they would like to be successful at doing

 Ask pupils to share their favourite sports stars in a group of four. Plenaries
Quick scan
__ / __ numbers of pupils can understand specific information and details of simple texts of two paragraphs or more.
Impact
__ / __ numbers of pupils can read and understand a range of A2 fiction or non-fiction print and digital texts of interest.
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Week Day Date

LESSON PLAN

English 60 minutes
Focus 4.0 Writing 4.0 Writing
Content 4.3 Communicate with appropriate language form 4.2 Communicate basic information intelligibly for a
Standard and style for a range of purposes in print and range of purposes in print and digital media
digital media
Learning 4.3.3 Produce a plan or draft of one or two paragraphs for 4.2.5 Connect sentences into one or two coherent
Standard a familiar topic and modify this appropriately in paragraphs using basic coordinating conjunctions
response to feedback and reference pronouns
Objectives Write a profile of a sport stars by following the writing guides. Connect the paragraphs using basic coordinating
conjunctions and reference pronouns.
Success Pupils can:
Criteria Produce and modify a plan or draft of one or two paragraphs Connect sentences into one or two coherent paragraphs
in response to feedback
Focus Language
Grammar Sequencing adverbs: first, after that, next, finally
CCE Language and ICT
Materials English Plus 1 Student’s Book: Page 69 – Exercise 4, Mini Booklet: Page 33 – 34
Pre-Lesson Brainstorm Formative Assessment:

 Draw a mind map on board. Pupils brainstorm words about Usain Bolt. Starters
 Write words and phrases they say around mind map. Ask: Which information is Quick scans
about life when he was young? Which is about his life now? Sharing Learning Objectives and
Week Day Date
LESSON PLAN
Lesson Key phrases 21st Century Basic Standards:
Development  Pupils read Key Phrases for p.69, Activity 2 again. Communication
 Put cards with numbers face down on a table at front of class. Collaboration
 Choose a pupil to turn over a card, say the number and pupils read the key Critical Thinking
phrase with that number. Creativity
 Repeat until all numbers used.
Writing a food blog [Exercise A] Deliberate Practice
 Direct pupils’ attention to Exercise A and tell them that they are going to write a Questioning
profile of a sport star. Discussion
 Pupils produce a draft of the blog individually based on the model text for idea. Peer Assessment
[M.S.4.3.3] [C.S.4.2.5]
 Pupils do self-checking if they have points in the writing guide.
 In pairs, pupils check the draft using the writing guide. Pupils draw smiley faces
for each point they have achieved.
 Individually, pupils rewrite their profile of a sport stars based on their peer
comments.
Post-Lesson Sharing-session Formative Assessment:

 Pupils in small groups take turns to talk about the profile of their sport stars. Plenaries
Quick scan
__ / __ numbers of pupils can produce and modify a plan or draft of one or two paragraphs in response to feedback.
Impact
__ / __ numbers of pupils can connect sentences into one or two coherent paragraphs.
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________

English 60 minutes
World of Stories Poem – Seaside 123 Language Arts 21 NTB
Focus 5.0 Language Arts 2.0 Speaking
Content 5.3 Express an imaginative response to literary 2.3 Communicate appropriately to a small or large
Standard texts group
Learning 5.3.1 Respond imaginatively and intelligibly through 2.3.1 Narrate short basic stories and events
Standard creating simple role plays and simple poems.
Other imaginative responses as appropriate
Objectives Adapt a stanza from the poem entitled The Dark. Narrate the adapted stanza.
Success Pupils can:

Criteria Plan, prepare and produce creative work with a focus on Narrate short basic stories and events
language use.
Focus Language Activities at the seaside.
Grammar Reasoning (because)
Materials Anthology of Poems: Page 22 – 23, Mini Booklet: Page 35 – 36
Pre-Lesson Brainstorm. Formative Assessment:

 Ask pupils to close their eyes and imagine that they are in the dark room Starters
 Each pupil has to figure out ways to see in the dark. (e g switch on the light, Quick scans
use the handphone, etc. Sharing Learning Objectives and
Lesson Recite the poem [Exercise A] 21st Century Basic Standards:

poem. Collaboration
Critical Thinking
 Pupils recite the poem Week Day Creativity Date
LESSON PLAN
Adapting a stanza [Exercise B] Formative Assessment:
 Direct pupils’ attention to Exercise B and tell them that they are going to adapt a Deliberate Practice
stanza from the poem. Questioning
 Teacher asks pupils to be in pairs and each pair has to choose a stanza to be Discussion
Adapted. Peer Assessment
 In pair, pupils write the adapted stanza on the piece of a paper by using a pen
and somewhere on the paper, the pair writes the initials (e g Suheil and
Hafizuddin, as S&H)
 Pupils blacken the paper using pencils
 Pupils exchanged their blackened stanza with other pairs and the other pairs
need to erase in order to read and narrate the adapted stanza.
 Then, they need to find the hidden initial of the original pair and let the rest of
the class to guess the writers of the stanza.
Post-Lesson Post lesson Task 4 [Correct the mistake] Formative Assessment:

• Pairs exchange their adapted stanza to be checked in terms of spelling and Plenaries
punctuations. Quick scan
 Then, pupils return the stanza back to be corrected by the original writers.
__ / __ numbers of pupils can plan, prepare and produce creative work with a focus on language use.
Impact
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________

English 60 minutes
World of Knowledge Unit 6 - Sport 124 Language Awareness 6 TB
Focus 3.0 Reading 2.0 Speaking
Content 3.2 Understand a variety of linear and non-linear 2.1 Communicate simple information intelligibly
Standard print and digital texts by using appropriate
reading strategies
Learning 3.2.3 Guess the meaning of unfamiliar words from clues 2.1.5 Describe people, places and objects using suitable
Standard provided by title, topic and other known words statements
Objectives Guess the unfamiliar words and use them to complete the Describe the sports so that other can guess the name of
sentences. those sports.
Success Pupils can:
Criteria Guess the meaning of unfamiliar words from the clues Describe people, places and things using suitable statements
provided by title, topic and other known words
Focus Language Sports stars
Grammar Simple past tense (regular and irregular)
CCE Language
Materials English Plus 1 Student’s Book: Page 70 – Exercise2, 3, and 6, Page 71 – Exercise 2, Mini Booklet: Page 37 – 38

 Review simple present tense form. Starters
Success Criteria
Lesson Fill in the blanks [Exercise A] 21st Century Basic Standards:

Development  Direct pupils’ attention to Exercise A and tell them that they are going to fill in the Communication
gaps with the correct word in the boxes. Collaboration
 Pupils fill in the gaps. Critical Thinking
 Check answer with the class. [M.S.3.2.3] Creativity
Dialogue [Exercise B] Formative Assessment:

 Direct pupils’ attention to Exercise B and tell them that they are going to fill in the Deliberate Practice
gaps to complete the dialogue. Questioning
 Pupils fill in the gaps using was, wasn’t, were, and weren’t. Discussion
 Check answer with the class. Peer Assessment
Choose the correct response [Exercise C]

 Direct pupils’ attention to Exercise C and tell them that they are going to choose
the correct responses.
 Pupils choose the suitable responses.
Sport Art [Exercise D]

 Direct pupils’ attention to Exercise D and tell them that they are going to play a
game in their small group.
 In groups of four, pupils play the game by following the instructions. [C.S.2.1.5]
Post-Lesson Self-assessment checklist Formative Assessment:

Pupils do the self-assessment checklist to reflect on what they have learnt Plenaries
throughout this unit. Self-Assessment
__ / __ numbers of pupils can guess the meaning of unfamiliar words from the clues provided by title, topic and other
Impact known words.
__ / __ numbers of pupils can describe people, places and things using suitable statements.
Reflection
Notes:
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________

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Week Day Date

Pre-Lesson Brainstorm Formative Assessment:

Lesson Sports [Exercise A] 2.12 21st Century Basic Standards:

Check the meaning [Exercise C]

Sport Quiz [Exercise D]

Post-Lesson Review Formative Assessment:

Subject Class Time Duration

Success Pupils can:

Pre-Lesson Guess game Formative Assessment:

Lesson Vox pop [Exercise A] 2.13 21st Century Basic Standards:

Use It! [Exercise C]

Post-Lesson Special school day. Formative Assessment:

__ / __ numbers of pupils can narrate short basic stories and events.

Subject Class Time Duration

Pre-Lesson Think! Formative Assessment:

Lesson Exercise A 21st Century Basic Standards:

Post-Lesson Discussion Formative Assessment:

Week Day Date

Subject Class Time Duration

Pre-Lesson Pre-lesson Task 4: I’m going to … Formative Assessment:

Lesson Reading comprehension [Exercise A] 21st Century Basic Standards:

Rules [Exercise B] Formative Assessment:

Text completion [Exercise C]

Post-Lesson Let’s imagine Formative Assessment:

Week Day Date

Subject Class Time Duration

Pre-Lesson Pre lesson Task 3: Sequence the information Formative Assessment:

Listing down [Exercise B] Formative Assessment:

Post-Lesson Exit ticket Formative Assessment:

Subject Class Time Duration

Pre-Lesson Malaysia 100 years ago Formative Assessment:

Lesson Writing sentences [Exercise A] 21st Century Basic Standards:

Post-Lesson Consolidation Formative Assessment:

Week Day Date

Subject Class Time Duration

Pre-Lesson Think! Formative Assessment:

Listen and answer the questions [Exercise C] 2.16

Post-Lesson Pop-quiz Formative Assessment:

__ / __ numbers of pupils can display understanding of narratives.

Week Day Date

Subject Class Time Duration

Success Pupils can:

Pre-Lesson Review Formative Assessment:

Post-Lesson Reflection Formative Assessment:

__ / __ numbers of pupils can communicate simple information about themselves

Week Day Date

Subject Class Time Duration

Success Pupils can:

Pre-Lesson Warm-up Formative Assessment:

Lesson Rules [Exercise A] 21st Century Basic Standards:

Post-Lesson Interview. Formative Assessment:

Week Day Date

Subject Class Time Duration

Pre-Lesson Review Formative Assessment:

Lesson Time expression [Exercise A] 21st Century Basic Standards:

Sentence construction [Exercise B] Formative Assessment:

Post-Lesson Review Formative Assessment:

__ / __ numbers of pupils can spell words accurately in independent writing.

Week Day Date

Subject Class Time Duration

Pre-Lesson Review Formative Assessment:

Lesson Gap fill [Exercise A] 21st Century Basic Standards:

/ numbers of pupils can narrate short basic stories and events.

/ numbers of pupils can display understanding of narratives.

/ numbers of pupils can communicate simple information about themselves

/ numbers of pupils can spell words accurately in independent writing.

/ numbers of pupils can identify, analyse and respond to elements in texts

/ numbers of pupils can narrate short basic stories and events.