WEEK: DAY: Choose an item.

DATE: 6 November 2021

SUBJECT: ENGLISH LESSON: 111 TIME:
FORM/CLASS: 5 Choose an item.
DURATION: 60 minutes Choose an item.
THEME: People and Culture
TOPIC: UNIT 12: HAPPY TO HELP! RESOURCES:
FOCUS SKILLS: Writing 22 Textbook
LANGUAGE/ Communicating effectively using a broad range of vocabulary, formal register Student’s Book, p157
GRAMMAR FOCUS: Teacher’s Book, p135
Main Skill: Writing
iTHiNK MAPS:
CONTENT 4.2 Communicate with appropriate language, form and style
Circle
STANDARD/S: Complementary Skill: Writing
4.2 Communicate with appropriate language, form and style
Main Skill: Writing
4.2.2 Spell written work on a range of text types with CROSS CURRICULAR
reasonable accuracy (Kandungan Pelengkap) ELEMENTS:
4.1.3 Explain the main points of an idea or argument Values
(FORM 4)
LEARNING
Complementary Skill: Writing
STANDARD/S:
4.2.4 Use formal and informal registers appropriate to the LEARNING DOMAIN:
target audience in most familiar and some unfamiliar Create
situations (Kandungan Asas)
4.1.4 Express and respond to opinions and common
feelings such as amusement, anger and regret (FORM 4) ASSESSMENT:
Main Writing Written Exercise
By the end of the lesson, pupils will be able to spell written work of 5
paragraphs of a letter written to the mayor correctly using the dictionary or
LEARNING vocabulary provided in the textbook to check the spellings MORAL VALUES:
OBJECTIVES: Complementary Writing Kindness
By the end of the lesson, pupils will be able to use formal register when
writing a letter to the mayor using the features provided in the exemplar letter
in Activity 4 and the tips provided in the Download box
Main Writing
1. Read the plan and notes for their letter
2. List the vocabulary they can use in their letter
3. Check spelling of the words listed in the dictionary or textbook
4. Write the letter using those words
5. Check the spelling of the words are accurate
SUCCESS Complementary Writing
CRITERIA: 1. Read the writing task
2. Underline what they must respond to in the writing task
3. Read the plan given in the textbook
4. Write short notes for each paragraph – focusing on the feautires of a
formal register for a letter and appropriate polite words
5. Write the essay using the words or phrases from the Language Bank
6. Use the exemplar letter in Activity 4 as a guide
ACTIVITIES : FA/Differentiation Strategies
I. PRE LESSON a. Pupils review what are the features of formal registers based on what FA: Starter
they have learned in the previous lesson I-THINK: Tree Map
b. Pupils share their answers
II. LESSON c. Pupils read the instructions of Activity 5 and explain what they have to do
DEVELOPMENT to show understanding (Elicit that they must match the words to the
– GIST- TASK meanings and then use the words to complete the two short texts)(Main
Skill) Moral Value: Kindness
d. Pupils read the definitions and the texts and ask anything they do not
 understand
e. Pupils work individually to complete the task and then check answers in
pairs before checking as a class FA: Mini Whiteboard
f. Pupils’ attention is drawn to the Language Bank
g. Pupils go through the three different sections and provide example
sentences using the words and phrases to show they know how to use
them FA: No hands-up (lollipop)
III. DETAILED TASK h. Pupils read the instructions of Activity 6 and explain what they have to do
to show understanding (Main Skill and Complementary Skill)
i. Pupils are reminded to use personal and polite toe in their letter and to Differentiation: Allow less
say how their solutions would help proficient pupils to write shorter
paragraphs or only 1–2 paragraphs
j. Pupils go through the Plan with the teacher giving one or two reasons and
k. Pupils read out the information in the Download box relevant explanation. If necessary,
give them the opening sentence to
l. Pupils are reminded that the aim of their letter is to persuade someone to each paragraph. Monitor to check
do something and that in order for that to happen they must talk to them that they are using the appropriate
directly and use a polite tone paragraphs as well as relevant and
correctly spelt vocabulary (see
m. Pupils are also reminded that to show the results of their suggestions in Language Bank) to communicate
order to convince their reader besides practise using new words in their their ideas effectively
writing Challenge more proficient pupils by
asking them to write a more detailed
n. Pupils are challenged to use adventurous but relevant vocabulary essay giving more ideas for and
o. Pupils are asked to focus on correct spelling as well as an appropriate against. Tell them to use 200–250
words.
formal tone (Allow access to dictionaries)
p. Pupils write short notes for each paragraph (Teacher monitors to check
that they are using the correct formal tone as well as relevant vocabulary
either from the Language Bank and from vocabulary introduced in the
unit)
q. Pupils, then, write their essay based in the short notes they have written
(If possible, monitor the rough draft of each pupil. If time is limited, then
monitor those pupils who need the most help. If necessary, allow pupils
to complete the final draft of their essay (biased or balanced argument)
IV. POST-LESSON for homework)
r. Pupils review their learning in this lesson by completing an exit card FA: Exit Card
about the writing activities: ‘What were I able to do well in the activities?’
and ‘What did I find particularly challenging about the activities?’
s. Pupils share their answers and hand in the exit cards
REFLECTION:
Number: ___/___ pupils were able to achieve the learning objectives.
Attendance: /
Absent: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
Truant: /
School Activity: / _____________________________________________________________________________

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