RPH Week 8

Subject : English Class: 2 Efficient Time: 10.00 – 11.
00 am
Theme : World Of Stories Focus skill: Speaking CCE: Language
Teaching aids: 21st Century Skills/Strategy/Activity:

Powerpoint presentation, flashcards, worksheets., audio Communication, collaboration.
Language/Grammar focus:
There’s a …, There are …
UNIT 6
The Old House
CONTENT STANDARD
2.1 Communicate simple

M information intelligibly C 1.2 Understand meaning in a variety of fami
LEARNING STANDARDS
2.1.5 Describe objects using 1.2.2 Understand with support specific i

M suitable words and phrases C simple sentences
LEARNING OBJECTIVES
M At the end of the lesson, some pupils will be able to describe at least 3 pictures correctly using ‘There is..’ and
At the end of the lesson, some pupils will be able to listen and understand with support specific informa
C sentences by identifying the correct pictures.
1. Stick the flashcards around the room.
I. PRE-LESSON 2. Say a room and pupils point. Repeat.
3. Point to different rooms for pupils to say the room.
1. Distribute worksheets 1.
2. Give pupils time to look at the pictures of the bedrooms.
3. Play the recording twice. (Track 37)
4. Pupils match monsters with bedrooms. (Activity 1)
5. Discuss the answers.
6. Teach pupils when to use ‘There is’ and when to use ‘There are’.
II. LESSON DEVELOPMENT
7. Show powerpoint presentation for further examples.
8. Practise with pupils.
9. Demonstrate the description game. (Activity 3)
10. Give practice in open pairs.
11. Pupils take turns to say and guess in closed pairs.
12. Monitor and help as and when necessary
1. Distribute worksheets 2.
2. Activity A: Pupils listen and circle the correct pictures.
III. POST LESSON 3. Activity B: Pupils look at the pictures in Activity A. Pupils choose the correct words.
4. Go around the class to check and help.
REFLECTION
a. 20 out of 29 pupils were able to describe at least 3 pictures correctly using ‘There is..’ Lesson postpone:
M and ‘There are…..’
a. Course
a. 19 out of 29 pupils were able to listen and understand with support specific b. Sick leave
C information and details of simple sentences by identifying the correct pictures.
Other :
Duration: 1 hour
Date: 29th April 2024
vity:
tand meaning in a variety of familiar contexts
erstand with support specific information and details of

tences
correctly using ‘There is..’ and ‘There are…..’
d with support specific information and details of simple
e the correct words.

Lesson postpone:
a. Course c. CRK
b. Sick leave d. Meeting
Other :
Subject : English Class: 2 Efficient Time: 10.00 – 11.30am
Theme : World Of Stories Focus skill: Listening CCE: Language
Teaching aids: 21 Century Skills/Strategy/Activity:
st
Flashcards, worksheets., audio, picture cards, Communication, collaboration.

Is there a? , Are there any…? , Yes, there is / No, there isn’t , Yes, there are / No, there aren’t
UNIT 6
The Old House
CONTENT STANDARD
1.2 Understand meaning in a
M variety of familiar contexts C 2.2 Use appropriate communication strategie
LEARNING STANDARDS
1.2.2 Understand with support

2.2.1 Keep interaction going in short exchan
M specific information and details of
simple sentences
C verbal responses
LEARNING OBJECTIVES
M At the end of the lesson, some pupils will be able to listen and answer correctly at least 6 questions with suppor
C At the end of the lesson, some pupils will be able to use non-verbal responses that give thinking time to keep in
1. Play a chain game.
I. PRE-LESSON 2. Show picture 1 and say ‘In my garden there is one tree.’
3. Show picture 2 and pupils say ‘In my garden there is one tree and there’s a tiger.
4. Repeat until picture 3.
1. Draw pupils’ attention to the picture. (SB pg 73)
2. Get the pupils to talk about the picture.
3. Pre-teach vocabulary by showing flashcards.
4. Check understanding of a park.

5. Introduce target language. Write on the board. (refer to activity 1 and 2)
6. Practise asking and answering questions with pupils.
II. LESSON DEVELOPMENT
7. Introduce pupils to some non-verbal and verbal strategies that give thinking time.
e.g. Mmm …, Er…, Let me see…
8. These can be used in Activity 3 while pupils look for the items in the pictures.
9. Demonstrate the activity with the class and then give practice in pairs.
10. Pupils take turns to ask and answer the questions. (Activity 3)
11. Low level: Distribute speaking cards. Guide pupils to ask and answer the questions.
12. Go around the class to check and help.
1. Distribute worksheets.
2. Low level: Pupils look at the picture and tick the correct answers.
III. POST LESSON
3. High level: Pupils look at the picture and write the correct answers.
REFLECTION
a. 17 out of 29 pupils were able to listen and answer correctly at least 6 questions with Lesson postpone:
M support. a. Course
a. 18 out of 29 pupils were able to use non-verbal responses that give thinking time to b. Sick leave
C keep interaction going. Other :
Duration: 1 and half an hour
vity:
propriate communication strategies
interaction going in short exchanges by using suitable non-

onses
at least 6 questions with support.
hat give thinking time to keep interaction going.
there’s a tiger.
nd 2)
thinking time.
he pictures.
airs.
wer the questions.
s.
Lesson postpone:
a. Course c. CRK
Other :
HAPPY LABOUR DAY
Subject : English Class: 2 Efficient Time: 8.40 – 9.40 am
CCE: Patriotism and Citizenship

Theme : World Of Stories Focus skill: Reading
(looking after your friends)
Teaching aids: 21 Century Skills/Strategy/Activity:
st
audio, worksheets. Communication, collaboration, role play

Recycled home and animal vocabulary
UNIT 6
The Old House
CONTENT STANDARD
3.2 Understand a variety of linear
and non-linear print and digital
M texts by using appropriate reading C 1.2 Understand meaning in a variety of fami
strategies
LEARNING STANDARDS
3.2.3 i) Reread a word, phrase or

sentence to understand meaning
M 3.2.3 ii)Ignore unknown words in
order to understand a phrase or C 1.2.1 Understand with support the main idea
sentence
LEARNING OBJECTIVES
M At the end of the lesson, some pupils will be able to reread a sentence and ignore unknown words to understand
C At the end of the lesson, some pupils will be able to listen to the sentences and identify the correct characters.
1. Elicit from the students the names of the four Super Friends.
2. Ask students to mime their special powers.
I. PRE-LESSON
3. Elicit what happened in the last episode (they got lost) and who helped them (the rabbit).
1. Pupils talk about the pictures. (SB page 74)

2. Play the recording. Pupils listen and follow.
3. Play the recording again. Pupils listen and read.
4. Read and colour: Pupils work in groups. Distribute worksheets. Pupils read the sentences and colou
II. LESSON DEVELOPMENT 5. Encourage pupils to reread a word, phrase or sentence to understand meaning. They may also igno
to understand a phrase or sentence.
6. Pupils compare answers in groups.
7. Check with the class.
8. Talk with the class about the value (looking after your friends) and who does it in the story (Misty i
1. Distribute worksheets.
2. Play the recording.
III. POST LESSON 3. Pupils identify the characters.

5. Extension activity: Role play the story.
REFLECTION
a. 16 out of 29 pupils were able to read and understand the sentences by identifying true Lesson postpone:
M or false statements. a. Course
a. 14 out of 29 pupils were able to reread a sentence and ignore unknown words to b. Sick leave
C understand meaning. Other :
Duration: 1 hour
Date: 2nd May 2024
vity:
e play
tand meaning in a variety of familiar contexts
rstand with support the main idea of simple sentences
e unknown words to understand meaning.

identify the correct characters.
elped them (the rabbit).
upils read the sentences and colour yes or no.

and meaning. They may also ignore unknown words in order
d who does it in the story (Misty in frame 2).

Lesson postpone:
a. Course c. CRK
Other :
Subject : English Class: 2 Efficient Time: 8.40 – 9.40 am
Theme : World Of Stories Focus skill: Writing CCE: Language
Teaching aids: 21st Century Skills/Strategy/Activity:

Picture cards, blank papers, house templates. Communication, collaboration, gallery walk, creativity and innovatio
Home vocabulary, What’s in the ……. ? , There’s a……. , There are ………
UNIT 6
The Old House
CONTENT STANDARD
4.3 Communicate with appropriate

language form and style for a range
M of purposes in print and digital C 2.1 Communicate simple information intelli
media
LEARNING STANDARDS
4.3.2 Spell a narrow range of
M familiar high frequency words
accurately in guided writing
C 2.1.2 Find out about personal information by
LEARNING OBJECTIVES
M At the end of the lesson, most pupils will be able to spell at least 5 rooms in the house with support.
C At the end of the lesson, some pupils will be able to find out about their friends’ homes by asking basic questions.
1. Show one picture card of a household object. (e.g. bed)

2. Ask pupils ‘Where can you find this?’
I. PRE-LESSON
3. Pupils name the room. (bedroom)
4. Repeat with other objects.
1. On the board draw a picture of a house.
2. Next, hold up the picture card of a bed (from pre lesson activity) and elicit/teach the word.
3. Ask one pupil to come up to the board stick the picture in one of the rooms.
4. Do the same with the other pictures.
5. Then, ask pupils to name the rooms.
II. LESSON DEVELOPMENT 6. Then write the words in the rooms and chorus 3 times for each word.
7. Distribute blank papers(A3 size) to pupils and pictures of household objects.
8. Pupils draw their own home and label the rooms in it. To save time, teacher may get the pupils to u
size)
9. Tell pupils to look to cut out pictures to stick on each room of their houses. Demonstrate this with o
make sure everyone understands. (e.g. sofa-living room)
1. When all of the pupils’ work are complete, get the pupils to work in pairs.
2. Pupils talk about their homes with their pairs, who asks questions (e.g. What’s in the living room?
III. POST LESSON 3. Pupils answer ‘There’s a….. There are…. ‘.
4. Go around the class and help as necessary.
5. Display pupils’ work on the classroom wall and conduct gallery walk activity.
REFLECTION
Lesson postpone:
M a. 19 out of 29 pupils were able to spell at least 5 rooms in the house with support.
a. Course
b. Sick leave
a. 14 out of 29 pupils were able to find out about their friends’ homes by asking basic
C questions. Other :
Duration: 1 hour
Date: 3rd May 2024
vity:
lery walk, creativity and innovation.
unicate simple information intelligibly
out about personal information by asking basic questions
use with support.
mes by asking basic questions.
nd elicit/teach the word.

he rooms.
rd.
ld objects.
e, teacher may get the pupils to use the house templates. (A3
r houses. Demonstrate this with one room before you start to
in pairs.
(e.g. What’s in the living room?
alk activity.
Lesson postpone:
a. Course c. CRK
Other :
Subject : English Class: 4 Intelligent Time: 7.40 – 8.40 am
Theme : World Of Self, Family and Friends Focus skill: Speaking CCE: Patriotism
Language/Grammar Focus: Have to (present simpl

Topic : My Week
about obligation
21st Century Learning: Communication, collabora

Teaching aids: Textbook, manila cards, survey form, task sheet.
medals and mission, presentation.
Differentiation strategy: Support, Time. Assessment: Observation
CONTENT STANDARD
2.1-Communicate simple information

M C 1.2 – Understand meaning in a variety of fam
intelligibly
LEARNING STANDARDS
2.1.5 Describe people, and objects using

M C 1.2.5 Understand longer supported questions
suitable statements
Learning Objectives
M By the end of the lesson, pupils should be able to present the results of their housework survey using the language st
C By the end of the lesson, pupils should be able to listen and respond to longer supported yes/no questions correctly.
1. Seat switch: Arrange the chairs in a circle and pupils to sit down.
2. Ask questions to the pupils about the tasks they do at home or their favourite subjects.
Pre-lesson
3. Pupils will have to answer yes or no to these questions.
4. Refer to teacher’s book pg 41 for steps.
Lesso 5. Activity 1:
n delivery a. Ask pupils to look at the pictures and elicit what they can see. (SB pg 21)
b. Pupils get into groups and hand out manila cards to groups.
c. Pupils go round in their groups and take turns asking pupils in the other groups what jobs they do at
d. While they are carrying out the survey they will make a note of the pupils’ answers. Provide ea
necessary.
e. After all the groups are done carrying out the survey, they will have to tally up their results and m
them.
f. Go around the class helping any pupils in need of help.
6. Activity 2:
a. Distribute task sheet and introduce the task.

b. Choose a few to come up to the front of the class and present their results. (Assessment)
c. The rest of the pupils listen and write the numbers of pupils doing each housework.
d. Discuss the answers as a class and provide feedback.

7. Medals and mission: Review pupils’ work in this lesson and give positive feedback on their efforts.
Post lesson
8. Ask for more peer feedback.
REFLECTION
a. 13 /28 pupils are able to achieve the stipulated learning objective. Lesson postpone:
b. 15 /28 pupils are not able to achieve the stipulated learning objectives and they are given remedial
a. Course
activities / enrichment activities.
b. Sick leave
Other :
Duration: 60 mins
Date: 29.04.2024
Focus: Have to (present simple yes/no questions) to ask
ing: Communication, collaboration, Seat switch, survey,

esentation.
rstand meaning in a variety of familiar contexts
rstand longer supported questions
work survey using the language structure given correctly.
orted yes/no questions correctly.
r favourite subjects.
pg 21)
other groups what jobs they do at home.
f the pupils’ answers. Provide each group a survey form if
ave to tally up their results and make a bar chart exhibiting
results. (Assessment)
each housework.
positive feedback on their efforts.
Lesson postpone:
a. Course c. CRK
Other :
Theme : World Of Knowledge Focus skill: Reading CCE: Global Sustainability
Language/Grammar Focus: Review of present simple

Topic : Social Studies (CLIL 1)
routine.
Teaching aids: Pictures, flashcards, audios, worksheet. 21st Century Learning: Collaboration, pair work, grou
Differentiation strategy: Support, time. Assessment: Task

CONTENT STANDARD
3.2 -Understand a variety of linear and non-
3.2 -Understand a variety of linear and non-
M linear print and digital texts by using C
by using appropriate reading strategies
appropriate reading strategies
LEARNING STANDARDS
3.2.2 Understand specific information and 3.2.4 Recognise and use with little or no
M C
details of simple texts of one or two paragraphs simple monolingual dictionary
Learning Objectives
By the end of the lesson, pupils should be able to understand specific information and details of simple texts by id
M
false sentences correctly.
C By the end of the lesson, pupils should be able to use simple monolingual dictionary to find the meaning of at least 3
1. Ask pupils to look at the pictures on the board or tell them the title of the text. (SB pg 129)
2. Ask pupils to work in small groups to predict words they might read.
Pre-lesson
3. Give groups a fixed time, e.g. 2 minutes.
4. Review their answers and provide correct spelling by writing the words on the board.
5. Activity 1:
a. Show pictures of different schools in Malaysia and ask pupils to talk about them.
b. Write the new words (library, country, special, strange, forest) on the board.
c. Have pupils work in pairs or small groups to check one or more of these in the dictionary.
d. Pupils check their understanding of the words by looking at the pictures in the student’s book at the
e. Stick the flashcards of the lesson on the board.

Lesson delivery f. Play CD track 35 and have pupils point and repeat.
6. Activity 2:
a. Tell pupils that you are going to play the CD and that they have to find out what is strange about the
b. Play CD track 36 and then discuss pupils’ answers.
c. Ask questions to check comprehension. (refer to TB pg 193 Activity 1)
7. Activity 3:
g. Distribute worksheet. Pupils tick Yes or No according to what they have read in the text. (Assessme
h. Follow up by asking pupils to re-read the sentences and, in pairs, create four ‘true’ statements about
i. This could be done orally and/or in writing.
Post lesson 8. Ask pupils to tell the class or a partner one fact they remember from the text.
REFLECTION
a. 12 / 28 pupils are able to achieve the stipulated learning objective. Lesson postpone:
a. Course
b. Sick leave
Other :
Duration: 60 mins
Focus: Review of present simple to describe and talk about
g: Collaboration, pair work, group work.
stand a variety of linear and non-linear print and digital texts

ppropriate reading strategies
ognise and use with little or no support key features of a

nolingual dictionary
n and details of simple texts by identifying at least 3 true or
y to find the meaning of at least 3 words correctly.
of the text. (SB pg 129)

ad.
words on the board.
lk about them.
he board.
these in the dictionary.
ctures in the student’s book at the top of the Page.
find out what is strange about these schools.
ty 1)
y have read in the text. (Assessment)
reate four ‘true’ statements about their school.
m the text.
Lesson postpone:
a. Course c. CRK
Other :
HAPPY LABOUR DAY
Theme : World Of Self, Family and Friends Focus skill: Writing CCE: Language
Language/Grammar Focus: Have to (present simple

Topic : My Week
ask about obligation
21st Century Learning: Communication, collaboration
Teaching aids: blank cards, worksheet, audio, textbook, flashcards.
work.
Differentiation strategy: Support, time. Assessment: Task, observation.
CONTENT STANDARD
4.3-Communicate with appropriate language
M form and style for a range of purposes in print C 1.2 – Understand meaning in a variety of fam
and digital media
LEARNING STANDARDS
4.3.2 Spell most high frequency words

M C 1.2.5 Understand longer supported questions
accurately in guided writing
Learning Objectives
M By the end of the lesson, pupils should be able to spell at least 5 high frequency words correctly.
C By the end of the lesson, pupils should be able to listen and respond to at least 2 longer supported questions correctly
1. Review spelling of key vocabulary in this lesson and other related vocabulary words/phrases wh
Pre-lesson
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 s
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.
d. Pupils choose and complete either John’s or Mandy’s weekly schedules. (Assessment)
Lesson delivery
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
their books. (Assessment)
j. Invite a few pairs to do the activity in front of the class.
k. Play the ‘hopscotch’ game, if time allows. (Optional Act TB pg 39)
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. Pupils spell and say the words aloud.
REFLECTION
a. Course
b. Sick leave
Other :
Duration: 60 mins
Date: 2nd May 2024
Focus: Have to (present simple questions, 3rd person) to
ng: Communication, collaboration, hot card pantomime, pair
rstand meaning in a variety of familiar contexts
rstand longer supported questions
rds correctly.
nger supported questions correctly.
ed vocabulary words/phrases which are useful for pupils to
e TB pg 38 – Revision)
eir own cards. Focus on accurate spelling at this point.
es.
dules. (Assessment)
(SB pg 20 Act 2)
to the pupils.
ne another questions in order to fill in the other schedule in
)
ords)
the words aloud.
Lesson postpone:
a. Course c. CRK
Other :
Focus skill: Language

Theme : World Of Self, Family and Friends CCE: Values, Science and Technology
Arts
Topic : Poem (Noisy Food) Language/Grammar Focus: Adjectives
21st Century Learning: Communication, Collabora

Teaching aids: Audios, worksheet, poem chart, blank papers.
recitation, gallery walk.
Differentiation strategy: Support, time. Assessment: Task
CONTENT STANDARD
5.3-Express an imaginative response to literary

M C 3.3- Read independently for information and
texts
LEARNING STANDARDS
5.3.1 Respond imaginatively and intelligibly

3.3.1 Read and enjoy A1 fiction/non-fictio
M through creating simple picture stories, simple C
interest
poems and cartoon stories
Learning Objectives
M By the end of the lesson, pupils should be able to respond imaginatively and intelligibly through creating a shape poe
C By the end of the lesson, pupils should be able to read and recite the poem expressively.
1. Ask pupils to make the sounds of different types of food being eaten (apple, soup, etc.).
2. Distribute worksheet. Play pre-recorded sounds of food being eaten.
Pre-lesson
3. Pupils listen to the sounds and number the pictures according to the sequence of the sounds heard.
4. Pupils listen to the recording again and check their answers.
5. Pupils compare their answers with their partners.

6. Activity 1:
a. Display the poem and recite it aloud while the pupils listen.
b. Pupils recite the poem aloud as a class and then in groups.
c. Explain the meaning of the key words/phrases found in the poem. Pupils can make the sounds.
d. Pupils recite the poem again expressively
e. Explain the use of adjectives to describe people and objects.
7. Activity 2:
a. Pupils play Yummy Circles game.(refer to Activity 3 CCL Teaching Guidebook-Poetry pg 69-70)
Lesson delivery 8. Activity 3:
a. Introduce shape poems to the pupils and show them a few examples.
Lesson delivery
b. Put up the picture of an apple on the board. Ask pupils to think of words that describe the apple
c. Write the words around the apple on the board.
d. Give pupils a piece of paper each. Tell them to choose one food from the poem and draw it on their
pupils a template).
e. The pupils think of words to describe the food of their choice.
f. Pupils write the words neatly around the picture and colour it. (Assessment)
9. Encourage pupils to do peer assessment.

Post lesson
10. Display pupils’ work and conduct Gallery Walk.
REFLECTION
a. Course
b. Sick leave
Other :
Duration: 60 mins
Date: 3rd May 2024
Focus: Adjectives
ing: Communication, Collaboration, Shape poem, poem

.
ndependently for information and enjoyment
and enjoy A1 fiction/non-fiction print and digital texts of
gibly through creating a shape poem.
vely.
en (apple, soup, etc.).
n.
e sequence of the sounds heard.
Pupils can make the sounds.
ng Guidebook-Poetry pg 69-70)
s.
words that describe the apple
om the poem and draw it on their paper. (Alternatively, give
sessment)
Lesson postpone:
a. Course c. CRK
Other :
Subject English Class
Day / Date Monday, April 29, 2024 Time
Week Lesson number
Theme World of Stories Topic
CCE Language; Patriotism 21st CL
Differentiation
Type and amount of support Thinking Skill
Strategy
Assessment Task Teaching aids
Language / Grammar Focus: Past tenses review, e.g. He got up and checked the time on his mobile phone.
PUPILS’ ASPIRATION
Thinking Leadership Bilingual

Knowledge /
skills skills proficiency
SKILLS
Main Writing Complementary
MAIN CONTENT STANDARD COMPLEMENTARY CONTEN
4.2 Communicate basic information intelligibly for a range of purposes in print and 3.2 Understand a variety of linear and non-linear print
digital media reading strategies
MAIN LEARNING STANDARD COMPLEMENTARY LEARNIN
4.2.3 Narrate factual and imagined events and experiences 3.2.4 Use with some support familiar print and digital re
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNIN

By the end of the lesson, pupils should be able to narrate about family life in their By the end of the lesson, pupils should be able to use on
grandparents’ younger days. meaning of words.
SUCCESS CRITERIA
Pupils can:
a. write a short scene about family life in their grandparents’ younger days.
b. write at least two direct speech.
c. write about at least two things from the wrong time in their scene.
d. use online or paper-based dictionary to check meaning of at least two words.
LEARNING OUTLINE
1. Organise pupils into groups. Each group needs a piece of paper and a pen.
ON LESSON
DEVELOPMEN LESS PRE-
2. Say a word. e.g. calculator (review vocabulary from the unit)

3. The pupil write one letter each and pass the paper on.
4. Activity 1:
a. Review pupils’ answers to Activity 3 on p.31 of the Pupil’s Book by asking questions about their text with a true-false activi
T
b. In pairs or groups of three, have pupils brainstorm ideas for a very short extract or scene similar to that in Activity 1 on p.31
c. The topic should be a scene from family life in their grandparents’ younger days.
d. Encourage pupils to consider the past in their community.
e. They should include three things from the wrong time.
f. Have pupils use a dictionary to check spelling and meaning of words before asking you for help.
g. This could be an online or paper-based dictionary.

h. Ask pupils to write a very short scene using the Activity 1 text as a model. (Assessment)
i. They should include some direct speech in their scene.
5. Activity 2:
a. Groups exchange their writing with another group.
b. This group reads it to try to find and correct the three inaccuracies. (Assessment)
c. Give feedback on all aspects of each group’s work.
d. Focus on the content of pupils’ work and discuss how life has changed positively since their grandparents’ were their age, m
with easier living (CCE: Patriotism).
6. On the board, write one or two sentences pupils made mistakes in.
POST
LESS
ON
-
7. Ask pupils to work with a partner to say the correct sentence.
FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS
REMEDIAL REINFORCEMENT
Choose one of the scenes from Activity 1. In groups, pupils

Pupils replace three things from the wrong time in their text with things
read the scene and replace the three things from the wrong
people had 300 years ago. Then, they rewrite the text.
time with things people had 300 years ago.
REFLECTION
a. 19 /32 pupils are able to achieve the stipulated learning objective.

b. 13 /32 pupils are not able to achieve the stipulated learning objectives and they are given remedial activities / enrichment
activities.
Year 6
11.00 - 12.00 pm
Life in the past

Class discussion, pair work, group work.
Creation
Textbook, worksheet, dictionaries.
Ethnics
National
and /
identity
spirituality
Reading
COMPLEMENTARY CONTENT STANDARD
ety of linear and non-linear print and digital texts by using appropriate
COMPLEMENTARY LEARNING STANDARD
upport familiar print and digital resources to check meaning
OMPLEMENTARY LEARNING OBJECTIVE

n, pupils should be able to use online or paper-based dictionary to check
t their text with a true-false activity.
milar to that in Activity 1 on p.31 of the Pupil’s Book.

r help.
ir grandparents’ were their age, making Malaysia a more modern society
ME TASKS
ENRICHMENT
e in their text with things Pupils add one more thing from the wrong time
he text. in their text.
ATTENDANCE:
l activities / enrichment
REMARK:
Day / Date Tuesday, April 30, 2024 Time
Week Lesson number
Theme World of Self, Family and Friends Topic
CCE Global Sustainability; Environmental Sustainability 21st CL
Differentiation
Strategy
Language / Grammar Focus: Future forms review, e.g. I think people will travel by plane.

Knowledge /
SKILLS
Main Listening Complementary
1.2 Understand meaning in a variety of familiar contexts 2.1 Communicate simple information intelligibly
1.2.1 Understand with little or no support the main idea of longer simple texts on a
2.1.4 Ask about and describe future plans or events
range of familiar topics
By the end of the lesson, pupils should be able to listen and understand with little
or no support the main idea of the presentation by identifying the order of the By the end of the lesson, pupils should be able to ask ab
topics correctly.
SUCCESS CRITERIA
Pupils can:
a. listen to a short presentation and identify the order of the topics correctly.
b. ask and answer questions about future plans.
LEARNING OUTLINE
1. Ask pupils what they think the classroom of the future will look like.
SON LESSON
DEVELOPMEN LES PRE-
2. Have pupils discuss in small groups for five minutes and make notes.
3. Gather feedback and take notes on the board.
4. Activity 1:
a. Pupils look at the vocabulary panel. (Pupil’s Book page 30)

T
b. Read out the example sentence for each word. (Pupil’s Book page 135)
c. Pupils check the definitions in the dictionary on page 135.
d. Pupils use the dictionary to give definitions in the following order to elicit the words: 21st century, communicate.
5. Activity 2:
a. Pupils look at the picture in Activity 1 and talk about it.
b. Pupils read out the ideas in the coloured boxes and write them on the board.
c. Pupils read out the example in the speech bubble.
d. Pupils brainstorm more ideas about life in the future.

6. Activity 3:
a. Write the words environment, technology and everyday family life on the board.
b. Have some pupils come to the board and write words or phrases under each word relating to how these may be in the future.
c. Tell pupils you will give a short video presentation about these topics.
d. They should listen and decide which order you present the topics in. (Assessment)
e. Give your presentation and give feedback on the answer.
f. Ask another gist question for each topic, for example asking if pupils agree with your ideas, or saying whether the prediction
g. Pupils work in pairs.
h. They ask and answer the question What are you going to do in the future? (Assessment)
i. Their answers might relate to a job, or to some of your future predictions.

POST-LESSON
7. Pupils take turns to share their friends’ plans.
Pupils write about their future plans in at least one
Pupils write about their future plans in at least two sentences.
sentence.
REFLECTION
activities.
Year 6
12.00 – 1.00 pm
Life in the past
Class discussion, pair work, group work.
Analysis
Textbook, worksheet, video.
Ethnics
National
and
identity
spirituality
Speaking
ple information intelligibly
scribe future plans or events
n, pupils should be able to ask about and describe their future plans.
entury, communicate.
o how these may be in the future.
s, or saying whether the predictions are positive or negative.
ME TASKS
ENRICHMENT
Pupils write about their future plans in at least
two sentences.
three sentences.
ATTENDANCE:
REMARK:
HAPPY LABOUR DAY
Day / Date Tuesday, April 2, 2024 Time
Week Lesson number
CCE Values 21st CL
Differentiation
Strategy
Language / Grammar Focus: Review of past and future forms; Functional language – checking understanding (e.g. Can I check something, p

Knowledge / /
SKILLS
Main Speaking Complementary
2.2 Use appropriate communication strategies 2.1 Communicate simple information intelligibly
2.2.1 Keep interaction going in short exchanges by checking understanding of what

2.1.4 Ask about and describe future plans or events
a speaker is saying
By the end of the lesson, pupils should be able to keep interaction going in short
By the end of the lesson, pupils should be able to ask ab
exchanges by checking understanding of what their partner is saying.
SUCCESS CRITERIA
Pupils can:
a. use the 3 functional language at least once in their dialogues.
b. ask and talk about life in the future.
LEARNING OUTLINE
1. Draw a table with two columns, labelled past and present.
PME ON LESSON
ELO LESS PRE-
2. Pupils brainstorm objects/things in the past and present.

e.g. past: horse carriage, present: car / past: oil lamp, present: electric lamp etc
3. Activity 1:
DEV
NT
a. Pupils look at the functional language in the Pupil’s Book, p.30 (phrases to check understanding of what a speaker is saying)
b. Ask them to copy the phrases into their notebooks, leaving two lines between each one.
c. Have pupils look back on their work during this unit.
d. Hand out the worksheet.
e. As they review their work, have them fill in the table with ideas they have had and information they have found out in the u
now and life in the future.
4. Activity 2:
a. Elicit ideas for how to complete the unfinished sentences.
b. Divide the class into two halves.
c. Note that half of the pupils should follow the task as described, and the other half should role play as a museum guide
looking back at the past.
d. In pairs, pupils discuss the ideas for the talk.
e.g. People used to travel by road, they didn’t use to have flying cars. They used to use mobile phones to communicate. etc
e. Elicit some ideas from the pupils and write them on the board.
f. Pupils act out their dialogues in pairs. (Assessment)
g. As they do the activity, they should try to use the functional language.
h. When they use it, they can tick it in their notebooks.

i. They should aim to use each phrase at least once.
5. Activity 3:
a. Introduce the idea of ‘presentism’, which suggests that people find it difficult to think about the past or future without basing
b. Use a little of the pupils’ home language to explain this concept. (if necessary)
c. Pupils discuss what they think will seem strange to people in the future about our lives in the present.
d. Pupils discuss in pairs or small groups. (CCE: Values).
POST-LESSON
6. Have a class vote on wether life is better with technology.
Pupils practise acting out the dialogue with teacher’s

Pupils talk about disadvantages of technology in groups.
guidance.
REFLECTION
activities.
Year 6
7.10 – 8.10 am
Life in the past

Class discussion, pair work, role play.
Creation
Textbook, worksheet.
ng (e.g. Can I check something, please?)
Ethnics
National
and
identity
spirituality
Speaking
scribe future plans or events
n, pupils should be able to ask about and describe life in the future.
nding of what a speaker is saying).
ation they have found out in the unit so far relating to life in the past, life
ld role play as a museum guide in the year you are in now (e.g. 2022)
phones to communicate. etc
t the past or future without basing their ideas on the present.
he present.
ME TASKS
ENRICHMENT
Pupils talk about advantages and disadvantages

n groups.
of technology in groups.
ATTENDANCE:
l activities / enrichment REMARK:

Day / Date Friday, May 3, 2024 Time
Week Lesson number
CCE Language / Creativity & Innovation 21st CL
Differentiation
Outcome Thinking Skill
Strategy
Language / Grammar Focus:Verbs (simple present)

Knowledge / /
SKILLS
Main Language Arts Complementary
5.3 Express an imaginative response to literary texts 2.1 Communicate simple information intelligibly
5.3.1 Respond imaginatively and intelligibly through creating simple stories and
2.1.1 Give detailed information about themselves and ot
simple poems
By the end of the lesson, pupils should be able to respond imaginatively and By the end of the lesson, pupils should be able to talk ab
intelligibly through creating a simple poem based on a body part. body part.
SUCCESS CRITERIA
Pupils can:
a. substitute the verbs in the Toes poem that are suitable to the body parts assigned.
b. create at least four lines poem based on the original poem toes.
c. talk about at least three functions/actions of a body part assigned.
LEARNING OUTLINE
1. Review the poem Toes.
LESSON LESS
PRE-
ON
2. Ask pupils to do the actions to revise the verbs.
3. Divide pupils into groups.

DEVELOPMEN
4. Give each group a body part. (e.g. eye, nose, hand)

T
5. Pupils discuss what functions/actions these parts can do. (Assessment)
6. For example:
eye: blink, wink, roll, see, stare
hand: wave, shake, hold, touch, clap
nose: blow, smell, twitch, breathe, sniff
7. Based on the original poem toes, pupils write their own poem by substituting the verbs that are suitable to the body parts as
8. Pupils recite the poem to the class.

POST
LESS
ON
-
9. Pupils give feedback using Two Stars and a Wish: two things that are good (stars) and one thing that can be improved. (wis
Pupils take turns to recite their poem again with teacher’s
Pupils create a poster based on their poem.
guidance.
REFLECTION
activities.
Year 6
10.30 – 11.30 am
Toes (Anthology Of Poem)
group discussion, group work, presentation
Creation
Textbook, worksheet.
Ethnics
National
and
identity
spirituality
Speaking
ormation about themselves and others
n, pupils should be able to talk about at least three functions/actions of a

t are suitable to the body parts assigned to their groups. (Assessment)
thing that can be improved. (wish)

ME TASKS
ENRICHMENT
Pupils write a thank you note to the body part
assigned.
ATTENDANCE:
REMARK:

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Subject : English Class: 2 Efficient Time: 10.00 – 11.

Teaching aids: 21st Century Skills/Strategy/Activity:

2.1 Communicate simple

2.1.5 Describe objects using 1.2.2 Understand with support specific i

tand meaning in a variety of familiar contexts

erstand with support specific information and details of

correctly using ‘There is..’ and ‘There are…..’

d with support specific information and details of simple

e the correct words.

b. Sick leave d. Meeting

Flashcards, worksheets., audio, picture cards, Communication, collaboration.

1.2.2 Understand with support

1. Play a chain game.

3. Pre-teach vocabulary by showing flashcards.

4. Check understanding of a park.

propriate communication strategies

interaction going in short exchanges by using suitable non-

at least 6 questions with support.

hat give thinking time to keep interaction going.

CCE: Patriotism and Citizenship

audio, worksheets. Communication, collaboration, role play

3.2.3 i) Reread a word, phrase or

1. Pupils talk about the pictures. (SB page 74)

III. POST LESSON 3. Pupils identify the characters.

4. Discuss the answers.

Date: 2nd May 2024

tand meaning in a variety of familiar contexts

rstand with support the main idea of simple sentences

e unknown words to understand meaning.

elped them (the rabbit).

upils read the sentences and colour yes or no.

d who does it in the story (Misty in frame 2).

Theme : World Of Stories Focus skill: Writing CCE: Language

Teaching aids: 21st Century Skills/Strategy/Activity:

4.3 Communicate with appropriate

1. Show one picture card of a household object. (e.g. bed)

Date: 3rd May 2024

unicate simple information intelligibly

out about personal information by asking basic questions

use with support.

mes by asking basic questions.

nd elicit/teach the word.

r houses. Demonstrate this with one room before you start to

Language/Grammar Focus: Have to (present simpl

21st Century Learning: Communication, collabora

2.1-Communicate simple information

2.1.5 Describe people, and objects using

a. Distribute task sheet and introduce the task.

d. Discuss the answers as a class and provide feedback.

Focus: Have to (present simple yes/no questions) to ask

ing: Communication, collaboration, Seat switch, survey,

rstand meaning in a variety of familiar contexts

rstand longer supported questions

work survey using the language structure given correctly.

orted yes/no questions correctly.

other groups what jobs they do at home.

f the pupils’ answers. Provide each group a survey form if

ave to tally up their results and make a bar chart exhibiting

b. Sick leave d. Meeting