RANCANGAN PEMBELAJARAN DAN PENGAJARAN HARIAN 3.

1
(5th-8th September 2023)

Monday (5th September 2023)

Subject : ENGLISH Theme : World of Class : 2M Date : 5/9/20
Self, Family and Time : 8.00-9.00 23
Friends Day : MONDA
Topic : Unit 7 Get Y
Dressed
Focus : Recycled
clothes vocabulary
Materials vocabulary:
cotton, wool,
woollen, leather
Learning Standard : Moral Values : Cross Curriculum Element :
Main: Cooperative Values
1.3.1 Understand the message the
teacher or classmate is
communicating by using visual clues Knowledge : multiple
when they are speaking. intelligent
Complementary:
2.1.5 Describe objects using suitable
words and phrases.
Learning Objective : Success Criteria
1. ALL pupils can communicate by understanding the 1. Pupils can understanding at
message while speaking. least 3 messages while
2. MOST pupils can describe objects using suitable words speaking.
and phrases. 2. Pupils can describe objects
using at least one suitable
word or phrase.
Main Vocabulary : Teaching Aids :
Materials ,cows, sheep, comes from Teacher’s Book
Learning Frame Impact / Reflection
Introduction 1. Play a guessing game (refer
to Teacher’s Book pg T90).
Pre-lesson 2. Pupils read the first part
of the text and do the
matching.
3. Teacher plays the
recording.
4. Pupils listen and match
the other clothes with
the materials.
Main Activities 5. Pupils separated into few
groups and discuss their opinion
of the clothes and the opinion.
6. Pupils find out if what kind of
material of the clothes their
friend wear.
Post-lesson 7. Pupils share their answer to
their classmates.
Closure 8. Teacher concludes the lesson.
Reflection _27/31_ pupils can understand at least 3 messages
while /speaking
27/31_ pupils can describe objects using suitable words
and phrases.

Subject : Theme : Class : 2M Date : 5/9/2023

ENGLISH World of Time :9.00-9.30 Day : MONDAY
Self,
Family and
Friends
Topic :
Unit 7 Get
Dressed
Focus : X is
wearing
(a) (colour)
(clothes)
Learning Moral Cross Curriculum Element : Values
Standard : Values :
Main: Cooperati
3.2.2 ve
Understand
specific
information Knowledge : multiple intelligent-
and details of
simple
sentences.
Complementar
y:
3.2.3 (i) Reread
a word, phrase
or sentence to
understand
meaning.
Learning Objective : Success Criteria
1. ALL pupils can 1. Pupils can read out at least 3 clothes with the correct colour.
understand specific
information and details
of simple sentences.
Main Vocabulary : Teaching Aids :
Colour and types of clothes Student’s Book pg 88, colour pencils, worksheet
Learning Frame Impact / Reflection
Introduction 1. Pupils sing a https://www.youtube.com/watch?v=Gvjn-Se37Os
song “I Can
Sing a
Rainbow”.
Pre-lesson 2. Pupils play a http://www.sheppardsoftware.com/preschool/colors/
 game colorgame.htm
 Pupils take
turn to
place a
thing into
the right
colour
box.
Main 3. Teacher guides Student’s Book pg 88
Activities the pupils to
read out the
sentences.
4. Pupils reread
answer the
questions in the
book.
Post-lesson 5. Teacher discuss
the answer with
the pupils.
Closure 6. Pupils get a https://www.tate.org.uk/kids/games-quizzes/colour-colour
worksheet for
colouring.
Reflection 30/31 pupils can read out at least 3 clothes with the correct colour.

Subject : ENGLISH Theme : World of Self, Family and Class : 4H Date : 5/9/2023
Friends Time : 11.30-12.30 Day : MONDAY
Focus : Listening Topic : UNIT 5 - Eating right
(Lesson 1)
Learning Standard : Moral Values : Cross Curriculum Element : Language
Main skills: Be aware of what’s in your food Knowledge:
1.3.1 Guess the meaning of Pupil’s Aspiration : Integrated skill: LISTENING
unfamiliar words from clues KNOWLEDGE Language/Grammar Focus: I want a
provided by knowledge od the
topic. pancake.
We need some flour.
Complementary skills: Phoneme
1.1.1 Recognise and reproduce
with support a range of target
language phonemes
Learning Objective : Success Criteria
 By the end of the lesson, pupils able to sing a song and to identify and  pupils able to sing a song and to
talk about food at least in 5 words correctly and in a paragraph or identify and talk about food
phrase with little guidance

Main Vocabulary : Teaching Aids :

Food and food containers : pear , peach , kiwi , basket , butter  Get Smart Plus 4
 Activity 1 (Track 71) , Activities 1-2
Student’s Book (page 49) and Teacher’s
Book (page 78)
 Activity 1 (phonics), Teacher’s Book
(page 175) and Student’s Book (page
120)
 Vocabulary (Track 70)

Learning Frame Impact

(Pre lesson) 1. Introduce and review food vocabulary from the pre-lesson activities with
a categorisation activity (e.g. sweet foods, fruit, etc).

Main Activities 2. Introduce the new vocabulary by following instructions for Vocabulary Matching
(Track 70) in the Teacher’s Book.
(Lesson Development) 3. Ask pupils to close their books and listen to the song (Track 71). Ask activity
pupils to highlight words they don’t know in the text (e.g. yummy, market), worksheet
or direct them to these words. Get them to guess the meaning of these
words based on the topic knowledge. Provide pupils with various possible
definitions for these words and ask them to think about the topic to decide
what the words mean.
4. Follow the instructions for Activity 1 (Track 71) in the Teacher’s Book.
Note that the focus of this lesson should be on listening, so you could adapt
the activity (e.g. hide the song lyrics or ask pupils to close their books
when listening the first time) in order to help the pupils to focus on
listening, not reading or speaking.
5. Ask pupils to find a word with the sound /eə/ in the song [pear]. Focus
on this sound using the instructions for Activity 1 in Teacher’s Book
Phonics* (page 175) and Student’s Book (page 120).
6. Ask pupils to brainstorm more words with each of the three sounds.
Pupils could work in groups on one sound each group
(Post Lesson) 7. Play the song Let’s go to the market ( Class CD 1 – track 71 ) and have
Ps sing along.

Reflection 29/29 pupils able to sing a song and to identify and talk about food

Subject : ENGLISH Theme : World of Knowledge Class : 4H Date : 5/9/2023

Topic : UNIT 5 - Eating right Time : 11.30-12.30 Day : MONDAY
Focus :SPEAKING (Lesson 2)
Learning Standard : Moral Values : Cross Curriculum Element :Communication
Main skills: Be aware of what’s in your food Knowledge:
2.2.1 Keep interaction going in short Pupil’s Aspiration : Integrated skill: LISTENING
exchanges by using suitable words : (i) KNOWLEDGE Language/Grammar Focus: I want a pancake.
to show understanding (ii) to ask
clarification. We need some flour.
Phoneme
Complementary skills:
1.2.5 Understand longer supported
questions
Learning Objective : Success Criteria
 By the end of the lesson, pupils able to identify and talk about food  pupils able to identify and talk about food
at least in 5 words correctly and in a paragraph or phrase with little
guidance

Main Vocabulary : Teaching Aids :

Food and food containers : pear , peach , kiwi , basket , butter  Get Smart Plus 4
 Activity 3 Student’s Book (page 49) and
Teacher’s Book (page 79)

Learning Frame Impact

(Pre lesson) 1. Revise food vocabulary from the pre-lesson activities. Focus on
countable and uncountable nouns.

Main Activities 2. Focus on the Grammar Box using the instructions in the Matching activity
Teacher’s Book.
(Lesson Development) 3. Follow the instructions in the Teacher’s Book for Activity 3 worksheet
(CD1, Track 72). Some of the dishes may be unfamiliar to your
pupils. Talk to pupils about these dishes and ask for pupils’
opinion of them.
4. Have pupils re-do Activity 3 but this time they should change
the ingredient to confuse their partner. Their partner should ask for
clarification, e.g. Omelette : eggs and chocolate: Sorry, did you
say chocolate?.
5. Have pupils talk to their partner about ingredients needed for
other dishes they like. You may need to help with vocabulary here.
(Post Lesson) 6. Play the song again and have pupils sing along.

Reflection 30/30 pupils able to identify and talk about food

Tuesday (6th September 2023)

ENGLISH LESSON PLAN YEAR 6 CEFR

Week CLICK ----> Class 6B Time 8.30-9.30

Day TUESDAY Attendance
Date 6/9/2023 Lesson 40 Focus Reading
Theme Topic
World of stories UNIT 5 : GETTING AROUND
Language/ Grammar focus Comparative forms, e.g. as … as
Content
3.3 Read independently for information and enjoyment
Standard
Main skill Learning
3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of
Standard
interes

Content 3.2 Understand a variety of linear and non-linear print and digital
Complementary Standard texts by using appropriate reading strategies
skill Learning
3.2.1 Understand the main idea of simple longer texts
Standard
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
read and understand the main idea in the
read and answer at least 3 out of 5 questions.
text.
Success Criteria: Pupils can
give reasons for their answers and to explain what they complete the task given in pair or group
liked (or didn’t like) work.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Values Questions
Communication Flashcards . . Observation
Learning Outline
1. Warm up: Categories - Brainstorm films of different categories and ask pupils what
Pre-lesson kind of film they like watching.

1. Activity 1 : Pupils look at the pictures and decide what kind of story it is. Elicits
the pupils.
2. Activity 2: Pupils read the story and check ideas. Elicits the answers and the
characters.
Lesson Delivery
3. Pupils give reasons for their answers and to explain what they liked (or didn’t
like) in particular.
4. Activity 3 : Pupils read and scan the text then guess the meaning of the words in
the box.
 5. Activity 4 : Pupils identify the main theme of the story. Extend the discussion of
the importance of playing outside as well as inside (CCE: Values).
Cooler: Better in real life!
1. Divide pupils into small groups. Think and list out three things better to do in
Post Lesson real live than in virtual games. (eg: swimming, going to a party etc)
2. Each group tell the class their examples and reasons of their choice.

Academy Stars Year 6, Pupil’s Book: Page(s): 60–61, Exercise(s): 1–4, Teacher’s Book:
Reference
Page(s): 98–99
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers.

ENGLISH LESSON PLAN YEAR 6 CEFR

Week CLICK ----> Class 6B Time 9.30-10.00

Day TUESDAY Attendance
Date 6/9/2023 Lesson 41 Focus Speaking
Theme Topic
World of Self, Family and Friends UNIT 5 : GETTING AROUND
Modifying adjectives with (not/just)
Language/ Grammar focus
as…as; too… ; not … enough
Content Standard 2.1 Communicate simple information intelligibly
Main skill Learning Standard
2.1.1 Give detailed information about themselves and others

Complementary Content Standard 2.1 Communicate simple information intelligibly

skill Learning Standard 2.1.3 Explain and give reasons for simple advice
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
role play the dialogue with friends and talk about related respond to the sentences in the target
topic given. language.
Success Criteria: Pupils can
Talk about the advantage and disadvantage of
talk about their journeys to school using modified adjectives
the transport
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Flashcards . . Observation
Learning Outline
1.Cooler: Getting around. Teacher writes on the board: air, land, water. Divide the class
Pre-lesson into small group. Writes as many different types of transport for each category as they can
think of. Each group reads out their list. The group with the most ideas is the winner.

1. Pupils talk about different transport from the list as well as from the Pupil’s Book,
p.63.
2. Pupils explain how they get to school, follow up questions about their journey to
school every day.
Lesson Delivery
3. Activity 1: Play the audio track 1.23. Pupils listen to the dialogue which introduces
the new language. Divide pupils into two groups. Each group reads out one part of
the dialogue.
4. Activity 2: Pupils practise the new language in a controlled way. Pupils complete
 the text and check the answers in pairs. Then check the answers by class.
5. Activity 3: Pupils talk about their journeys to school using modified adjectives. The
pupils make their new dialogue in pairs using the dialogue in Activity 1 as sample.
Pupils present their dialogue.
6. Warm-up: Shall I take the bus? Divide pupils into groups of four. Each group
discuss the advantage and disadvantage of their means of transport and present
to the class.
Pupils conclude by saying whether they think people should or shouldn’t use the
mode of transport, e.g. …so we think people shouldn’t use their cars for short
journeys because it is harmful to the environment during the presentation stage.
They should walk because it is healthier and not harmful to the environment.
1. Pupils list out the advantage and disadvantage of the transport on the manila card. Put
Post Lesson
on the board and do gallery walk.
Academy Stars Year 6, Pupil’s Book: Page(s): 63–64, Exercise(s): 1–3, Teacher’s Book:
Reference
Page(s): 103–105
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers.

Subject : ENGLISH Theme : World of Self, Family and Class : 4K Date :6/92023
Friends Time : 11.30-12.00 Day : TUESDAY
Focus : Listening Topic : UNIT 5 - Eating right
(Lesson 1)
Learning Standard : Moral Values : Cross Curriculum Element : Language
Main skills: Be aware of what’s in your food Knowledge:
1.3.1 Guess the meaning of Pupil’s Aspiration : Integrated skill: LISTENING
unfamiliar words from clues KNOWLEDGE Language/Grammar Focus: I want a
provided by knowledge od the
topic. pancake.
We need some flour.
Complementary skills: Phoneme
1.1.1 Recognise and reproduce
with support a range of target
language phonemes
Learning Objective : Success Criteria
 By the end of the lesson, pupils able to sing a song and to identify and  pupils able to sing a song and to
talk about food at least in 5 words correctly and in a paragraph or identify and talk about food
phrase with little guidance

Main Vocabulary : Teaching Aids :

Food and food containers : pear , peach , kiwi , basket , butter  Get Smart Plus 4
 Activity 1 (Track 71) , Activities 1-2
Student’s Book (page 49) and Teacher’s
Book (page 78)
 Activity 1 (phonics), Teacher’s Book
(page 175) and Student’s Book (page
120)
 Vocabulary (Track 70)

Learning Frame Impact

(Pre lesson) 1. Introduce and review food vocabulary from the pre-lesson activities
with a categorisation activity (e.g. sweet foods, fruit, etc).

Main Activities 2. Introduce the new vocabulary by following instructions for Vocabulary Matching
(Track 70) in the Teacher’s Book.
(Lesson Development) 3. Ask pupils to close their books and listen to the song (Track 71). Ask activity
pupils to highlight words they don’t know in the text (e.g. yummy, worksheet
market), or direct them to these words. Get them to guess the meaning of
these words based on the topic knowledge. Provide pupils with various
possible definitions for these words and ask them to think about the topic
to decide what the words mean.
4. Follow the instructions for Activity 1 (Track 71) in the Teacher’s Book.
 Note that the focus of this lesson should be on listening, so you could
adapt the activity (e.g. hide the song lyrics or ask pupils to close their
books when listening the first time) in order to help the pupils to focus on
listening, not reading or speaking.
5. Ask pupils to find a word with the sound /eə/ in the song [pear]. Focus
on this sound using the instructions for Activity 1 in Teacher’s Book
Phonics* (page 175) and Student’s Book (page 120).
6. Ask pupils to brainstorm more words with each of the three sounds.
Pupils could work in groups on one sound each group
(Post Lesson) 7. Play the song Let’s go to the market ( Class CD 1 – track 71 ) and have
Ps sing along.

Reflection 29/29 pupils able to sing a song and to identify and talk about food at least in 5 words correctly
and in a paragraph or phrase with little guidance

Subject : ENGLISH Theme : World of Knowledge Class : 4K Date : 6/9/2023

Topic : UNIT 5 - Eating right Time : 12.00-1.00 Day : TUESDAY
Focus :SPEAKING (Lesson 2)
Learning Standard : Moral Values : Cross Curriculum Element :Communication
Main skills: Be aware of what’s in your food Knowledge:
2.2.1 Keep interaction going in short Pupil’s Aspiration : Integrated skill: LISTENING
exchanges by using suitable words : (i) KNOWLEDGE Language/Grammar Focus: I want a pancake.
to show understanding (ii) to ask
clarification. We need some flour.
Phoneme
Complementary skills:
1.2.5 Understand longer supported
questions
Learning Objective : Success Criteria
 By the end of the lesson, pupils able to identify and talk about food  pupils able to identify and talk about food
at least in 5 words correctly and in a paragraph or phrase with little
guidance

Main Vocabulary : Teaching Aids :

Food and food containers : pear , peach , kiwi , basket , butter  Get Smart Plus 4
 Activity 3 Student’s Book (page 49) and
Teacher’s Book (page 79)

Learning Frame Impact

(Pre lesson) 1. Revise food vocabulary from the pre-lesson activities. Focus on
countable and uncountable nouns.

Main Activities 2. Focus on the Grammar Box using the instructions in the Matching activity
Teacher’s Book.
(Lesson Development) 3. Follow the instructions in the Teacher’s Book for Activity 3 worksheet
(CD1, Track 72). Some of the dishes may be unfamiliar to your
pupils. Talk to pupils about these dishes and ask for pupils’
opinion of them.
4. Have pupils re-do Activity 3 but this time they should change
the ingredient to confuse their partner. Their partner should ask
for clarification, e.g. Omelette : eggs and chocolate: Sorry, did
you say chocolate?.
5. Have pupils talk to their partner about ingredients needed for
other dishes they like. You may need to help with vocabulary
here.

(Post Lesson) 6. Play the song again and have pupils sing along.

Reflection 29/29 pupils able to identify and talk about food

Wednesday (7th September 2023)
Subject : ENGLISH Theme : World of Knowledge Class : 4K Date : 7/9/2023
Topic : UNIT 5 - Eating right Time : 7.30-8.30 Day : WEDNESDAY
Focus :READING (Lesson 3)
Learning Standard : Moral Values : Cross Curriculum Element :LANGUAGE
Main skills: Be thankful for what you have. Knowledge:
3.2.4 Recognise and use with little Pupil’s Aspiration : Integrated skill: LISTENING
or no support key feature of a simple KNOWLEDGE Language/Grammar Focus: There are some biscuits.
monolingual dictionary
Have you got any cereal?
Complementary skills: There isn’t any juice.
3.2.2 Understand specific ( Countable and uncountable nouns – some / any )
information and details of simple
texts of one or two paragraphs
Learning Objective : Success Criteria
 By the end of the lesson, pupils able to identify and talk about  pupils able to identify and talk about food
food at least in 5 words correctly and in a paragraph or phrase
with little guidance

Main Vocabulary : Teaching Aids :

Food and food containers :  Get Smart Plus 4
A bag of crisps , a carton of milk , a piece of cake , a box of cereal , a can of
lemonade , a bottle of water  Activities 1&3 Student’s Book (pages 50 &51)
and Teacher’s Book (pages 79 & 80)
 Monolingual dictionaries

Learning Frame Impact

(Pre lesson) 1. Play the game Market Races (see Teacher’s Book, Optional activity
– Teacher’s Book, page 79)

Main Activities 2. On the board, write the words of the new vocabulary (at the top of Matching activity
student’s book). Hand out dictionaries to pairs/groups and have pupils
(Lesson Development) look for the definitions of the words. Note that many of these are noun worksheet
phrases, so pupils may need to look up more than one word for each
item.
3. Pupils check their understanding by looking in the student’s book.
4. Follow instructions in the Teacher’s Book for Activity 1.
5. Follow instructions in the Teacher’s Book for Activity 3.
(Post Lesson) 7. If time allows, have pupils do a speaking activity where they talk
about the food they can see in the story and compare it to the food they
have in their own kitchen. This will help pupils to go over new
vocabulary they learned during the lesson and use them in sentences.
8. Ask pupils to complete exit cards writing three words they learned
today from their reading, including those they checked in the
dictionary. Check their exit cards and address emerging learning needs
(e.g. weak spelling, new words not mentioned). Address these needs in
the next lesson.

Reflection 30/30 pupils able to identify and talk about food at least in 5 words correctly and in a paragraph or
phrase with little guidance

Subject : ENGLISH Theme : World of Knowledge Class : 4K Date :7/9/2023

Focus :WRITING
Learning Standard :
Main skills:
4.3.2 Spell most high frequency
words accurately in guided writing
Complementary skills:
4.3.1 Use capital letters ,full stops ,
question marks , and commas in lists
appropriately in guided writing at
discourse level
Topic : UNIT 5 - Eating right Time : 8.30-9.00 Day : WEDNESDAY
(Lesson 4)
Moral Values : Cross Curriculum Element :Entrepreneurship
Be thankful for what you have. Knowledge:
Pupil’s Aspiration : Integrated skill: writing
KNOWLEDGE Language/Grammar Focus: There are some biscuits.
Have you got any cereal?
There isn’t any juice.
( Countable and uncountable nouns – some / any )
Learning Objective : Success Criteria
 By the end of the lesson, pupils able to write about food and the  pupils able to identify and write about food
food containers at least in 5 words correctly and in a paragraph or
phrase with little guidance .

Main Vocabulary : Teaching Aids :

Food and food containers :  Get Smart Plus 4
A bag of crisps , a carton of milk , a piece of cake , a box of cereal , a can of
lemonade , a bottle of water .  Activities 4-5 Student’s Book (page 51) and
Teacher’s Book (page 81)
 Activity 4 (CD1, Track 75)
 Activity 5 (CD1, Track 76)

Learning Frame Impact

(Pre lesson) 1. Finger writing – practice spelling of the topic.

Main Activities 2. Introduce the idea of a picnic and relate it to pupils’ own experience. Matching activity
Tell them that they are going to follow the instructions in the Teacher’s
(Lesson Development) Book for Activity 5. Focus on the spelling of the list. worksheet
3. Pupils write sentences in their notebook, saying what they are going
to buy for their picnic, e.g. We’re going to buy some eggs, some juice
and a packet of crisps. Remind pupils how to use commas in lists.

(Post Lesson) 4. Teacher revise the lesson today .

Reflection 29/29 pupils able to write about food and the food containers at least in 5 words correctly and in a
paragraph or phrase with little guidance .

Subject : ENGLISH Theme : World of Class : 2B Date : 7/9/2023

Self, Family and Time : 10.00- Day : WEDNESDA
Friends 11.00 Y
Topic : Unit 7 Get
Dressed
Focus : Recycled
clothes vocabulary
Materials vocabulary:
cotton, wool,
woollen, leather
Learning Standard : Moral Values : Cross Curriculum Element : Values
Main: Cooperative
1.3.1 Understand the message the
teacher or classmate is
communicating by using visual Knowledge : multiple
clues when they are speaking. intelligent
Complementary:
2.1.5 Describe objects using
suitable words and phrases.
Learning Objective : Success Criteria
1. ALL pupils can communicate by understanding the 1. Pupils can understand at least
message while speaking. 3 messages while speaking.
2. MOST pupils can describe objects using suitable words 2. Pupils can describe objects
and phrases. using at least one suitable
word or phrase.
Main Vocabulary : Teaching Aids :
Materials ,cows, sheep, comes from Teacher’s Book
Learning Frame Impact / Reflection
Introduction 1. Play a guessing game (refer
to Teacher’s Book pg T90).
Pre-lesson 2. Pupils read the first
part of the text and do
the matching.
3. Teacher plays the
recording.
4. Pupils listen and match
the other clothes with
the materials.
Main Activities 5. Pupils separated into few
groups and discuss their
opinion of the clothes and the
opinion.
6. Pupils find out if what kind of
material of the clothes their
friend wear.
Post-lesson 7. Pupils share their answer to
their classmates.
Closure 8. Teacher concludes the lesson.
Reflection _27/30_ pupils can understanding at least 3 messages while
speaking
_27/30_ pupils can describe objects using suitable words
and phrases.

Subject : Theme : World of Class : 2B Date : 7/9/2023

ENGLISH Self, Family and Time : 10.00-11.00 Day : WEDNESDAY
Friends
Topic : Unit 7 Get
Dressed
Focus : X is
wearing (a)
(colour) (clothes)
Learning Moral Values : Cross Curriculum Element : Values
Standard : Cooperative
Main:
3.2.2
Understand Knowledge : multiple intelligent
specific
information
and details of
simple
sentences.
Complement
ary:
3.2.3 (i)
Reread a
word, phrase or
sentence to
Learning Objective : Success Criteria
1. ALL pupils can understand 1. Pupils can read out at least 3 clothes with the correct
specific information and details colour.
of simple sentences.
Main Vocabulary : Teaching Aids :
Colour and types of clothes Student’s Book pg 88, colour pencils, worksheet
Learning Frame Impact / Reflection
Introduction 1. Pupils sing a https://www.youtube.com/watch?v=Gvjn-Se37Os
song “I Can
Sing a
Rainbow”.
Pre-lesson 2. Pupils play a http://www.sheppardsoftware.com/preschool/colors/
game colorgame.htm
 Pupils take
turn to
place a
thing into
the right
colour box.
Main Activities 3. Teacher guides Student’s Book pg 88
the pupils to read
out the sentences.
4. Pupils reread
answer the
questions in the
book.
Post-lesson 5. Teacher discuss
the answer with
the pupils.
Closure 6. Pupils get a https://www.tate.org.uk/kids/games-quizzes/colour-
worksheet for colour
colouring.
Reflection 30/30_ pupils can read out at least 3 clothes with the correct colour.

Thursday (8th September 2023)

Subject : ENGLISH Theme : World of Self, Class : Date 8/9/2023
Family and Friends 2B Day : THURSDAY
Topic: Unit 7 Get Dressed! Time :
Focus : Your choice of review 7.30-
or extension of recently 8.30
introduced language and
 vocabulary
Learning Standard : Moral Values : Cooperative Cross Curriculum Element : Values
Main: multiple intelligent Added Value Skills :
2.1.5 Describe objects using
simple words and phrases.
Complementary:
2.3.1 Introduce self and
others to an audience using
fixed phrases.
Learning Objective : Success Criteria
1. MOST pupils can describe objects using suitable words 1. Pupils can describe objects
and phrases. using at least one suitable
2. MOST pupils able to introduce self and others to an word or phrase.
audience using fixed phrases. 2. Pupils able to introduce self
and others to an audience
using fixed phrases.
Main Vocabulary : Teaching Aids :
Material vocabulary: clothes, cotton, wool. leather Different materials of clothes, flash
cards, paper, scrap of the materials,
glue, student’s book
Learning Frame Impact / Reflection
Introduction 1. Teacher do revision on previous lesson.
- Teacher says a material. Pupils say out
where it comes from and what it is good
for.
Pre-lesson 2. Teacher teaches “strong”, “warm” and Student’s Book pg 91
“cool”.
3. Each pupil chooses one word and makes
a sentence with it.
Main Activities 4. Teacher reads out the activity Refer to Teacher’s Book
instructions loudly. / Student’s Book pg 91
5. Teacher brainstorms the materials with
pupils.
6. Pupils hand out the materials brought.
7. Pupils works in group to design, make
and label their posters.
Post-lesson 8. Pupils discus where each materials
comes from and what it is good for.
Closure 9. Each group take the opportunity to
introduce themselves and their friends,
and take turns to present their posters.
Reflection _25/30_ pupils can describe objects using at least one suitable
word or phrase.
_30/30_ pupils able to introduce self and others to an audience
using fixed phrases.

Subject : ENGLISH Theme : World of Class : 4H Date 8/9/2023

Knowledge Time : 8.30-9.30 Day : THURSDAY
Focus :LANGUAGE ART Topic : UNIT 5 - Eating right
(Lesson 5)
Learning Standard : Moral Values : Cross Curriculum Element :Creative and
Main skills: respect. Inovation
5.2.1 Say in simple words and phrases how a Pupil’s Aspiration : Knowledge:
text makes them feel KNOWLEDGE Integrated skill: writing
Complementary skills: Language/Grammar Focus: Adjectives :
3.3.1 Read and enjoy A1 fiction / non fiction feelings and emotions
print and digital texts of interest

Learning Objective : Success Criteria

 By the end of the lesson, pupils able to read the story and express  pupils able to read a story with correct
about it at least in 5 words correctly and in a paragraph with little intonation
guidance.

Main Vocabulary : Teaching Aids :

Adjectives : love , sad , happy , angry , etc  The King of Kites
 Contemporary Children’s Literature
(CCL) Teaching Guidebook (BPK) –
Short story

Learning Frame Impact

(Pre lesson) 1. Choose an activity from the pre-lesson task list which
introduces feelings and emotions.
2. Ask pupils to identify the emotions of the characters
found on selected pages. Example: Elicit emotions seen
on page 5 (happy).

Main Activities 3. Distribute Worksheet 5 (pages 80-81) to pupils and ask I-think Map
pupils to fill in the suitable social expressions
(Lesson Development)

(Post Lesson) 4. Ask pupils to check their answer with their partner.
5. Get pupils’ feedback and list answers on the board.

Reflection 27/29 pupils able to read a story with correct intonation

Subject : ENGLISH Theme : World of Self, Family and Class : 4H Date : THURSDAY
Friends Time : 9.30-10.00 Day : 8/9/2023
Focus :Listening Topic : UNIT 5 - Eating right
(Lesson 6)
Learning Standard : Moral Values : Cross Curriculum Element :Values
Main skills: Be aware of healthy habits Knowledge:
1.2.5 Understand longer supported Pupil’s Aspiration : Integrated skill: writing
questions KNOWLEDGE Language/Grammar Focus: How many
Complementary skills: meals do you eat every day?
1.2.2 Understand with support How much water do you drink every day?
specific information and details of
longer simple texts
Learning Objective : Success Criteria
 By the end of the lesson, pupils able to listen and talk about food and  pupils able to listen and talk about food
food containers at least in 5 words correctly and in a paragraph or and food containers
phrase with little guidance .

Main Vocabulary : Teaching Aids :

Food and food containers : a cup of tea , a bar of chocolate , a glass of milk ,  Get Smart Plus 4 - Vocabulary (CD1,
meal Track 77) & Activity 3 (CD1, Track
Time : Hour 79).
 Activities 1-3 Student’s Book (pages
52-53) and Teacher’s Book (pages 82-
83)
 Worksheet with the answer choices to
the quiz questions
 Learning Frame Impact
(Pre lesson) 1.Present the new vocabulary using flashcards or real food. Communication
2. Look at the vocabulary section and read it .( class CD 1 – Track
77 ) .

Main Activities 3. Teacher prepares a worksheet based on Health Quiz on page 52.
(Remove the questions and retain the answers for the questions).
(Lesson Development) Teacher reads the quiz questions from Activity 1 aloud. Pupils
listen and choose the best answer individually in the worksheet.
4. Have pupils talk about their answers in pairs, following
instructions in the Teacher’s Book for Activity 2.
4. Follow instructions in the Teacher’s Book for Activity 3 (CD1,
Track 79).

(Post Lesson) 7. Play the game Call It Out .

Reflection 27/29 pupils able to listen and talk about food and food containers

ENGLISH LESSON PLAN YEAR 6 CEFR

Week CLICK ----> Class 6 Time 11.30-12.30

Day THURSDAY Attendance
Date 8/9/2023 Lesson 42 Focus Listening
Theme Topic
World of knowledge UNIT 5 : GETTING AROUND
Language/ Grammar focus Adjective modifiers review (e.g. too, just, really)
Content
1.2 Understand meaning in a variety of familiar contexts
Standard
Main skill Learning
1.2.2 Understand with little or no support specific information and
Standard
details of longer simple texts on a range of familiar topics

Content
1.3 Use appropriate listening strategies in a variety of contexts
Complementary Standard
skill Learning 1.3.1 Guess the meaning of unfamiliar words from clues provided by
Standard other known words and by context on familiar topics
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Listen to the text and identify the words and the
List out/ brainstorming 5 vocabulary.
meaning correctly.
Success Criteria: Pupils can
listen and understand with support the main idea of
Design a skateboard and share with class.
simple text.
21st Century Activities Assessment
Resources CCE / EE
& Skills
Think-Pair-Share worksheets Bubble Map Values Questions
Communication Flashcards . financial education Observation
Learning Outline
Pre-lesson 1. Introduce the topic of the lesson by asking pupils about popular sports and activities.

Lesson Delivery 1. Refer Pupil’s Book page 65 Activity 1: Pupils look at the picture of the skateboarder
 and talk about skateboarding.
2. Activity 2: Pupils listen to the conversation and underline the correct answer then
listen for detail to answer the questions.
3. Elicits the vocabulary in the box in page 65. Hand out the worksheet. Play the audio
again and ask pupils to listen for the sentences with these words. After listening,
they discuss the possible meaning of the words, then check in the dictionary in the
Pupil’s Book.
4. Activity 3: Pupils listen and write M (mum) or E (Elena). Pupils try to answer before
listening, then to check with a third listening.
5. Activity 4: Pupils discuss the question with a partner. Give feedback on pupils’ ideas
as a class. Focus on Values, in particular the price-quality question.
1. Cooler: Skateboard design – Distributes A4 papers. Pupils design a skateboard and share
Post Lesson
their design with the class.
Academy Stars Year 6, Pupil’s Book: Page(s): 65, Exercise(s): 1–4, Teacher’s Book: Page(s):
Reference
106–107
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers.

ENGLISH LESSON PLAN YEAR 6 CEFR

Week CLICK ----> Class 6 Time 12.30-1.00

Day THURSDAY Attendance
Date 8/9/2023 Lesson 43 Focus Language Art
Theme Topic
World of stories POETRY : HERE IS THE NOSE
Language/ Grammar focus Subject-verb agreement: here is / here are
Content
5.3 Express an imaginative response to literary texts
Standard
Main skill Learning 5.3.1 Respond imaginatively and intelligibly through creating simple
Standard stories and simple poems , other imaginative responses as
appropriate
Content
3.3 Read independently for information and enjoyment
Complementary Standard
skill Learning 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of
Standard interes
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
recite the poem and respond to the gist questions complete the task given in pair or group work.
Success Criteria: Pupils can
sequence the pictures based on the poem present and display their work in a gallery walk
21st Century Activities Assessment
Resources CCE / EE
& Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Creativity and
Communication Flashcards . Observation
Innovation
Learning Outline
 1. Show pupils pictures of the poem and ask them to predict words they might
Pre-lesson
hear/read in the poem.

1. Pupils read the poem aloud.

2. Elicit from the pupils on what the poem is about and would they do the same as
the boy.
3. Put the pictures on the board but not in sequence.
Lesson Delivery 4. Pupils sequence the pictures based on the poem.
5. Pupils get into groups.
6. Distribute envelopes with cut-up strips to each group.
7. In groups, pupils rearrange the steps according to the pictures sequenced and
paste them on a piece of paper.
Post Lesson 1. Pupils present and display their work in a gallery walk.
Anthology of Poems for Year 4,5, and 6, Here is the Nose by Clyde Watson Page 32,
Reference
Contemporary Children’s Literature Teaching Guidebook (BPK) – Poetry (Page 85)
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers.

Friday (9th September 2023)

Mata Pelajaran: Tema: Penghasilan Kelas: 6B Tarikh:8/9/2023

Pendidikan Seni Visual Animasi Masa: 10.30-11.30 Hari: JUMAAT
Bidang: Tajuk: Bunga
Menggambar Matahari 3D

Kod Standard Nilai Moral: Hubungan Rentasan KBT: Menjana idea

Pembelajaran: Keberanian Kurikulum: Kreativiti dan
1.1.3 Aspirasi Murid: Inovasi
Berfikir Inovasi Ilmu: Pendidikan Seni

Objektif Pembelajaran: Kriteria Kejayaan:

Pada akhir pelajaran, pelajar dapat: 1. Murid dapat menghasilkan animasi grafik dengan
1.Mencerakinkan bahasa seni visual dalam kreatif.
aktiviti mengikut bidang seni visual iaitu:
(i) Menggambar
(ii) Membuat Corak dan Rekaan
(iii) Membentuk dan Membuat Binaan

Konsep Utama / Perbendaharaan Bahan Bantu Belajar:

Kata Utama: animasi kertas, pensel, klip

Rangka Pengajaran Impak / Refleksi /

Catatan

Aktiviti Permulaan 1. Murid memperhatikan contoh animasi grafik, Kecerdasan Pelbagai

animasi tiga dimensi, animasi komputer melalui
youtube.
 2. Murid membincang dan menyatakan
pemerhatian paparan itu.
3. Guru mengaitkan set induksi dengan
pembelajaran hari ini.

Aktiviti Utama 1. Murid menyatakan bahasa seni visual yang ada buku teks
pada karya. TP2
2. Murid menyatakan media yang perlu pada KBKK: Membanding
animasi grafik/ animasi tiga dimensi/ animasi beza
komputer.TP3
3. Murid memperhatikan contoh hasil karya Pentaksiran:
animasi grafik melalui youtube sebagai sumber Kecerdasan pelbagai
idea.
4. Guru menerangkan cara menghasilkan animasi
grafik.
5. Murid melakar idea lukisan pada kertas.
6. Murid menghasilkan gambar karya secara
manual dengan kreatif.

Aktiviti Penutup 1. Murid membuat kesimpulan.. Pentaksiran:

Soal jawab

Refleksi 30/30 Murid dapat menghasilkan animasi grafik dengan kreatif.

Subject : ENGLISH Theme : World of Self, Class : 2B Date : 8/9/2023

Family and Friends Time : 11.30-12.30 Day : FRIDAY
Topic : Unit 7 Get
Dressed!
Focus : Recycled
imperatives
New imperatives: Turn
around, Catch This,
These
Learning Standard : Moral Values : Cross Curriculum Element : Creativity
Main: Cooperative and Imagination
1.2.3 Understand with Knowledge : multiple Added Value
support very short simple intelligent Skills :
narratives
Complementary:
1.2.4 Understand an
increased range of short
basic classroom instructions.
Learning Objective : Success Criteria
1. ALL pupils can understand very short simple 1. Pupils can understand at least 3
narratives. very short simple narratives.
2. MOST pupils can understand an increased range of 2. Pupils can understand at least two
short basic classroom instructions. continuous short basic classroom
instructions.
Main Vocabulary : Teaching Aids :
Turn around, fly, catch, outside, put, window Student’s Book

Learning Frame Impact / Reflection

Introduction 1. Teacher give one instruction after
another to the pupils to carry out, i.e.
stand up, turn around, and sit down.
Pre-lesson 2. Teacher teaches new vocabulary.
Main Activities 3. Teacher play out the recording and CD3 Track 16
out the story to the class. 1. You can see a fly on
4. Teacher plays the recording again. your jeans.
Pupils act out the story with teacher. 2. Open the windows.
5. Pupils look at the pictures in their 3. Catch the fly.
Student’s Books and try to sequence 4. Put the fly outside.
them. 5. Turn around.
6. Teacher check the answer again with 6. Oh no! The fly is on
the pupils. your nose.
Post-lesson 7. Pupils are given a set of picture.
8. Pupils are asked to rearrange the
pictures according to the sequences.
Closure 9. Teacher check the answer with
pupils.
10. Pupils write the sequence into the
Student’s Book.
Reflection 29/30_ pupils can understand at least 3 very short simple
narratives.
29/30_ pupils can understand at least two continuous short basic
classroom instructions.