Date

Subject
Time
Duration
Year
Topic
Skill(s)
Learning
Outcomes
Objective

Specifications
Educational
Emphases
Vocabulary
Moral values
Teaching aid
Teaching
strategies

HOTS

9th March 2015

Day : Monday
English Language
8.30 am to 9.30 am
I hour
Year 2
Places in the School
Speaking
Integrated : Listening
1 Talk about the stimulus given.
2 Listen to teachers instructions.
3 Name different places in the school.
By at the end of the lesson, pupils will be able to talk
about their school in term of the places and list at least
4 places around their school with guidance.
1.1.4
Thinking skills, preparation for the real world,
verbal/linguistic intelligence, visual/spatial intelligence
Library, classrooms, canteen, school hall, computer
laboratory, office, field, school hall
Courage, diligence, bravery, love our school, alert,
Textbook, pictures of places in the school
1. Pupils open textbook on page 17.
2. Pupils try to talk about the picture given which
are places in the school.
3. Pupils name the different places in the school.
4. Teacher guides pupils to talk about the places
they named.
5. Teacher introduces the simple directions to pupils.
1. Pupils give reasoning why they need to love their
school.
2. Pupils are drawing their school plan on drawing
paper.

Reflection
i
ii
iii
iv

of pupils managed to follow the lesson very

well.
pupils need to do more remedial exercises.
Pupils need to do more enrichment exercises.
Teacher need to

Remarks

While teaching pupils, teacher also had conducted

LINUS for Reading Module. Other pupils were given
some worksheets and exercises to make sure the class
were conducted as well as LINUS.

Date

10th March 2015

Day : Tuesday

Subject
Time
Duration
Year
Topic
Skill(s)
Learning
Outcomes
Objective

Specifications
Educational
Emphases
Vocabulary

Moral values
Teaching aid
Teaching
strategies

HOTS

English Language
8.00 am to 9.00 am
I hour
Year 2
Places in the School @ Get Me There * refers page 18
Speaking
Integrated : Listening
1. Talk about the stimulus given.
2. Listen to teachers instructions.
3. Give directions to different places.
By at the end of the lesson, pupils will be able to follow
teachers instructions to different places in school
starting from the school office with the proper
directions.
1.1.4, 1.2.2 (b), 1.2.3 (b)
Thinking skills, preparation for the real world,
verbal/linguistic intelligence, visual/spatial intelligence,
contextual learning
Library, classrooms, canteen, school hall, computer
laboratory, office, field, school hall, go straight, turn
right, turn left, in front, go past
Courage, diligence, bravery, love our school, alert,
Textbook, pictures of places in the school
1. Pupils open textbook on page 18 and 19.
2. Teacher introduce vocabulary for giving
directions.
3. Pupils give Kevin directions to different places in
the school starting from the school office.
4. Pupils try to adapt with their school plan.
5. Teacher guides the pupils to use the proper
directions.
6. Pupils and teacher talk about their school
direction.
7. Pupils draw the plan while teacher giving the
direction.
1. Pupils give reasoning why they need to love their
school.
2. Pupils are drawing their school plan on drawing
paper.

Reflection
i.
ii.
iii.
iv.
Remarks

of pupils managed to follow the lesson very

well.
pupils need to do more remedial exercises.
Pupils need to do more enrichment exercises.
Teacher need to

While teaching pupils, teacher also had conducted

LINUS for Reading Module. Other pupils were given

some worksheets and exercises to make sure the class
were conducted as well as LINUS.
Date
Subject
Time
Duration
Year
Topic
Skill(s)
Learning
Outcomes
Objective

Specifications
Educational
Emphases
Vocabulary
Moral values
Teaching aid
Teaching
strategies

11th March 2015

Day : Wednesday
English Language
7.30 am to 8.30 am
I hour
Year 2
Say the words ( -igh, -oa) and Say the sounds
Phonemic
Integrated : Listening and
Awareness
Speaking
1. Say the words.
2. Say the sounds of ..igh and ..oa
3. Sound the letters.
4. Play whispering game.
By at the end of the lesson, pupils will be able to say
the sounds of igh and oa with guidance. Pupils also will
be able to sound the letters in each word with correct
sounds.
1.1.1 (g), 2.1.1 (a), 2.1.2, 2.1.3
Thinking skills, preparation for the real world,
verbal/linguistic intelligence, visual/spatial intelligence,
contextual learning
Bright, high, light, night, right, sigh, thigh, tight
Boat, foam, goat, oats, road, soak, soap
Courage, diligence, bravery, love our school, alert,
Textbook
1. Teacher introduces the phonemes igh and oa.
2. Pupils say the phonemes out loud.
3. Teacher divides pupils into groups.
4. Each group member will form a word with the
sound cards taken from a box.
5. Pupils blend the word.
6. Pupils play whispering game.
7. The last pupil in the line writes, says the word
aloud and segment it.

Reflection
i.
ii.
iii.
iv.
Remarks

of pupils managed to follow the lesson very

well.
pupils need to do more remedial exercises.
Pupils need to do more enrichment exercises.
Teacher need to

While teaching pupils, teacher also had conducted

LINUS for Reading Module. Other pupils were given

some worksheets and exercises to make sure the class

were conducted as well as LINUS.

Date
Subject
Time
Duration
Year
Topic
Skill(s)
Learning
Outcomes
Objective

Specifications
Educational
Emphases
Vocabulary
Moral values
Teaching aid
Teaching
strategies

HOTS

12th March 2015

Day : Thursday
English Language
10.00 am to 11.00 am
I hour
Year 2
The Toad and the Goat
Reading
Integrated : Listening
1. Read aloud.
2. Say the phonemes.
3. Dictionary skills.
By at the end of the lesson, pupils will be able to read
aloud the simple passage about the Toad and the Goat
with guidance and pupils say the phonemes of igh and
ot in correct sounds.
2.2.3, 2.2.5
Thinking skills, preparation for the real world,
verbal/linguistic intelligence, visual/spatial intelligence,
contextual learning
Toad, goat, oats, boat, right, sight, hill castle, pond,
tunnel, rock, cave
Courage, diligence, bravery, alert, adventurous
Textbook, pictures of landmarks, story board
1. Pupils read aloud the simple story of the Toad and
the Goat.
2. Teacher corrects pupils sounds on some words
and letters.
3. Teacher introduces the pupils basic picture
dictionary skills.
4. Pupils name the landmarks in the stimulus given.
5. Pupils help Sara and Kevin on their journey to look
for treasure.
1. Pupils are helping Kevin and Sara to look for their
treasure.
2. Pupils draw the landmarks and make simple story.

Reflection
i.

Remarks

of pupils managed to follow the lesson very

well.
ii.
pupils need to do more remedial exercises.
iii.
Pupils need to do more enrichment exercises.
iv.
Teacher need to
While teaching pupils, teacher also had conducted
LINUS for Reading Module. Other pupils were given

some worksheets and exercises to make sure the class

were conducted as well as LINUS.
Date
Subject
Time
Duration
Year
Topic
Skill(s)
Learning
Outcomes
Objective

Specifications
Educational
Emphases
Vocabulary
Moral values
Teaching aid
Teaching
strategies

HOTS

13th March 2015

Day : Friday
English Language
7.00 am to 8.00 am
I hour
Year 2
Where Is The Treasure
Reading
Integrated : Writing
1 Read the short passage of the treasure.
2 Study the map.
3 Show the direction.
By at the end of the lesson, pupils will be able to read
the story of the treasure and write the proper direction
according to the map given with guidance.
2.2.3, 3.2.2
Thinking skills, preparation for the real world,
verbal/linguistic intelligence, visual/spatial intelligence,
contextual learning
Treasure, map, go straight, directions, turn left, turn
right
Courage, diligence, bravery, adventurous, wise, smart
Textbook, a map, school plan, landmarks
1 Pupils read aloud together the text on page 22.
2 Teacher explains the direction that they used to
reach at the treasure point.
3 Teacher explains pupils to study the map.
4 Teacher asks another situation where the pupils
can write directions to different places.
5 Teacher asks Wh-questions about the treasure
hunt.
1 Pupils are trying to study the map and the
landmarks in their school compound.

Reflection
i
ii
iii
iv

Remarks

of pupils managed to follow the lesson very

well.
pupils need to do more remedial exercises.
Pupils need to do more enrichment exercises.
Teacher need to

While teaching pupils, teacher also had conducted

LINUS for Reading Module. Other pupils were given

some worksheets and exercises to make sure the class

were conducted as well as LINUS.
Date
Subject
Time
Duration
Year
Topic
Skill(s)
Learning
Outcomes
Objective

Specifications
Educational
Emphases
Vocabulary
Moral values
Teaching aid
Teaching
strategies

HOTS

23rd March 2015

Day : Monday
English Language
10.00 am to 11.00 am
I hour
Year 2
The White Radish
Reading
Integrated : Listening
1. Talk about the book cover.
2. Wh-questions.
3. Listen to the story.
4. Intonation and pronunciation.
By at the end of the lesson, pupils will be able to read
the story of The White Radish with correct intonation
and pronunciation. Pupils also will be able to talk about
the moral values that they learnt from the story.
1.1.4, 4.2.1 (a) (c), 1.1.2, 1.3.1 (b)
Thinking skills, preparation for the real world,
verbal/linguistic intelligence, visual/spatial intelligence,
contextual learning
Can you help me please?, Certainly, tugged, pulled,
Courage, smart, hardworking,
Textbook, a map, pictures,
1. Pupils and teacher talk about the story cover
book.
2. Teacher guides pupils to understand the story by
asking Wh-questions.
3. Pupils listen to the story.
4. Teacher explains the meaning of the story to
pupils.
5. Teacher asks the pupils what they learn from the
story.
6. Teacher guides the pupils to practise making
polite requests.
1. How will they move the radish to the farmhouse?
2. What can you learn from the story?

Reflection
i.
ii.
iii.
iv.
Remarks

of pupils managed to follow the lesson very

well.
pupils need to do more remedial exercises.
Pupils need to do more enrichment exercises.
Teacher need to

While teaching pupils, teacher also had conducted

LINUS for Reading Module. Other pupils were given

some worksheets and exercises to make sure the class
were conducted as well as LINUS.
Date
Subject
Time
Duration
Year
Topic
Skill(s)
Learning
Outcomes
Objective

Specifications
Educational
Emphases
Vocabulary
Moral values
Teaching aid
Teaching
strategies

HOTS

24th March 2015

Day : Tuesday
English Language
7.00 am to 8.00 am
I hour
Year 2
Where Is The Treasure
Phonemic
Integrated : Speaking
Awareness
1. Say the sounds oo, oo, ar
2. Say the words.
3. Sound the letter.
4. Read aloud.
By at the end of the lesson, pupils will be able to read
the story of the treasure and write the proper direction
according to the map given with guidance.
2.2.3, 3.2.2
Thinking skills, preparation for the real world,
verbal/linguistic intelligence, visual/spatial intelligence,
contextual learning
Treasure, map, go straight, directions, turn left, turn
right
Courage, diligence, bravery, adventurous, wise, smart
Textbook, a map, school plan, landmarks
6 Pupils read aloud together the text on page 22.
7 Teacher explains the direction that they used to
reach at the treasure point.
8 Teacher explains pupils to study the map.
9 Teacher asks another situation where the pupils
can write directions to different places.
10 Teacher asks Wh-questions about the treasure
hunt.
2 Pupils are trying to study the map and the
landmarks in their school compound.

Reflection
v.
vi.
vii.
viii.

of pupils managed to follow the lesson very

well.
pupils need to do more remedial exercises.
Pupils need to do more enrichment exercises.
Teacher need to

Remarks

While teaching pupils, teacher also had conducted

LINUS for Reading Module. Other pupils were given
some worksheets and exercises to make sure the class
were conducted as well as LINUS.