SCOPE 2018 With Memo PDF

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Ghazali Shafie, Tun Mohammad Fuad Stephens dan Tun Mustapha.
PELAKSANAAN SCoPE 2.0 2018
Dengan hormatnya perkara di atas dirujuk.
Sebagai maktuman, mesyuarat Remapping of SCoPE Z.O witn CEFR Aligned KSSM telah
diadakan pada22 hingga 23 Februari2018 bagi menggantikan modul SCoPE 2.0.
Hasil daripada mesyuarat, pemurniaan dan penyusunan semula Modul SCoPE 2.0 bagi
Kemahiran Asas Tingkatan 1 (KAT 1) telah diadakan bagi menyelaraskan modul dengan
keperluan KSSM arus perdana. Sehubungan dengan itu, ,Modul SCoPE 2.0 2018 boleh
digunakan bermula pada tarikh 05 Mac 2018. Bersama-sama,ini disertakan modul SCoPE 2.0
2018 dalam bentuk softcopy untuk tindakan tuan/puan. ' ,.,,
Semoga dengan usaha dan komitmen yang berterusan daripada tuan/puan akan meningkatkan
kecemerlangan MRSM
Kerjasama tuan/puan didahului dengan ucapan terima kasih.
.BERKHIDMAT UNTUK NEGARA

'Membandarkan Luar Bandar'
WAN AINIZAH BINTI ARIFFIN

Timbalan Pengarah 1 (Pembangunan Kurikulum)
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Bahagian Pendidikan Menengah
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SCHOOLWIDE COMMUNICATION PROGRAMME
FOR ENGLISH
(SCoPE 2.0)
2018
BAHAGIAN PENDIDIKAN MENENGAH

MARA
SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0
2018
1.0 INTRODUCTION
SCoPE 2.0 is a 6-week programme that has 3 major project-based assessment cycles.
Each cycle will encompass enriched input and instruction, production and oral/written
progress reporting, and teacher/peer presentation. There will be no assessment at the
end of the 6 weeks as students are assessed in each cycle.
The SCoPE 2.0 2018 module has been remapped to fit the requirements of the Common
European Framework of References For Languages (CEFR) aligned KSSM Curriculum.
The modules have been designed to be used for the non-textbook based lessons.
1.1 COURSE OBJECTIVES
1.1.1 To prepare learners positively and culturally for language learning by:
 Developing a positive attitude towards language learning.
 Learning to communicate using the language.
 Developing sensitivity to social conventions and norms.
1.1.2 To acquire comprehension skills as a result of:
 Engaging with oral, visual and written language effectively in a range of
contexts.
1.1.3 To communicate effectively, using appropriate language by:
 Writing, speaking and listening on a wide range of topics for different
purposes and audiences (groups, class).
1.1.4 To develop presentation skills by:
 Using a range of Information and Communications Technology (ICT) tools
1

(SCoPE) 2.0
2.0 WHY SCoPE 2.0
SCoPE 2.0 applies project-based learning method as it centres on the learners. Through
the construction of a personally-meaningful artifact, which may be a play, a multimedia
presentation or a poem, learners represent what they've learned (Harel & Papert, 1991;
Kafai & Resnick, 1996)1. In addition, learners typically have more autonomy over what
they learn, maintaining interest and motivating learners to take more responsibility for
their learning (Tassinari, 1996; Wolk, 1994; Worthy, 2000)1. Hence, project-based
learning and the outcome of products enable the expression of diversity in learners, such
as interests, abilities and learning styles.
SCoPE 2.0 consists of activities that promote receptive skills (Listening and Reading)
which lead to productive skills (Speaking and Writing). Students present activities based
on the situations and resources which are intrinsically interesting, culturally embedded
and cognitively engaging. Effective use of Information & Communications in Technology
(ICT) is integrated in SCoPE 2.0 to promote 21st century learning skills.
Source: 1 https://www.ncsu.edu/meridian/win2002/514/project-based.pdf
2

SCoPE 2.0
2018
COMMITTEE MEMBERS
NAME CENTRE
ANIZA MASBAH PARIT
NURAIEMY AHMAD LENGGONG
‘AINAA ABDUL RASHID SULTAN AZLAN SHAH
MARWATI MOHAMED BPM
NURUL SAHARUDIN BPM
2

(SCoPE) 2.0 2018
SCHEME OF WORK OF SCOPE 2.0 WITH CEFR ALIGNED KSSM
Learning Activities
CYCLE 1
Lesson/ Resources/ Assessment/

Name/ Topic Duration Outline of the Activity
Skill Media Notes
Disconnect to One Period 1. Listening to 3 audio Appendix A

Connect (One Hour) recordings about Mobile Appendix B
Phone Etiquettes. Appendix C
18 2. Discussion about the Audio:
Listening audio recordings. (a)Using Phone
while driving
(b) Is it Okay To Use
Phone At Dinner?
(c)Be Kind Online
To Phone Or Not To One Period 1. Providing advice or Appendix D
19 Phone suggestions on the Appendix E
Speaking etiquettes of using Appendix F
mobile phone in public. Appendix G
Exit Cards
Play Script One Period 1. Reading a play script on Appendix H
Cell phone Zombie Cellphone Zombies. Appendix I
20
2. Answering
Reading
comprehension question
21 Language One Period 1. Learning about grammar Note: Teacher use

Awareness rules and structures in own lesson.
using Modal Verb: Must
and mustn’t
My Pledge One Period 1. Asking students about Appendix J Assessment 1(a)

Social Etiquettes Appendix K Assessment 1(b)
concerning usage of
mobile phones in public
22
setting.
Writing
2. Creating a pledge.
3. Dramatisation of the
pledge
Literature In Action 1. Describing characters Appendix L

from the play script
23
(Refer to Lesson 20)
Learning Activities
CYCLE 2
Lesson Name Duration Outline of the Activity Resources Assessment/

Progress
One Period 1. Listing down 5 words

Cleanliness is next to relating to cleanliness. Cleanliness Video
godliness 2. Listening to a video clip Clip
on cleanliness.
24 3. Matching questions with Matching Question
Listening answers. and Answer
4. Providing solutions for
the personal hygiene
issues.
Table of The One Period 1. Asking peers on solutions Appendix M
25
Undesirables for the personal hygiene
Speaking
problems.
Jigsaw Reading One Period 1. Reading article(s) and Personal Hygiene
26
answer Comprehension Clip
Reading
Questions. Appendix N
Poster About One Period 1. Creating a poster to come Brit’s Personal
27 Addressing Personal up with ways to address Hygiene Poster
Writing Hygiene. personal hygiene Appendix M
problems.
Language Awareness One Period 1. Presenting the poster Assessment 2(a):
(Gallery Walk) addressing personal Peer
hygiene by using the Assessment 2(b):
28 grammar rules on Modal Teacher
Verbs: Should and
Shouldn’t
Literature In Action One Period 1. Learning about the poem Note: Teacher use
29 Sad I ams by Trevor own lesson.
Millum.
LESSON 30 – 40
TEXTBOOK BASED LESSON
LEARNING ACTIVITIES
CYCLE 3
Lesson Name Duration Outline of the Activity Resources Assessment/

Progress
41 To Shop Or Not to One Period 1. Learning about good 1. Shopoholics
Listening Shop spending habits. Movie Trailer
2. How to be a
good
consumer
video
Cyber Shop Safely One Period 1. Learning about spending 1. Appendix O

habits. Info-graphics
2. Comparing data on on spending
infographics about online habits.
42
spending habits between 2. Online
Reading
Malaysia and India. Shopping
Video
3. Power point
slides
Language One Period 1. Learning about grammar 1. Grammar
Awareness rules and structures in Rules Videos
43 Basic Coordinating forming indirect 2. Power point
Conjunctions questions. slides
3. Appendix P
When Dorothy Meets One Period 1. Learning about different 1. Becca and
Lucy characters’ spending Lucy’s clip.
habits. 2. Clip on how
44 2. Describing two to prepare
Writing characters spending power point
habits in short slides.
paragraphs on power
point slides.
One Period Presenting about good Assessment 3(a):
45 How can you be a and bad spending habits Peer
Speaking good consumer? using power point slides. Assessment 3(b):
Teacher
Teacher use own lesson.
46 Literature In Action One Period
Form 1
LESSON PLAN

DATE: 8/1/2018 DAY: Monday

CLASS:1 SUBJECT: English LESSON: 18 TIME:
THEME/TOPIC:
DURATION:
FOCUS SKILLS: Listening

Choose an item.
RESOURCES:
CONTENT Main Skill: Listening Others:(Pls specify)
STANDARD: 1.1 Understand meaning in a variety of familiar context
Complementary Skill: Listening CROSS
1.1 Understand meaning in a variety of familiar context CURRICULAR
LEARNING Main Skill: Listening ELEMENTS:
STANDARD: 1.1.2 Understand with little or no support specific information and details Science and
in simple longer texts on a range of familiar topics Technology
Complementary Skill: Listening
1.1.4 Understand longer sequences of supported classroom instructions LEARNING
LANGUAGE/ 3. Modal verbs to talk about rules and obligations (must, musn't, should, DOMAIN :
GRAMMAR FOCUS shouldn't) Apply
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES: a. understand with little or no support specific information and details in ASSESSMENT:
simple longer texts on phone ethics Presentation
b. understand longer sequences of supported classroom instructions on
completing the graphic organisers MORAL VALUES:

ACTIVITIES: PRE‐LESSON
1. T shows his/her cellphones to the class and elicits pupils’ responses on
the use of phone in daily life.
2. Pupils respond verbally and T writes on the board.
3. T introduces today’s topic which is “Disconnect to Connect”.
LESSON
1. T distributes the graphic organisers to pupils.
2. T plays three audios on:
a. Using Phone while driving
b. Is It Okay To Use Phone At Dinner?
c. Be Kind Online
2. Based on the audios played, pupils need to complete the graphic
organisers.
3. T calls pupils randomly to share the answers.
POST‐LESSON:
1. Pupils are asked to list out 5 ethics of using social messaging applications
(Whatsapp, Telegram, Face Time, Snapchat).
TEACHER’S
REFLECTION:

APPENDIX A
Write keywords from the audio that you have listened.
USING
PHONE
WHILE
DRIVING
APPENDIX B
IS IT OKAY PHONE AT
TO USE DINNER?
APPENDIX C
BE KIND ONLINE
Form 1
LESSON PLAN


THEME/TOPIC: To Phone or Not To Phone
DURATION:
FOCUS SKILLS: Speaking

Choose an item.
RESOURCES:
CONTENT Main Skill: Speaking Handout
STANDARD: 2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics CROSS
Complementary Skill: Speaking CURRICULAR
2.1 Communicate information, ideas, opinions and feelings intelligibly on ELEMENTS:
familiar topics Science and
LEARNING Main Skill: Speaking Technology
STANDARD: 2.1.2 Ask about and express rules and obligations
Complementary Skill: Speaking LEARNING
2.1.4 Explain and give reasons for simple advice DOMAIN :
LANGUAGE/ 3. Modal verbs to talk about rules and obligations (must, musn't, should, Apply
GRAMMAR FOCUS shouldn't)
LEARNING By the end of the lesson, pupils will be able to: ASSESSMENT:
OBJECTIVES: a. ask about and express rules and obligations on ethics of using social Presentation
media / social messaging apps
b. explain and give reasons for simple advice to people who use phones MORAL VALUES:
excessively
ACTIVITIES: I. PRE‐LESSON
1. T recites a poem entitled “Phone” by Marie Christie (refer to the
Appendix)
2. T questions pupils the effects of using social media / social messaging
apps excessively.
3. Pupils respond verbally.
LESSON
1. Pupils are asked to sit in groups.
2. Each group is given a poem.
3. T chooses pupils randomly to recite the poem.
4. Based on the poems, in groups, pupils need to explain the rules of using
phone in public places and give advice to those who use phone too much.
5. Then, representative from each group needs to present the outcome.
POST‐LESSON:
1. Pupils fill in exit card on the moral values they get from the lesson.
TEACHER’S
REFLECTION:

Appendix D
PHONE by Marie Christine

I wake up
Check my phone
There are no texts/calls/notifications
My sister wakes up
Checks her phone
She has to scroll down to see
All her messages
It is lunch break
I check my phone
There are no texts/calls/notifications
Sometimes my phone
Made for social acceptance
And interaction
Makes me more lonely
And it shows me that I am alone
I go to bed
I check my phone
I am alone
Appendix E
Cell Phone Clones by Del Maximo

Yo Terry, what’s up bro?
talking to yourself all the time now
oh, yeah?
is that a blue tooth or a blue ear?
is it surgically attached?
do you wear it to bed?
take it with you into the shower?
Man, you would never be so crazy
it can’t be you
it’s got to be your cell phone clone
hey lady, can you see that green arrow

it won’t last forever
what’s up…honk, honk
you’re on the phone?
We’re gonna to miss the left …turn
honey, you must be blind
how’d you get your license?
is that Lynne?
it can’t be you
got to be your cell phone clone
A. K., another call?

and we’re supposed to be having a conversation
kickin’ it
now you’re text messaging under the table
and you think I don’t notice?
Dude, I’m not that stupid
and you, my brother, would never be that rude to me
it can’t be you
got to be your cell phone clone
Leon, dude!
How many cell phones you need?
You’re talking on the one you got pressed onto your ear
There’s another on the table in front of you
Do you have one more?
You could be a juggler
Join the circus
Girlfriend, don’t you realize the light has changed

and you’re standing in the crosswalk in the middle of the street?
hang up the phone and step—yeah, you
I see cell phone clones
Are you one too?
Appendix F
It’s A Cell Phone World by Robert Blankenship

Our society is obsessed with the cell phone
That ever present handy little device
If we could just leave it behind
Sometimes that would be nice
I've observed people literally

Walk into a door
While looking down at their cell phone
As if gazing at the floor
A call a text or Instagram

Excuse me I have to check my mail
Oh my God!!!My batteries low!!
Please my phone do not fail
I know we're here for dinner

But I must text a friend
LOL and OMG
Now it's time to send
Cell phones have their place

I guess in today's society
But there would not be one in existence
If it were up to me
No one can communicate

As in talking face to face
This type of interaction
Has by the cell phone been replaced
I guess that's just the way it is today

O how I long for the days of old
When you had to find a pay phone
In the heat or rain or cold
Drop a quarter in the slot

Or maybe just a dime
Better say what you want
Your running out of time
I'm just a little old fashioned I guess

I like the way it used to be
When two would sit and talk
Without interruption from technology
Appendix G
Cell Phones Everywhere
Everywhere I look and everywhere I see

Everyone seems to have a cell phone at the ear!
It really drives me crazy!
It really drives me nuts!
When we are talking, don’t answer it,
No ifs, no ands, no buts!
And when we’re at the ballgame,
Or when we’re at the movie
Turn those cell phones off,
They aren’t the least bit groovy!
It’s just an electronic leash!
It’s just really too much!
Anyone can track you down,
Come, let’s keep in touch!

Form 1
LESSON PLAN


THEME/TOPIC:
DURATION:
FOCUS SKILLS: Reading

Choose an item.
RESOURCES:
CONTENT Main Skill: Reading Handout
STANDARD: 3.1 Understand a variety of texts by using a range of appropriate reading
strategies to construct meaning CROSS
Complementary Skill: Reading CURRICULAR
3.1 Understand a variety of texts by using a range of appropriate reading ELEMENTS:
strategies to construct meaning Science and
LEARNING Main Skill: Reading Technology
STANDARD: 3.1.2 Understand specific details and information in simple longer texts
Complementary Skill: Reading LEARNING
3.1.3 Guess the meaning of unfamiliar words from clues provided by other DOMAIN :
known words and by context Analyse
LANGUAGE/ 3. Modal verbs to talk about rules and obligations (must, musn't, should,
GRAMMAR FOCUS shouldn't) ASSESSMENT:
LEARNING By the end of the lesson, pupils will be able to: Presentation
OBJECTIVES: a. understand specific details and information in simple longer drama
scripts on Cell Phones Zombies MORAL VALUES:
b. guess the meaning of unfamiliar words from clues provided by other
known words and by context
1. T asks a question to pupils: What would happen to the world if cell
phones were not invented ?
2. Pupils respond verbally. T introduces today’s topic.
LESSON
1. Pupils sit in groups. Each group is given a play script entitled Cell Phones
Zombies.
2. Based on the play script, pupils are asked to do reader’s theater.
3. Pupils present to the class.
4. Then, T distributes worksheet to pupils.
5. Pupils complete the worksheet individually and T checks the answers.
POST‐LESSON:
1. Pupils share with T the moral values they have learned from the activity.
TEACHER’S
REFLECTION:

Appendix H

(Two time travelers, BAKER and JONES, are on stage. They can either be in a
spotlight with other people lumbering around in the darkness behind them or them
alone on stage with people moaning off stage)
BAKER
We have travelled back in time to a critical time in our history. This is a key moment
where our world was nearly destroyed by a mind numbing technology that turned
everyone into zombies. This is the zombie apocalypse!
(Lights come up and people - ZOMBIE JOE and MOE - wander around the stage
looking at their cell phones moaning as they walk not looking where they are going
and bumping into each other which causes more moaning. More Zombie Cell Phone
Users can be added if available)
JONES
It's horrible. What caused our ancestors to suffer this terrible fate?
BAKER
It's these strange devices they are all carrying around and staring at. They've all
been put into a trance by these things. They can't stop looking at them.
JONES
What's that strange sound they’re all making?
BAKER
We call it the iMoan.
JONES
This is too horrible. I can’t watch. Why did you bring me back to see all this?
BAKER
Because history tells us you are the one who stops it. You are our saviour, The
Chosen One. A time traveller with your name is the one who saves humanity.
JONES
Are you sure it was me? Jones is a pretty common name. I went to school with
someone with the same name first and last name even, that’s how common it is.
BAKER
I sure hope you're the right one. We've been planning this your entire life.
JONES
You mean you've been grooming me my whole life to travel back in time and save
the world?
Appendix H

BAKER
Yes.
JONES
So how am I supposed to save the world anyway?
BAKER
We're not sure.
JONES
Hey! Lookout! That zombie is driving a car while looking at one of those devices!
BAKER
This is bad. These are all manual vehicles. No self-driving cars in this time period.
JONES
It's headed right for us!
BAKER
I have to stop it. You have to be safe! You must complete your mission!
JONES
What are you doing?!
(BAKER runs off stage. There is a car screech and thump - or this can be staged in a
silly way with a zombie person driving a small kid car or a cut-out of a car and hits
BAKER)
ZOMBIES
(Zombies come and take pictures of Baker lying on the road. They are trying to post
them on the social media)
JONES (CONT.)
Oh no! Baker’s dead. What do I do? Okay, stay calm Jones. You were trained for
this kind of situation. Look in the emergency kit. We have a wound self-cleaning
bandage, common cold cure tablet, and unlimited credit instant currency card good
for any time period, instant shelter just add water, daily meal pill… a sonic
toothbrush...
(Turns it on. Zombie Joe, who is closest to JONES stops and moans louder. Phone
isn’t working anymore. Zombie Joe holds it up to the sky and tries to get reception)
JONES (CONT.)
Did the sonic toothbrush just disrupt your phone?
(JONES points it at another person, ZOMBIE MOE, and turns it on. That person’s
phone stops working. They moan too and hold it up too trying to get reception).
(More zombies stop and moan and hold up their phones. If more actors are not
available then the moaning can come from off stage. The first and second zombies,
JOE and MOE, are starting to turn back to normal)
Appendix H

ZOMBIE JOE
What’s going on?
ZOMBIE MOE
I don’t know.
ZOMBIE JOE
Where am I?
JONES
Welcome to the future, my good people. I have freed you of the terrible creature that
took over your world. Be free of this hideous device forever.
(Takes Zombie Moe’s phone and throws it)
ZOMBIE MOE
Hey! I don’t have insurance on that!
ZOMBIE JOE
I have another plan. I can drop it and get a new one. I do that monthly. I always have
to have the latest phone.
ZOMBIE MOE
Let’s go get new ones. I heard the new iPid is awesome.
ZOMBIE JOE
What’s an iPid?
ZOMBIE MOE
I have no clue but it’s new!
ZOMBIE JOE
I want one!
(ZOMBIE MOE and JOE exit)
JONES
It’s no good. They are obsessed. I will have to find a way to destroy all the phones.
(Turns sonic toothbrush on. More moaning)
JONES
Yes! This is it! The sonic toothbrush. Baker, wake up! I have found the way.
BAKER
What has happened? (Feeling dizzy)
JONES
This sonic toothbrush can disrupt the signal of the phones. This can save the world!
(BAKER and JONES use the sonic toothbrush to disrupt the signal of the phones
and they manage to save the world).
Appendix I

Cell Phones
Zombies
What did the Zombies do in

the play script?
Form 1
LESSON PLAN


THEME/TOPIC:
DURATION:
FOCUS SKILLS: Language Awareness

Choose an item.
RESOURCES:
CONTENT Main Skill: Choose an item. Choose an item.
STANDARD: Choose an item.
Complementary Skill: Choose an item. CROSS
Choose an item. CURRICULAR
LEARNING Main Skill: Choose an item. ELEMENTS:
STANDARD: Science and
Choose an item.
Technology
Complementary Skill: Choose an item.

Choose an item. LEARNING
LANGUAGE/ 3. Modal verbs to talk about rules and obligations (must, musn't, should, DOMAIN :
GRAMMAR FOCUS shouldn't) Choose an item.
OBJECTIVES: ASSESSMENT:
ACTIVITIES: PRE‐LESSON Presentation

LESSON MORAL VALUES:

POST‐LESSON:
TEACHER’S
REFLECTION:

Form 1
LESSON PLAN


THEME/TOPIC:
DURATION:
FOCUS SKILLS: Writing

Choose an item.
RESOURCES:
CONTENT Main Skill: Writing Others:(Pls specify)
STANDARD: 4.1 Communicate intelligibly through print and digital media on familiar
topics CROSS
Complementary Skill: Writing CURRICULAR
4.2 Communicate with appropriate language, form and style ELEMENTS:
LEARNING Main Skill: Writing Science and
STANDARD: 4.1.2 Describe future plans or events Technology
Complementary Skill: Writing
4.1.5 Connect sentences into two coherent paragraphs or more using basic LEARNING
coordinating conjunctions and reference pronouns DOMAIN :
LANGUAGE/ 3. Modal verbs to talk about rules and obligations (must, musn't, should, Create
GRAMMAR FOCUS shouldn't)
LEARNING By the end of the lesson, pupils will be able to: ASSESSMENT:
OBJECTIVES: a. describe future plans or events on a No Phone Zone Pledge Presentation
b. connect sentences into two coherent paragraphs or more using basic
coordinating conjunctions and reference pronouns to write the pledge MORAL VALUES:
1. T reads Oprah’s No Phone Zone Pledge. T informs pupils that they will
come out with similar pledge for the lesson.
LESSON
1. Pupils sit in groups. Each group is given a template to write their pledge.
2. T facilitates the process.
3. Pupils present the pledge and the presentation is evaluated by T and
their peers.
POST‐LESSON:
1. Pupils paste the pledges on the wall.
TEACHER’S
REFLECTION:

Appendix J

Appendix K
THE PLEDGE OF USING

MY CELLPHONE

On this ___________________ in the year
_________________, I hereby pledge to:
 _________________________________________
_________________________________________
 _________________________________________
_________________________________________
 _________________________________________
_________________________________________
 _________________________________________
_________________________________________
 _________________________________________
_________________________________________
Signed: _____________________________________
Witness: _____________________________________
Lesson 22 : My pledge Assessment 1a: Peer
Group : _______________________ Date : _____________________
Peer Assessment Form

Now that you’ve watched your friends’ presentation, it’s time to give some feedback to the
group! Below is a list of reflections that you need to assess. Please tick in the suitable box
for each reflection.
Reflection
1 2 3 4 5
We hear the presentation

1
clearly
We understand the
2
presentation
3 We enjoy the presentation
TOTAL /15
What we love about the presentation:
_________________________________________________________________________
_________________________________________________________________________
What can be improved:
_________________________________________________________________________
_________________________________________________________________________
Lesson 22 : My Pledge Assessment 1b : Teacher evaluation

Group : _______________________ Date : _____________________
Assessment Form
Below is a list of reflections for teacher to assess. Please tick in the suitable box for each
reflection.
Reflection
1 2 3 4 5
Delivery – pronunciation,
1 intonation, word stress,
audibility
Content – exhibited good

2
understanding of the topic
Body language – eye

3 contact, hand gesture,
teamwork
TEACHER EVALUATION /15
PEER EVALUATION /15
GRAND TOTAL = /30
What I love about this group’s presentation:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Form 1
LESSON PLAN


THEME/TOPIC:
DURATION:
FOCUS SKILLS: LiA

Choose an item.
RESOURCES:
CONTENT Main Skill: Literature in Action Others:(Pls specify)
STANDARD: 5.1 Engage with, respond to and intrepret a variety of literary text types
LEARNING Main Skill: Literature in Action ELEMENTS:
STANDARD: 5.1.2 Identify and describe in simple language the key characters in a text Science and
Complementary Skill: Choose an item. Technology
Choose an item.
LANGUAGE/ 3. Modal verbs to talk about rules and obligations (must, musn't, should, LEARNING
GRAMMAR FOCUS shouldn't) DOMAIN :
LEARNING By the end of the lesson, pupils will be able to: Analyse
OBJECTIVES: a. identify and describe in simple language the key characters based on the
drama script in Lesson 20 ASSESSMENT:
ACTIVITIES: PRE‐LESSON Presentation
1. T elicits pupils’ responses on the drama they have acted out. Ss respond
verbally. MORAL VALUES:
LESSON
1. Pupils sit in groups. Each group is given a template to identify and
describe the characters in the drama script. Pupils need to sketch the face
of the characters.
2. T facilitates the process.
3. Pupils need to come up with 3 simple sentences to describe each
character and write the sentences at the bottom of the sketch.
4. Pupils present the outcome in the style of gallery walk.
POST‐LESSON:
1. Pupils can give stars or put stickers on the best sketch.
TEACHER’S
REFLECTION:

Appendix L

Cell Phones
Zombies
Zombie Zombie
Moe Joe
Form 1
LESSON PLAN


THEME/TOPIC: Health and Environment / Personal Hygiene
DURATION: 1 hour
FOCUS SKILLS: Listening

Choose an item.
RESOURCES:
CONTENT Main Skill: Listening Handout
STANDARD: 1.1 Understand meaning in a variety of familiar context
Complementary Skill: Speaking CROSS
2.1 Communicate information, ideas, opinions and feelings intelligibly on CURRICULAR
familiar topics ELEMENTS:
LEARNING Main Skill: Listening Values
STANDARD: 1.1.5 Understand more complex supported questions
Complementary Skill: Speaking LEARNING
2.1.4 Explain and give reasons for simple advice DOMAIN :
LANGUAGE/ 5. Modal verbs to give and talk about advice (can, could, should, shouldn't, Problem Solving
GRAMMAR FOCUS might)
LEARNING By the end of the lesson, pupils will be able to ASSESSMENT:
OBJECTIVES: i. understand more complex supported questions by matching 10 Choose an item.
answers to 10 questions.
ii. explain and give advice to each personal hygiene problem. MORAL VALUES:

 Teacher writes/displays a few keywords on the board
(cleanliness, hygiene, good habit). Pupils need to list down
other words relating to the keyword.
 Teacher plays a video on cleanliness. Asks whether pupils
experience similar situation.
https://www.youtube.com/watch?v=4PaaR1B0b2w
• While watching the clip, teacher asks pupils to tick or circle
how many words they have on their list were mentioned in
the cleanliness clip.
 Pupils share their list with the class.
II. LESSON
 Teacher displays 10 questions and 10 answers (the answers
are jumbled up). Instructs pupils to work in pairs and predict
which answer goes with which question.
 Teacher plays the video again so pupils can match the answers
to the questions.
 Teacher asks pupils to identify keywords or phrases in the
answers that helped them work out which ones go together.
 Pupils work in pairs and come up with a cleanliness related
problem that they might face living in a hostel. Pupils will ask
their partners for advice to each problem given
III. POST‐LESSON:
 Pupils shared briefly about taking care of their hostel room.
TEACHER’S
REFLECTION:

Match these 10 questions to their answers.
1. What is the boy’s name?
2. Why was the kitchen sink at Sham’s house dirty?
3. What were found everywhere in his house?
4. Why can’t Sham eat inside his house?
5. What was Sham’s decision?
6. What did Sham do to get rid of mosquitoes and cockroaches?
7. How often should we clean our house?
8. What should we do if there are mosquitoes in our house?
9. Why should we protect our food with food cover?
10. Why should we keep ourselves from being bitten by mosquitoes?
· We should use mosquito coil, insecticides and mosquito net when sleeping.
· It may lead to many diseases.
· His name is Sham.
· He sprayed insecticides on them.
· He did not dispose of the rubbish.
· His house has become a breeding ground for flies and mosquitoes.
· We should do it every day.
· To keep it from being spoilt.
• He decided to clean his whole house.
• There were harmful insects in his house.

Form 1

LESSON PLAN


DURATION: 1 hour
FOCUS SKILLS: Speaking

Choose an item.
RESOURCES:
CONTENT Main Skill: Speaking Handout
STANDARD: 2.1 Communicate information, ideas, opinions and feelings intelligibly on Table ofThe
familiar topics Undesirables
4.1 Communicate intelligibly through print and digital media on familiar CROSS
topics CURRICULAR
LEARNING Main Skill: Speaking ELEMENTS:
STANDARD: 2.1.3 Ask about and describe future plans or events Values
4.1.2 Describe future plans or events LEARNING
LANGUAGE/ 5. Modal verbs to give and talk about advice (can, could, should, shouldn't, DOMAIN :
GRAMMAR FOCUS might) Problem Solving
LEARNING By the end of the lesson, pupils will be able to
OBJECTIVES: i. ask about and describe solutions for each personal hygiene ASSESSMENT:
problem by using the modal verbs, should and shouldn’t. Choose an item.
ii. describe future plans to solve a personal hygiene problem.
MORAL VALUES:
 Teacher writes “Clean” on the board. Pupils work in pairs and
talk about items they would clean daily, weekly and monthly.
 Teacher relates to today’s lesson, i.e. about personal hygiene.
II. LESSON
 Teacher distributes Table of The Undesirables handout.
 Pupils are to collect two solutions for each personal hygiene
problem from other pupils.
III. POST‐LESSON:
 Recap lesson.
TEACHER’S
REFLECTION:

Appendix M
Table of the Undesirables

Provide suggestions to deal with these problems.















Form 1
LESSON PLAN


DURATION: 1 hour
FOCUS SKILLS: Reading

Choose an item.
RESOURCES:
CONTENT Main Skill: Reading Handout
STANDARD: 3.1 Understand a variety of texts by using a range of appropriate reading Understanding
strategies to construct meaning Body Odour: No
Complementary Skill: Reading Sweat!
3.1 Understand a variety of texts by using a range of appropriate reading
strategies to construct meaning CROSS
LEARNING Main Skill: Reading CURRICULAR
STANDARD: 3.1.2 Understand specific details and information in simple longer texts ELEMENTS:
Complementary Skill: Reading Values
3.1.4 Use with some support familiar print and digital resources to check
meaning LEARNING
LANGUAGE/ 5. Modal verbs to give and talk about advice (can, could, should, shouldn't, DOMAIN :
GRAMMAR FOCUS might) Problem Solving
OBJECTIVES: i. understand specific details and information on the article, ASSESSMENT:
Understanding Body Odour: No Sweat!. Written Exercise
ii. use dictionary to check meaning.
MORAL VALUES:
 Teacher plays a video on personal hygiene.
https://www.youtube.com/watch?v=jQ2e0KH5WrI
II. LESSON
 Teacher distributes Understand Body Odour handout.
 Pupils are to complete the tasks on the handout given.
III. POST‐LESSON:
 Pupils are to complete the Body Odour Survey.
TEACHER’S
REFLECTION:

Appendix N
Understanding Body Odor: No Sweat!
Taking a bath during the Middle Ages was considered bad for you. In fact, they thought
being naked was evil and letting the water touch you could make you extremely ill. Queen
Isabella boasted that she only took two baths her entire life. Some colonial American leaders
said that bathing was impure since it promoted nudity. The truth is that it was pretty hard to
get a bath before the invention of running water. It had to be carried into the house in buckets
and heated on a fire or stove. Generally, everyone took a bath in the same water (yuck!), and
the youngest was usually last.
Naturally, all this changed when people found out that cleanliness improved their
health. However, despite improved bathing habits, body odour is still a problem for all of us,
even today. The human body has more than two million sweat glands. These glands actually
produce two kinds of sweat: eccrine (eck-ren) a clear, odourless sweat that appears all over
our bodies, which performs the vital role of controlling body temperature, and apocrine (app-
ah-kren), a thicker substance that is produced by glands in the underarm, scalp, and groin
areas. The apocrine glands don't really start working until you hit the teenage years, but then,
bring out the deodorant! These are the glands that produce the sweat that smells.
The actual sweat has almost no smell. Body odour comes when (you guessed it)
bacteria on the skin eats the sweat. Bacteria give off wastes, and things start to stink. That's
why a locker room smells so bad. Bacteria start growing on those sweaty uniforms and,
PHEW, it smells like a herd of sheep was camping out in there. (Bacteria are the culprits for
bad breath and stinky poop, too.)
How do we remedy this smelly situation? First, take a shower or bath. Taking a shower
regularly helps get rid of the bacteria wastes on your skin. Many people use antiperspirants
and deodorants, but not everyone can use these products. If you have sensitive skin, you can
try a homemade deodorant. (Mixing witch hazel, aloe vera, and mineral water with a little
glycerine and some sweet-smelling oil is one kind of homemade deodorant.) Next, change
your underclothes daily and wear loose, natural-fibre clothing that "breathes" and allows air to
circulate next to your skin. Put on clean clothing after showering, or you'll be right back where
you started.
Which part of your body do you think sweats the most? Did you guess your armpits?
Nope. It's your feet. Nobody wants to smell bad. So, if you're thinkin' you're stinkin,' take a
shower, and you'll smell like a flower. If you're always in motion, use some sweet-smelling
lotion, and after that, don't sweat it!
A. Answer the questions.

1. What did people of the Middle Ages think about taking a bath?
2. How many baths did Queen Isabella take over her lifetime?
A. ten B. three C. none D. two
3. Which kind of sweat gland controls our body temperature?
A. eccrine B. endocrine C. lymph D. adrenalin
4. What causes our sweat to smell bad?
5. How does taking a shower help get rid of body odour?
A. gets rid of hair B. washes away sweat glands
C. gets rid of bacteria wastes D. gets rid of dirt
6. Which part of our body sweats the most?
Appendix N
B. WHAT’S YOUR SAY?

1. Do you think having body odour is embarrassing? Why?
2. Have you ever been around someone who smells bad? What do you do?
3. How can you be polite when around someone who smells bad?
4. Is there a polite way to tell someone they have B.O.(body odour)?
C. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words
and use dictionaries to find their meanings.
D. BODY ODOUR SURVEY

Write five GOOD questions about body odour in the table. Do this in pairs. Each student
must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
STUDENT 1 STUDENT 2 STUDENT 3
_____________ _____________ _____________
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.
Now return to your original partner and share and talk about what you found out. Change
partners often.
Form 1
LESSON PLAN


DURATION: 1 hour
FOCUS SKILLS: Writing

Choose an item.
RESOURCES:
CONTENT Main Skill: Writing Handout
STANDARD: 4.1 Communicate intelligibly through print and digital media on familiar The Undesirables
topics
Complementary Skill: Writing CROSS
4.2 Communicate with appropriate language, form and style CURRICULAR
LEARNING Main Skill: Writing ELEMENTS:
STANDARD: 4.1.3 Narrate factual and imagined events and experiences Values
4.2.3 Produce a plan or draft of two paragraphs or more and modify this LEARNING
appropriately in response to feedback DOMAIN :
LANGUAGE/ 5. Modal verbs to give and talk about advice (can, could, should, shouldn't, Create
OBJECTIVES: i. prepare a poster on personal hygiene problems and ways to solve Presentation
them.
ii. produce a poster. MORAL VALUES:

 Teacher displays Brit’s Personal Hygiene poster. Teacher elicits
response from pupils.
II. LESSON
 In groups, pupils choose one personal hygiene problem from
The Undesirables (Lesson 25).
 Pupils to create a poster on the personal hygiene chosen and
ways to solve the problem. Teacher can use Brit’s Personal
Hygiene poster as a sample for the layout.
III. POST‐LESSON:
 Preparation for Gallery Walk.
TEACHER’S
REFLECTION:

Form 1
LESSON PLAN


DURATION: 1 hour
FOCUS SKILLS: Language Awareness

Choose an item.
RESOURCES:
CONTENT Main Skill: Choose an item. Not Applicable
STANDARD: Choose an item. Choose an item.

LEARNING
Choose an item. DOMAIN :
LANGUAGE/ 5. Modal verbs to give and talk about advice (can, could, should, shouldn't, Evaluate
OBJECTIVES: i. present a poster on personal hygiene Presentation
ii. explain about personal hygiene using the modals should and
shouldn’t. MORAL VALUES:

 Recall on the modals (should and shouldn’t) learnt.
II. LESSON
 Each group displays their poster on personal hygiene. Each
group will elect a representative to present their group’s
poster while the rest of the members will visit other posters.
 Teacher and pupils are to evaluate each poster.
III. POST‐LESSON:
 Nominate the best poster.
TEACHER’S
REFLECTION:

Table of The Undesirables Assessment 2a: Peer evaluation
Group : _______________________ Date : _____________________

Below is a list of components that you need to assess. Please tick the suitable box .
Component
1 2 3 4 5
Content – sufficient
1
knowledge of the topic
Language – good use of

2 vocabulary, grammatically
accurate
teamwork
TOTAL /15
What we love about this group’s poster:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Table of The Undesirables Assessment 2b : Teacher evaluation

Group : _______________________ Date : _____________________
Assessment Form
Below is a list of components for teacher to assess. Please tick in the suitable box.
Component
1 2 3 4 5
Content – sufficient
1
knowledge of the topic

accurate
teamwork
PEER EVALUATION /15
GRAND TOTAL = /30
What I love about this group’s poster:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Form 1
LESSON PLAN
DATE: DAY: Monday
8/1/2018
CLASS:1 SUBJECT: English TIME:
LESSON: 41
THEME/TOPIC: Consumerism & Financial Awareness – Listening DURATION:
To shop or not to shop? That is the question! 1 hour
FOCUS Listening
SKILLS: Choose an item.
CONTENT Main Skill: Listening RESOURCES:
STANDARD: 1.1 Understand meaning in a variety of familiar context HEBAT
Complementary Skill: Speaking materials
2.1 Communicate information, ideas, opinions and feelings
intelligibly on familiar topics CROSS
LEARNING Main Skill: Listening CURRICULAR
STANDARD: 1.1.6 Understand with support longer simple narratives on a ELEMENTS:
wide range of familiar topics Financial
Complementary Skill: Speaking Education
2.1.4 Explain and give reasons for simple advice
LANGUAGE/ Choose an item. LEARNING
GRAMMAR Words associated with shopping DOMAIN :
FOCUS Problem Solving
OBJECTIVES: 1. write at least 3 keywords taken from the 1st video ASSESSMENT:
2. list 3 things they have learnt from the 2nd video Others (Pls
3. write an advice they would give to the characters who love specify):
shopping in the videos and justify their advice with reasons.
MORAL
ACTIVITIES: I. PRE-LESSON VALUES:
1.T shows images of Lazada, 11street and Shopee and asks
the pupils what the logo represent.
2.T asks Ps what they know about shopping online and write
their responses on the board.
II. LESSON
3.T shows a video on spending habits (Confessions of a
Shopaholic movie trailer).
https://www.youtube.com/watch?v=kDmawiW_MXw
4.In their notebook, pupils write keywords taken from the video
they have watched. T asks for suggestions and writes them on
the board.
5.T and Ps discuss the keywords together.
6.T shows another video on spending habits.
7.T asks Ps what they have learnt from the video.
8.Ps write an advice they would give to the characters who
love shopping in the videos. Ps justify their advice with
reasons.
9.Ps talk to a partner to share their advice and reasons.
10.T asks for volunteers to share their advice and reasons.
III. POST-LESSON:
11.T recalls good spending habits from the video with the Ps.
TEACHER’S
REFLECTION:
Form 1
LESSON PLAN
DATE: DAY: Monday
8/1/2018
LESSON: 42
THEME/TOPIC: Consumerism and Financial Awareness – Cyber shop safely! DURATION:
1 hour
FOCUS Reading
CONTENT Main Skill: Reading
RESOURCES:
STANDARD: 3.2 Explore and expand ideas for personal development by
HEBAT
reading independently and widely
materials
Choose an item.
CROSS
LEARNING Main Skill: Reading
CURRICULAR
STANDARD: 3.2.1 Read and enjoy fiction/non fiction and other suitable print
ELEMENTS:
and digital texts of interest
Financial
Complementary Skill: Reading
Education
Choose an item.
LANGUAGE/ Choose an item. LEARNING
GRAMMAR DOMAIN :
FOCUS Words associated with online shopping Create
OBJECTIVES: i.Scan and locate details to create a mind-map ASSESSMENT:
ii.Discuss the similarities and differences of online shopping in Written Exercise
Malaysia and India
ACTIVITIES: I PRE-LESSON
1.T asks Ps some questions on online shopping. MORAL
 Nowadays, there’s a new trend in shopping. What is it VALUES:
called?
 Why are consumers opting for online shopping?
 What kind of items can be purchased online?
 How do you make a purchase on the internet?
eg. How to order/ pay/ collect the product?
 What are the risks of online shopping? Name some
precautions a consumer should take.
II LESSON
Activity 1:
2.Ps watch a video on online shopping (Online shopping –
another cyber way to simplify life).
3.Ps work with a partner to produce a mind map on ‘Online
shopping’.
4.T plays the video 2 more times so that Ps can complete their
mind map.
5.Ps discuss with a partner to complete their mind map.
6.Ps take turn to go to the board to create a mind map for
everyone to see.
7.T discusses the difficult words and the topic.
Activity 2:
8.T distributes the graphic materials.
9.Quiz Time! – T divides Ps into groups of 4 for the activity.
10.T reads the questions twice and Ps find the answers in the
handout given. The first person to answer the question gets a
point for his/her group.
11.T discusses answers with the SS.
Form 1
12. In groups of 4, Ps discuss the similarities and differences of
online shopping in Malaysia and India.
13.T and Ps create a table for similarities and differences on
the board and groups mark their answers.
III POST-LESSON:
14.T recalls with Ps the pros and cons of shopping online with
Ps.
TEACHER’S
REFLECTION:
Appendix O

Appendix O

Form 1
LESSON PLAN
DATE: DAY: Monday

8/1/2018
LESSON: 43
THEME/TOPIC: Consumerism and financial awareness – Basic Coordinating DURATION:
Conjunctions
FOCUS Language Awareness
SKILLS: Choose an item. RESOURCES:
CONTENT Main Skill: Choose an item. Handout
STANDARD: Choose an item. Financial
Complementary Skill: Choose an item. Education
Choose an item.
LANGUAGE/ Speaking / Coordinating conjunctions / pronouns LEARNING
GRAMMAR Choose an item. DOMAIN :
FOCUS Apply
OBJECTIVES: i.list the 7 coordination conjunctions used to combine ideas ASSESSMENT:
ii.construct 3 sentences using coordinating conjunctions Quiz
iii.get at least 26/36 for the quiz
ACTIVITIES: I. PRE-LESSON MORAL
1.T invites 2 Ps to hold a card with a simple sentence each. VALUES:
2.T asks another P to choose a card with the correct
coordinating conjunction from 7 cards to combine the 2 simple
sentences.
3.T highlights the use of a joining word (Coordinating
Conjunction) to create a longer sentence.
II. LESSON
4.T shows a video. (T can show more videos if necessary)
5.T ask Ps for information from the video(s).
6.Ps do the exercises in the handout.
7.T does the quiz with the Ps. (Either as a competition/individual
task/group task because there is a dropdown function for answer
options)
8.T goes through the answers with Ps.
III. POST-LESSON:
9.T recalls the FANBOYS with Ps and reminds them that this
rule will be used in the writing task.
TEACHER’S
REFLECTION:
Appendix P
COORDINATING CONJUNCTIONS AND

THE COMPOUND SENTENCE
A compound, or “double”, sentence is made up of two (or more) simple sentences. The
two complete statements in a compound sentence are usually connected by a
COORDINATING CONJUNCTION (joining word - and, but, for, or, nor, so, yet).
Following are some compound sentences. Each sentence contains two ideas that the
writer considers equal in importance.
 The rain increased, so the officials cancelled the game.
 Martha wanted to go shopping, but Fred refused to drive her.
 Tom was watching television in the family room, and Mary was upstairs on the phone.
 I had to give up wood carving, for my arthritis had become very painful.
EXERCISE 1: Combine the following pairs of simple sentences into compound sentences.
Use a logical COORDINATING CONJUNCTION (joining words - and, but, for, so) to connect
each pair.
 We hung up the print. - We hung up the print but the
 The wall still looked bare wall still looked bare.
1. * I am studying computer science.
 My sister is majoring in
communications.
2. * The children started hitting each other.
 I made them turn off the television.
3. * Betsy put masking tape on her forehead
at night.
 She wanted to stop wrinkles from
forming.
4. * The pizza was covered with salty
anchovies and pepperoni.
 He picked up the salt shaker as usual.
5. * She felt faint.
 She grabbed the metal lamppost.
EXERCISE 2:
CAN YOU WRITE FIVE COMPOUND SENTENCES OF YOUR OWN? USE A DIFFERENT
JOINING WORD (and, but, for, or, nor, so, yet) TO CONNECT THE TWO COMPLETE
IDEAS IN EACH SENTENCE.
Appendix P
COORDINATING CONJUNCTION QUIZ:
1. I'm going to go shopping on Sunday buy some new clothes.
2. I've just eaten dinner I'm not hungry
3. Why don't you ring Sue find out what time she's coming over tonight?
4. Don't tell John about his birthday party you'll spoil the surprise
5. I have been saving my money this year next year I plan to take a long
holiday in Europe.
6. Secretary to Boss: Do you want anything else can I go home now?
7. I love to travel I hate travelling by bus.
8. I'm bored! Let's go out to dinner see a movie.
9. I like living in the city my brother prefers living in the country.
10. Betty's just got a promotion at work she's very happy.

11. Father to Son: You're thirty now. Don't you think it's time that you settled
down got married?
12. Tom got a great Christmas bonus from work this year he and his
family can have a good vacation this year.
13. It's late. You should go to bed now you'll be tired tomorrow.
14. The taxi stopped at the train station two men got out of it.
15. I was in the area I thought I'd drop in and say hello.
16. I really hate to have to sell my car I need the money.
17. My friend fell down the stairs sprained his ankle.
18. I won't be home for Christmas I will be there for New Year's.
19. Julia was very angry with Tom she went for a long walk to cool down.
20. Can you stop at the shop get some milk on your way home from
work?
21. Are you busy this weekend do you have some free time? I need some
help moving to my new house.
22. You've been working hard in the garden all day. Why don't you sit
down I'll bring you a nice cold drink.

Appendix P
23. Nobody was home when I rang Jenny I left a message for her.
24. I've been dieting I'm not losing any weight.
25. Will you eat that last chocolate biscuit will you leave it for me?
26. It's raining. Wear your raincoat you don't get wet.
27. I'm sorry I missed your birthday party Alan, my car broke down it took
me hours to walk to a phone
28. Bill graduated first in his class at University his parents bought him a
new car.
29. We left very early this morning for our holiday there was still a traffic
jam on the freeway.
30. I had a very boring weekend, I just sat around the house did nothing.
31. Can I help you with that are you all right?
32. Would you rather stay home tonight would you rather go out?
33. John may have built this house by himself he hired an architect to
design it.
34. Is this seat already taken can I sit there?
35. Your sister rang today she didn't leave a message.
36. You had better hurry you'll be late for work.

Form 1
LESSON PLAN
DATE: DAY: Monday

8/1/2018
LESSON: 44
THEME/TOPIC: Consumerism and financial awareness – When Dorothy DURATION:
meets Lucy
FOCUS Writing
CONTENT Main Skill: Writing Others:(Pls
STANDARD: 4.1 Communicate intelligibly through print and digital media on specify)
familiar topics
Complementary Skill: Writing CROSS
4.1 Communicate intelligibly through print and digital media on CURRICULAR
familiar topics ELEMENTS:
LEARNING Main Skill: Writing Financial
STANDARD: 4.1.4 Describe personality Education
4.1.5 Connect sentences into two coherent paragraphs or more LEARNING
using basic coordinating conjunctions and reference pronouns DOMAIN:
LANGUAGE/  Words to describe people Analyse
GRAMMAR  Basic coordinating conjunctions / pronoun
FOCUS ASSESSMENT:
LEARNING By the end of the lesson, pupils will be able to Written Exercise
OBJECTIVES: 1.write 2 paragraphs about 2 characters from the videos they
have watched
2.use basic coordinating conjunctions and pronouns MORAL
ACTIVITIES: I. PRE-LESSON VALUES:
1.T asks Ps to recall the 4 people in the 2 videos they watched
in the previous lessons.
2.T puts the names in 2 columns (Good and Bad)
3.T asks Ps why the names are separated that way.
II. LESSON
4.T explains the task - write 2 paragraphs about 2 characters
from the videos they have watched and use basic coordinating
conjunctions and pronouns
5.T and Ps write a paragraph on 1 of the people from the
videos.
6.Ps write in groups of 3 or 4.
7. T goes around to check Ps’ answers.
III. POST-LESSON:
8.T reminds Ps that the next lesson will be related to today’s
lesson.
TEACHER’S
REFLECTION:
Form 1
LESSON PLAN
DATE: DAY: Monday
8/1/2018
LESSON: 45
THEME/TOPIC: Consumerism and financial awareness – How can you be a DURATION:
good consumer?
FOCUS Speaking
CONTENT Main Skill: Speaking Others:(Pls
STANDARD: 2.1 Communicate information, ideas, opinions and feelings specify)
intelligibly on familiar topics
Complementary Skill: Speaking CROSS
2.3 Use appropriate communication strategies CURRICULAR
LEARNING Main Skill: Speaking ELEMENTS:
STANDARD: 2.1.2 Ask about and express rules and obligations Financial
Complementary Skill: Speaking Education
2.3.1 Keep interaction going in short exchanges by checking
understanding of what a speaker is saying LEARNING
LANGUAGE/ Words associated with shopping and spending habits DOMAIN :
GRAMMAR Choose an item. Create
FOCUS
OBJECTIVES: - Prepare and present about good and bad habits using 5 Presentation
PPT slides.
ACTIVITIES: I. PRE-LESSON MORAL
1.T recalls the 2 characters from the previous lesson. VALUES:
2.T puts their answers in 2 columns on a PPT slide.
II. LESSON
3.T explains the task to the Ps – create a presentation about
the good and bad habits using 5 PPT slides.
4.Ps work in the same groups of 3 or 4 to complete the task.
5.Ps present their slides to the class.
III. POST-LESSON:
6.T and Ps talk about some of the do’s and don’ts they
remember the most.
TEACHER’S
REFLECTION:
Lesson 46 : Power point presentation Assessment 3a : Peer evaluation
Group : _______________________ Date : _____________________

Below is a list of components that you need to assess. Please tick the suitable box .
Component
1 2 3 4 5
Content/visual – sufficient
knowledge of the topic,
1
well designed ppt with
visible text
accurate
teamwork
TOTAL /15
What we love about this group’s presentation:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Lesson 46 : Power point presentation Assessment 3b : Teacher evaluation

Group : _______________________ Date : _____________________
Assessment Form
Below is a list of components for teacher to assess. Please tick in the suitable box.
Component
1 2 3 4 5
Content – accuracy,
1 sufficient knowledge of the
topic
Visual –well designed ppt

2
with visible text

accurate
teamwork
Delivery – pacing,
5
intonation
PEER EVALUATION /15
GRAND TOTAL = /40
What I love about this group’s presentation:

_________________________________________________________________________
_________________________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
Form 1
LESSON PLAN
DATE: DAY: Monday

8/1/2018
LESSON: 46
THEME/TOPIC: LiA DURATION:
FOCUS LiA
RESOURCES:
CONTENT Main Skill: Literature in Action
Choose an item.
STANDARD: 5.1 Engage with, respond to and intrepret a variety of literary
text types
CROSS
Complementary Skill: Speaking
CURRICULAR
2.1 Communicate information, ideas, opinions and feelings
ELEMENTS:
intelligibly on familiar topics
Choose an item.
LEARNING Main Skill: Literature in Action
STANDARD: 5.1.2 Identify and describe in simple language the key
LEARNING
characters in a text
DOMAIN :
Complementary Skill: Speaking
Choose an item.
2.1.5 Ask about and describe personality
LANGUAGE/ Choose an item. ASSESSMENT:
GRAMMAR Choose an item.
FOCUS
OBJECTIVES: - MORAL
ACTIVITIES: IV. PRE-LESSON VALUES:
V. LESSON
VI. POST-LESSON:
TEACHER’S
REFLECTION:

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mara memograf

Kepada : Seperti di bawah (u.p Guru Kanan Bahasa lnggeris)

PELAKSANAAN SCoPE 2.0 2018

Dengan hormatnya perkara di atas dirujuk.

Kerjasama tuan/puan didahului dengan ucapan terima kasih.

.BERKHIDMAT UNTUK NEGARA

WAN AINIZAH BINTI ARIFFIN

BAHAGIAN PENDIDIKAN MENENGAH

1.1 COURSE OBJECTIVES

2.0 WHY SCoPE 2.0

ANIZA MASBAH PARIT

NURAIEMY AHMAD LENGGONG

‘AINAA ABDUL RASHID SULTAN AZLAN SHAH

MARWATI MOHAMED BPM

NURUL SAHARUDIN BPM

Lesson/ Resources/ Assessment/

Disconnect to One Period 1. Listening to 3 audio Appendix A

21 Language One Period 1. Learning about grammar Note: Teacher use

My Pledge One Period 1. Asking students about Appendix J Assessment 1(a)

Literature In Action 1. Describing characters Appendix L

Lesson Name Duration Outline of the Activity Resources Assessment/

One Period 1. Listing down 5 words

Lesson Name Duration Outline of the Activity Resources Assessment/

Cyber Shop Safely One Period 1. Learning about spending 1. Appendix O

Write keywords from the audio that you have listened.

Write keywords from the audio that you have listened.

Write keywords from the audio that you have listened.

PHONE by Marie Christine

Cell Phone Clones by Del Maximo

hey lady, can you see that green arrow

A. K., another call?

Girlfriend, don’t you realize the light has changed

It’s A Cell Phone World by Robert Blankenship

I've observed people literally

A call a text or Instagram

I know we're here for dinner

Cell phones have their place

No one can communicate

I guess that's just the way it is today

Drop a quarter in the slot

I'm just a little old fashioned I guess

Cell Phones Everywhere

Everywhere I look and everywhere I see

What's that strange sound they’re all making?

We call it the iMoan.

(Takes Zombie Moe’s phone and throws it)

(ZOMBIE MOE and JOE exit)

(Turns sonic toothbrush on. More moaning)

What did the Zombies do in

THE PLEDGE OF USING

On this ___________________ in the year

_________________, I hereby pledge to:

Group : _______________________ Date : _____________________

Peer Assessment Form

We hear the presentation

3 We enjoy the presentation

What we love about the presentation:

What can be improved:

Group : _______________________ Date : _____________________

Content – exhibited good

Body language – eye

TEACHER EVALUATION /15

PEER EVALUATION /15

Group : ___ Date : _

Group : ___ Date : _

Group : ___ Date : _

Group : ___ Date : _

Group : ___ Date : _

Group : ___ Date : _