Unit 14 Adventure Sports

WEEK DAY DATE CLASS TIME SUBJECT
1020 - 1120
27 Monday 8/8/2016 5 MAJU English Language
60 minutes
FOCUS THEME
Listening and Speaking World of Knowledge
TOPIC UNIT 12 - Unique Building
CONTENT
1.1 1.2 1.3
STANDARD
LEARNING 1.1.3 Able to talk on related topics with guidance

STANDARDS 1.2.5 Able to talk on topics of interest in formal situations with guidance
By the end of the lesson, pupils should be able to:-

OBJECTIVE 1. talk about related topics with guidance.
2.participate in conversations with peers.
3. talk on topics of interest in formal situations with guidance.
1. Teacher displays picture of unique buildings. Elicit the ideas
from the pupils with wh questions.
2. Refer to the textbook and talk about the picture. Teacher
guides pupils to use and elaborate the words.
3. Teacher reads the information about the unique buildings and
ACTIVITIES pupils listen carefully.
4. Pupils respond and answer true and false based on the
information.
5. Divide pupils into group, teacher distributes manila cards and
asks pupils to draw a mind map of unique buildings.
6.Class presentation, talk about the mind map in group discussion
Town hall, mosque, Town council, Public Park, Church, Temple, School, Fire
VOCABULARY
Station, Police Station, Army Camp, Museum, Fort, Port etc
ADDED
love the country HOT/ITHINK Tree Map
VALUE
CCE/CE
THINKING
EMK Environment Cause & Effect
PROCESS
TEACHING AIDS textbook / activity books

ASSESSMENT
Attendance : / 17
REFLECTION
HOMEWORK No
0700 - 0800
27 Tuesday 9/8/2016 5 MAJU English Language
60 minutes
FOCUS THEME
Reading World of Knowledge
CONTENT
2.1 2.2 2.3
STANDARD
2.2.4 Able to apply dictionary skills : (b) understand meaning of words in
LEARNING context
STANDARDS 2.3.1 Able to read for information and enjoyment with guidance: (a)
fiction.
OBJECTIVE 1. apply dictionary skills (b) understand meaning of words in context
2. read for information and enjoyment with guidance
1. Teacher shows a texts to the pupils and read aloud.
2. Pupils read and recognise words.
3. Teacher explains about the words and highlighted 10 words.
4. Pupils guess the meaning of the words based on the teacher’s
ACTIVITIES
explanation.
5. Teacher asks pupils to sequence the story in the correct order.
6. Students at random to read their answers and teacher discuss the
answer.
Town hall, mosque, Town council, Public Park, Church, Temple, School, Fire Station,
VOCABULARY
Police Station, Army Camp, Museum, Fort, Port etc
ADDED
polite HOT/ITHINK Bubble Map
VALUE
CCE/CE
THINKING
EMK Language Cause & Effect
PROCESS
TEACHING AIDS textbook / activity books & worksheets
ASSESSMENT Yes
Attendance : / 17
REFLECTION
HOMEWORK No
0730 - 0830
27 Wednesday 10/8/2016 5 MAJU English Language
60 minutes
FOCUS THEME
Writing World of Knowledge
CONTENT
3.1 3.2 3.3
STANDARD
3.1.2 Able to write in neat cursive writing with correct spelling: (a)
LEARNING
paragraphs
STANDARDS
3.3.1 Able to create texts using a variety of media:(b) llinear
OBJECTIVE a) write in neat legible print with correct spelling: (b) paragraphs
b) create texts using a variety of media with guidance: (b) linear
1. Teacher displays an email in the textbook.

2. Read and recognise words on sight.
3. Introduce and explain to the pupils how to write an email. Provide
examples.
4. Asks the pupils to gather information and ideas about the content.
ACTIVITIES
5. Discuss the ideas with the pupils.
6. Teacher guides pupils to reply the email and rewrite the email.
7. Check and displays pupils’ work on the board.
8. Teacher give feedback to the pupils and encourage them to do the
task correctly and confidently
VOCABULARY
ADDED
responsible HOT/ITHINK Tree Map
VALUE
CCE/CE
THINKING
PROCESS
TEACHING AIDS textbook / activity books & flashcards
ASSESSMENT Yes
Attendance : / 17
REFLECTION
HOMEWORK No
1020 - 1120
27 Thursday 11/8/2016 5 MAJU English Language
60 minutes
FOCUS THEME
Language Arts World of Knowledge
CONTENT
4.2 4.2 4.2
STANDARD
4.3.1 Able to plan, produce and display creative works based on literary
LEARNING texts using a variety of media with guidance.
STANDARDS 4.1.1 Able to enjoy jazz chants, poems and songs through non-verbal
responses
OBJECTIVE 1. plan, produce and display creative works based on literary texts using a
variety of media with guidance (Meeting Peter Pan)
1. Teacher displays pictures and asks pupils to make sentences in pairs.
2. Teacher elicits and brainstorming ideas..
3.Introduce and explain the concept of positions of directions.
ACTIVITIES 3. Teacher distributes some pictures and pupils have to work in group to
categorize the words across and through to the pictures in textbook
4.Asks pupils to discuss the answer in pair work.
5. Teacher checks their answers.
VOCABULARY
ADDED
kindheartedness HOT/ITHINK Double Bubble Map
VALUE
CCE/CE
THINKING Comparing &
EMK Language
PROCESS Contrasting
ASSESSMENT
Attendance : / 17
REFLECTION
HOMEWORK Yes
0700 - 0800
27 Friday 12/7/2016 5 MAJU English Language
60 minutes
FOCUS THEME
Grammar World of Knowledge
CONTENT
5.1 5.1 5.1
STANDARD
LEARNING 5.1.7 Able to use articles correctly and appropriately

STANDARDS 3.1.1 Able to write in neat, legible print with correct spelling: (a)sentences

OBJECTIVE
1. use articles correctly and appropriately
1. Teacher explain the use of articles correctly and appropriately.
2. Teacher displays texts to the pupils.
3.Teacher asks the pupils to read the sentence and fill in the blanks with
correct answer
ACTIVITIES
3. Distribute worksheets and asks pupils to circle the correct prepositions,
4. Pupils can use dictionary or any references.
5. Teacher checks their answers.
6. Class discussion and pupils rewrite the answer in the exercise book.
VOCABULARY
ADDED
VALUE
CCE/CE
EMK Language
PROCESS Contrasting
ASSESSMENT
Attendance : / 17
REFLECTION
HOMEWORK No
1020 - 1120
60 minutes
FOCUS THEME
CONTENT
1.1 1.2 1.3
STANDARD

STANDARDS 1.2.5 Able to talk on topics of interest in formal situations with guidance

OBJECTIVE 1. talk about related topics with guidance.
2.participate in conversations with peers.
3. talk on topics of interest in formal situations with guidance.
1. Teacher introduces sentence pattern and vocabulary – unique,
features, resembles, broken, upside down, leaning using pictures on
page 113 of textbook.
2. Teacher gets students to sit in groups of 4.Teacher gives each group a
picture from page 113. Students take turn to talk about the picture
while the other members in the group listens. Each student say only
one sentence in a round. They can help one another. They talk about
the picture until the given time is up.
3. Three group members go to the other groups ( one group each) and
ACTIVITIES listen to the group member who stays describe the picture. Then they
go back to their own group and take turn to tell each member what
they heard from the other groups.
4. Each group comes out and describes their picture and other students
guess which building they are talking about. Teacher puts up the
correct picture when answer has been given.
5. Teacher distributes worksheet and students number the picture
described by the teacher. (Use picture from page 113 but arrange in
different order)
VOCABULARY
ADDED
VALUE
CCE/CE
THINKING
PROCESS

ASSESSMENT
Attendance : / 24
REFLECTION
HOMEWORK No
0700 - 0800
60 minutes
FOCUS THEME
CONTENT
2.1 2.2 2.3
STANDARD
2.2.2 Able to read and understand phrases and sentences from: (a) linear
LEARNING
texts
STANDARDS
2.3.1 Able to read for information and enjoyment with guidance: (a) fiction.
OBJECTIVE 1. read and understand phrases and sentences from linear texts
2. read for enjoyment with guidance
1. Teacher talks about her favourite building and randomly gets 6 students to
briefly talk about their favourite buildings.
2. Teacher writes the title ‘ The Crooked House’ on the board.Teacherdistributes
KWL worksheet. Explains how to fill in the worksheet.Students fill in the K
column with words they expect to read /find in the passage.
3. Teacher models reading the text on page 116. Students tick or cross out the
words in the K column if teacher reads them.
4. Teacher gets a student to read the 1st sentence and each student continue
to read a line each until the text is complete. ( 8 sentences = 8 students)
ACTIVITIES 5. Students fill in the W column with words they don’t understand and
information they need the teacher to clarify.
6. Students turn to their face partner and Student A read the same text while
Student B listens and corrects if there are any mistakes. Then student B reads
and student A listens.
7. Teacher displays the meaning of difficult words on the board and gets
students to match the words. Teacher gives examples if students can’t guess
the word.
8. Students fill in the L column with new words/ info they have learnt that day.
VOCABULARY
ADDED
VALUE
CCE/CE
THINKING
PROCESS
ASSESSMENT Yes
Attendance : / 24
REFLECTION
HOMEWORK No
0730 - 0830
60 minutes
FOCUS THEME
CONTENT
3.1 3.2 3.3
STANDARD
LEARNING 3.3.1 Able to create texts using a variety of media:(b) llinear

STANDARDS 3.2.3 Able to use punctuation correctly

OBJECTIVE
create texts using a variety of media and to use punctuation correctly
1. Teacher displays picture of The Leaning Tower of Pisa. Gets students to talk
about the building using the notes given. (as in page 118)
2. Using the placemat concensus, each student write an idea/ words they
want to use to describe the Leaning Tower of Pisa in a column each.
3. Teacher distributes an envelope containing sentence strips of a completed
description of the Leaning Tower of Pisa. ( Pg. 118). Students rearrange the
sentences to form a paragraph, in groups of 4. Paste the sentence strips on
mah-jong paper / manila card.
ACTIVITIES 4. A representative from each group present their product by reading the
completed description to the class. Teacher / Other students respond
appropriately.
5. Teacher distributes worksheet with a picture of the Leaning Tower of Teluk
Intan on top of the worksheet to each group. Get students to brainstorm
words and ideas they want to use to describe the picture. Then start chain
writing. Each member of the group write a sentence each, using the
words/ideas agreed upon to write a description of the Leaning Tower of
Teluk Intan.
VOCABULARY
ADDED
VALUE
CCE/CE
THINKING
PROCESS
ASSESSMENT Yes
Attendance : / 24
REFLECTION
HOMEWORK No
1020 - 1120
60 minutes
FOCUS THEME
CONTENT
4.2 4.2 4.2
STANDARD
LEARNING texts using a variety of media with guidance.
STANDARDS 4.1.1 Able to enjoy jazz chants, poems and songs through non-verbal
responses
variety of media with guidance
1. Teacher asks students to name a few buildings they have learnt
that week. Asks if they would like to see the buildings. Tells students
that they will bring the buildings into the classroom.
2. In groups of 4, make at least 4 buildings using the guide in the link.
Refer to : How to Make Buildings From Cardboard | eHow
www.ehow.com › Crafts
ACTIVITIES
3. In groups of 4, using the story board on page 122 (Meeting Peter
Pan) perform a sketch of Peter Pan and the three siblings flying over
the town of your creation. Describe the town as you are flying. Take
turns to describe.
4. Teacher asks students to name the building each group flew over in
the sketch.
VOCABULARY
ADDED
VALUE
CCE/CE
EMK Language
PROCESS Contrasting
ASSESSMENT
Attendance : / 24
REFLECTION
HOMEWORK Yes
0700 - 0800
60 minutes
FOCUS THEME
CONTENT
5.1 5.1 5.1
STANDARD
LEARNING 5.1.6 Able to use adjectives correctly and appropriately

STANDARDS 3.1.1 Able to write in neat, legible print with correct spelling: (a)sentences

OBJECTIVE
1. use articles correctly and appropriately
1. Divide the class into two groups. Name each group ‘A’ and ‘An’.
Say a word (noun or adjective + noun) and ask the group with the
correct article to stand up. E.g : giant apple
( The ‘A’ group should stand up.)
2. Teacher distributes an envelope containing nouns or adjectives +
nouns. In groups of 4, students categorize the words under articles a
and an.Paste the words on a manila card.
ACTIVITIES 3. Teacher allows 10 minutes for students to look at the other groups’
answer displayed on walls.
4. Game ( Fan n pick 10 min) – refer to notes below)
a. What is the article used before elephant?
b.Why must we use an before orange?
5. Take off, touch down.
Repeat activity 2 without groups. Those who says the answer is
“a” stands up. Those who answer “an” sits down.
VOCABULARY
ADDED
VALUE
CCE/CE
EMK Language
PROCESS Contrasting
ASSESSMENT
Attendance : / 24
REFLECTION
HOMEWORK No
1020 - 1120
60 minutes
FOCUS THEME
CONTENT
1.1 1.2 1.3
STANDARD

STANDARDS 1.2.4 Able to participate in conversations with peers

OBJECTIVE a) speak on related topics with guidance.
b) participate in conversations with peers
1. Teacher shows pictures of buildings learnt last week. Students
name the buildings.
2. Teacher gives each student a picture of the buildings learnt.
Students take turn to talk about the picture while the other
student listens. They can talk about the picture until the given
time is up.
ACTIVITIES 3. Teacher reads a description of a building. Students draw the
building while listening. Then they display their work and others
observe in a gallery walk.
4. Students talk about their dream house.
described by the teacher. (Use picture from the text book
arranged randomly)
VOCABULARY
ADDED
VALUE
CCE/CE
THINKING
PROCESS

ASSESSMENT
Attendance : / 24
REFLECTION
HOMEWORK No
0700 - 0800
60 minutes
FOCUS THEME
CONTENT
2.1 2.2 2.3
STANDARD
LEARNING
texts
STANDARDS
1. Teacher shows a picture of a shoehouse. Gets students to talk about
it. from http://www.cartoonstock.com/directory/s/shoe_house.asp
2. Teacher tells students to write down 9 words they expect to come
across as they read a story on two buildings.
3. Teacher models reading the texts on page 117. Students cross out
the similar words heard.
4. In groups of 4, students take turn to read a text each to the team
ACTIVITIES members. Members can correct pronunciation when needed.
5. Using the table on page 117, partners take turn to fill in the
information. Stop writing when the teacher signals. Give the table to
the partner who continues writing until the teacher signals stop.
Repeat until all the information are completed.
6. Students answer the comprehension questions on pg 117 individually.
7. Take off, touch down – Teacher reads information from the text.
Stand up if the statement is true, and sit down if the statement is false.
VOCABULARY
ADDED
VALUE
CCE/CE
THINKING
PROCESS
ASSESSMENT Yes
Attendance : / 24
REFLECTION
HOMEWORK No
0730 - 0830
60 minutes
FOCUS THEME
CONTENT
3.1 3.2 3.3
STANDARD
LEARNING 3.1.2 Able to write in neat cursive writing with correct spelling: (a)sentences
STANDARDS 3.3.1 Able to create texts using a variety of media:(b) llinear

OBJECTIVE
write in neat cursive writing with correct spelling using a variety of media
1. Teacher displays and reads a short rhyming poem. (Attached)
2. Teacher explains the difference between an alternate rhyming
poem and rhyming couplets.
3. Get students to complete the task on page 119 – Completing the
ACTIVITIES poems by filling in the blanks alternately between partners.
4. In groups of 4, students compose a poem by taking turns to write a
line each and passing the paper for the next member to continue.
Go around until the time is up.
5. Students perform their poem and display on walls.
VOCABULARY
ADDED
VALUE
CCE/CE
THINKING
PROCESS
ASSESSMENT Yes
Attendance : / 24
REFLECTION
HOMEWORK No
1020 - 1120
60 minutes
FOCUS THEME
CONTENT
5.1 5.1 5.2
STANDARD
LEARNING 5.1.1 Able to use nouns correctly and appropriately (a) collective nouns
STANDARDS 5.1.7 Able to use articles correctly and appropriately

OBJECTIVE
use articles correctly and appropriately
1. Teacher plays a video.
http://www.youtube.com/watch?v=cIJt_A0JVts
2. Teacher divides the class into 3 groups. Groups are named “A”,
“An” and “The”. Teacher reads incomplete statements where
students have to fill in the correct article and students have to
stand when the answer is the name of their group.
3. Teacher distributes words for students to categorize into 3 groups –
ACTIVITIES
a, an, the.
Students paste the words under the correct category on mah-jong
paper.
4. Students take a walk around the class to check on their friends’
answer.
5. Students complete exercise on page 121 in their book.
6. Quiz on articles.
VOCABULARY
ADDED
VALUE
CCE/CE
EMK Language
PROCESS Contrasting
ASSESSMENT
Attendance : / 24
REFLECTION
HOMEWORK Yes
0700 - 0800
60 minutes
FOCUS THEME
CONTENT
4.3 4.3 4.3
STANDARD
LEARNING
texts using a variety of media with guidance.
STANDARDS
Choose an item.
variety of media with guidance
1. Starter (5 min) – Teachers displays brochures and posters on places
of interest in Malaysia. Discuss.
2. Group work (40 min) Using the story board on page 122, students
create a poster to promote Neverland.
ACTIVITIES
3. Presentation (15 in) Students present their product. Question and
answer among students.
4. Gallery walk – Students walk around the class to look at the product
displayed.
VOCABULARY
ADDED
VALUE
CCE/CE
EMK Language
PROCESS Contrasting
ASSESSMENT
Attendance : / 24
REFLECTION
HOMEWORK No
1020 - 1120
60 minutes
FOCUS THEME
CONTENT
1.1 1.2 1.3
STANDARD

STANDARDS 1.2.4 Able to participate in conversations with peers

OBJECTIVE a) speak on related topics with guidance.
b) participate in conversations with peers
1. Teacher revise what the class learnt last week. Students name
some of the buildings they known.
2. Teacher gives each student a picture of the buildings learnt.
Students take turn to talk about the picture while the other
student listens. They can talk about the picture until the given
time is up.
ACTIVITIES
3. Teacher reads a description of a building. Students draw the
building while listening. Then they display their work and others
observe in a gallery walk.
4. Students talk about their dream house.
described by the teacher. (Use picture from the text book)
VOCABULARY
ADDED
VALUE
CCE/CE
THINKING
PROCESS

ASSESSMENT
Attendance : / 24
REFLECTION
HOMEWORK No

0700 - 0800
60 minutes
FOCUS THEME
CONTENT
2.1 2.2 2.3
STANDARD
LEARNING
texts
STANDARDS
1. Teacher shows a picture of unique house.
2. Teacher tells students to write down 9 words they expect to come
across as they read a story on two buildings.
3. Teacher models reading the texts on page 117. Students cross out
the similar words heard.
4. In groups of 4, students take turn to read a text each to the team
members. Members can correct pronunciation when needed.
ACTIVITIES
5. Using the table on page 117, partners take turn to fill in the
information. Stop writing when the teacher signals. Give the table to
the partner who continues writing until the teacher signals stop.
Repeat until all the information are completed.
6. Students answer the comprehension questions on pg 117 individually.
7. Teacher reads information from the text. Stand up if the statement is
true, and sit down if the statement is false.
VOCABULARY
ADDED
VALUE
CCE/CE
THINKING
PROCESS
ASSESSMENT Yes
Attendance : / 24
REFLECTION
HOMEWORK No

Unit 14 Adventure Sports

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 14 Adventure Sports

Uploaded by

Copyright:

Available Formats

WEEK DAY DATE CLASS TIME SUBJECT

Listening and Speaking World of Knowledge

TOPIC UNIT 12 - Unique Building

LEARNING 1.1.3 Able to talk on related topics with guidance

By the end of the lesson, pupils should be able to:-

TEACHING AIDS textbook / activity books

Reading World of Knowledge

TOPIC UNIT 12 - Unique Building

TEACHING AIDS textbook / activity books & worksheets

Writing World of Knowledge

TOPIC UNIT 12 - Unique Building

1. Teacher displays an email in the textbook.

TEACHING AIDS textbook / activity books & flashcards

Language Arts World of Knowledge

TOPIC UNIT 12 - Unique Building

TEACHING AIDS textbook / activity books

Grammar World of Knowledge

TOPIC UNIT 12 - Unique Building

LEARNING 5.1.7 Able to use articles correctly and appropriately

By the end of the lesson, pupils should be able to:-

TEACHING AIDS textbook / activity books

Listening and Speaking World of Knowledge

TOPIC UNIT 12 - Unique Building

LEARNING 1.1.3 Able to talk on related topics with guidance

By the end of the lesson, pupils should be able to:-

TEACHING AIDS textbook / activity books

Reading World of Knowledge

TOPIC UNIT 12 - Unique Building

TEACHING AIDS textbook / activity books & worksheets

Writing World of Knowledge

TOPIC UNIT 12 - Unique Building

LEARNING 3.3.1 Able to create texts using a variety of media:(b) llinear

By the end of the lesson, pupils should be able to:-

TEACHING AIDS textbook / activity books & flashcards

Language Arts World of Knowledge

TOPIC UNIT 12 - Unique Building

TEACHING AIDS textbook / activity books

Grammar World of Knowledge

TOPIC UNIT 12 - Unique Building

LEARNING 5.1.6 Able to use adjectives correctly and appropriately

By the end of the lesson, pupils should be able to:-

TEACHING AIDS textbook / activity books

Listening and Speaking World of Knowledge

TOPIC UNIT 12 - Unique Building

LEARNING 1.1.3 Able to talk on related topics with guidance

By the end of the lesson, pupils should be able to:-

TEACHING AIDS textbook / activity books

Reading World of Knowledge

TOPIC UNIT 12 - Unique Building

TEACHING AIDS textbook / activity books & worksheets

Writing World of Knowledge

TOPIC UNIT 12 - Unique Building

By the end of the lesson, pupils should be able to:-

TEACHING AIDS textbook / activity books & flashcards

Grammar World of Knowledge

TOPIC UNIT 12 - Unique Building

By the end of the lesson, pupils should be able to:-

TEACHING AIDS textbook / activity books

Language Arts World of Knowledge

TOPIC UNIT 12 - Unique Building

TEACHING AIDS textbook / activity books

Listening and Speaking World of Knowledge

TOPIC UNIT 12 - Unique Building

LEARNING 1.1.3 Able to talk on related topics with guidance