VANITHA RAJARATNAM

(D20161073574)
Lesson Plan Format
Class Form 2
Venue 2A1
Date 4th December 2018
Time 9.00am – 10.00am
Topic Jobs and Chores
Theme Consumerism and Financial Awareness
Focus Skill Speaking
CONTENT/LEARNING STANDARDS
2.1
Communicate information, ideas, opinions and feelings intelligibility on familiar
topics.
2.1.1
Ask about and explain key information from simple texts.
LEARNING OBJECTIVES
By the end 1. Construct at least 6 out of 8 sentences using the vocabulary.
of the 2. Complete 5 out of 6 questions in the template used for the
lesson, interview.
students
should be
able to:

SUCCESS CRITERIA
Students 1. Use vocabulary correctly.
can 2. Construct sentences using the correct vocabulary.
3. Take part in an interview.
4. Answer questions and list down the jobs.
Cross Curricular Thinking Skills, Language, Communication Values
Elements
Language/Grammar Vocabulary related to jobs and chores
Focus
Thinking skills Discussing, brainstorming, applying and analysing
Moral Values Teamwork and discipline
Stage Teaching and Learning Activities Resources
1. Teacher plays a Audio
listening audio on words Appendix 1-Worksheet 1
Set Induction related to jobs and
chores in Pulse 2 page
62.
2. Students listen to the
audio and repeat the
words.
 3. Teacher asks a few
questions to the
students:
1. Which jobs are the
most enjoyable and
least enjoyable?
2. What are the other
jobs and chores you
know?
3. Who does which
chores in your
house?

Lesson Development Stage

1. Teacher explains about the Appendix 2 – Worksheet 2
words that have been taught Pulse 2 page 62
Presentation earlier by using Exercise 2 to
students.
2. Teacher then explains how to
construct sentences using the
words.
3. Individually, students complete
the sentences in Exercise 4
using the vocabulary verbally.
1. Teacher distributes a template Appendix 3
which consists of house chores Appendix 4
Practice list. – Template
2. The students need to complete
the questions in the template.
3. In pairs, students need to
interview two of their friends
using the template given by the
teacher. (Differentiation
strategies: Differentiate by the
tasks people are given. Students
with different level of
proficiency are given different
template. Students with low
proficiency, are given a
worksheet that is simpler
compared to intermediate
students. For high proficiency
students, they are not given any
worksheet template. They need
to interview their friends using
their own questions. The
rationale for this is to guide low
proficiency students step by
step so that they are able to
interview their friends using the
 guidance given. For
intermediate students, their
worksheet only has keywords
to help them because they are
able to speak in order to
interview on their own with a
little bit of guidance. High
proficiency students need to
come up with their own
questions because they are able
to speak without guidance.
Co-operative learning: The
teacher instructs the students to
work in pairs to find important
information during the
interview in order to complete
the template.
1. Students will present the
Production template at the front of the
classroom.
2. Other students need to give
feedback on their work.

1. Teacher asks students a

Conclusion question:
a) Which of the activities they
think people do for money
and which they do to help
around the home?
2. Students are instructed to list
down jobs that are done for
money and just to help people.

Extended Activity Students are instructed to find information about a job they would
like to do and read on it. They need to report on the information
they have found to the class in the next lesson.

Formative 1. Teacher analyses students’ performance level when doing

Assessment exercises in the Pulse book.
2. Teacher carries out interview and check students speaking
ability through the activity.
Resources/Teaching T&L Strategies Assessment for learning
Materials
Main Strategy: e.g.
Collaborative Learning

21st Century Skills:

 Think- /
Pair-Share
Mix-Pair-
Share
Gallery
Walk
Numbered
Heads
Together
All Write
Round
Robin
Jot
thoughts
Others:

i-Think Map:
Circle Tree map
map The students apply the
Bubble Flow
words they learn in
map map
presentation stage into
Double Multi
bubble flow map practice stage in order to
map complete the interview.
Brace Bridge The students evaluate
map map other students’ work in
production stage by
HOTS: giving feedback during
Apply / the presentation.
Analyse
Evaluate /
Create

Teacher’s Reflection
Appendix 1 – Worksheet 1
Listen and repeat the jobs and chores.
 Wash cars
 Babysit
 Pet sit
 Deliver newspapers
 Take dogs for walks
 Do the ironing
 Clean the windows
 Do the washing-up
 Lay the table
 Tidy your room
 Make the beds
 Do the gardening
Appendix 2: Work sheet 2
I always lay the table.
1. I always…
2. I usually…
3. I sometimes…
4. I never…
5. I can…
6. I seldom…
7. I don’t always…
8. I like to…
Appendix 3 – Low Proficiency Template
Interview your friends using the following template. Then complete the questions.

HOUSE CHORES INTERVIEW

1. How often do you ___________________________________before coming to

school every morning.
Me: _______________________________________.
Friend 1: ________________________________________.
Friend 2: ________________________________________.

2. Who does the ________________________in the house?

Me: _______________________________________.
Friend 1: ________________________________________.
Friend 2: ________________________________________.
3. Do you ___________________________________________after your meals? How
often?
Me: _______________________________________.
Friend 1: ________________________________________.
Friend 2: ________________________________________.

4. How often do you usually help your parents with

to ____________________________________________________?
Me: _______________________________________.
Friend 1: ________________________________________.
Friend 2: ________________________________________.
5. How often do you help your parents to
______________________________________________ outside house?
Me: _______________________________________.
Friend 1: ________________________________________.
Friend 2: ________________________________________.

6. Do you like to do ___________________________________?

Why? __________________________________________.
Me: _______________________________________.
Friend 1: ________________________________________.
Friend 2: ________________________________________.
Appendix 4 – Intermediate Level Template
Interview your friends using the following template. Then complete the questions.

HOUSE CHORES INTERVIEW

 Make the bed

 Do the ironing
 Do the washing-up

 Clean the windows

 Throwing garbage

 Do the gardening
 SITI NURAFIQAH BINTI ABDULLAH
D20161073575

Lesson Plan Format

Class Form 2
Venue 2A8
Date 3rd December of 2018
Time 9.00am – 10.00am
Topic Shopping
Theme Consumerism and Financial Awareness
Focus Skill Reading (pg66)
CONTENT STANDARDS
Main Skill
Reading 3.1
Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
Reading 3.1.2
Understand specific details and information in simple longer texts on a range of familiar
topics
Reading 3.1.1
Understand the main points in simple longer texts on a range of familiar topics
LEARNING OBJECTIVES
By the end of the 1. answer 8 out of 11 questions individually based on the text given
lesson, students 2. select 2 places individually for best bargains and provide reasons
should be able 3. role-play, in group, an appropriate situation based on the setting
to: given by the teacher

SUCCESS CRITERIA
Students can 1. find specific information from reading text
2. explain the rational of their choice
Cross Curricular Financial Education
Elements
Language/Grammar Vocabulary
Focus
Thinking Skills Discussing, brainstorming, evaluating
Moral Values Kind-heartedness, moderateness, gratitude
Stage Teaching and Learning Activities Resources
1. Teacher asks a few questions to the students:
Do you like shopping?
Set Induction What do you understand about second-hand
shopping?
2. Teacher listens to the students’ answers and
responds accordingly.
 Lesson Development Stage
1. Teacher introduces 6 words/phrases (charity,
poverty, frame, exchange, good quality, value) to
Presentation the students together with the meaning.
2. Teacher instructs the students to build 6
sentences using the six and write it down.
3. Teacher checks their sentences for any errors.

Differentiation strategies: Differentiate by the time

students are given to complete a task. For students
that finish the task early who usually are the more
proficient students, teacher will instruct the students
to build 2 more sentences using any of the 6
words/phrases.
4. Teacher instructs the students to read the article Pulse 2 page 66
individually.
Practice 5. Teacher asks the students if they can find the 6
words/phrases that they have learned before.
6. Teacher instructs them to answer exercise 3 and
4 in their exercise book
7. Teacher checks the students’ answer together
with them.
3. Teacher distributes a worksheet to each student W1
and instructs them to fill in the table using the
information from reading text.
4. Teacher instructs the students to choose which
second – hand shopping they will choose to go
and write down their reasons.
Production 5. Teacher instructs the students to choose whether
they prefer to shop brand new goods or second –
hand goods and write down the reasons.
6. Teacher instructs the students to pair up. They
will do timed-pair-share using the 2 questions
that they have answered. The student will listen
to his partner opinion and give feedback.

3. Teacher gives the code and instructs the student Mentimeter,

to enter Mentimeter and write down their opinion projector
Conclusion in second – hand shopping.
4. Teacher gives another code and instructs the
students to write what they have learned today.

Teacher instructs every student to bring one item from their home that
Extended
they do not want to use anymore but is still in good position. They will
Activity
conduct ‘swap shops’ in class.

Formative The 6 sentences that they created in the presentation stage, their
Assessment answers in their exercise book for the Pulse 2 questions and the answers
in Mentimeter.
 Resources/ Assessment for
Teaching T&L Strategies learning
Materials
Main Strategy: e.g. Collaborative Learning

21st Century Skills:

Think-Pair-Share
Mix-Pair-Share
Gallery Walk
Numbered Heads Together
All Write Round Robin
Jot thoughts
Others: Timed-pair-share /
i-Think Map:
Circle Tree map
map
Bubble Flow map
map
Double Multi
bubble flow map
map
Brace Bridge
map map

HOTS:
Apply / The students
Analyse / apply the 6 new
Evaluate words that they
Create have learned to
write 6
sentences.
Students analyse
the best choice
for them in the
production
stage.
Teacher’s Reflection
 W1
1. Fill in the table below with information taken from the reading text.

Charity Shops Car Boot Sales Swap Shops

Advantages

Goods to be
Found

2. Which second hand shopping will you choose to attend? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Do you prefer to shop brand new goods or second – hand goods? Why?
(clothes/shoes)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 Lesson Plan Format
Class Form 2
Venue 2A8
Date 3rd December of 2018
Time 9.00am – 10.00am
Topic Online message board
Theme Consumerism and Financial Awareness
Focus Skill Reading
CONTENT STANDARDS
Main Skill
Reading 3.1
Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
Reading 3.1.1
Understand the main points in simple longer texts on a range of familiar topics

Complementary Skills
Reading 3.1
Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
Reading 3.1.2
Understand specific details and information in simple longer texts on a range of familiar
topics

Speaking 2.1
Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Speaking 2.1.1
Ask about and explain key information from simple texts
LEARNING OBJECTIVES
By the end of 1. answer 7 out of 9 questions individually based on the reading text.
the lesson, 2. brainstorm, in a group of two, the best tip to save money
students 3. list down, in a group of two, 3 more tips for saving money
should be able
to:
SUCCESS CRITERIA
Students can 1. find specific information from reading text
2. brainstorm for more ideas in a group
Cross Curricular Language
Elements
Language/Grammar Vocabulary
Focus
Thinking Skills Discussing, brainstorming, evaluating, creating
Moral Value Kind-heartedness, self – reliance, moderateness, gratitude
Stage Teaching and Learning Activities Resources
 1. Teacher asks a few questions to the students:
Have you try to save money before, and for what
Set reason?
Induction How do you save money?
2. Teacher listens to the students’ answers and responds
accordingly.
Lesson Development Stage
1. Teacher introduces 6 words/phrases (tip, pocket Mentimeter,
money, sort out, second-hand, apply, bargain) to projector
the students together with the meaning.
2. Teacher gives the code and instructs the students
to open Mentimeter using their computer.
Presentation
3. Teacher instructs the students to build 6 sentences
using the six words/phrases and type it in
Mentimeter.
4. Teacher checks the students’ sentences for any
error.
1. Teacher instructs the students to read the reading Pulse 2 page 63
text.
2. Teacher asks the students if they can find the 6
Practice words/phrases that they have learned before.
3. Teacher instructs the students to answer exercise
1, 2 and 3 in their exercise book
4. Teacher checks the answers together with them
1. Teacher instructs the students to pair up. A4 papers,
2. Teacher conducts think-pair-share with asking highlighters,
them to discuss and choose the best tip to make marker pens
money and provide the reasons.
3. Teacher asks them to brainstorm 3 more tips for
saving money.
Production 4. Teacher asks the students to write their ideas in an
A4 paper and decorate their paper.

Differentiation strategies: Differentiate by the type

and amount of support provided. Teacher gives
teacher talk to pairs with low proficiency if they are
having trouble.

1. Teacher gives each of them 3 stickers and

Conclusion conducts a gallery walk for the students to visit
and rate their classmates’ work with the stickers.

Extended 1. Teacher instructs the students to search the Web for any job vacancies
Activity that students can apply. They will bring it to class and paste it on the
bulletin board for their classmates to see.

Formative The 6 sentences that they created in the Mentimeter and their answers in
Assessment their exercise book for the Pulse 2 questions.
 Resources/ T&L Strategies Assessment for
Teaching learning
Materials
Main Strategy: e.g. Collaborative Learning

21st Century Skills:

Think-Pair-Share /
Mix-Pair-Share
Gallery Walk /
Numbered Heads Together
All Write Round Robin
Jot thoughts
Others:
i-Think Map:
Circle map Tree map
Bubble map Flow map
Double bubble map Multi flow map

Brace map Bridge map

HOTS:
Apply / The students
Analyse / apply the 6 new
Evaluate words that they
Create have learned to
write 6
sentences.
Students analyse
the best tip to
make money in
the production
stage.
Teacher’s Reflection
 ARNITA A/P RAMACHANDRAN
D20161073573
Lesson Plan Format
Class Form 2
Venue 2A1
Date 28th November 2018
Time 9.00am – 10.00am
Topic Future plans
Theme Consumerism and Financial Awareness
Focus Language Awareness(6.1)
Skill
CONTENT STANDARDS
This is a grammar focused lesson so listening, speaking, reading and writing skills
are not explicitly covered.

LEARNING OBJECTIVES
By the 1. Fill in 3 out of 5 blanks using the correct form of be going to in the
end of the exercise given.
lesson, 2. Write 3 out of 5 questions using the form be going to correctly.
students 3. Predict themselves as a millionaire by using at least 4 out 5 forms
should be of will and be going to correctly.
able to:

SUCCESS CRITERIA
Students 1. Use the form will and be going to in sentences.
can 2. Create their own future as a millionaire.
Cross Curricular Language
Elements
Language/Gram Learn and review be going to for future plans and intentions.
mar Focus Contrast will and going to
Thinking Skills Discussing, Brainstorming, Analysing
Moral Values Co-operation, Being wise with money
Stage Teaching and Learning Activities Resources
1. Teacher writes I will… and I am going YouTube
to... on the board. https://www.yout
Set Induction 2. Teacher plays a song by The Beatles ube.com/watch?v
entitled ‘You’re gonna lose that girl’. =H5wVWBTi23I
3. Teacher distribute the lyrics.
4. Teacher instruct students to highlight I Lyrics
will and I am going to that is in the song. APPENDIX 1
5. Teacher discusses the answers with
students.
Lesson Development Stage
 8. Teacher explains to students that the sentences Pulse 2
on the board are future tenses.
Presentation 9. Teacher uses table in Pulse 2 page 64 to
explain further on be going to.
10. Students are instructed to complete Exercise 1
and 2 in pairs.
11. Teacher discusses the answer with the
students.
Differentiation strategy: Differentiate by type and
amount of support provided.
5. In pairs, students need to complete Exercise 3
and 4 by writing it down in their notebook.
Practice 6. Students can switch the roles for exercise 4. Pulse 2
7. Referring to question 5 in Exercise 3, students Twitter
need to predict themselves as a millionaire in
the future.
8. Students will share their prediction with their
partner.
9. Students write their prediction on Twitter.
Cooperative learning strategy: In pairs, students
discuss and brainstorm ideas to complete the task
given.
1. Students need to change their pairs with
Production another pair.
2. Students need to share their prediction and
their previous partner’s prediction by using
the correct future tenses.

2. Teacher discusses Exercise 5 and 6 with Pulse 2

Conclusion students by using Kahoot. Kahoot
3. Teacher summarises the whole lesson. https://create.kah
oot.it/l/#/preview/
2c239e45-0666-
498e-b0c7-
372beb985da4
(APPENDIX 2)

Extended Students need to retweet the best prediction on being a millionaire on

Activity Twitter.

Formative Practise stage -Teacher assesses students on their application of future

Assessment time expression in their prediction.
Resources/Teachi T&L Strategies Assessment for
ng Materials learning
Main Strategy: e.g. Collaborative Learning

Creating-
Students creating
21st Century Skills: a plan using
 future time
Think- / expression.
Pair-
Share
Mix- /
Pair-
Share
Gallery
Walk
Number
ed
Heads
Togethe
r
All
Write
Round
Robin
Jot
thoughts
Others:

i-Think Map:
Circle Tree map
map
Bubble Flow map
map
Double Multi
bubble flow map
map
Brace Bridge
map map

HOTS:
Apply /
Analyse /
Evaluate
Create /

Teacher’s Reflection
APPENDIX 1
You're Going to Lose That Girl
The Beatles
You're going to lose that girl
You're going to lose that girl
If you don't take her out tonight
She's going to change her mind
And I will take her out tonight
And I will treat her kind
You're going to lose that girl
You're going to lose that girl
If you don't treat her right, my friend
You're going to find her gone
'Cause I will treat her right, and then
You'll be the lonely one
You're going to lose that girl
You're going to lose that girl
You're going to lose
I'll make a point of taking her away from you
That's what you do, yeah
The way you treat her what else can I do?
You're going to lose that girl
You're going to lose that girl
You're going to lose that girl
You're going to lose that girl
You're going to lose
I'll make a point of taking her away from you
That's what you do, yeah
The way you treat her what else can I do?
If you don't take her out tonight
She's going to change her mind
And I will take her out tonight
And I will treat her kind
You're going to lose that girl
You're going to lose that girl
You're going to lose that girl
Songwriters: John Lennon / Paul Mccartney

APPENDIX 2
 NURUL SYUHADA BINTI MOHD BAHUDIN
D20161073546

Lesson Plan Format

Class Form 2
Venue 2A1
Date 4th December 2018
Time 11.00 – 12.00am
Topic Money and shopping
Theme Consumerism and Financial Awareness
Focus Skill Listening
CONTENT STANDARDS
1.1
Understand meaning in a variety of familiar contexts
1.1.2
Understand independently specific information and details in simple longer texts on a
range of familiar topics

1.2
Use appropriate listening strategies in a variety of contexts
1.2.1
Guess the meaning of unfamiliar words from clues provided by other words and by
context on a range of familiar topics
LEARNING OBJECTIVES
By the end 1. Understand the meaning of at least 7 out of 13 verbs related to
of the money provided in the PULSE.
lesson, 2. Fill in at least 5 out of 9 blanks in correctly based on the audio
students using the verbs provided in Exercise 2.
should be 3. Choose at least 4 out of 6 correct information based on the audio
able to: for Exercise 6.

SUCCESS CRITERIA
Students 1. Use verbs related to money correctly.
can 2. Discuss things they spent most money on with their friends.
3. List down jobs/chores they can do to earn money.
Cross Curricular Financial Education
Elements
Language/Gramm Verbs related to money
ar Focus
Thinking Skills Applying, analysing, brainstorming
Moral Values Financial decision
Stage Teaching and Learning Activities Resources
 YouTube link:
1. Teacher shows a video to the class about “Making https://www.you
Set Induction Good Choices with Money”. tube.com/watch
2. Teacher writes ‘spend money’ on the board. ?v=pUX1fV0RS
3. Teacher instructs the students to work in pairs and Mc
discuss 3 things they spend most money on.
E.g:
a) Ivy spent a lot of money on foods.
b) Nur spent a lot of money on make-ups.
4. Teacher randomly picks a few pairs to share their
answers and discuss it with entire class.
Lesson Development Stage
1. Teacher plays a listening audio on words related Audio 1
to money and shopping in Pulse 2 page 65. (Track 29)
Presentation 2. Students listen to the audio and repeat the words.
3. Teacher checks the students’ pronunciation and
(Rationale: To their understanding of the meaning of all the
words.
4. Teacher instructs the students to read and Exercise 2
complete the text in Exercise 2 using the verbs
provided in Exercise 1, individually.
5. Teacher asks the students to compare their in
answers in pairs. Audio 2
6. Teacher plays an audio of the text “My Shopping (Track 30)
Trip” and instructs the students to check their
answers in Exercise 2.
1. Teacher instructs the students to read the questions
in Exercise 4. Appendix 1 & 2
Practice 2. Students are instructed to work individually and (Template)
think about the answers.
3. Teacher instructs the students to get in pairs and
compare their answers.
4. Teacher randomly picks a few pairs to share their
answers and discuss it with entire class.
5. Teacher instructs the students to read and go
through the question in Exercise 6.
6. Students are instructed to listen to an audio of an Audio 3
interview. (Track 31)
7. The students are required to choose the correct
words based on the interview audio, individually.
(Differentiation strategies: Differentiate by the tasks
people are given. Students with different level of
proficiency are given different template. Students
with low proficiency, are given a worksheet that is
simpler compared to intermediate students. For high
proficiency students, they are not given any worksheet
template. The rationale for this is to guide low
proficiency students step by step so that they are able
to answer the list of questions using the guidance
given. For intermediate students, their worksheet only
 has keywords to help them. High proficiency students
need to come up with their answers without guidance.)
Co-operative learning strategies: students need to
work with their partners to compare their answers &
identify important information.

1. Teacher randomly picks a few students to read

Production their answers and they will have a class review.
2. Teacher asks students a few questions:
a. Do you prefer to spend money or save it?
b. How usually do you get your money?
c. What job you can do to get pocket money?
3. In groups, students need to list down jobs they can
do to earn pocket money.
4. Every groups will have to share their list of jobs Google
and post it on the platform prepared in Google Classroom
Classroom.

1. Teacher randomly picks out a stick with students

Conclusion name.
2. Teacher asks students about verbs related to
money to students.
3. They will have a class recap.

Extended Students are instructed to write an essay not less than 250 words. The title
Activity of the essay is “If I were a billionaire, I would ….”. The essay should be
submitted in the next lesson.

Formative Practice Stage

Assessment
Resources/Teachin T&L Strategies Assessment for
g Materials learning
Main Strategy: e.g. Collaborative Learning

21st Century Skills:

Think- /
Pair-
Share
Mix-
Pair-
Share
Gallery
Walk
Number
ed
Heads
Togethe
r
 All
Write
Round
Robin
Jot
thoughts
Others:

i-Think Map:
Circle Tree map
map
Bubble Flow map
map
Double Multi
bubble flow map
map
Brace Bridge
map map

HOTS:
Apply /
Analyse /
Evaluate
Create

Appendix 1 – (Low)
(Template)

Name:
Class:
Date:

Answer the questions in the table.

Questions Your answers

1. What’s the name of the shop? E.g: Mini Market Ani

Answer: _________________

2. What does it sell? E.g: Food/Clothes/Toys/Shoes

Answer: _______________
3. How often do you go shopping E.g: Everyday/Once a week/Every month
there? Answer: _______________
4. What’s the last thing you bought E.g: Food/Clothes/Toys/Shoes
there? Answer: _______________

5. How much did it cost? E.g: RM10/RM2/RM100

Answer: _______________

Appendix 2 – (Intermediate)
(Template)
Name:
Class:
Date:

Answer the questions in the table.

Questions Your answers

6. What’s the name of the shop?

7. What does it sell?

8. How often do you go shopping

there?
9. What’s the last thing you bought
there?

10. How much did it cost?

 Lesson Plan Format
IVY WONG SEOW YUEN
D20161073561
Class Form 2
Venue 2 Budi
Date 19th December 2018
Time 9.00am – 10.00am
Topic Classroom sale
Theme Consumerism and Financial Awareness
Focus Skill Enrichment Act
CONTENT/LEARNING STANDARDS
1.2 Take part in social interaction by
a. carrying out a variety of language functions;
b. participating in conversations and discussions;

1.3 Obtain goods and services by:

- making enquiries; and
- ordering goods and services.

LEARNING OBJECTIVES
By the end 1. Construct at least 3 to 5 sentences using 5W1H questions
of the individually.
lesson, 2. Take part in an interview with their partner using 5W1H
students questions.
should be 3. Create a ‘classroom sale’ as a whole class activity.
able to:

SUCCESS CRITERIA
Students 1. Use 5W1H questions correctly.
can 2. Take part in an interview.
3. Construct sentences correctly using 5W1H.
4. Create a ‘classroom sale’ successfully.
Cross Curricular Language
Elements
Language/Grammar Speaking/Vocabulary
Focus
Stage Teaching and Learning Activities Resources
a) Teacher shows a video using Appendix 1-
YouTube entitled Let’s go YouTube
Set Induction shopping!
b) Teacher instruct students to
watch and listen to the video
attentively.
 c) Teacher posed several
questions to students based on
the video watched:
1. How does the buyer
approach when buying
something?
2. How does the seller
approach to the buyer?
3. What type of questions did
the buyer and seller used?
Lesson Development Stage
1. Teacher explains the used of 5W1H
questions.
Presentation a)Where
b)What
c)When
d)Why
e)How
2. Teacher then explain how to construct
simple sentences using 5W1H.
1. Teacher instructs student to find a partner Appendix 2-
2. Teacher instructs student to interview their Questions
Practice partner about their shopping experiences. template
3. Teacher give some examples
- Do you like shopping? Why / why not?
-What is your favourite shop?
4. Then, teacher instructs student to switch role.
5. Teacher monitor each pair’s progress.
6. Teacher gives feedback.
Differentiation of strategy: Differentiate by
questions template. Low proficiency students
are given questions template.
Rationale: To guide them so that they can ask
their partner using the questions template
given to interview their partner.
For high proficiency students, teacher only
will give sample question and they need to
interview their friends with their own
questions related to shopping using 5W1H.
Co-operative learning: Students need to work
in pairs to complete the interview together.

1. As a whole class activity, students need to

Production create a ‘classroom sale’.
2. Students have already ask to bring few
items to the class.
3. Students are required to create fun price
tags to place on the items.
4. Once the items are labelled, tagged, and in
place, set up a play cash register.
 5. Students are required to walk around the
class and shop using 5W1H questions to
purchase the items.
6. Teacher give each student a small bag of
play money and allow them to take turns
shopping for an item.
7. Teacher designate a student to be at the
cash register.
8. Teacher monitor student’s progress.
9. Teacher gives feedback and compliment
everyone for doing an excellent work.

4. Teacher instructs students to think of

Conclusion values that they gained from this activity.

Extended Activity Students are instructed to find as many currencies used in other
countries and share it with the class in the next lesson.

Formative Production stage

Assessment 1. Teacher get to teach students to understand the value of
money.
2. Teacher get to allow students to interact with one other during
this activity.

Resources/Teaching T&L Strategies Assessment for

Materials learning
Main Strategy: e.g. Collaborative
Learning

21st Century Skills:

Think- /
Pair-Share
Mix-Pair-
Share
Gallery /
Walk
Numbered
Heads
Together
All Write
Round
Robin
Jot /
thoughts
Others:
 i-Think Map:
Circle Tree map
map
Bubble Flow map
map
Double Multi
bubble flow map
map
Brace Bridge
map map

HOTS:
Apply /
Analyse
Evaluate
Create /

Teacher’s Reflection
1. Students are able to use 5W1H questions.
2. Students are able to take part in an interview with their partner.
3. Students are able to create a ‘classroom sale’.
4. Students are able to tell out 3 values out of this activity.

Appendix 1
 Watch Youtube video entitled Let’s go shopping
https://www.youtube.com/watch?v=Q-1tfWzHgOA

Appendix 2
Questions template
Interview your friends using the following template.
Shopping

 How often do you go shopping?

 What kind of things do you usually go shopping for?
 Do you like shopping? Why / why not?
 What's your favourite shop?
 Do you prefer large supermarkets or small local shops? Why?
 What time of day do you think is best to do your shopping? Why?
 What do you hate most about shopping?
 What is 'window shopping'? Do you like window-shopping?
 Who are 'shopaholics'? Are you a shopaholic?
 ARNITA A/P RAMACHANDRAN
D20161073573
Lesson Plan Format
Class Form 2
Venue 2A1
Date 2nd November 2018
Time 9.00am – 10.00am
Topic
Theme Consumerism and Financial Awareness
Focus Skill Language Awareness(6.2)
CONTENT/LEARNING STANDARDS
This is a grammar focused lesson so listening, speaking, reading and writing skills
are not explicitly covered.
LEARNING OBJECTIVES
By the end 1. List at least 3 out 5 sentences using future time expressions.
of the 2. Build 2 out of 3 sentences using would like/wouldn’t like.
lesson,
students
should be
able to:

SUCCESS CRITERIA
Students 1. Identify a set of future time expression.
can 2. Review the usage of would like/wouldn’t like.
Cross Curricular Financial Education
Elements
Language/Grammar Learn and review a set of future time expressions. Learn and
Focus review would like / wouldn’t like
Thinking Skills Analyzing , Logical Reasoning
Moral Values Being wise with money,
Stage Teaching and Learning Activities Resources
5. Teacher shows a jumbled up word It will Powerpoint
grow a lot using Powerpoint. (APPENDIX 1)
Set Induction 6. Teacher instructs students to work in pairs
and write the sentence with the words in
the correct order.
7. Teacher then chooses a few pairs to give
the answer.
8. Teacher remind students that will can also
be contracted.
Lesson Development Stage
 12. Teacher explains Future Time Pulse Book
Expression and the phrase would like
Presentation using the table in Pulse 2 page 67.
13. Teacher discusses Exercise 1 together
with the students.
14. In pairs, students complete Exercise 2,
3 and 4.
15. Students write their answer in Mentimeter
Mentimeter.
16. Teacher chooses a few pairs of
answers and read.
Co-operative learning: Students discuss the
answers together.
10. In pairs, students need to discuss what
will happen if they win a lottery of RM
Practice 100 000.
11. Students need to use the time expression
that they have learn.
Differentiation strategy:
Differentiate by time. Students with different
levels of proficiency are given different
period of time to do the task. Low proficiency
students will be given more time compared to
intermediate and high proficiency students.
5. Students will share their ideas with the
Production class.
6. Teacher gives feedback concerning the
future time expression used.

5. Teacher instructs students to write their

Conclusion future wishes.
Eg: I will go to Paris one day.
6. Students need to create a sentence using
either one time expression or the phrase
would like.
7. The students that manage to use the time
expression can sit down.
8. Students who could not answer can ask
help from their friends.

Extended Activity 1. Teacher instructs students to create a story to share how

they will use RM 100 000 using future time expression
by using storybird.com.
2. Students need to bring their materials in the next class.

Formative Production stage. Students usage of time expression.

Assessment
Resources/Teaching T&L Strategies Assessment for
Materials learning
 Main Strategy: e.g. Collaborative
Learning Creating-
Students
discuss in pairs
and create their
21st Century Skills: future with the
lottery money
Think- / won.
Pair-Share
Mix-Pair-
Share
Gallery
Walk
Numbered
Heads
Together
All Write
Round
Robin
Jot
thoughts
Others:

i-Think Map:
Circle Tree map
map
Bubble Flow map
map
Double Multi
bubble flow map
map
Brace Bridge
map map

HOTS:
Apply /
Analyse
Evaluate
Create /

Teacher’s Reflection
APPENDIX 1
POWERPOINT SLIDE
 NURUL SYUHADA BINTI MOHD BAHUDIN
D20161073546

Lesson Plan Format

Class Form 2
Venue 2A1
Date 4th December 2018
Time 9.00am – 10.00am
Topic All about Pocket Money & Asking for a Favour
Theme Consumerism and Financial Awareness
Focus Reading, Listening, Writing, Speaking (Action-Oriented Task)
Skill
CONTENT/LEARNING STANDARDS
3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
3.1.2 Understand specific details and information in simple longer texts on a range of
familiar topics

1.1 Understand meaning in a variety of familiar contexts

1.1.2 Understand independently specific information and details in simple longer
texts on a range of familiar topics

LEARNING OBJECTIVES
By the 3. Identify at least 6 out of 8 correct sentences based on the
end of the magazine article.
lesson, 4. Choose at least 5 out of 6 correct information from the audio.
students
should be
able to:

SUCCESS CRITERIA
Students 5. Answer the questions based on a magazine article.
can 6. Complete a table based on a listening audio.

Cross Curricular Language

Elements
Language/Gram Vocabulary related to pocket money and asking for a favour
mar Focus
Thinking Skills Applying, evaluating & creating
Moral Value Financial decision
Stage Teaching and Learning Activities Resources
Set Induction 4. Teacher shows a video to the class about “The YouTube link:
Value of Pocket Money”. https://www.youtub
5. Teacher asks a few questions to the students: e.com/watch?v=6L
a. How much of pocket money do your CIpZBP-qg
parents give you?
b. What do you usually spend your money
on?
6. Teacher instructs the students to work in pairs
and discuss about what teenagers spend most
money on.
E.g: sweets, computer games, shoes, make-
ups
7. Teacher writes the vocabularies elicit by the
students on the board.
Lesson Development Stage
1. Teacher asks students to read a magazine
Presentation article on page 68 of the PULSE.
2. Teacher explains the terms in expressing
numbers as percentages or fractions (Skills
Builder) to the students after reading the
magazine article.
1. Teacher distributes a worksheet based on
Practice Exercise 2 to the students.
2. Teacher asks the students to answer the Appendix 1
questions in the worksheet based on the (Worksheet)
magazine article in Exercise 1, individually.
3. Teacher asks the students to get in pairs and
compare their answers.
4. Teacher discusses the answer with the
students.
Co-operative learning strategies: students need
to work with their partners to compare their
answers & identify important information.
1. Teacher distributes a worksheet based on
Production Exercise 4 to the students.
2. Students are instructed to read and go
through the worksheet quickly.
3. Teacher plays an audio on radio programme Appendix 2, 3 & 4
about pocket money in Exercise 3. (Worksheet)
4. The students are asked to listen and complete
the table in the textbook, individually. Audio 1
5. They are required to complete the text while (Track 36)
listening to the audio.
6. Teacher asks the students to get in pairs and
compare their answers.
7. Students are asked to take note on the
phrases and questions in the audio.
 8. Teacher then teaches on how to ask for a
favour using questions.
(Differentiation strategies: Differentiate by the
tasks people are given. Students with different
level of proficiency are given different
worksheet. Students with low proficiency, are
given a worksheet that is simpler compared to
intermediate students. For high proficiency
students, they are not given any worksheet. The
rationale for this is to guide low proficiency
students step by step so that they are able to
answer the list of questions using the guidance
given. For intermediate students, their worksheet
only has a few blank spaces to be filled-in. High
proficiency students need to come up with their
own answers without guidance. They are only
provided with a table of an empty spaces.)

1. Teacher randomly throw a ball at the

Conclusion students.
2. The students who are chosen need to answer
the question related to lesson.
3. Teacher will do a recap with the entire class.

Extended Students are instructed to find and read a dialogue of asking of a favour.
Activity

Formative Production stage

Assessment
Resources/Teachi T&L Strategies Assessment for
ng Materials learning
Main Strategy: e.g. Collaborative Learning

21st Century Skills:

Think- /
Pair-
Share
Mix-
Pair-
Share
Gallery
Walk
Number
ed
Heads
Togethe
r
 All
Write
Round
Robin
Jot
thoughts
Others:

i-Think Map:
Circle Tree map
map
Bubble Flow map
map
Double Multi
bubble flow map
map
Brace Bridge
map map

HOTS:
Apply /
Analyse /
Evaluate
Create

Teacher’s Reflection
Appendix 1
(Worksheet)

Name:
Class:
Date:

Instructions: Choose the correct answer for the following questions. Correct the false
sentences.
1. Teenagers only get money from their True / False
parents.

2. Children aged 11 and 12 have part- True / False

time jobs.

3. Teenagers spend most of their True / False

pocket money on sweets and
chocolate.

4. More girls buy computer games than True / False

boys.

5. Boys spend less money on mobile True / False

phones.

6. Teenagers get 60% of their money True / False

from Saturday jobs.

7. Parents and neighbours pay children True / False

to do ‘odd jobs’

8. Children get paid for chores such as True / False

ironing and cutting the grass.
Appendix 2 – (Low)
(Worksheet)

Name:
name age way of making what he / she does
money with money

Ben 1. 3. buys sweets and

computer games

Lily 16 4. 5.

Harry 2. does odd jobs for 6.

people

Class:
Date:

Instruction: Complete the table below based on the listening audio. Choices of answers
are provided below.

doing chores around the does not spend the pocket part-time job
house money
buys clothes 13 15
Appendix 3 – (Intermediate)
(Worksheet)

Name:
name age way of making what he / she does
money with money

Ben 1. 3. buys sweets and

computer games

Lily 16 4. 5.

Harry 2. does odd jobs for 6.

people

Class:
Date:

Instruction: Complete the table below based on the listening audio.

Appendix 3 – (High)
(Worksheet)

Name:
Class:
Date:

Instruction: Complete the table below based on the listening audio.

 VANITHA RAJARATNAM
(D20161073574)
Lesson Plan Format
Class Form 2
Venue 2A1
Date 5th December 2018
Time 9.00am – 10.00am
Topic All about Pocket Money & Asking for a Favour
Theme Consumerism and Financial Awareness
Focus Writing and Speaking (Action-Oriented Task)
Skill
CONTENT STANDARDS

4.1 Communicate intelligibly through print and digital media on familiar topics
4.1.2 Make and respond to simple requests and suggestions

2.1 Communicate information, ideas, opinions and feelings intelligibility on familiar

topics
2.1.2 Ask for and respond appropriately to simple suggestions

LEARNING OBJECTIVES
By the
end of the 5. Fill in at least 7 out 10 blanks in the template for the dialogue
lesson, conversation.
students 6. Write a personalized dialogue asking for a favour based on the
should be template provided.
able to:

SUCCESS CRITERIA
Students 7. Use vocabulary asking for a favour correctly.
can 8. Create a dialogue conversation using the guidance given.
9. Take part in acting out the dialogue conversation.
10. Give feedback on their friend’s work.
Cross Curricular Language
Elements
Language/Gram Vocabulary related to pocket money and asking for a favour
mar Focus
Thinking Skills Discussing, Brainstorming, Evaluating and Applying
Moral Values Respect, Spend money wisely and Teamwork.
Stage Teaching and Learning Activities Resources
 8. Teacher asks a few questions to the
students:
Set Induction a) How much of pocket money do your
parents give you?
b) What do you usually spend your money
on?

Lesson Development Stage

1. Teacher instructs the students to read and Exercise 7
go through the dialogues in Exercise 7
Presentation Page 69 (PULSE).
2. Teacher asks the students to copy the
phrases and questions in bold from the
dialogue in their Exercise book,
individually.
3. Teacher instructs the students to think of
something they really want to buy and think
of a way of earning money.

1. In pairs, the students need to create a Appendix 1 & 2

dialogue on asking for a favour using the (Template)
Practice template given by the teacher.
2. Students are encouraged to use the
questions taught by the teacher earlier when
writing their dialogues.
3. Teacher assists the students and help them
if necessary.
4. In pairs, teacher instructs the students to re-
write their dialogue in a mini whiteboard
provided.
5. Then, students are instructed to practice
their dialogues with their partner.
6. Students can also swap roles in the
dialogues as an extra practice.

(Differentiation strategies: Differentiate by the

tasks people are given. Students with different
level of proficiency are given different
template. Students with low proficiency, are
given a worksheet that is simpler compared to
intermediate students. For high proficiency
students, they are not given any worksheet
template. They need to create their own
dialogues. The rationale for this is to guide low
proficiency students step by step so that they
are able to create the dialogues using the
guidance given. For intermediate students,
their worksheet only has keywords to help
them because they are able to come up with the
dialogues with a little bit of guidance. High
 proficiency students need to come up with their
own dialogues without guidance.)
Co-operative learning: Students need to work
in pairs to complete the template together and
present it in the front of the classroom.
1. Teacher randomly picks students to act out
Production their dialogue conversation that they have
come up with in front of the classroom in
pairs.
2. Then, students are instructed to paste their
whiteboard on the wall.
3. Teacher instructs the students to do Gallery
Walk. They need to leave a feedback by
writing comments on a sticky note and
paste it on the whiteboard of their friends’
dialogues.

9. Teacher asks students questions:

Conclusion a) What are the other things that
teenagers spend their money on?
b) What can you do to earn extra
money?
10. Then, students are required to list out ways
to save pocket money.

Extended Students are instructed to write a letter to their friends asking for a favour
Activity related to money.

Formative 3. Teacher analyses students’ performance level when doing exercises in the
Assessment Pulse book.
4. Teacher checks the students understanding level of the use of vocabulary
and their writing skills when they are writing the dialogue conversation.
5. Teacher asks students to act out to check students speaking ability when
they are presenting it in the classroom.
Resources/Teachi T&L Strategies Assessment for learning
ng Materials
Main Strategy: e.g. Collaborative
Learning

21st Century Skills:

Think-
Pair-
Share
Mix-
Pair-
Share
Gallery /
Walk
 Number
ed
Heads
Togethe
r
All
Write
Round
Robin
Jot
thoughts
Others:

i-Think Map:
Circle Tree map
map
Bubble Flow map
map
Double Multi The students apply the
bubble flow map questions that they
map need to use from
Brace Bridge presentation stage into
map map practice stage when
creating the dialogue
HOTS:
conversation. The
Apply /
students evaluate
Analyse
Evaluate / other students’ work
Create by writing comments
on their friends’ work.
Teacher’s Reflection
Appendix 1 - Low Proficiency Template
Son: Hello Dad, Good morning.
Father: Good morning.
Son: (1)__________ something?
Father: Yes, what is it?
Son: (2)___________do me a (3)__________?
Father: Yes?
Son: (4)__________________ lending me some money, please?
Father: Why?
Son: Our classes have started and our teachers suggested us to buy some new books.
Father: How many books do you need to buy at this moment?
Son: Our teachers suggested us to buy some initial books first.
Father: How much do you need?
Son: (5)__________ RM200 for the books.
Father: Ok. I will send you the money tomorrow. Anything else?
Son: Yeah Dad. (6)_____________I ask some money for my hostel bill and pocket money
for this month?
Father: How much about the hostel bill?
Son: Oh! It’s around RM600.
Father: And how much (7)______________as pocket money for this month?
Son: Not much. RM300 will go.
Father: Ok. I will send you RM1100 including your pocket money. But,
(8)___________________________________?
Son: How?
Father: (9)________________ RM300 if you would like to help me with my office work.
Son: (10)_______________! I’ll do it once I’m done with my assignments. Thank you Dad.
Father: You are welcome. Take care of your health. Bye.
Son: Ok dad, you too. Bye.
Would you Is it okay Why don’t you Can I ask you I need
mind earn some extra
money
Could you favour I will pay you Okay, it’s a deal will you need
Appendix 2 – Intermediate Proficiency Template
_________: Hello, Good morning.
_________: (1)____________________________________________________________.
_________: (2)______________something?
_________: (3)______________________________________________________________.
_________: (4)___________do me a (5)__________?
_________: Yes?
_________: (6)________________________ borrow your money?
_________: Why?
_________: (7)______________________________________________________________.
_________: (8)______________________________________________________________.
_________:(9) ______________________________________________________________.
_________:(10) _____________________________________________________________.
_________: (11)__________ RM200?
_________: (12)_____________________________________________________________.
_________: (13)___________________________________________________.
_________:(14) _________________________________.
_________: (15)_________________________________.
_________: (16)_________________________________________________________.
_________: (17)____________________________________________________.
_________: (18)__________________________________________________________.
_________: Thank you.
_________: You are welcome.

ARNITA A/P RAMACHANDRAN

D20161073573
Lesson Plan Format
Class Form 2
Venue 2A1
 Date 4th December 2018
Time 9.00am – 10.00am
Topic Birthday party
Theme Consumerism and Financial Awareness
Focus Skill Writing
CONTENT/LEARNING STANDARDS
4.2
Communicate with appropriate language, form and style
4.2.3
Produce a plan or draft of two paragraphs or more and modify this appropriately
either in response to feedback or independently

LEARNING OBJECTIVES
By the end 1. Construct at least five out of ten sentences using pronouns.
of the 2. Write an informal letter of 250 words using pronouns.
lesson,
students
should be
able to:

SUCCESS CRITERIA
Students 1. Use pronouns correctly.
can 2. Write an informal letter using pronouns.
3. Plan their own birthday party.
4. Decide the gifts that they got from their relative.
Cross Curricular Language
Elements
Language/Grammar (1) Writing an informal letter using pronouns to avoid repeating
Focus names and nouns.
Thinking Skills Discussing, brainstorming, creating
Moral values Be thankful, Appreciating family member
Stage Teaching and Learning Activities Resources
1. Teacher plays a listening audio on Audio: Track
an informal letter in Pulse 2 page 38
Set Induction 70. (APPENDIX 1)
2. Students read the informal letter
while listening to the audio.
3. Teacher asks students questions:
1. To whom is the letter written
to?
2. What is the letter about?
3. What is Paul going to do for
his birthday party?
Lesson Development Stage
1. Teacher discusses Exercise 2 with Template
students. (APPENDIX 2)
Presentation
 2. Teacher explains about pronouns by using
Exercise 3 to students.
3. Teacher instructs students to identify the
pronouns in the informal letter.
4. Teacher explains to students on the format
of writing an informal letter.
5. Teacher distributes an informal letter
template to students.
6. Students need to transfer the information
on the template.
Differentiation strategies: Differentiate by the
tasks people are given. Students with
different level of proficiency are given
different template. Students with low
proficiency, are given a worksheet that is
simpler compared to intermediate students.
For high proficiency students, they are not
given any worksheet template. They only
need to identify the format of the informal
letter. The rationale for this is to guide low
proficiency students step by step so that they
are able to identify the format of informal
letter. For intermediate students, their
worksheet has no keywords to help them
because they are able to identify on their own
with a little bit of guidance. High proficiency
students only need to highlight the part
because they are able to identify without
guidance.
12. In groups of 3, students need to decide on
a birthday present they receive from their
Practice relative and three plans of their party.
13. Then, students need to write an informal
letter to thank a relative for their birthday
present and tell them about the student’s
birthday party, individually.
14. Students need to use as many pronouns as
they can in the informal letter.
15. Students can refer to the template given
by the teacher earlier.
16. Students need to write the letters in an A4
coloured paper prepared by the teacher.

7. Students will paste their letter around the

Production class.
8. Students need to draw Stars on their
friends work indicating how they would
rate their friend’s informal letter during
the Gallery Walk.
 Co-operative learning strategy: Students help
their friends by giving feedback and response
to their friends work.

11. Teacher throws a ball to random students

Conclusion in the classroom.
12. Teacher asks students about Exercise 4
and the content of an informal letter to
students.
13. Students who manage to answer the
question correctly gets stickers from the
teacher.

Extended Activity Students are instructed to post a birthday present that they would
give to a friend in Instagram. They need to give reasons
supporting their choice of gift for their friend in 100 words.

Formative Production stage- Students will be assessed on the format of

Assessment informal letter and the content of the letter.
Resources/Teaching T&L Strategies Assessment for
Materials learning
Main Strategy: e.g. Collaborative
Learning

21st Century Skills:

Think-
Pair-Share Evaluate-
Mix-Pair- Students will
Share evaluate their
Gallery / friend’s work
Walk through the
Numbered gallery walk
Heads
Together
All Write
Round
Robin
Jot
thoughts
Others:

i-Think Map:
Circle Tree map
map
 Bubble Flow map
map
Double Multi
bubble flow map
map
Brace Bridge
map map

HOTS:
Apply /
Analyse
Evaluate
Create

Teacher’s Reflection

APPENDIX 1
WORKSHEET (LOW PROFICIENCY)
 Address of writer

Day and Date

Greeting to the person you are writing to:

,
Reasons of writing:
Explanation:

Body Paragraph:

Closing sentence:

Signing off:
,
Writer’s name:

WORKSHEET (INTERMEDIATE)
 ,

APPENDIX 2
https://drive.google.com/open?id=1xPQWU9Y4wwWBHGwhKQBx4APLN3SYwJYv
name age way of making what he / she does
money with money

Ben 1. 4. 7.

Lily 2. 5. 8.

Harry 3. 6. 9.
 IVY WONG SEOW YUEN
D20161073561
**Lesson Plan Format**

Class Form 2
Venue Computer Lab
Date 12th December 2018
Time 9.00am – 10.00am
Topic Money Can’t Buy Happiness
Theme Consumerism and Financial Awareness
Focus Skill Literature in Action
CONTENT/LEARNING STANDARDS
Literature in Action
3.0 LANGUAGE FOR AESTHETIC USE
3.1 Listen to, read, view and respond to literary works by:
explaining the message the writer is trying to convey and discussing how this relates
to one’s life;
Level 3
Talking about values found in a text.
3.2 Express themselves creatively and imaginatively by:
a. dramatizing texts and role- playing characters;
Level 1 i.
Acting out sections of a text. Retelling a story from a different point of view and
presenting it in another genre.

LEARNING OBJECTIVES
By the end 1. Answer 8 of out 11 quizzes individually.
of the 2. Create their own ending and role-play it as a group.
lesson, 3. Identify at least 3 out 5 moral values in the short story
students individually.
should be
able to:

SUCCESS CRITERIA
Students 1. Tell what is the video and short story about.
can 2. Create their own ending of the short story.
3. Identify the moral values in the short story.
Cross Curricular Language
Elements
Language/Grammar Vocabulary
Focus
Stage Teaching and Learning Activities Resources
 1. Teacher shows a video using Appendix 1-
YouTube entitled The Pursuit of YouTube
Set Induction Happiness.
2. Teacher asks students questions:
d) What comes to mind when you
hear the word The Pursuit of
Happiness?
e) In your opinion, what is the
problem faced by the father in
the video?
f) What did the father do to earn
money?
Lesson Development Stage
1. Teacher distributes the short story Money Appendix 2-
Can’t Buy Happiness. Short story
Presentation 2. Teacher instructs students to read the short Money Can’t
story. Buy Happiness
3. In pairs, students need compare the short
story with the video shown.
Co-operative learning: Students need to
work in pairs to compare both video and Appendix 3-
short story and tell briefly in front of the Mentimeter
class.
4. After that, students share their opinion in
Mentimeter individually.
5. Teacher explains and discusses the
answers with them.
1. Individually, students are required to Appendix 4-
complete a quiz prepared by the teacher Kahoot
Practice using Kahoot.
2. The students need to answer the
question within the time limit.
Differentiation of strategy: Differentiate by
time. Low proficiency students are given 20
seconds to answer the quizzes in Kahoot.
Rationale: To give them more time to answer
and get as many correct answers as they can.
High proficiency students are given 10
seconds lesser to answer the quizzes.
1. Students need to create their own
Production ending of the short story.
2. Then, they need to role-play the ending
that they have created.

Teacher instructs students to think of

Conclusion moral values that they gained from the
short story.

Extended Activity Students need to record their role-play and upload it in Youtube.
 Formative Production
Assessment Teacher asks students to act out to check students speaking
ability when they are presenting it in the classroom.
Resources/Teaching T&L Strategies Assessment for
Materials learning
Main Strategy: e.g. Collaborative
Learning

21st Century Skills:

Think- /
Pair-Share
Mix-Pair-
Share
Gallery
Walk
Numbered
Heads
Together
All Write
Round
Robin
Jot /
thoughts
Others:

i-Think Map:
Circle Tree map
map
Bubble Flow map
map
Double Multi
bubble flow map
map
Brace Bridge
map map

HOTS:
Apply /
Analyse /
Evaluate
Create /

Teacher’s Reflection
1. Students are able to share their thoughts in mentimeter.
2. Students are able to answer most of the quizzes correctly.
3. Students are able to create their own ending and role-play it.
4. Students are able to tell out 3 moral values of the short story.
Appendix 1
Watch trailer of ‘The Pursuit of Happiness’ in YouTube
https://www.youtube.com/watch?v=89Kq8SDyvfg
Appendix 2
Short story ‘Money Can’t Buy Happiness’ link https://steemit.com/life/@giantbear/money-can-t-
buy-happiness-an-original-story-fiction

Once upon a time in a land far away there lived a very rich man. He had
many businesses and everything that he touched turned to gold. He was a
good man and he helped many people along the way, because he could not
stand the sight of anyone suffering. As he grew older he started to feel lonely.
All his life he was so busy, building up his empire, that he forgot to live his
life. He now had all these successful businesses, and all the money in the
world, but he had no one to share it with.

He did not know where to start, so he hired a team of experts with specific
specifications to find him the perfect wife. It was not long before they made
up a shortlist. He was terribly excited so he set up interviews with the best
candidates... BUT he was disappointed with most of these women. None of
them was as perfect as he wanted them to be.
He soon became very depressed. He was so used to getting everything he
wanted, that he could not understand why he couldn't find the right woman.
He became so focused on finding the right wife, that he lost focus on the rest
of his life. His businesses began to suffer, and he started to lose money.

It wasn't long before he lost all his money and his businesses. He even lost
his house and everything that he worked so hard for throughout his
lifetime. He had to go live in a shelter.

He became a miserable grumpy old man, and died as a lonely, poor man. No
one even cared enough to go to his funeral.
Appendix 3
Mentimeter-students share their thoughts here via this link
https://www.mentimeter.com/s/fab74503181c932b65d9c553f0dc0d24/d5d27fc53108
Appendix 4
Kahoot quiz’s link for high proficiency

https://play.kahoot.it/#/k/56c9eb44-7fb5-4380-8e70-94eba3d8159c

Differentiation of strategy: For students with low proficiency, time allocate 20 seconds.
Kahoot quiz link for low proficiency
https://play.kahoot.it/#/gameover?quizId=a30ae0cb-7045-4fb6-811a-2de985f527db
Students need to upload their modify video recording in YouTube