SMK SYED MOHAMED AL - BUKHARY DAILY LESSON PLAN

WEEK 4 DAY / DATE Sunday, January 19, 2020

ENGLISH LANGUAGE
:

TIME : 7.40 to 10.20

STANDARD (1) : THEME :

CLASS : FORM 5 ASAKIR TOPIC :

DIFFERENCIATION STRATEGIES :

SKILL CONTENT STANDARD LEARNING STANDARD

MAIN (A)
COMPLEMENTARY (B)
LEARNING OBJECTIVES
4.0 Writing 2.1 Obtain information for different purposes by L2:2.3.2 Summarizing ideas in a text.
At the end of the lesson all pupils will be able to:
1 complete 10 reading comprehension questions
2 complete a summary
SET INDUCTION
1. Pupils are given different pieces of coloured papers with emojis.

2. Pupils take turn to construct 1 sentence based on the emoji on the paper to the shoulder and guess the suitable feelings to the emoji. Pair Share

DEVELOPMENT
1. Pupils get into groups of 3 and study the graphic organiser given.
PAK 21
2. Each group will try to find answers to the questions by referring to the textbook. Round Robin

CLOSURE
1. Each group is given time to share answers with the other groups.

2. Pupils fill in the exit slips and leave them in Exit Jar.

ACTIVTIES SET INDUCTION

1. Pupils are given different pieces of coloured papers with emojis.

2. Pupils take turn to construct 1 sentence based on the emoji on the paper to the shoulder and guess the suitable feelings to the emoji. Pair Share

DEVELOPMENT
Pupils get into groups of 3 and study the graphic organiser given.

In not more than 5 minutes, the groups will try to find answers to the questions by referring to the textbook. Round Robin

CLOSURE
Each group is given time to share answers with the other groups.

Pupils fill in the exit slips and leave them in Exit Jar.

REFLECTION 10 out of 10 students were able to complete the task on time.

 DAILY LESSON PLAN
WEEK 3 : 12 January, 2020
DATE 2020-01-19 DAY Sunday
LEVEL Moderate TIME 9.00-10.20
FOCUSED SKILLS Listening CLASS 4 Ibnu Sina
TOPIC Let's Chat THEME Science & Technology
1.1 Understand meaning in a variety of familiar contexts.
CONTENT STANDARD
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics.

1.1.1 Understand independently the main ideas in extended texts on a wide range of
LEARNING STANDARD familiar topics.
2.1.1 Explain simple content on familiar topics from what they read and hear.
Pupils will be successful if they can
1. identify the advantages and disadvantages of SN sites.
SUCCESS CRITERIA 2. complete a graphic organiser pertaining to SN sites.
3. present their findings orally.
LEARNING OUTLINE
PRE - LESSON
Pupils study pictures of different means of communication.

Pupils discuss their opinions and preferences of each means of communication. Pair Share

LESSON DELIVERY
1. Pupils get into groups of 4.

2. Pupils read the opinions of teenagers regarding Social Network (SN) sites in their textbooks.

3. Pupils look up their dictionaries for the meanings of computer-related vocabulary.

4. Pupils discuss the advantages and disadvantages of SN sites.

5. Pupils study a graphic organiser about SN sites.

6. Pupils fill up the graphic organiser.

POST - LESSON
1. Pupils write up the ideas into a text of four paragraphs corresponding to the boxes in the table.

2. Pupils present their findings orally. Group Share

MATERIALS / REFERENCES Full Blast Plus 4 Student's Book, p12 Teacher's Book, pg 12

REFLECTION
 DAILY LESSON PLAN
WEEK 3 : 12 January, 2020
DATE : 12/1/2020 DAY : Sunday
9.00 -10.20 a.
LEVEL : Moderate TIME : m.
FOCUS SKILLS : Speaking CLASS : 4 Ibnu Sina
SCIENCE &
TOPIC : Let’s Chat THEME : TECHNOLOGY
L 1.1 Understand meaning in a variety of familiar contexts.
S 2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics.
LEARNING R 3.1 Understand a variety of texts by using a range of appropriate reading
OUTCOMES : strategies to construct meaning.
At the end of the lesson, pupils will be able to :
read and understand the opinions of teenagers regarding Social Network (SN) sites.
LEARNING
OBJECTIVES talk about the advantages and disadvantages of SN sites.
Pupils will be successful if they can
identify the advantages and disadvantages of SN sites.

complete a graphic organiser pertaining to SN sites.

SUCCESS
CRITERIA : present their findings orally.
ACTIVITIES
SET INDUCTION
Pupils study pictures of different means of communication.

Pupils discuss their opinions and preferences of each means of communication. Pair Share

DEVELOPMENT
Pupils get into groups of 4.

Pupils read the opinions of teenagers regarding Social Network (SN) sites in their textbooks.

Pupils look up their dictionaries for the meanings of computer-related vocabulary.

Pupils discuss the advantages and disadvantages of SN sites.

Pupils study a graphic organiser about SN sites.

Pupils fill up the graphic organiser.

CLOSURE
Pupils write up the ideas into a text of four paragraphs corresponding to the boxes in the table.

Pupils present their findings orally. Group Share

REMARK
Lesson postponed due to
Meeting

School Activities TEACHER’S REFLECTION

10 out of 10 students completed the activities within the time
Medical leave given.

Others
A good teacher can inspire hope, ignite the imagination and instil
….………………………………….. a love of learning - Brad Henry.
tema tajuk skil 1 content 1 learning 1 smart
Word of Self, Family andDo
What Friends
You Like1.0 Listening 1.1 Understand meaning in a variety of
1.1.1
familiar
Understand
contextswith little or no support the mainUnderstand
ideas in simple
withlonger
little ortexts
no support
on a range
the main
of familiar
ideas topics
in simple longer texts on a range of familiar topics
World of Knowledge
Fact or Fiction? 1.0 Listening 1.1 Understand meaning in a variety of
1.1.2
familiar
Understand
contextswith little or no support specific Understand
information and
with details
little orinnosimple
support
longer
specific
textsinformation
on a rangeand
of familiar
details in
topics
simple longer texts on a range of familiar topics
consumerism Wild Weather 1.0 Listening 1.1 Understand meaning in a variety of
1.1.3
familiar
No learning
contextsstandard No learning standard
Life on Earth 1.0 Listening 1.1 Understand meaning in a variety of
1.1.4
familiar
Understand
contextslonger sequences of supported classroom
Understandinstructions
longer sequences of supported classroom instructions
Let's Experiment 1.0 Listening 1.1 Understand meaning in a variety of
1.1.5
familiar
Understand
contextsmore complex supported questions
Understand more complex supported questions
1.0 Listening 1.1 Understand meaning in a variety of
1.1.6
familiar
Understand
contextswith support longer simple narratives
Understand
on a wide
withrange
support
of familiar
longer simple
topics narratives on a wide range of familiar topics
1.0 Listening 1.2 Use appropriate listening strategies
1.2.1
in aGuess
varietythe
of meaning
contexts of unfamiliar words fromGuess
clues provided
the meaning
by other
of unfamiliar
known words
wordsand
from
byclues
context
provided
on familiar
by other
topics
known words and by context on familiar topics
1.0 Listening 1.3 Recognise features of spoken genres
1.3.1on
Nofamiliar
learning
topics
standard No learning standard
1.0 Listening 2.0 Speaking 2.1 Communicate information, ideas, 2.1.1
opinions
Askand
about
feelings
and give
intelligibly
detailedoninformation
familiar topics
aboutAsk
themselves
about andand
giveothers
detailed information about themselves and others
2.0 Speaking 2.0 Speaking 2.1 Communicate information, ideas, 2.1.2
opinions
Askand
about
feelings
and express
intelligibly
rules
onand
familiar
obligationsAsk
topics about and express rules and obligations
3.0 Reading 2.0 Speaking 2.1 Communicate information, ideas, 2.1.3
opinions
Askand
about
feelings
and describe
intelligibly
future
on familiar
plans ortopics Ask about and describe future plans or
4.0 Writing 2.0 Speaking 2.1 Communicate information, ideas, 2.1.4
opinions
Explain
and feelings
and giveintelligibly
reasons for onsimple
familiaradvice
topics Explain and give reasons for simple advice
5.0 Literature in Action 2.0 Speaking 2.1 Communicate information, ideas, 2.1.5
opinions
Askand
about
feelings
and describe
intelligibly
personality
on familiar topics Ask about and describe personality
2.0 Speaking 2.2 Use register appropriately 2.2.1 No learning standard No learning standard
FORM 1 SINA 2.0 Speaking 2.3 Use appropriate communication strategies
2.3.1 Keep interaction going in short exchanges checking
Keep interaction
understanding
going in
of short
what aexchanges
speaker ischecking
saying understanding of what a speaker is saying
FORM 1 JAUZI 2.0 Speaking 2.3 Use appropriate communication strategies
2.3.2 Agree on a set of basic steps needed to complete
Agree extended
on a set of
classroom
basic steps
tasks
needed to complete extended classroom tasks
FORM 1 YASMIN 2.0 Speaking 2.4 Communicate appropriately to a small
2.4.1 or
Narrate
large group
short stories,
on familiar
events
topics
and experiences
Narrate short stories, events and experiences
FORM 1 ASAKIR 3.0 Reading 3.1 Understand a variety of texts by using
3.1.1aUnderstand
range of appropriate
the main points
reading
in strategies
simple longer
to construct
Understand
texts meaning
the main points in simple longer texts
FORM 1 HAUQAL 3.0 Reading 3.1 Understand a variety of texts by using
3.1.2aUnderstand
range of appropriate
specific details
readingandstrategies
information
to construct
in
Understand
simple meaning
longer
specific
textsdetails and information in simple longer texts
3.0 Reading 3.1 Understand a variety of texts by using
3.1.3aGuess
range the
of appropriate
meaning of reading
unfamiliar
strategies
words from
to construct
Guess
clues provided
themeaning
meaning
by other
of unfamiliar
known words
wordsand
from
byclues
context
provided by other known words and by context
7.40 3.0 Reading 3.1 Understand a variety of texts by using
3.1.4aUse
range
withofsome
appropriate
supportreading
familiarstrategies
print and to
digital
construct
Useresources
with meaning
sometosupport
check meaning
familiar print and digital resources to check meaning
8.20 3.0 Reading 3.1 Understand a variety of texts by using
3.1.5aNo
range
learning
of appropriate
standard reading strategies to construct
No learning
meaning
standard
9.00 3.0 Reading 3.1 Understand a variety of texts by using
3.1.6aNo
range
learning
of appropriate
standard reading strategies to construct
No learning
meaning
standard
9.40 3.0 Reading 3.2 Explore and expand ideas for personal
3.2.1 Read
development
and enjoy
by fiction
reading/ non-fiction
independently
and and
otherwidely
Read
suitable
andprint
enjoyand
fiction
digital
/ non-fiction
texts of interest
and other suitable print and digital texts of interest
10.20 4.0 Writing 4.1 Communicate intelligibly through print
4.1.1and
Givedigital
detailed
media
information
on familiar
about
topics
themselves and
Giveothers
detailed information about themselves and others
10.50 4.0 Writing 4.1 Communicate intelligibly through print
4.1.2and
Describe
digitalfuture
mediaplans
on familiar
or events
topics Describe future plans or events
11.30 4.0 Writing 4.1 Communicate intelligibly through print
4.1.3and
Narrate
digital
factual
mediaand
on imagined
familiar topics
events and experiences
Narrate factual and imagined events and experiences
12.10 4.0 Writing 4.1 Communicate intelligibly through print
4.1.4and
Describe
digitalpersonality
media on familiar topics Describe personality
12.50 4.0 Writing 4.1 Communicate intelligibly through print
4.1.5and
Connect
digitalsentences
media on into
familiar
two topics
coherent paragraphs
Connect
or more
sentences
using into
basictwo
coordinating
coherent paragraphs
conjunctions
or and
morereference
using basic
pronouns
coordinating conjunctions and reference pronouns
1.30 4.0 Writing 4.2 Communicate with appropriate language,
4.2.1 Use
form
capitals,
and style
full stops, commas in lists, question
Use capitals,
marks, and
full stops,
speechcommas
marks appropriately
in lists, question
at discourse
marks, and
level
speech marks appropriately at discourse level
2.10 4.0 Writing 4.2 Communicate with appropriate language,
4.2.2 Spell
formmost
andhigh
stylefrequency words accurately Spell
in independent
most high writing
frequency words accurately in independent writing
4.0 Writing 4.2 Communicate with appropriate language,
4.2.3 Produce
form and
a plan
styleor draft of two paragraphs orProduce
more and
a plan
modify
or this
draftappropriately
of two paragraphs
in response
or more
to and
feedback
modify this appropriately in response to feedback
4.0 Writing 4.2 Communicate with appropriate language,
4.2.4 Noform
learning
and standard
style No learning standard
5.0 Literature in Action
5.1 Engage with, respond to and interpret
5.1.1aDescribe
variety ofinliterary
simpletext
language
types a character’s actions
Describe
or feelings
in simple
and
language
explain athe
character’s
reasons for
actions
them or feelings and explain the reasons for them
5.0 Literature in Action
5.1 Engage with, respond to and interpret
5.1.2aIdentify
variety and
of literary
describe
textintypes
simple language theIdentify
key characters
and describe
in a text
in simple language the key characters in a text
5.0 Literature in Action
5.2 Analyse and evaluate a variety of 5.2.1
literary
Notext
learning
types standard No learning standard
5.0 Literature in Action
5.3 Express an imaginative response 5.3.1
to literary
Respond
texts imaginatively and intelligibly through
Respond
creatingimaginatively
simple stories
and
and
intelligibly
simple poems.
throughOther
creating
imaginative
simple stories
responses
and simple
as appropriate
poems. Other imaginative responses as appropriate
1.0 Listening 1.1 Understand meaning in a variety of familiar
1.1.1
contexts
Understand independently the main ideas in simple longer texts on a range of familiar topics
1.0 Listening and 1.1
Speaking
Understand
Skills meaning in a variety of familiar
1.1.2
contexts
Understand independently specific information and details in simple longer texts on a range of familiar topics
1.0 Listening and 1.1
Speaking
Understand
Skills meaning in a variety of familiar
1.1.3
contexts
Recognise with support attitudes or opinions in simple longer texts on a range of familiar topics
1.0 Listening Skills
1.1 Understand meaning in a variety of familiar
1.1.4
contexts
Understand with little or no support longer sequences of classroom instructions CLASSES
1.0 Listening Skills
1.1 Understand meaning in a variety of familiar
1.1.5
contexts
Understand with little or no support more complex question 1.1 Understand meaning in a variety of familiar contexts FORM 2 YASMIN
1.0 Listening Skills
1.1 Understand meaning in a variety of familiar
1.1.6
contexts
Understand with little or no support longer simple narratives on a wide range of familiar topics 1.2 Use appropriate listening strategies in a variety of contexts FORM 2JAUZI
1.0 Listening Skills
1.2 Use appropriate listening strategies in a variety
1.2.1 Guess
of contexts
the meaning of unfamiliar words from clues provided by other known words and by context on a range of familiar topics 1.3 Recognise features of spoken genres on familiar topics FORM 2HAUQAL
1.0 Listening Skills
1.3 Recognise features of spoken genres on familiar
1.3.1 Notopics
learning standard (will be taught in subsequent years) FORM
2.1 Communicate information, ideas, opinions and feelings intelligibly on 2 SINA
familiar topics
2.0 Speaking Skills
1.3 Recognise features of spoken genres on familiar
2.1.1 Ask
topics
about and explain key information from simple texts 2.2 Use register appropriately FORM 2ASAKIR
2.0 Speaking Skills
2.1 Communicate information, ideas, opinions2.1.2
and feelings
Ask for and
intelligibly
respond onappropriately
familiar topicsto simple suggestions 2.3 Use appropriate communication strategies FORM 2KHALDUN
2.0 Speaking Skills
2.1 Communicate information, ideas, opinions2.1.3
and feelings
Expressintelligibly
opinion about
on familiar
future plans
topicsor events 2.4 Communicate appropriately to a small or large group on familiar topics
2.0 Speaking Skills
2.1 Communicate information, ideas, opinions2.1.4
and feelings
Expressintelligibly
opinions about
on familiar
simpletopics
spoken or written advice given to themselves or others 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
2.0 Speaking Skills
2.1 Communicate information, ideas, opinions2.1.5
and feelings
Expressintelligibly
opinions or onfeelings
familiarabout
topicscharacter and personality 3.2 Explore and expand ideas for personal development by reading independently and widely.
2.0 Speaking Skills
2.2 Use register appropriately 2.2.1 No learning standard (will be taught in subsequent years) 4.1 Communicate intelligibly through print and digital media on familiar topics
2.0 Speaking Skills
2.3 Use appropriate communication strategies2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying 4.2 Communicate with appropriate language, form and style
2.0 Speaking Skills
2.4 Communicate appropriately to a small or large
2.4.1group
Communicate
on familiar
opinions
topics or feelings about a story, event or experience 5.1Engage with, respond to and interpret a variety of literary text types
3.0 Reading Skills3.1 Understand a variety of texts by using a range
3.1.1of
Understand
appropriatethe
reading
main points
strategies
in simple
to construct
longer texts
meaning
on a range of familiar topics 5.2 Analyse and evaluate a variety of literary text types
3.0 Reading Skills3.1 Understand a variety of texts by using a range
3.1.2of
Understand
appropriatespecific
readingdetails
strategies
and information
to constructinmeaning
simple longer texts on a range of familiar topics 5.3 Express an imaginative response to literary texts
3.0 Reading Skills3.1 Understand a variety of texts by using a range
3.1.3of
Guess
appropriate
the meaning
reading
ofstrategies
unfamiliarto
words
construct
from meaning
clues provided by other known words and by context on a range of familiar topics
3.0 Reading Skills3.1 Understand a variety of texts by using a range
3.1.4of
Use
appropriate
independently
reading
familiar
strategies
print and
to construct
digital resources
meaning to check meaning
3.0 Reading Skills3.1 Understand a variety of texts by using a range
3.1.5of
Recognise
appropriate
with
reading
support
strategies
the attitude
to construct
or opinionmeaning
of the writer in simple longer texts
3.0 Reading Skills3.1 Understand a variety of texts by using a range
3.1.6of
Noappropriate
learning standard
reading (will
strategies
be taught
to construct
in subsequent
meaning
year
3.0 Reading Skills3.2 Explore and expand ideas for personal development
3.2.1 Read and
by reading
enjoy fiction
independently
/ non-fiction
and
and
widely.
other suitable print and digital texts of interest
4.0 Writing Skills 4.1 Communicate intelligibly through print and4.1.1
digital
Explain
media simple
on familiar
content
topics
from what they have read
4.0 Writing Skills 4.1 Communicate intelligibly through print and4.1.2
digital
Make
media
andonrespond
familiar to
topics
simple requests and suggestions
4.0 Writing Skills 4.1 Communicate intelligibly through print and4.1.3
digital
Summarise
media on familiar
the maintopics
points of a simple story, text or plot
4.0 Writing Skills 4.1 Communicate intelligibly through print and4.1.4
digital
Express
media on
opinions
familiar
and
topics
common feelings such as happiness.sadness, surprise, and interest
4.0 Writing Skills 4.1 Communicate intelligibly through print and4.1.5
digital
Organise,
media onand
familiar
sequence
topicsideas within short texts on familiar topics
4.0 Writing Skills 4.2 Communicate with appropriate language,4.2.1
form Punctuate
and style written work with moderate accuracy
4.0 Writing Skills 4.2 Communicate with appropriate language,4.2.2
form Spell
and style
written work with moderate accuracy
4.0 Writing Skills 4.2 Communicate with appropriate language,4.2.3
form Produce
and stylea plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or independently
4.0 Writing Skills 4.2 Communicate with appropriate language,4.2.4
form No
andlearning
style standard (will be taught in subsequent years)
5.0 Literature In Action
5.1Engage with, respond to and interpret a variety
5.1.1of
Explain
literaryintext
simple
types
language connections between characters, places or events in texts and their own lives
5.0 Literature In Action
5.1Engage with, respond to and interpret a variety
5.1.2of
Identify
literaryand
textdescribe
types in simple language the key characters and themes in a text
5.0 Literature In Action
5.2 Analyse and evaluate a variety of literary text
5.2.1
types
No learning standard (will be taught in subsequent years)
5.0 Literature In Action
5.3 Express an imaginative response to literary
5.3.1
texts
Respond imaginatively and intelligibly through creating board games, puzzles and quizzes and other imaginative responses as appropriate.
PEOPLE AND CULTURE
UNIT 1 : FAMILY TIES1.0 Listening 1.1 Understand meaning
1.1.1 Understand
in a varietyindependently
of familiar contexts
theUnderstand
main ideas independently
in simple longer
the
texts
mainonideas
an increased
in simplerange
longeroftexts
familiar
on an
topics
increased range of familiar topics
HEALTH AND ENVIRONMENT
UNIT 2 : FOOD, FOOD,
1.0
FOOD!
Listening 1.1 Understand meaning
1.1.2 Understand
in a varietyindependently
of familiar contexts
specific
Understand
information
independently
and detailsspecific
in longer
information
texts on an
andincreased
details inrange
longeroftexts
familiar
on an
topics
increased range of familiar topics
SCIENCE AND TECHNOLOGY
UNIT 3 : THE WONDERS
1.0 Listening
OF NATURE 1.1 Understand meaning
1.1.3 Recognise
in a variety
with
of little
familiar
or no
contexts
support
Recognise
attitudes
with
or little
opinions
or noinsupport
longer attitudes
texts on an
or opinions
increasedinrange
longeroftexts
familiar
on an
topics
increased range of familiar topics
CONSUMERISM UNIT
AND FINANCIAL
4 : SPECIALAWARENESS
RELATIONSHIPS
1.0 Listening 1.1 Understand meaning
1.1.4 Understand
in a varietyindependently
of familiar contexts
longer
Understand
sequences
independently
of classroom
longer
instructions
sequences of classroom instructions
UNIT 5 : A PLACE TO 1.0
CALLListening
HOME 1.1 Understand meaning
1.1.5 Understand
in a varietyindependently
of familiar contexts
more
Understand
complex questions
independently more complex questions
UNIT 6 : READY, STEADY,
1.0 Listening
GO! 1.1 Understand meaning
1.1.6 Understand
in a varietyindependently
of familiar contexts
longer
Understand
simple narratives
independently
on a range
longerof
simple
familiar
narratives
topics on a range of familiar topics
UNIT 7 : EXTREME SITUATIONS
1.0 Listening 1.2 Use appropriate
1.2.1
listening
Guessstrategies
the meaning
in aof
variety
unfamiliar
ofGuess
contexts
words
thefrom
meaning
cluesofprovided
unfamiliar
by words
other words
from clues
and by
provided
contextby
onother
an increased
words and
range
by context
of familiar
on antopics
increased range of familiar topics
UNIT 8 : TIME TO SPARE
1.0 Listening 1.3 Recognise features
1.3.1 Recognise
of spoken genres
with support
on familiar
typicaltopics
Recognise
features atwith
word,
support
sentence
typical
andfeatures
text levels
at word,
of a small
sentence
number
andof
text
spoken
levelsgenres
of a small number of spoken genres
UNIT 9 : HIGH-TECH WORLD
2.0 Speaking 2.1 Communicate2.1.1
information,
Paraphrase
ideas,
short
opinions
simple
and
textsParaphrase
feelings intelligibly
shorton
simple
familiar
texts
topics
UNIT 10 : THAT'S ENTERTAINMENT
2.0 Speaking 2.1 Communicate2.1.2
information,
Ask about
ideas,
andopinions
explain simple
and feelings
Ask
processes
about
intelligibly
and explain
on familiar
simpletopics
processes
UNIT 11 : LESSONS TO
2.0LEARN
Speaking 2.1 Communicate2.1.3
information,
Describeideas,
futureopinions
plans and
andambitions
feelings
Describe
intelligibly
future plans
on familiar
and ambitions
topics
2.0 Speaking 2.1 Communicate2.1.4
information,
Explain ideas,
own point
opinions
of view
and feelings
Explainintelligibly
own pointonoffamiliar
view topics
2.0 Speaking 2.1 Communicate2.1.5
information,
Expressideas,
and respond
opinionstoand
common
feelings
Express
feelings
intelligibly
andsuch
respond
on
asfamiliar
happiness,
to common
topics
sadness,
feelings surprise,
such as happiness,
and interestsadness, surprise, and interest
CLASS 2.0 Speaking 2.2 Use register appropriately
2.2.1 Use formal and informal registers
Useappropriately
formal and informal
in someregisters
familiar appropriately
contexts in some familiar contexts
FORM 3 YASMIN 2.0 Speaking 2.3 Use appropriate
2.3.1
communication
Keep interaction
strategies
going in longer
Keep
exchanges
interaction
by going
askinginalonger
speaker
exchanges
to slow down,
by asking
speaka up
speaker
or to repeat
to slowwhat
down,
they
speak
haveup
said
or to repeat what they have said
FORM 3JAUZI 2.0 Speaking 2.3 Use appropriate
2.3.2
communication
No learning standard
strategies No learning standard
FORM 3 HAUQAL 2.0 Speaking 2.4 Communicate2.4.1
appropriately
Summariseto athe
small
main
or points
large group
ofSummarise
a story
on familiar
thetopics
main points of a story
FORM 3 SINA 3.0 Reading 3.1 Understand a 3.1.1
variety
Understand
of texts bythe
using
main
a range
pointsofinappropriate
Understand
longer textsreading
the
on main
an increased
strategies
points inrange
to
longer
construct
oftexts
familiar
meaning
on an
topics
increased range of familiar topics
FORM 3 ASAKIR 3.0 Reading 3.1 Understand a 3.1.2
variety
Understand
of texts byspecific
using a details
range ofand
appropriate
Understand
information
reading
specific
in longer
strategies
details
textsand
ontoan
information
construct
increased
meaning
inrange
longeroftexts
familiar
on an
topics
increased range of familiar topics
FORM 3 KHALDUN 3.0 Reading 3.1 Understand a 3.1.3
variety
Guess
of texts
theby
meaning
using aof
range
unfamiliar
of appropriate
Guess
words
thefrom
meaning
reading
cluesstrategies
ofprovided
unfamiliar
by
to construct
words
other words
frommeaning
clues
and by
provided
contextby
onother
an increased
words and
range
by context
of familiar
on antopics
increased range of familiar topics
3.0 Reading 3.1 Understand a 3.1.4
variety
Use
of texts
independently
by using afamiliar
range print
of appropriate
Use
and
independently
digitalreading
resources
familiar
strategies
to check
printtoand
meaning
construct
digitaland
meaning
resources
extend to
understanding
check meaning and extend understanding
1.1 Understand meaning in a variety of familiar
3.0 Reading
contexts 3.1 Understand a 3.1.5
variety
Recognise
of texts bywith
using
support
a range
theof
attitude
appropriate
Recognise
or opinion
with
reading
support
of the
strategies
writer
the attitude
intosimple
construct
or opinion
longer
meaning
texts
of the
onwriter
an increased
in simplerange
longeroftexts
familiar
on an
topics
increased range of familiar topics
1.2 Use appropriate listening strategies in
3.0a Reading
variety of contexts
3.1 Understand a 3.1.6
variety
Recognise
of texts bywith
using
support
a range
typical
of appropriate
Recognise
features atwith
reading
word,
support
sentence
strategies
typical
andto
features
text
construct
levels
at word,
meaning
of a range
sentence
of genres
and text levels of a range of genres
1.3 Recognise features of spoken genres3.0
onReading
familiar topics3.2 Explore and expand
3.2.1 Read
ideasenjoy
for personal
and givedevelopment
a personal
Read
response
byenjoy
reading
and
to independently
fiction
give a/ non-fiction
personal
andresponse
and
widely
othertosuitable
fiction / print
non-fiction
and digital
and other
texts of
suitable
interest
print and digital texts of interest
2.1 Communicate information, ideas, opinions
4.0 Writing
and feelings4.1
intelligibly
Communicate
on familiar
4.1.1
intelligibly
topics
Explainthrough
simpleprint
content
and from
digitalwhat
media
Explain
they
on
simple
have
familiar
read
content
topics
or heard
from what they have read or heard
2.2 Use register appropriately 4.0 Writing 4.1 Communicate4.1.2
intelligibly
Explainthrough
simpleprint
processes
and digital media
Explainon
simple
familiar
processes
topics
2.3 Use appropriate communication strategies
4.0 Writing 4.1 Communicate4.1.3
intelligibly
Summarise
through
the
print
mainand
points
digital
andmedia
Summarise
explain
on familiar
key
thedetails
main
topics
points
in of a and
story,
explain
text orkey
plotdetails in of a story, text or plot
2.4 Communicate appropriately to a small
4.0orWriting
large group on
4.1familiar
Communicate
topics 4.1.4
intelligibly
Expressthrough
and respond
print andtodigital
opinions
media
Express
andon
common
and
familiar
respond
feelings
topics
to opinions
such asand
happiness,
commonsadness,
feelings surprise,
such as happiness,
and interestsadness, surprise, and interest
3.1 Understand a variety of texts by using
4.0a Writing
range of appropriate
4.1 Communicate
reading strategies
4.1.5
intelligibly
Organise,
to construct
through
sequence
print
meaning
and
and
digital
develop
media
Organise,
ideas
on familiar
within
sequence
short
topics
and
texts
develop
on familiar
ideastopics
within short texts on familiar topics
3.2 Explore and expand ideas for personal
4.0development
Writing by
4.2
reading
Communicate
independently
4.2.1
with appropriate
Punctuate
and widelywritten
language,
workform
withand
moderate
Punctuate
style accuracy
written work with moderate accuracy
4.1 Communicate intelligibly through print
4.0and
Writing
digital media
4.2onCommunicate
familiar topics
4.2.2
with appropriate
Spell writtenlanguage,
work withform
moderate
and
Spell
style
accuracy
written work with moderate accuracy
4.2 Communicate with appropriate language,
4.0 Writing
form and style
4.2 Communicate4.2.3
with appropriate
Produce a plan
language,
or draftform
of two
andProduce
paragraphs
style a plan
or more
or draft
andofmodify
two paragraphs
this appropriately
or more independently
and modify this appropriately independently
5.1 Engage with, respond to and interpret
4.0a Writing
variety of literary
4.2 text
Communicate
types 4.2.4
with appropriate
Begin to uselanguage,
formal and
form
informal
and
Begin
style
registers
to useappropriate
formal and informal
to the target
registers
audience
appropriate
in familiar
to the
situations
target audience in familiar situations
5.2 Analyse and evaluate a variety of literary
5.0 Literature
text typesin Action
5.1 Engage with, respond
5.1.1 Explain
to andwhy
interpret
a part aorvariety
aspectofofExplain
literary
a text interests
why
text types
a part
them
or aspect of a text interests them
5.3 Express an imaginative response to 5.0
literary
Literature
texts in Action
5.1 Engage with, respond
5.1.2 Explain
to andbriefly
interpret
the development
a variety ofExplain
literary
of plot,briefly
text
characters
types
the development
and themesofinplot,
a text
characters and themes in a text
5.0 Literature in Action
5.2 Analyse and evaluate
5.2.1 Identify
a variety
key of
stylistic
literary
features
text types
ofIdentify
a text and
key explain
stylistic briefly
featureswhy
of the
a text
author
and explain
uses them
briefly why the author uses them
5.0 Literature in Action
5.3 Express an imaginative
5.3.1 Respond
response
imaginatively
to literaryand
texts
intelligibly
Respondthrough
imaginatively
creatingand
power
intelligibly
points,through
visuals,creating
posters,power
blogs points,
and webpages
visuals, posters,
Other imaginative
blogs andresponses
webpages as
Other
appropriate
imaginative responses as appropriate
Listening 1.1.1
Understand independently the main ideas in extended texts on a wide range of familiar topics
Listening 1.1.3
Recognise independently attitudes or opinions in extended texts on a range of familiar topics
Listening 1.1.5
Understand independently more complex questions on a wide range of familiar topics
Listening 1.1.6
Understand independently longer simple narratives on a wide range of familiar topics
Listening 1.3.1
Recognise with support typical features at word, sentence and text levels of a range of spoken genres
Speaking 2.1.1
Explain simple content on familiar topics from what they read and hear
Speaking 2.1.2
Ask about and explain causes and consequences of actions, events or simple processes.
Speaking 2.1.4
Explain and justify own point of view FORM 4 YASMIN
Speaking Content Standard 2.2 Focus FORM 4 JAUZI
Use register appropriately in familiar contexts FORM 4 HAUQAL
Speaking 2.2.1 FORM 4 SINA
Use formal and informal registers appropriately in most familiar contexts FORM 4 ASAKIR
Speaking 2.3.1 FORM 4 KHALDUN
Confirm understanding in discourse-level exchanges by repeating back what a speaker has said
Reading 3.1.4
Use independently familiar and some unfamiliar print and digital resources to check meaning and extend understanding
Reading 3.1.6
Recognise with support typical features at word, sentence and text levels of an increased range of genres
Reading 3.2.1
Read a variety of suitable print and digital texts to investigate and analyse national issues
Writing 4.2.1
Punctuate written work on a range of text types with reasonable accuracy
Writing 4.2.3
Produce an extended plan or draft and modify this appropriately in response to feedback or independently
Writing 4.2.4
Use formal and informal registers appropriate to the target audience in most familiar situations
Literature in Action 5.2.1
Evaluate and explain briefly stylistic features an author uses to show character, events or place

1.1 Understand meaning in a variety of familiar contexts

1.2 Use appropriate listening strategies in a variety of contexts
1.3 Recognise features of spoken genres on familiar topics
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
2.2 Use register appropriately
2.3 Use appropriate communication strategies
2.4 Communicate appropriately to a small or large group on familiar topics
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
3.2 Explore and expand ideas for personal development by reading independently and widely
4.1 Communicate intelligibly through print and digital media on familiar topics
4.2 Communicate with appropriate language, form and style
5.1 Engage with, respond to and interpret a variety of literary text types
5.2 Analyse and evaluate a variety of literary text types
5.3 Express an imaginative response to literary texts

Listening 1.1.1
Understand independently the main ideas in extended texts on a wide range of familiar topics
Listening 1.1.3
Recognise independently attitudes or opinions in extended texts on a range of familiar topics
Listening 1.1.5
Understand independently more complex questions on a wide range of familiar topics
Listening 1.1.6
Understand independently longer simple narratives on a wide range of familiar topics
Listening 1.3.1
Recognise with support typical features at word, sentence and text levels of a range of spoken genres
Speaking 2.1.1
Explain simple content on familiar topics from what they read and hear
Speaking 2.1.2
Ask about and explain causes and consequences of actions, events or simple processes.
Speaking 2.1.4
Explain and justify own point of view
Speaking Content Standard 2.2 Focus
Use register appropriately in familiar contexts
Speaking 2.2.1
Use formal and informal registers appropriately in most familiar contexts
Speaking 2.3.1
Confirm understanding in discourse-level exchanges by repeating back what a speaker has said
Reading 3.1.4
Use independently familiar and some unfamiliar print and digital resources to check meaning and extend understanding
Reading 3.1.6
Recognise with support typical features at word, sentence and text levels of an increased range of genres
Reading 3.2.1
Read a variety of suitable print and digital texts to investigate and analyse national issues
Writing 4.2.1
Punctuate written work on a range of text types with reasonable accuracy
Writing 4.2.3
Produce an extended plan or draft and modify this appropriately in response to feedback or independently
Writing 4.2.4
Use formal and informal registers appropriate to the target audience in most familiar situations
Literature in Action 5.2.1
Evaluate and explain briefly stylistic features an author uses to show character, events or place
1.1 Make friends and keep friendships by L1: 1.1.1 Introducing oneself to a friendly stranger and initiating a conversation.
1.1 Make friends and keep friendships by L1: 1.1.2 Relating personal experiences.
1.1 Make friends and keep friendships by L1: 1.1.3 Keeping a record of events.
1.1 Make friends and keep friendships by L1: 1.1.4 Asking questions politely and responding politely to questions asked.
1.1 Make friends and keep friendships by L1: 1.1.5 Listening to, repeating and knowing the difference between consonants, vowels, diphthongs, consonant clusters, homophones, homographs, and words borrowed from other languages.
1.1 Make friends and keep friendships by L2: 1.1.1 Pronouncing words clearly and correctly and asking questions and making statements w ith the correct intonation, w ord stress and sentence rhythm.
1.1 Make friends and keep friendships by L2: 1.1.2 Reading topics of current interest and exchanging ideas.
1.1 Make friends and keep friendships by L3: 1.1.1 Giving opinions on articles read or accounts heard.
1.2 Take part in social interaction by L1: 1.2.1 Asking about one’s health / physical state.
1.2 Take part in social interaction by L1: 1.2.2 Asking one to think about / decide on something.
1.2 Take part in social interaction by L1: 1.2.3 Persuading someone not to do something .
1.2 Take part in social interaction by L1: 1.2.4 Asking about satisfaction and expressing satisfaction /dissatisfaction.
1.2 Take part in social interaction by L2: 1.2.1 Participating in a conversation: - explaining one’ s view s, - accepting the view s of others, - defending one’ s point of view with reasons.
1.2 Take part in social interaction by L2: 1.2.2 Making a decision based on agreement of all members of a group.
1.2 Take part in social interaction by L3: 1.2.1 Responding the newspaper or in popular magazines by first discussing them and then writing letters to the editor.
1.3 Obtain goods and services by L1: 1.3.1 Making enquiries after reading the adverts column in the new spaper / yellow pages and identifying a number of similar services and products.
1.3 Obtain goods and services by L2: 1.3.1 Comparing and contrasting the information obtained and deciding on a choice.
1.3 Obtain goods and services by L2: 1.3.2 Confirming the service/product and placing an order for it orally and in writing.
1.3 Obtain goods and services by L3: 1.3.1 Expressing satisfaction and offering thanks about the service or product orally and in writing.
1.3 Obtain goods and services by L3: 1.3.2 Responding to a complimentary letter expressing satisfaction and thanking the writer orally and in writing.
2.1 Obtain information for different purposes by L1,2,3: 2.1.1 Listening to and understanding a variety of texts.
2.1 Obtain information for different purposes by L1,2,3: 2.1.2 Reading silently a variety of materials in print and from the Internet.
2.1 Obtain information for different purposes by L2,3: 2.1.1 Interviewing people to get more information on topics under study.
2.2 Process information by L1: 2.2.1.A Processing texts listened to by: Listening to a text and recalling what the text is about.
2.2 Process information by L1: 2.2.2.A Processing texts listened to by:Listening to and recalling important details (e.g. place, date, time, number) of the text.
2.2 Process information by L1:2.2.3.A Processing texts listened to by: Answering a variety of questions to demonstrate understanding of the text heard.
2.2 Process information by L1:2.2.4.A Processing texts listened to by: Taking notes of the text heard.
2.2 Process information by L2:2.2.1 A Processing texts listened to by: Identifying main ideas in the text heard.
2.2 Process information by L2:2.2.2 A Processing texts listened to by: Predicting outcomes. 1.1 Make friends and keep friendships by
2.2 Process information by L2:2.2.3 A Processing texts listened to by: Identifying different points of view. 1.2 Take part in social interaction by
2.2 Process information by L3:2.2.1 A Processing texts listened to by: Identifying cause and effect. 1.3 Obtain goods and services by
2.2 Process information by L3:2.2.2 A Processing texts listened to by: Drawing conclusions. 2.1 Obtain information for different purposes by
2.2 Process information by L1:2.2.1 B Processing texts read by: Stating the type of text being read. 2.2 Process information by
2.2 Process information by L1:2.2.2 B Processing texts read by: Skimming for the gist of the text. 2.3 Present information to different audiences by
2.2 Process information by L1:2.2.3 B Processing texts read by: Scanning for details. 3.1 Listen to, read and respond to literary works by
2.2 Process information by L1:2.2.4 B Processing texts read by: Following the sequence of ideas. 3.2 Express themselves creatively and imaginatively by
2.2 Process information by L1:2.2.5 B Processing texts read by: Highlighting key words and phrases in a text.
2.2 Process information by L1:2.2.6 B Processing texts read by: Using the dictionary to find the meanings of words.
2.2 Process information by L1:2.2.7 B Processing texts read by: Acquiring vocabulary through a) word association b)word collocation.
2.2 Process information by L2:2.2.1 B Processing texts read by: Identifying main ideas in the text read.
2.2 Process information by L2:2.2.2 B Processing texts read by: Listing important details.
2.2 Process information by L2:2.2.3 B Processing texts read by: Acquiring meaning of words by understanding a)word formation through the use of prefix and suffix, b)contextual clues.
2.2 Process information by L3:2.2.1 B Processing texts read by: Predicting outcomes with reason.
2.2 Process information by L3:2.2.2 B Processing texts read by: Identifying cause and effect.
2.2 Process information by L3:2.2.3 B Processing texts read by: Making inferences.
2.2 Process information by L3:2.2.4 B Processing texts read by: Drawing conclusions.
2.2 Process information by L3:2.2.5 B Processing texts read by: Identifying and discussing points of view.
2.2 Process information by L3:2.2.6 B Processing texts read by: Comparing and contrasting data collected from graphs, tables, charts and diagrams.
2.3 Present information to different audiences by L1:2.3.1 Presenting inform ation in the form of tables, graphs and charts.
2.3 Present information to different audiences by L1:2.3.2 Responding to questions and comments orally and in w riting.
2.3 Present information to different audiences by L1:2.3.3 Making notes and outlines.
2.3 Present information to different audiences by L2:2.3.1 Expanding notes and outlines.
2.3 Present information to different audiences by L2:2.3.2 Summarizing ideas in a text.
2.3 Present information to different audiences by L3:2.3.1 Writing reports on specific topics
2.3 Present information to different audiences by L3:2.3.2 Writing articles on specific areas.
2.3 Present information to different audiences by L3:2.3.3 Writing a simple speech on a particular topic.
2.3 Present information to different audiences by L3:2.3.4 Presenting / Making the speech.
3.1 Listen to, read and respond to literary works by L:3.1.1 Reciting poems w ith feeling and expression and w ith correct pronunciation, intonation, stress and rhythm.
3.1 Listen to, read and respond to literary works by L1: 3.1.2 Finding out the meaning of words by using the dictionary and /or contextual clues.
3.1 Listen to, read and respond to literary works by L1:3.1.3 Retelling the story or poem in one’ s ow n words.
3.1 Listen to, read and respond to literary works by L2:3.1.1 Describing the setting of a story.
3.1 Listen to, read and respond to literary works by L2:3.1.2 Narrating the sequence of events.
3.1 Listen to, read and respond to literary works by L2:3.1.3 Describing characters and writing a paragraph or tw o about them.
3.1 Listen to, read and respond to literary works by L2:3.1.4 Making predictions as to what might happen next.
3.1 Listen to, read and respond to literary works by L2:3.1.5 Discussing values explored in the text.
3.1 Listen to, read and respond to literary works by L2:3.1.6 Relating events, characters and values to one’s life.
3.1 Listen to, read and respond to literary works by L3:3.1.1 Discussing the theme and message of stories and poems.
3.1 Listen to, read and respond to literary works by L3:3.1.2 Giving one’s opinion of the poem or story.
3.1 Listen to, read and respond to literary works by L3:3.1.3 Understanding the figurative language of the text.
3.2 Express themselves creatively and imaginatively L1:3.2.1
by Dramatizing sections of a text and role-playing characters.
3.2 Express themselves creatively and imaginatively L2:3.2.1
by Retelling a story from another character’s point of view.
3.2 Express themselves creatively and imaginatively L3:3.2.1
by Presenting the text in another genre.
3.2 Express themselves creatively and imaginatively L3:3.2.2
by Composing simple poems, stories and dialogues.

FORM 5 YASMIN
FORM 5 JAUZI
FORM 5 HAUQAL
FORM 5 SINA
FORM 5 ASAKIR
FORM 5 KHALDUN