Focus : Listening and speaking

Theme: World of Knowledge

Topic: 8: Fascinating Sabah and Sarawak

Content Standard :1.1, 1.2

Learning Standards: 1.1.4, 1.2.4, 1.2.5

DAY

Objectives: By the end of the lesson, pupils should be able

a. talk about the picture given.
b. talk about interesting places in Sabah and Sarawak.
DATE c. talk about places they may like to visit in Sabah and Sarawak.

Teaching Aids : textbook, power point slides, speaking cards.

CCE/EE: Thinking skills, multiple intelligences, I-think.

Subject
English Activities :

a. Pre listening:
Class 1. Teacher recalls previous lesson by asking pupils to name a few places of
Year 5 interest in Sabah and Sarawak.
2. Get the pupils to talk about these places by asking questions.
3. Examples:
TIME  What is the highest mountain in Malaysia?
 Where is the largest orang-utan sanctuary in the world?
 What is perahu tambang?
(60 minutes)  What is benak or tidal bore?

b. While listening:
1. Teacher gets the pupils to refer to TB page 73. Show them in power point
slides.
2. Teacher introduces these places and reads the descriptions given.
3. Pupils listen carefully.
4. Teacher asks a few questions orally to check pupils’ understanding.
5. Teacher gets the pupils to work in pairs.
6. Guide pupils to ask and answer questions about these places of interest.
(refer to TB page 73).
7. Distribute a set of information cards of places to each pair.
8. Pupils take turn to ask and answers questions using the information cards
given.
9. Guide pupils if necessary.
10. Teacher randomly calls a few pairs to do the speaking activity in front of the
class.

c. Post listening:
1. Pupils work with the same pair.
2. Teacher gets the pupils to talk about places they may like to visit in Sabah or
Sarawak.
3. Get the pupils to share their responses to the class.
 d. Closure:
1. Discuss with pupils what are the do’s and don’ts in visiting any places of
interest in Malaysia.
2. Examples: wear proper attire, keep the places clean, follow and respect the
rules (if any) etc.
3. Write pupils’ responses on the board in tree map form.

Attendance: Reflection:
____ out of ___
Absent: a. ______ out of ___ pupils were able to talk about the picture given.

b. ______ out of ___ pupils were able to talk about interesting places in
Sabah and Sarawak.

c. ______ out of ___ pupils were able to talk about places they may like
to visit in Sabah and Sarawak.

Information cards
 Kuching, Sarawak Semenggoh Orang Utan Sanctuary

 Capital city  The biggest orang-utan rehabilitation

 River cruises centre in Sarawak
 Cat Museum  Get up close with orang-utan
 Sarawak Cultural Village  Visitors can feed orang-utan during
 Crocodile Farm feeding time

Niah Caves National Park Mount Mulu Mountain

 Located in Miri, Sarawak  Has the world’s largest cave passage

 One of the most important and cave chamber
archaeological sites in the world  Famous for its limestone spikes called
 A vast cave swarming with bats and ‘The Pinnacles’
swiftlets
Sepilok Orang-Utan Sanctuary Kinabalu Park Mountain

 The largest orang-utan sanctuary in  Malaysia’s first UNESCO World

the world Heritage Site
 An opportunity to see orang-utan up  Has the largest variety of pitcher
close during feeding time plant

Sipadan Island

 Internationally known as one of the

world’s famous diving destinations.
 Visiting Places of
Interest

Do's Don'ts
1._______________________ 1._______________________

_______________________ _______________________

2. _______________________ 2. _______________________

_______________________ _______________________

3. _______________________ 3. _______________________

_______________________ _______________________
 Focus : Reading

Theme: World of Knowledge

Topic: 8: Fascinating Sabah and Sarawak

Content Standard : 2.2

Learning Standards: 2.2.2 (a)

DAY

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

a. complete the table given.
b. identify true or false statements.
DATE
Teaching Aids : picture puzzles, textbook, task sheet.

CCE/EE: Thinking skills, multiple intelligences.

Activities :
Subject
English a. Pre reading:
1. Teacher gets the pupils to work in groups.
2. Teacher distributes picture puzzles to every group.
3. Pupils solve the puzzles.
Class 4. Teacher writes name of places shown in the picture puzzles.
Year 5 5. Pupils match them to the correct pictures.

b. While reading:
1. Get the pupils to read the email.
TIME 2. Ask a few questions orally to check understanding.
3. Examples:
 What does Sarawak River Cruise provide?
(60 minutes)  What will you see along your journey in the river?
 What is Perahu Tambang?
4. Divide pupils into groups.
5. Distribute task sheet to each group.
6. Pupils complete the table given.
7. Guide pupils if necessary.
8. Go through the answers with pupils.

c. Post reading:
1. Distribute task sheet to each group.
2. In the same group, pupils identify true or false statements.
3. Check and discuss the answers with pupils.

d. Closure:
1. Teacher sums up the lesson by asking pupils to name other places of
interest in Malaysia.
2. Write pupils’ responses in circle map form.
3. Encourage pupils to talk about these places and share their responses to the
class.
 Attendance: Reflection:
___ out of ___
Absent: a. _________ out of ____ pupils were able to complete descriptions of
places in Sabah and Sarawak.

b. _________ out of ____ pupils were able to identify true or false

statements.

Task 1: Read the text. Complete the table given.

Places Of Interest In Sarawak

Name : __________________________________
 Description: __________________________________

__________________________________

Name : __________________________________

Description: __________________________________

__________________________________

Name : __________________________________

Description: __________________________________

__________________________________

Name : __________________________________

Description: __________________________________

__________________________________

Name : __________________________________

Description: __________________________________

__________________________________

Task 2: State True Or False.

1. The river cruise is one of the best ways to see Kuching.

True False

2. A perahu tambang is used to bring passengers across the river.

True False
3. Most of the houses in a Malay kampong are made of bricks.

True False

4. Fort Margherita has been turned into a restaurant.

True False

5. The Satok Bridge resembles the Melanau tribal hat.

True False
 Focus : Writing

Theme: World of Knowledge

Topic: 8: Fascinating Sabah and Sarawak

Content Standard : 3.2, 3.3

Learning Standards: 3.2.1(b), 3.3.1(a)

DAY
Objectives: By the end of the lesson, pupils should be able to:
a. fill in the blanks with the correct homophones.
b. make sentences using homophones with guidance.

DATE T.Aids : power point slides, textbook, task sheet.

CCE/EE: Constructivism, thinking skills.

Activities :

Subject a. Pre writing:

English 1. Teacher writes two words on the board. (son, sun)
2. Ask pupils to read the words.
3. Get the pupils to identify the similarities of these two words. ---same sound
4. Tell pupils that these words are examples of homophones.
5. Give more examples of homophones on power point slides.
Class
Year 5 b. While writing:
1. Divide pupils into pairs. Distribute task sheet to each pair.
2. In pairs, pupils fill in the blanks with the correct homophones.
3. Discuss and reveal the correct answers.
4. Pupils check their answers.

TIME c. Post writing:

1. Pupils work with the same pair.
(60 minutes) 2. Guide pupils to write sentences using the homophones given.
3. Teacher randomly calls a few pairs to read their sentences.
4. Check pupils’ answers.

d. Closure:
1. Put the ‘Homophones Tree’ at the front of the class.

2. Give each pair a blank pear card.

3. Each pair writes one pair of homophones on their pear card and hangs it up
on the tree.
 Attendance: Reflection:

____ out of ____ a. _____ out of ____ pupils were able to fill in the blanks with the
Absent: correct homophones.

b. _____ out of ____ pupils were able to make sentences using

homophones with guidance.
Samples of Pear Card
Fill in the blanks with the correct homophones.
Write sentences using the homophones given.

one blew eight bore

boar blue won ate

sea see

______________________ ______________________
_ _

I went to watch the Lupar tidal __________________

______________________ ,
______________________

When I saw a big wild __________________ ,

Roots and plants in greedily __________________ ,

Joined later by another __________________ .

blue blew
The people surfed the tidal wave as __________________ ,
______________________ ______________________
Many prizes there to be __________________ ,
_ _
A beautiful day, the sky was __________________ ,
______________________ ______________________
The wind was strong, and it ______________ and ______________ .
 Focus : Grammar

Theme: World of Knowledge

Topic: 8: Fascinating Sabah and Sarawak

Content Standard : 5.1

DAY
Learning Standards: 5.1.5 (a)(b)

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

a. fill in the blanks with the correct prepositions.
DATE b. construct sentences using the prepositions ‘over’ and ‘among’ based on the
pictures given.

Teaching Aids: text book, power point slides, task sheet, pictures

CCE/EE: Thinking skills, multiple intelligence.

Subject
English Activities :

a. Presentation:
1. Recap previous lesson by asking pupils to name a few prepositions that they
Class have learnt.
Year 5 2. Ask pupils to read the conversation between Irfan and Jasleen.(TB page 80)
3. Get the pupils to identify prepositions in the dialogue.
4. Explain to pupils about the prepositions in the power point slides.

b. Practice:
TIME 1. Divide pupils into pairs.
2. Distribute task sheet to each pair.
3. Pupils fill in the blanks with the correct prepositions.
(60 minutes) 4. Check and confirm answers with pupils.

c. Production:
1. Pupils work with the same pair.
2. Distribute task sheet to each pair.
3. Guide pupils to write sentences using ‘among’ and ‘over’.
4. Teacher randomly calls a few pairs to present their sentences to the class.
5. Teacher checks pupils’ answers and provides feedback.

d. Closure:
1. Sum up the lesson by asking pupils to make a few sentences orally using the
prepositions ‘over’ and ‘among’.
2. Guide pupils if necessary.

Attendance: Reflection:
 ____ out of ____ a. ____ out of ___ pupils were able to fill in the blanks with the correct
Absent: prepositions.

b. ____ out of ___ pupils were able to construct sentences using the
prepositions ‘over’ and ‘among’ based on the pictures given.
 Complete the sentences with ‘over’ and ‘among’.

1. The bees are flying ___________ the honey pot.

2. Zainal was hiding ___________ the bushes.

3. Maria is the prettiest ___________ her sisters.

4. The soldier wants to jump ___________ the wall.

5. You can find the ball ___________ the leaves.

6. The bridge was built ___________ the river.

7. The soldier wants to jump ___________ the wall.

8. The cat jumped ___________ the fence to catch the

mouse.

9. Look! The kitten is hiding ___________ the rose bushes.

Write sentence using ‘among’ and ‘over’.

 Example
tourist – standing – peacocks
The tourist is standing among the peacocks.

aeroplane – flying – Mount Kinabalu

_______________________________________
_
_______________________________________
_

hornbill – gliding - trees

_______________________________________
_
_______________________________________
_

girl – standing – Sarawak vases

_______________________________________
_
_______________________________________
_

bee – flying – a pot of honey

_______________________________________
_
_______________________________________
_

Focus : Language Art

 Theme: World of Knowledge

Topic: 8: Fascinating Sabah and Sarawak (The Dark-Anthology of Poems)

DAY
Content Standard: 4.1, 4.2

Learning Standards: 4.1.2, 4.2.1(b)

DATE
Objectives: By the end of the lesson, pupils should be able to:
a. Recite the poem with correct pronunciation and intonation.
b. Complete the bubble map on things that are scary in the dark but are not
scary in the light.
Subject
English Teaching Aids: task sheet, pictures.

CCE/EE: Multiple intelligences, thinking skills, I-think.

Activities :
Class
Year 5 a. Presentation:
1. Play a video clip. (http://www.youtube.com/watch?v=Z9C0yVgTcbs)
2. Prompt pupils :
 What can you see in the video clip?
 What are your feelings ? Are you scared? Why?
TIME  Do ghosts/monsters exist? Why do you say so ?
 Are you afraid of the dark? Why?
3. Recite the poem and pupils repeat with the correct intonation and
(60 minutes) pronunciation.
4. Go through the poem with the pupils.

b. Practise:
1. Show the picture of the poem.
2. Ask pupils to guess what the objects are in the room.
3. Divide pupils into groups.
4. Distribute task sheet to each group.
5. Pupils to fill the bubble map on things that are scary in the dark but are not
scary in the light.
6. Invite group leaders to present their bubble maps.
7. Teacher and peers provide feedbacks.

c. Production:
1. Display pupils’ work on the board or around the classroom.
2. Invite group leaders present their work.
3. Teacher and peers provide feedback.

d. Closure:
1. Pupils to share their experience of being scared of unnecessary things in the
dark
(E.g.: clothes hanging in the dark looks like a “ghost”, flashing lights etc)
2. Explain that things are not always what they seem in the dark and there is
nothing to fear.
Attendance: Reflection:
 ___ out of ___ a. _____ out of ___ pupils were able to recite the poem with correct
Absent: pronunciation and intonation.

b. _____ out of ___ pupils were able to complete the bubble map on
things that are scary in the dark but are not scary in the light.
Complete the bubble map below on things that are scary in the dark but
are not scary in the light.