Subject : English Language

Year
Enrolment
Date / Day
Time
Theme
Topic
Focused Skill
Previous Knowledge
Content Standard
Learning Standard
Learning Objective
Vocabulary
Cross Curriculum Elements
Educational Emphases
i) Moral Value
ii) Thinking Skills
iii) Multiple Intelligences
iv) Entrepreneurship
v) Resources / Teaching Aids
: 3 Elit
: 22 pupils
: 30 September 2020 (Wednesday)
: 11:45 a.m. – 12.45 p.m. (60 minutes)
: World of Self, Family and Friends
: Food, Please! (Module 6)
: Writing
: Pupils can list out Malaysian street foods.
: 4.3 Communicate with appropriate language form and
style for a range of purposes in print and digital
media.
: 4.3.3 Plan, draft and write an increased range of simple
sentences.
: By the end of the lesson, pupils should be able to rearrange
the words to form correct sentences.
: Cheeseburger, Noodles, Souvlaki, Crepe.
: Language, Learning to Learn
: Be healthy
: Words Association, Inferencing, Sequencing
: Verbal Linguistic, Visual Spatial, Bodily Kinesthetic,
Intrapersonal
: Rationalise
: Word cards, picture cards of street foods, magic can,
exercise book, textbook, stickers.
 Stages / Time Content Activities Remarks
Set Induction To introduce the 1. Teacher introduces the Preparation Phase
(5 minutes) topic. topic – Street Food. HOTS:
2. Teacher asks open ended - Analysing
questions.
e.g: “Do you know what
street food is?”, “Can you
give me some examples
of street foods in
Malaysia?”
Presentation To get the idea 1. Teacher asks pupils to Imagination Phase
(15 minutes) about Street Food. refer textbook page 58 Multiple
(Street Food). Intelligences:
Example of 2. Teacher explain the - Verbal
questions: meaning of ‘Street Food’. linguistic
- What are the 3. Teacher puts up picture - Visual
four food cards of street foods. spatial
mentioned in 4. Teacher introduces the HOTS:
the text? street foods. - Analysing
- Where did 5. Teacher reads the Street CCE:
Souvlaki came Food text. - Information
from? 6. Pupils follow after the Teaching Aid:
- What will you teacher. - Textbook
have in a 7. Teacher asks pupils to - Magic can
cheeseburger? read the text.
- How can you 8. Teacher corrects their
eat your pronunciation if needed.
noodles? 9. Teacher asks several
- What does questions related to the
crepe looks text.
like?
Practice To practice new 1. Teacher puts up a set of Development
(15 minutes) knowledge. word cards. Phase
2. Teacher picks a name CCE:
from the magic can. - Learning to
 3. The pupil needs to learn
arrange the word cards to - language
form a complete Multiple
sentence. Intelligences:
4. Teacher and pupils check - Verbal
the answer. linguistic
5. Teacher asks pupils to - Bodily
take out their exercise kinaesthetic
book. - Interpersonal
6. Teacher writes a set of Teaching Aids:
questions on the board. - Word cards
7. Pupils need to copy the - Picture cards
question in their exercise - Magic can
book.
Production To test pupils’ 1. Pupils copy the questions Action Phase
(20 minutes) ability to arrange from the board and CCE:
the words in order answer them. - Learning to
to form a complete 2. Teacher guides the pupils learn
and correct and checks their answers. Teaching Aid:
sentences. 3. Teacher asks pupils to - Exercise
exchange their books with book
the person sitcang next to
them.
4. Teacher picks a name
from the magic can.
5. The pupil need to write
down the correct answer
on the board.
6. Other pupils check their
friends’ answers.
7. Repeat step 4-6.
Closure To appreciate 1. Teacher asks pupils to Closure Phase
(10 minutes) pupils work. return the books to their HOTS:
owner. - Evaluating
2. Teacher asks for the
 pupils’ marks.
3. Teacher give rewards
(sticker) to the pupils who
manage to get full marks.