25 Oct Form 4

ENGLISH LANGUAGE LESSON PLAN 2020
NUM.OF
SUBJECT WEEK DAY & DATE CLASS PUPILS TIME & DURATION
English Language 41 Sunday Oct 25, 2020 4 SEROJA /29 7.40 am - 8.40 am
THEME: SOCIAL ISSUES TOPIC: THEN AND HOW

CORE VALUE MUTUAL RESPECT 1.6 Adverbs
LANGUAGE/ a. Formation
FOCUS SKILL: Reading GRAMMAR FOCUS:
L/S/R/W/LA/LiA
Main Skill:
3.0 Reading
2.3 Use appropriate communication strategies
CONTENT STANDARD:
Complementary Skill:
4.0 Writing
1.
This isExplain
grammarfeelings
focusedoflesson
beingsoashamed
listening,ofspeaking,
commiting negative
reading actions
and writing (Knowledge)
skills are not explicitly covered.
negative actions
By the end of the lesson, pupils will be able to:
commiting
2. Express
negative feelings that show respect for rules and regulations (Socioemotional)
actions
LEARNING that
beingshow respect
ashamed of
OBJECTIVES: for rules and
commiting
3. Practise
regulations
negative polite mannerism (Action)
SOCIOEMOTIONAL
actions- KNOWLEDGE
What I’m Looking For (WILF):

SUCCESS CRITERIA:
pupils being able to identify the types of grammar and correct the mistakes done.
CROSS CURRICULAR 1.Language DIFFERENTIATION Strategy 4: Differentiate by the outcome

ELEMENTS: STRATEGIES: expected from pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON:
1. Pupils are asked to read a short passage given.
2. Pupil identify the negative action and express their feeling on it.
LESSON DEVELOPMENT:
1. Pupils are asked to reread a passage given.
2. Pupils identify the verb in the passage.
3. Pupils list out the actions that show respect the rules and regulation
5. Class discussion on the correct answers.
POST-LESSON:
1. Pupils create a conversation on how to be polite in our routine
Application √ Evaluation √ TEACHING & LEARNING

HOTS: Pupil-Centredness
Analysis √ Creation ☐ STRATEGIES:
TEACHING Worksheets
MATERIALS: LEARNING ASSESSMENT: Written Work
English Dictionary/Thesaurus
REMARK TEACHER’S REFLECTION:
□ School Activities Lesson postponed due to:
□ Meeting
□ Medical Leave
□ Others
CLASS
5 BUNGA RAYA
5 TANJUNG
5 MATAHARI
4 MELUR
4 SEROJA
FOCUS SKILL: L/S/R/W/LA/LiA

Listening
Speaking
Reading
Writing
Language Awareness
Literature in Action
Action-Oriented Task
IMAGE
MUTUAL RESPECT
TOPIC
LET'S CHAT
READY FOR ANYTHING
BUY IT!
BEING A TEEN
GLOBETROTTING
TIME OUT
MOTHER NATURE
CONTENT STANDARD : SKILL
1.0 Listening
2.0 Speaking
3.0 Reading
4.0 Writing
5.0 Literature In Action
CONTENT STANDARD
1.1 Understand meaning in a variety of familiar context
o1.2 Use appropriate listening strategies in varieties 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
2.3 Communicate appropriately to a small or large group on familiar topics
3.1 Understand a variety of text 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 apprpriate 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 and imaginative response to literary texts

This is grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
CROSS CURRICULAR ELEMENT

Language
Environmental Sustainability
Values
Science and Technology
Patriotism
Creativity and Novation
Enterpreneurship
Information and Communication Technology
Global Sustainability
Finacial Education
TEACHING MATERIALS
Form 5 Textbook
Form 5 Literature Component Textbook
HEBAT Module
English Dictionary/Thesaurus
Worksheets
Other printed and digital materials
LEARNING ASSESSMENT
Written Work
Oral Assessment
Presentation
Quiz
Discussion
Classroom Assessment
FOCUS SKILLS
Reading
Speaking
Listening
Writing
Literature
Grammar
DIFFERENTIATION STRATEGIES
Strategy 1 : Differentiate by instruction and feedback.
Strategy 2 : Differentiate by the task pupils are given.
Strategy 3 : Differentiate by the type and amount of support provided.
Strategy 4 : Differentiate by the outcome expected from pupils
Strategy 5 : Differentiate by the time pupils are given to complete a task.
Strategy 6 : Differentiate by supporting individual learning preferances and needs.
Strategy 7 : Differentiate by the type of questions asked.
Strategy 8 : Differentiate by the feedback given.
21ST CENTURY COMPETENCIES

Intercultural Awareness
Critical Thinking
Autonomous Learning
Communication
Cooperation
Creativity
ICT Literacy
Personal and Social Responsibilty
LANGUAGE / GRAMMAR FOCUS
1.1 Nouns
a. Kinds: Countable, Uncountable, Collective, Compound
b. Number: Plurals-Regular; Irregular; Foreign; Compound; Concord (subject-verb agreement);

c. Nouns with no Singular/Plural Form; Plurals with different meanings
1.2 The Articles

a. Indefinite; Definite; Zero Article.
1.3 Adjectives
a. Attributive and Predicative use;
b. Adjectives functioning as nouns
c. Nouns functioning as Adjectives
d. Comparison Adjectives
1.4 Pronouns
a. Personal
b. Relative
c. Possessive
d. Demonstrative
e. Reflexive
f. Interrogative
1.5 Verbs
a. Regular and Irregular; Transitive and Intransitive
b. Verbs – Tenses: Simple Past, Future, Continuous, Perfect
c. Verbs – Negative, Interrogative, Question phrases
d. Special finites (Modals): be; have, can, could, should, would, may, might, must, need, ought
e. Infinitives: to, do
f. Gerunds
1.6 Adverbs
a. Formation
b. Types: Adverbs of manner, time, place, direction, agent
c. Comparison
1.7 Prepositions
a. Positions - e.g. time, place, direction, agent
b. Preposition in fixed phrases
1.8 Connectors
a. Conjunctions
b. Logical connectors
c. Sequence connectors
1.9 Sentences
Sentences
a. Simple, Compound, Complex, Questions, Imperatives, Exclamatives
b. Negation
1.10 Direct and Indirect Speech

a. Statements, Questions, Commands
1.11 Punctuation
a. Consonants, vowels, and diphthongs of English
b. Consonant clusters in different combinations
c. Past tense and plural forms
d. Stresses in two-, three-, and four-syllable words
e. Stresses in compound words
f. Sentence stress and intonation
g. Homonyms – homographs, homophones
h. Contractions
i. Words borrowed from other languages
TIME
7.40 am - 8.10 am
7.40 am - 8.40 am
8.10 am - 8.40 am
8.10 am - 9.10 am
8.40 am - 9.10 am
8.40 am - 9.40 am
9.10 am - 9.40 am
9.10 am - 10.10 am
9.40 am - 10.10 am
10.10 am - 10.30 am
10.30 am - 11.00 am
10.30 am - 11.30 am
11.00 am - 11.30 am
11.00 am - 12.00 pm
11.30 am - 12.00 pm
12.00 pm - 12.30 pm
12.00 pm - 1.00 pm
12.30 pm - 1.30 pm
1.00 pm - 1.30 pm
1.00 pm - 2.00 pm
1.30 pm - 2.00 pm
2.00 pm - 3.00 pm
3.00 pm - 4.00 pm
THEME
Consumerism and Financial Awareness
Health and Environment
LEARNING STANDARD
1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar
topics
1.1.2 Understand with little or no support specific information and details in simple longer texts on a
range of familiar topics
1.1.3 No learning standard
1.1.4 Understand longer sequences of supported classroom instructions
1.1.5 Understand more complex supported questions
1.1.6 Understand with support longer simple narratives on a wide range of familiar topics
1.2.1 Guess the meaning of unfamiliar words from clues provided by other known words and by context
on familiar topics
2.1.1 Ask about and give detailed information about themselves and others
2.1.2 Ask about and express rules and obligations
2.1.3 Ask about and describe future plans or events
2.1.4 Explain and give reasons for simple advice
2.1.5 Ask about and describe personality
2.3.1 Keep interaction going in short exchanges checking understanding of what a speaker is saying
2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks
2.4.1 Narrate short stories, events and experiences
3.1.1 Understand the main points in simple longer texts
3.1.2 Understand specific details and information in simple longer texts
3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context
3.1.4 Use with some support familiar print and digital resources to check meaning
3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest
4.1.1 Give detailed information about themselves and others
4.1.2 Describe future plans or events
4.1.3 Narrate factual and imagined events and experiences
4.1.4 Describe personality
4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and
reference pronouns
4.2.1 Use capitals, full stops, commas in lists, question marks, and speech marks appropriately at
discourse level
4.2.2 Spell most high frequency words accurately in independent writing
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in response to
feedback
5.1.1 Describe in simple language a character’s actions or feelings and explain the reasons for them
5.1.2 Identify and describe in simple language the key characters in a text
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems
DIFFERENTIATION STRATEGIES
Strategy 2 : Differentiate by the task pupils are given

Strategy 3 : Differentiate by the type and amount of support provided
Strategy 4 : Differentiate by the outcome expected from pupils
Strategy 5 : Differentiate by the the time pupils are given to complete a task
Strategy 6 : Differentiate by supporting individual learning preferances and needs
Strategy 7: Differentiate by the types of question asked
Strategy 8 : Differentiate by the feedback given
CROSS CURRICULAR ELEMENTS
1. Language
2. Environmental Sustainability
3. Values
4. Science and Technology
5. Patriotism
6. Creativity and Innovation
7. Entrepreneurship
8. Information and Communications Technology
9. Global Sustainability
10. Financial Education
SPM PAPER
PAPER 1 : SECTION A - DIRECTED WRITING (REPORT)
PAPER 1 : SECTION A - DIRECTED WRITING (ARTICLE)
PAPER 1 : SECTION A - DIRECTED WRITING (SPEECH)
PAPER 1 : SECTION A - DIRECTED WRITING (FORMAL LETTER)
PAPER 1 : SECTION A - DIRECTED WRITING (INFORMAL LETTER)
PAPER 1 : SECTION B - CONTINUOUS WRITING
PAPER 2 : SECTION A - GRAPHIC MATERIAL AND SHORT TEXT
PAPER 2 : SECTION A - RATIONAL CLOZE
PAPER 2 : SECTION B - INFORMATION TRANSFER

PAPER 2 : SECTION C - READING COMPREHENSION
PAPER 2 : SECTION C - SUMMARY
PAPER 2 : SECTION D - POEM
PAPER 2 : SECTION D - NOVEL
LEVEL
LOW
INTERMEDIATE
ADVANCED
MIXED ABILITIES
THEMES
EXAMINATION
PEOPLE
SOCIAL ISSUES
ENVIRONMENT
HEALTH
SCIENCE & TECHNOLOGY
EXAM FOCUS
ENJOYING LITERATURE
VALUES
ENGLISH IS FUN-LANGUAGE FOCUS
21ST CENTURY STARTEGY
Round Table
Think Pair Share
Hot Seat
Games
3 stray and 1 stray
Presentation
Role Play
Gallery Walk
Plickers
Poem recitation
Rationale
Love
Independant
LEARNING OBJECTIVES
understand the format of 1119/1 paper
understand the marking system of 1119 paper
list 20 words according to each category
locate 8 informations from the passage/text/poem/story

develop understanding about 1119 english paper
expand 8 of the notes given into complete sentences correctly
create a storyline for the task given
write an essay with 5 content points
write a summary using the content points found/discussed
summarize relevant information from the text given
recognize 4 elements in the literary text
understand the plot and write 2 themes found
identify 3 characteristics of the characters
write 3 short description about the picture(s) given
write a summary using 8 of the content points found/discussed
LEARNING OBJECTIVES

understand the marking system of 1119 paper
list 20 words according to each category

develop understanding about 1119 english paper
create a storyline for the task given

write a summary using the content points found/discussed
summarize relevant information from the text given

recognize 4 elements in the literary text
understand the plot and write 2 themes found
identify 3 characteristics of the characters
write 3 short description about the picture(s) given
respond to 5 questions in an appropriate way

acquire 10 difficult vocabularies through reading text
compare and contrast ideas

use dictionary to locate meanings of 10 words
answer exam-based questions within required time

answer 8 out of 10 questions correctly
get 10 content points for the summary
get 3 evidences to answer the novel questions.
get 2 evidences to answer the novel questions.
get 1 evidence to answer the novel questions.
identify the mistakes done and do correction
give 3 ideas on a topic given with supporting points/elaboration
find 10 mistakes and correct them
write 10 sentences using correct grammar
write the introduction/closure of the essay using the correct pattern
answer the test/exam in peace
LEARNING OUTCOMES (HSP)

L1: i. Talking about oneself to others, sharing information about each other that is of interest to both parties.
L1: ii. Responding to questions politely by giving the required information.
L1: iii. Relating personal experiences.
L1: iv. Keeping a journal of daily activities.
L1: v. Listening to and discriminating between consonants, vowels, diphthongs, consonant clusters, homophones, homographs,
contractions.
L2: vi. Pronouncing words clearly and correctly and asking questions and making statements with the correct intonation, word stress
sentence rhythm.
L2: vii. Reading topics of current interest and exchange ideas.
L3: viii. Reading articles and giving opinions in the following ways: - agreeing with the writer - disagreeing with the writer and givin
reasons.
L1: i. Disagreeing politely in simple language.
L1: ii. Offering advice in simple language.
L1: iii. Expressing concern in simple language.
L1: iv. Persuading someone to do something in simple language.
L2 :v. Carrying on a conversation with people one meets for the first time.
L2: vi. Making a decision regarding an action to be taken based on agreement of all members of a group.
L3: vii. Suggesting ways to solve a problem
L3: viii. Initiating and keeping a conversation going.
L1: i. Making enquiries about a product in simple language.
L2: ii. Making enquiries about a product (orally and in writing) of different brand names, making comparisons, and choosing the one
gives value for money and giving reasons.
L2 : iii. Placing an order for a product orally and in writing.
L2: iv. Giving feedback about a product or service as a consumer.
L3: v. Making a complaint about services and products orally and in writing.
L3: vi. Respond to a complaint orally and in writing
L1,2,3: i. Listening to and understanding a variety of texts.
L1,2,3: ii. Reading silently and aloud with understanding a variety of texts.
L1: 2.2 A. Process text listened by: stating what the text is about.
L1: 2.2 A. Process text listened by: noting important details (e.g. place, time, date).
L1: 2.2 A. Process text listened by: asking and answering questions
L2: 2.2 A. Process text listened by: identifying main ideas and jotting down key words and phrases.
L3: 2.2 A. Process text listened by: taking notes of the text heard
L1: 2.2 B. Process text read by: identifying simple texts.
L1: 2.3 Present information by drawing tables, graphs, charts, diagrams,etc.
L2: 2.3 Present information by responding to questions and comments spontaneously (oral).
L2: 2.3 Present information by expanding notes and outlines.
L2: 2.3 Present information by summarizing and paraphrasing the main ideas in a simple text
L3: 2.3 Present information by presenting reports with the aid of diagrams, graphs on specific topics researched , from interviews (fie
work) and responding appropriately to questions and comments from the floor.
L3: 2.3 Present information by writing brief reports, descriptions.
L2: 2.3 Present information by applying process writing skills.
L1: i. Reciting poems with feeling and expressions and with correct pronunciation, intonation, stress, and rhythm.
L1: ii. Finding out the meaning of unfamiliar words by using contextual clues and the dictionary.
L1: iii. Retelling the story or poem in one’s own words.
L2: iv. Narrating sequence of events.
L2: v. Describing the place and time the story took place.
L2: vi. Describing characters and writing simple descriptions.
L2: vii. Making predictions as to what might happen next in the story.
L2: viii. Talking about values in the text and whether they are meaningful to one’s life and writing out a simple paragraph on this.
L2: ix. Talking about how events, characters and in the texts remind one of people and events in real life.
L3: x. Talking about the theme in a story and writing a simple paragraph on it.
L3: xi. Talking about the message the poet is trying to put across in his/her poem and writing a simple paragraph on it.
L3: xii. Saying orally what one thinks about the text and writing a simple paragraph stating one’s opinion.
L3: xiii. Understanding some of the figurative language of the text.
L1: i. Writing short and simple dialogues and staging it in class.
L1: ii. Role playing characters.
L1: iii. Writing a short paragraph to recount an event in the story.
L2: v. Retelling the story from another character’s point of view.
L3: v. Writing the story in another genre.
L3: vi. Composing simple poems, stories and dialogues.
SET INDUCTION
Listen to a song and complete gap filling exercise
Pupils look at a picture and brainstorm the ideas
Language games- Friends Bingo
Class management
Superbrain Yoga
Language games - Word Maze
Pupils look at a picture and tell their opinion
Grammar games - hangman

Vocab hunt - locate specific vocab related to the topic
POP Quiz
All Ears Session
Pupils complete the puzzle
Pupils recite a poem with feeling
Pupils tell about the poem with their on words
Pupils comment on the word/phrase given
TEACHING PROCEDURE - STEP 1

Pupils take turn to share information about themselves and ask questions from their friends
Pupils read the questions given in pair/group(collaboration)
Pupils list down/highlight the main ideas of the text
Pupils read aloud the text/story with correct pronunciation
Pupils write the vocab list for the given topic - dictionary skills
Pupils locate the keyword/important notes of the text
Pupils locate the keyword/important notes of the text
Pupils revise the notes provided
Pupils read the sample essay
Pupils study the information given
Pupils recall on the previous lesson

Pupils recall past experiences/knowledge and share
Pupils recite the poem aloud with correct intonation and pronunciation
Pupils watch a visual on the topic
Pupils create a graphic organiser (creativity)
Pupils read the questions and answer done in the exam

Pupils read/listen to the topic/question given
Distributing the test/exam paper
Pupils write notes from the discussion done earlier

Pupils locate and highlight the points
Pupils locate informations from the poem and answer the question given
Pupils locate informations from the text and answer the question given
Pupils differentiate the explicit and implicit meaning of the text
Pupils find meanings of difficult words using contextual clues
Pupils search the meaning of the words using dictionary
Pupils have a mind-mapping session-using WH Questions
Pupils extract main ideas and supporting details from the text
Pupils identify cause and effect

Pupils discuss the literal meaning of the poem (creativity)
Pupils listen to the words/phrases and write sentences

Pupils predict the message the writer is trying to convey and how this relate to their life
Pupils study the information given

Pupils skim and scan for gist and specific information
Pupils list down ideas for the topic given
Invigilating the test/exam
Pupils present the work/task done in front of the class (communication)
Pupils present their answer in front (communication)

Pupils have an oral discussion (Q & A Session)
Pupils exchange ideas, information and opinions on the topic
Pupils eloborate the idea(s) by giving example and further details
Pupils take necessary notes/points
Pupils make short notes and mapping out ideas.
Pupils write sentences from the words/notes given
Pupils answer the questions in pair (collaboration)
Pupils paraphrase the points using linkers and connectors
Pupils skim and scan for gist and specific information
Pupils rearrange sentences to form a story
Pupils study a list of questions and discuss how the same plot could be used to write a narrative and answer the
questions (creativity and innovation)
Pupils cross check on the language and grammar used in the sentences.
Pupils identify the elements of the novel (setting, moral values & theme) in groups/pair
Pupils retell a story from a different point of view and presenting it in another genre
Pupils identify the elements of the poem (setting, moral values & theme) in groups/pair
Pupils listen to the presentation done, comment or gives their ideas on it
Pupils present their answer in front (communication)
Collecting the test/exam paper

Pupils present their work in front (communication)
Pupils exchange the ideas with other pair/group
Pupils do MCQs practices
Pupils answer the structured questions individually/in pair/in group
Pupils come up with their own original plot and write their own narrative.
Pupils discuss and come out with 3 contents for the essay in group/pair
Pupils do the summary practices
Pupils cross check on the grammar used in the sentences.

Pupils do the notes expansion practices in pair/group (collaboration)
Pupils do information transfer practices
Pupils use sophicticated phrases in the essay practices
Pupils do the writing practices in pair/group (collaboration)
Pupils do the literature-poem exercises
Pupils do the literature - novel exercises
Pupils do the iterature-short stories practices
Pupils do the literature -drama/play practices
Pupils read the sentences/essay done to identify and correct the errors
Pupils make own notes from the discussion/presentation done

Pupils use thesaurus/dictionary suitable/better words for the writing
Pupils join the paragraphs presented using suitable linkers
Pupils do the directed writing practice- exam based
Pupils do the continuous writing practice-exam based

Pupils share and summarize findings (collaboration)
Pupils discuss the answers with teacher and class
Pupils discuss the answers and identify the mistakes
Personal consultation/Motivational reminders
Pupils check the works done and correct the errors
Pupils write the essay using the ideas discussed
Pupils write the essay done in their book using a different format
Pupils write the summary using the content points found
Pupils exchange their essays and do cross checking
Pupils expand the ideas discussed into a paragraph
Pupils do correction
HOMEWORK
Vocab Exercises
Grammar practice
Essay Practice
Comprehension /Summary Exercises
Vocab Hunt/Sentence Drill
MCQ's/Rational Cloze Practice
Play/Novel Exercises
Mini Project
Poem / Short Stories Exercises
Movie /Book Review
NIE Project
Google information
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ENGLISH LANGUAGE LESSON PLAN 2020

THEME: SOCIAL ISSUES TOPIC: THEN AND HOW

What I’m Looking For (WILF):

CROSS CURRICULAR 1.Language DIFFERENTIATION Strategy 4: Differentiate by the outcome

TEACHING & LEARNING ACTIVITIES

Application √ Evaluation √ TEACHING & LEARNING

FOCUS SKILL: L/S/R/W/LA/LiA

CONTENT STANDARD : SKILL

o1.2 Use appropriate listening strategies in varieties of contexts

4.2 Communicate with apprpriate language, form and style

5.3 Express and imaginative response to literary texts

CROSS CURRICULAR ELEMENT

21ST CENTURY COMPETENCIES

b. Number: Plurals-Regular; Irregular; Foreign; Compound; Concord (subject-verb agreement);

1.2 The Articles

1.10 Direct and Indirect Speech

Strategy 2 : Differentiate by the task pupils are given

PAPER 1 : SECTION A - DIRECTED WRITING (INFORMAL LETTER)

PAPER 1 : SECTION B - CONTINUOUS WRITING

PAPER 2 : SECTION A - GRAPHIC MATERIAL AND SHORT TEXT

PAPER 2 : SECTION A - RATIONAL CLOZE

PAPER 2 : SECTION B - INFORMATION TRANSFER

locate 5 informations from the passage/text/poem/story

understand the format of 1119/1 paper

understand the format of 1119/2 paper

locate 6 informations from the passage/text/poem/story

create a storyline for the task given

summarize relevant information from the text given

write a summary using 4 of the content points found/discussed

respond to 5 questions in an appropriate way

compare and contrast ideas

answer exam-based questions within required time

LEARNING OUTCOMES (HSP)

Grammar games - hangman

TEACHING PROCEDURE - STEP 1

Pupils study the information given

Pupils recall on the previous lesson

Pupils read the questions and answer done in the exam

Pupils write notes from the discussion done earlier

Pupils identify cause and effect

Pupils listen to the words/phrases and write sentences

Pupils study the information given

TEACHING PROCEDURE - STEP 3

TEACHING PROCEDURE - STEP 4

Pupils cross check on the grammar used in the sentences.

Pupils make own notes from the discussion/presentation done

TEACHING PROCEDURE - STEP 5

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