RANCANGAN PENGAJARAN HARIAN

BAHASA INGGERIS

TAHUN 5

SUBJECT : English Language

DATE : 22 September 2021
TIME : 10:00 am – 11:00 am (1 hour)
CLASS : 5M
NUMBER OF PUPILS : 35 / 35 pupils
PUPILS LEVEL : Intermediate
THEME : World of Knowledge
UNIT / TOPIC : Unit 5: Food and Health
FOCUSED SKILL : Speaking
COMPLEMENTARY SKILL : Listening
CONTENT STANDARDS : Main Skill
Speaking 2.1
Communicate simple information intelligibly.
Complementary Skill
Listening 1.2
Understand meaning in a variety of familiar texts.
LEARNING STANDARDS : Main Skill
Speaking 2.1.1
Give detailed information about themselves.
Complementary Skill
Listening 1.2.5
Understand a sequence of supported questions.
PREVIOUS KNOWLEDGE : Pupils have learnt about names of some common food in
daily life in the previous lesson.
LEARNING OUTCOMES : By the end of the lesson, pupils should be able to:
(a) Express at least 4 out of 5 feelings of likes and
dislikes shown in the spin wheel during the Maze
Runner battle.
(b) Answer at least 5 out of 6 questions about their
feelings towards a type of food in the Connect 3
game.
 (c) Talk at least 4 out of 5 feelings of likes and dislikes
based on the emojis and food given in Roll the
Toilet Roll activity.
TEACHING AIDS : Laptop, simulation props, PowerPoint slides, Maze
Runner template, spin wheel (Wordwall), countdown
timer, Connect 3 template, toilet roll.
VOCABULARY : N/A

LANGUAGE FOCUS : i. I really like ……

ii. I like ……
iii. I don’t mind ……
iv. I don’t like ……
v. I really don’t like …….
vi. I hate …….
CROSS CURRICULAR : Language
ELEMENT
EDUCATIONAL : Mastery Learning
EMPHASES (EE) Multiple Intelligences (Linguistic)
Constructivism
Higher Order Thinking Skills (Create)
CCTS : i. Grouping and Categorising
ii. Application
iii. Translating Information
HOM : Thinking and Communicating with Clarity and Precision
MORAL VALUE(S) : 4.0 Mutual Respect
4.11Value Self-Respect
SOFT SKILL(S) : Communication Skill
Long-life Learning (Growth Mindset)
Teamwork Skill
 STAGE / TIME
CONTENT ACTIVITY REMARK
ALLOCATION

SET INDUCTION To attract pupils’ interest at the beginning of the 1. Pupils enter Google Meet by clicking Teaching Aid(s):
(5 minutes) lesson. on the link in Google Classroom. (a) Simulation Props
2. Teacher makes sure pupils are ready (b) PowerPoint Slide
Simulation Props: and focused on teacher’s screen.
Characters involved: Headmaster and student. 3. Pupils are driven into the theme of Rationale:
the day, Trapped on the Island. - To increase
4. Teacher does a short simulation to pupils’ curiosity
bring out the situation. and anticipation.
5. Pupils are exposed to the Hangman - To allow pupils to
Game. have a general
6. Teacher starts the game by guiding idea about the
pupils on how to run the game. topic of the day.
7. Teacher thinks of a food in mind.
(e.g: BURGER.)
8. Teacher displays a number of blank
spaces equivalent to the number of
letters in the word.
(e.g: 6 blank spaces that pupils need
to fill in with letters.)
The Hangman Game: 9. Pupils simply suggest a letter at one
time.
(e.g: “B”.)
10. Teacher fills the letter in the right
place of the blanks if pupils suggest
the letter correctly; Teacher draws
one element of a hangman’s gallows
if pupils suggest letter which does not
Process of Segment of the Gallows and a Victim
occur in the word.
Formed:
11. Pupils are given 8 chances to guess
the wrong alphabet.
12. Pupils win the game if they
successfully guessed all of the letters
in the word correctly before the
segment of the gallows and a victim
are not completely drawn.
13. Pupils sing a song as penalty if pupils
are unable to guess all of the letters
after using up the 8 chances.
14. Teacher then shows a picture of the
food to recap the food pupils had
learnt in the previous lesson.
15. Teacher asks if pupils like the food
mentioned.
16. Steps 5 – 11 are repeated for another
2 times by replacing the word
‘BURGER’ with ‘CHICKEN’ and
‘SANDWICH’.
17. Pupils guess the topic of the day.
PRESENTATION Guide pupils to express their feelings towards 1. Teacher draws pupils’ attention to Teaching Aid(s):
(10 minutes) food in daily conversation. the lesson of the day. (a) Simulation Prop
2. Teacher leads pupils to follow the (b) PowerPoint
Simulation Prop: lesson of today while waiting to be Slides
Character involved: Teacher Joeann saved on the island. (c) Wordwall
3. Teacher directs pupils on how to play
Match the Feelings Activity. Rationale:
4. Pupils are exposed to the 6 key - To enable pupils
phrases of likes and dislikes. to learn how to
5. Pupils are guided to explore the 6 express feelings
Match the Feelings Activity:
key phrases by matching the showed of likes and
emotions to respective emojis. dislikes towards a
CCTS: Grouping and Categorising type of food in
6. Teacher moves the emojis one by daily
one based on pupils’ choices. conversation.
7. Pupils are then explained the
meaning of every key phrases to CCTS:
express feelings of likes and dislikes. Grouping and
8. Teacher gives sample of daily Categorising
conversations on how to express
likes and dislikes towards a type of Moral Value:
food. 4.0 Mutual Respect
 9. Pupils are shown 3 sample 4.11 Value Self-
dialogues performed by teacher. Respect
10. Teacher emphasizes the importance
of taking care and expressing own Soft Skill:
feelings in daily life. Long-life Learning
Moral Value: Value self-respect (Growth Mindset)
Soft Skill: Long-life Learning
(Growth Mindset)
List of Key Phrases:
i. I really like ……
ii. I like ……
iii. I don’t mind ……
iv. I don’t like ……
v. I really don’t like …….
vi. I hate …….

Dialogue 1:
Person 1: Do you like chicken salad?
Person 2: Yes, I really like chicken salad.

Dialogue 2:
Person 1: Do you like pasta?
Person 2: Hmm… I don’t mind pasta.
Dialogue 3:
Person 1: Do you like vegetables?
Person 2: No, I really don’t like vegetables.

Sample of PowerPoint Slides:

PRACTICE Enable pupils to practice their speaking skills. 1. Teacher attracts pupils’ attention to a Teaching Aid(s):
(15 minutes) speaking game, which is the Maze (a) Simulation Props
Simulation Props: Runner battle. (b) PowerPoint
Characters involved: Teacher Joeann and student. 2. Teacher simulates the situation Slides
where pupils need to pass through (c) Maze Runner
the maze in order to get the food. Template
3. Pupils are divided into 2 groups. (d) Spin Wheel
4. Teacher shows the name lists for (Wordwall)
each group.
5. Teacher directs pupils on how to play Rationale:
the game. - To guide pupils to
Maze Runner Battle: 6. Pupils are shown the spin wheel with express feelings
Template of Battleship: pictures of food. of likes and
7. Teacher spins the wheel. dislikes using the
8. Pupils type out the name of the food key phrases
selected in the chat box of Google given.
Meet. - To enable pupils
9. Teacher monitors the responses in to speak in daily
chat box. conversation.
10. The pupil who sends the correct
answer first will get one mark for
his/her group.
Spin Wheel: (e.g: Pupil in group 1 send the EE:
correct answer first.) Multiple Intelligences
11. Teacher randomly selects a pupil in (Linguistic)
group 1 and asks a question.
(e.g: Do you like pizza?) Soft Skills:
12. The selected pupil answers the Communication Skill
conversation based on the key
phrase given in the spin wheel.
(e.g: I don’t mind pizza.)
EE: Multiple Intelligences
(Linguistic)
Soft Skill: Communication Skill
13. Steps 9 – 13 are repeated until one
of the groups successfully gains 5
marks.
Content in Spin Wheel: (e.g: Group 1 gets 5 marks in total.)
14. Group 1 works together and chooses
the right direction to pass the maze.
(e.g: Draw a vertical straight line
from the top.)
15. Teacher draws the lines based on
the instructions of group 1.
16. Group 1 wins the battle if they
successfully reach the exit of the
maze.
PRODUCTION Allow pupils to master their speaking skill. 1. Teacher directs pupils to the next Teaching Aid(s):
(25 minutes) stage, which is the Connect 3 game. (a) Simulation Props
Simulation Props: 2. Teacher simulates the situation (b) PowerPoint Slide
Characters involved: Student and volunteer. where pupils are excited with the (c) Connect 3
food and plan to play a game. Template
3. Pupils stay in the same groups as the (d) Countdown
previous stage. Timer
4. Pupils are directed on how to play
the game. Rationale:
5. Pupils are asked to search for 2 - To allow pupils to
types of food in 20 seconds. master their
(e.g: Egg and biscuit) speaking skill.
6. Teacher starts the 20 second - To enable pupils
countdown. to express
Connect 3 Game: 7. Pupils get their food and press the feelings of likes
‘raise hand’ button. and dislikes
8. Pupils are given 1 minute to invent a verbally in daily
type of food by using the 2 types of conversation.
food they obtained.
(e.g: Biscuit with scramble egg.) EE:
EE: Higher Order Thinking Skills (i) Mastery
(Create) Learning
Countdown Timer: 9. Pupils type the name of the food (ii) Constructivism
Video link: created in the chat box of Google (iii) Higher Order
http://youtube.com/watch?v=Onnd84IJxlY Meet. Thinking Skills
10. Teacher looks at the chat box and (Create)
randomly selects a pupil to share
about his/her newly invented food. CCTS:
EE: Constructivism Application
11. Teacher then randomly selects a
pupil in Group 1. HOM:
(The selection of group to start Thinking and

Sample of Question (Must be asked): depends on which group won the Communicating with

1. Do you like (food invented)? maze runner game.) Clarity and Precision
(e.g: Group 1 starts first.)

Sample of Questions (Selectively ask): 12. Teacher asks a question. Soft Skill:

1. Do you know how to make (food invented)? (e.g: Do you like Kelly’s biscuit with Teamwork Skill

2. What is the colour of (food invented)? scrambled egg? Why?)

3. Is (food invented by pupil) a healthy food? 13. The selected pupil answers the

4. Have you tried (food invented) before? question.

5. What is the taste of (food invented)? (e.g: I don’t mind biscuit with

6. Will you try (food invented) next time? scrambled egg because I like biscuit
and egg.)
EE: Mastery Learning
CCTS: Application
 HOM: Thinking and
Communicating with Clarity and
Precision
14. Pupils in group 1 suggest on which
column to drop their checker on.
Soft Skill: Teamwork Skill
15. Teacher dops the checker by
following their decision.
16. Steps 9 – 15 are repeated by
alternating the turns between Group
1 and 2.
17. Groups that can connect 3 dices in a
straight line get one mark for their
groups.
18. Teacher continues the simulation
where volunteer comes and saves
them with helicopter.
CLOSURE Summarize the lesson. 1. Teacher draws pupils’ attention to Teaching Aid(s):
(5 minutes) the last part of the lesson, which is (a) Toilet Roll
Roll the Toilet Roll Activity: Roll the Toilet Roll Activity.
2. Teacher simulates the situation Rationale:
where pupils need to complete the To enhance pupils’
last task to get tickets for a free memory about the
helicopter ride. knowledge pupils
3. Pupils are shown toilet roll with have learnt.
photos.
4. Pupils are asked to stand up in front CCTS:
of their cameras. Translating
5. Teacher demonstrates on how to run Information
the activity.
6. Teacher rolls down one sheet of
paper at a time.
7. Pupils build a sentence based on the
emoji and food given.
(e.g: I really like sandwiches.)
CCTS: Translating Information
8. Pupils follow the special instructions
if they get a special sheet of paper.
 (e.g: Star jump and act like an
elephant)
9. Steps 4 – 6 are repeated for another
5 times.
10. Teacher praises and saves pupils
from the island.
11. Teacher ends the lesson of the day.
REFLECTIVE: PdP ditangguhkan kerana:
 Mesyuarat / Kursus
In a conclusion, the lesson for today went smoothly. Pupils were very excited with the adventure
 Program Sekolah
in the island. During the set induction (Hangman game), pupils were able to guess the letters of the food
 Guru Pengiring
correctly before all of the hangman’s sections was completely drawn. They were also able to answer
 Aktiviti Luar
simple questions (such as Do you like …?) by providing simple answer (such as yes or no) as a warming
 Cuti Rehat / Cuti Sakit
up session of the lesson. For the presentation stage, pupils were able to match the emojis to the correct
 Cuti Peristiwa / Cuti Am
feelings. Pupils had also learnt about how to express their feelings of likes and dislikes through the
 Cuti Bencana / Cuti Khas
examples given. Next, during the practice stage (Maze Runner battle), teacher faces internet problem
 Lain-lain:
while displaying the spin wheel. Therefore, teacher took an immediate solution to show the spin wheel
_________________
using the phone. Pupils were able to look at the spin wheel and participate in the activity actively. When
_________________
passing through the maze, pupils were also able to give clear direction on which way to go. Besides
that, for the production stage, pupils were very excited and taking part in the Connect 3 game actively.
However, some of the pupils were not using the 2 types of food they got to invent a new food, they were
creating a new food by only using their imagination. Hence, pupils face difficulty when teacher was
asking them to show the 2 types of food they got and share about their newly invented food. Pupils were
able to express their feelings towards the food invented by pupils. Nevertheless, they were able to speak
their feelings towards the food created by their friends and they were very happy when they wanted to
drop the checkers for their groups. Lastly, during the closure stage, pupils were able to translate every
pictures of food and emojis to a complete sentence about feelings of likes and dislikes correctly. Pupils
were also completed every special instruction (such as star jump and act like an elephant) very actively.
32 / 35 pupils achieved objective of the lesson
3 / 35 pupils have not achieved objective of the lesson

FOLLOW-UP ACTIONS:
Some pupils did not understand teacher’s instruction during the production stage was the issue
teacher was facing in today’s lesson. Pupils were told to combine the 2 types of food they get and create
a new food, but some of the pupils did not go and get the food. This had caused pupils to face difficulty
in sharing the food to their friends in front of the camera. Therefore, for the follow-up actions, teacher
has learnt to always check with pupils’ progression step by step throughout the lesson. For instance,
teacher could ask pupils to show the 2 types food that they have gotten in order to make sure everyone
of them has already gotten their food. After that, teacher could proceed to the food invention part by
giving an example to show how to create a new type of food. Teacher should also motivate and
encourage pupils to be as creative as they can.