WEEK: DAY: Choose an item.

DATE: 16 July 2021

SUBJECT: ENGLISH LESSON: 61 TIME:
FORM/CLASS: 5 Choose an item.
DURATION: 60 minutes Choose an item.
THEME: Science and Technology
TOPIC: UNIT 7: THE MEDIA RESOURCES:
FOCUS SKILLS: Writing 12 Textbook
LANGUAGE/ Words and phrases related to the media, using passive forms to create Student’s Book, p92
GRAMMAR FOCUS: formal tone Teacher’s Book, p84 – 85
Main Skill: Writing
iTHiNK MAPS:
4.2 Communicate with appropriate language, form and style
CONTENT Circle
Complementary Skill: Speaking
STANDARD/S:
2.1 Communicate information, ideas, opinions and feelings
intelligibly on familiar topics
Main Skill: Writing CROSS CURRICULAR
4.2.4 Use formal and informal registers appropriate to the ELEMENTS:
target audience in most familiar and some unfamiliar Science and Technology
situations (Kandungan Asas)
LEARNING 4.2.4 Use formal and informal registers appropriate to the
STANDARD/S: target audience in most familiar situations (FORM 4) LEARNING DOMAIN:
Complementary Skill: Speaking Create
2.1.4 Explain and justify the point of view of classmates or
others (Kandungan Asas)
2.1.4 Explain and justify own point of view (FORM 4) ASSESSMENT:
Main Writing Written Exercise
By the end of the lesson, pupils will be able to identify the usage of formal
registers focusing on passive forms in a report to the college dean on starting
LEARNING a TV channel for pupils MORAL VALUES:
OBJECTIVES: Freedom within the
Complementary Speaking
democratic system
By the end of the lesson, pupils will be able to explain and justify their point
of view on the types of programmes they would show on a TV channel for
their own school
Main Writing
1. Rewrite suggestions from active sentence to passive sentence
2. Identify passive sentences in a model report
Complementary Speaking
SUCCESS
1. List the ideas on the types of programmes for a TV channel in their
CRITERIA:
school
2. Justify each idea
3. Use linkers or sentence connectors to organize their ideas and
justification
ACTIVITIES : a. Pupils’ prior knowledge is activated in the lesson’s topic by studying a FA/Differentiation Strategies
I. PRE LESSON number of statements written in active form on the whiteboard that could FA: Starter
be in a newspaper article
b. Pupils change the statements into the passive form, i.e. the active
sentences are: I-THINK: Tree Map
i. Rescuers find a baby alive and healthy two days after earthquake
ii. Man finds escaped pet snake living on a tree in his house garden
II. LESSON c. Pupils read the information on reports and making suggestions carefully
DEVELOPMENT d. Pupils are made to understand that in a report they will need to give Moral Value: Freedom
– GIST- TASK information and make suggestions or recommendations using formal within the democratic
language and a good way to do so is using the passive voice (Main Skill) system
e. Pupils read the instructions of Activity 1 and explain what they have to do
to show they understand (Elicit that there are 2 suggestions in the active
 voice that they need to rewrite in the passive voice)
f. Pupils work individually to complete the task
g. Pupils check their answers in pairs (ensure physical distancing, pupils FA: Think – Pair – Share
discuss from where they sit) before checking as a class
h. Pupils read the instructions of Activity 2 and explain what they have to do Differentiation: Allow more
to show they understand (Elicit that there are two situations that there proficient pupils to work on the
activities independently. Support can
are two situations that need to come up with suggestions to improve be given to less proficient pupils by
them) (Main Skill) grouping them together during the
i. Pupils read the situations and ask anything they do not understand activities and by making them more
teacher-led.
j. Pupils look at the 2 situations and decide on their suggestions
k. Pupils work individually to complete the task FA: No Hands-Up
l. Pupils check answers in pairs (ensure physical distancing, pupils discuss
from where they sit) before checking as a class
m. Pupils read the instructions of Activity 3 and explain what they have to do
to show they understand (Elicit that there are 2 parts to the task. First,
they must circle the subject of the report and then they must underline
what they have to write about) (Main Skill)
n. Pupils read the task and ask anything they don’t understand FA: No Hands-up (Lollipop)
o. Pupils work individually to complete the task
p. Pupils check their answers in pairs (ensure physical distancing, pupils
III. DETAILED TASK discuss from where they sit) before checking as a class
q. Pupils read the instructions of Activity 4 and explain what they have to do Differentiation: Allow more
to show they understand (Elicit that the report in Activity 4 is in answer to proficient pupils to work on the
Activity 3 and that they must find and underline the suggestions in the activities independently. Support can
be given to less proficient pupils by
passive and answer questions about the report) (Main Skill) grouping them together during the
r. Selected pupils read the report aloud activities and by making them more
s. Pupils state if they think it is a good report and why teacher-led.
t. Pupils look at the questions in depth to analyse the task ( Make sure
pupils understand they need to underline only the suggestions made in
the passive voice. They also need to see if the writer has given reasons FA: No hands-up
for their suggestions and a final recommendation) (Pose/Pause/Pounce/
u. Pupils explain why they think the writer did not use the passive voice for Bounce)
all of the suggestions (Answer: It would sound unnatural and too formal) FA: No hands-up
v. Pupils are asked to explain and justify the writer’s suggestions and final (Pose/Pause/Pounce/
recommendations for 4b Bounce)
w. Pupils, in pairs, discuss the types of programmes they would show on a
TV channel for their own school (See the Extension Activity box at the FA: Talk partners
top of p85 of the Teacher’s Book for further ideas ) (ensure physical
distancing, pupils discuss from where they sit) (Complementary Skill) FA: Talk partners
x. Pupils to swap partners and take it in turns to explain and justify their
ideas for their school channel (ensure physical distancing, pupils discuss
from where they sit) FA: Plenary (exit card)
IV. POST-LESSON y. Pupils have a class discussion about what would be the best
programmes to show on their school channel
REFLECTION:
Number: ___/___ pupils were able to achieve the learning objectives.
Attendance: /
Absent: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
Truant: /
School Activity: / _____________________________________________________________________________

Follow-up / Reinforcement: PdP could not be conducted and will be postponed due to: