WEEK: DAY: Choose an item.

DATE: 19 October 2021

SUBJECT: ENGLISH LESSON: 108 TIME:
FORM/CLASS: 5 Choose an item.
DURATION: 60 minutes Choose an item.
THEME: People and Culture
TOPIC: UNIT 12: HAPPY TO HELP! RESOURCES:
FOCUS SKILLS: Speaking 18 Textbook
LANGUAGE/ Words and phrases related to voluntary work, making decisions, clarifying Student’s Book, p155
GRAMMAR FOCUS: ideas Teacher’s Book, p133 -
Main Skill: Speaking 134
2.2 Use register appropriately
CONTENT iTHiNK MAPS:
Complementary Skill: Speaking
STANDARD/S: Circle
2.4 Communicate appropriately to a small or large group on familiar
topics
Main Skill: Speaking
2.2.1 Use formal and informal registers appropriately in CROSS CURRICULAR
most familiar contexts and some unfamiliar contexts ELEMENTS:
(Kandungan Asas) Values
2.2.1 Use formal and informal registers appropriately in
LEARNING
STANDARD/S: most familiar contexts (FORM 4)
Complementary Skill: Speaking
2.4.1 Explain the main points of an idea or argument LEARNING DOMAIN:
(Kandungan Asas) Create
2.4.1 Summarise the main points of a story, text or plot
(FORM 4)
ASSESSMENT:
Main Speaking
Others (Pls specify):
By the end of the lesson, pupils will be able to use the formal register to
present their ideas to a committee from the local council in 1 minute Oral
LEARNING
Complementary Speaking
OBJECTIVES: MORAL VALUES:
By the end of the lesson, pupils, in pairs, will be able explain the 5 main
Kindness
points to keep a youth centre opened by using the sentences to ask for
clarification in the Language Bank and tips given in the Download box
Main Speaking
1. Choose an idea from the 5 given
2. Use formal registers to present the idea (use complete sentences,
avoids slang and may use technical or academic vocabulary, use fewer
SUCCESS contractions, but opt instead for complete words)
CRITERIA: Complementary Speaking
1. Explain the main points to prevent a youth centre from being closed
2. Give a reason to justify the points
3. Ask for clarification if the points are not heard (repeat, rephrase or
explain)
ACTIVITIES : a. Pupils’ prior knowledge is activated by completing Activity 1 in pairs FA/Differentiation Strategies
I. PRE LESSON b. Pupils read the four questions and ask anything they do not understand FA: Starter
c. Pupils work in pairs (ensure physical distancing, pupils discuss from I-THINK: Circle Map
where they sit) to ask and answer the questions (Teacher monitors and
helps with vocabulary, but does not interrupt fluency. Teacher makes
notes of any mistakes to go over the class afterwards)
d. Pupils discuss as a class
II. LESSON e. Pupils read the instructions of Activity 2 and explain what they have to do
DEVELOPMENT to show understanding (Elicit that they need to complete what they might
– GIST- TASK say in the event they don’t hear or don’t understand what someone says) Moral Value:
f. Pupils are told that they need one or two words for each gap KIndness
g. Pupils work individually to complete the task and then check answers in
FA: Think – Pair – Share
 pairs (ensure physical distancing, pupils discuss from where they sit)
before checking as a class
h. Pupils read the information in Download FA: No Hands-Up
i. A selected pupil explains the tip in his / her own words (Nominate)
j. Pupils are made aware that in a discussion, there must be interaction
with their partner, therefore they need to know how to ask for clarification
if they don’t hear or understand something their partner says
k. Pupils are reminded to be polite when asking for clarification (‘What?’ or
III. DETAILED TASK ‘What did you say?’ are not acceptable)
l. Pupils go through the Language Bank and ask any clarification if
necessary Differentiation: Support can be
m. Pupils read the instructions of Activity 3 and explain what they have to do given to less proficient pupils
depending on their needs, such as by
to show understanding (Explain to pupils that they must discuss all of the providing them with cards with the
options within the context of the task ( How can we keep youth centre appropriate language such as ‘we
open?), and that they are not asked to choose the best ways pf getting believe that…’, ‘It is important that...’,
‘Not only that but…’ so they can use
more young people to attend or some other objective. Elicit that there is these in their dialogue.
a second part to the task which requires them to reach a decision about
the two ideas they would put into practice. Point out that there are no
right or wrong answers. To fully focus on the main and complementary
skills in Activity 3 tell pupils that they are going to present their ideas to a
committee from the local council. They must explain the main points of
the two ideas that they have chosen regarding keeping the youth centre
open. Put pupils in groups to give their talks. Ask both pupils to be part
of the talk – one pupil can present one idea, the other pupil can present
the second idea. Remind pupils that they must use a formal register to
communicate with the committee members who will be the other group
members ) (Main and Complementary Skills)
n. Pupils work in pairs (ensure physical distancing, pupils discuss from
where they sit) to complete the first part of the task and prepare for their
presentation in the second part of the task (Teacher monitors and helps
with the vocabulary, but does not interrupt fluency) FA: Hot Seat
o. Each pair present their chosen ideas to another pair and vice versa
(ensure physical distancing) (Teacher monitors carefully, focusing on
pupils’ ability to explain their points of view clearly and to use an
appropriate formal register, but do not intervene. Teacher makes a note
of any errors or any particularly successful responses and go over these
with the class after the activity finishes) FA: Plenary
IV. POST-LESSON p. Pupils read the questions in Activity 4 and ask anything that they do not
understand
q. Pupils work in pairs (ensure physical distancing, pupils discuss from
where they sit) to ask and answer the questions
r. Pupils discuss as a class (if time permits)
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: