Y6 SJK UNIT 6 Hello 999

YEAR 6 SJK
UNIT 6 HELLO! 999?

ENGLISH LESSON PLAN YEAR 6 SJK
Week Class 6 Time

Day Sunday Attendance
Date 01-Jan-19 Lesson Focus Listening & Speaking
Theme Topic
World of knowledge Hello! 999?
Language/ Grammar focus new vocabulary based on the topic
1.2 listen and respond appropriately in formal and informal
situations for a variety of purposes.
Content Standard
1.2 listen and respond appropriately in formal and informal
situations for a variety of purposes.
1.2.4 Able to participate in conversations with peers.
Learning Standard 1.2.5 Able to talk on topics of interest in formal situations
with guidance
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
talk about related topic with guidance.
Success Criteria :Pupils can
role play the dialogue with friends and talk about related topic given.
21st Century Activities & Skills Resources CCE / EE Assessment
Multiple
Think-Pair-Share Textbook Bubble Map Questions
Intelligences
Contextual
Communication Flashcards . Observation
Learning
Learning Outline
Pre-lesson 1. Teacher displays picture and elicits the pupils.
Lesson Delivery Post Lesson
1. Teacher talks about emergency situation. 1. Teacher asks pupils to act out emergency
2. Pupils listen and discuss the situations based on the pictures in tb pg 52. telephone conversation.
3. Teacher divides pupils into groups of four. Pupils discuss what they 2. class discussion.
should do in each situations in the pictures.
4. Each groups present their findings.
5. Teacher choose pupils to role play the dialogues.
REFLECTION
____/____ of pupils able to achieve the LO and given enrichment exercise(s).
____/____ of pupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
panic
emergency
hurry
Emergency!
a fire station a fire truck a firefighter a ladder a helmet a hose
a police station a police car police officers flashing lights a radio handcuffs
a policeman
a policewoman
a hospital an ambulance a paramedic a driver flashing lights a car accident
mountain rescue a helicopter a rescuer a pilot a rescue rope a lamp
a watchtower a coast guard a lifeboat a flare a buoy a life jacket

boat
a phone ring (verb) a siren wail (verb) drive (verb) fly (verb)
Role play
You wake up in the middle of the night and your Answer the phone and find out information
neighbour’s house is on fire. Call emergency about the emergency. Respond to the
services and ask for the fire brigade! emergency.
Your cat climbed up a very tall tree and can’t Answer the phone and find out more
get back down again. Your cat is scared and you information about the emergency. Respond to
are worried it might try to jump! the emergency.
You came home from work and realised your Answer the phone and find out more
house was burgled! The thief stole your laptop, information about the emergency. Respond to
TV and a jewellery box. Call the police! the emergency.
Your neighbour keeps playing loud rock music Answer the phone and find out more
every night. You asked them to stop but nothing information about the emergency. Respond to
has changed. Now you are mad! Call the police! the emergency.
You fell down some stairs at work today and Answer the phone and find out more
have broken your arm. Call for an ambulance! information about the emergency. Respond to
the emergency
You just witnessed a car crash. One of the Answer the phone and find out more
drivers is unconscious and losing lots of blood. information about the emergency. Respond to
Call for an ambulance! the emergency
Week Class 6 Time

Day Monday Attendance
Date 01-Jan-19 Lesson Focus Reading
Theme Topic
2.2 demonstrate understanding of a variety of linear and
nonlinear texts in the form of print and non-print materials
Content Standard
using a range of strategies to construct meaning.
1.1 pronounce words and speak confidently with the correct
stress,rhythm and intonation.
2.2.2 Able to read and understand phrases and sentences
Learning Standard from: (a) linear texts (b) non-linear texts
1.1.3 Able to speak confidently on related topics
apply dictionary skills and find the meaning of base word with guidance
Arrange the paragraphs in correct order.
Knowledge
Acquisition
Contextual
Learning
Learning Outline
Pre-lesson 1. Teacher displays word EMERGENCY and elicits pupils.
1.Teacher refers the advertisement in the textbook pg 54 and asks 1.Teacher asks pupils to share their
questions related. reasons to the class.
2. Pupils discuss about the topic in group. 2. class discussion.
3. Read and understand the meaning of the sentences.
4. Teacher distributes task 1. Pupils work in pairs
REFLECTION
You must be careful

Task 1: Is it safe or dangerous? Tick (√) the right column
Safe Dangerous
1- Play football near the swimming pool
2- Put detergents away from children
3- Throw the banana skin on the floor
4- Stay close to the TV or computer screen
5- Swim after lunch
6- Play with matches
7- Wear a helmet when you ride your bike
You must be careful

Safe Dangerous
5- Swim after lunch
--------------------------------------------------------------------------------------------------------------------------------
You must be careful

Safe Dangerous
5- Swim after lunch
Read the instructions.
Checking smoke alarms
 Test your smoke alarm every month

 Clean your smoke alarm every six months
 Change the battery when you change your clock for daylight saving
 Install a new smoke alarm every ten years
 If your smoke alarms gives out a short beep every 60 seconds, you
should change the battery.
Read the instructions again and answer the questions.
1. How often do you need to test your smoke alarm?

Every day Every month Every year
2. How often do you clean your smoke alarm?

___________________________________
3. When do you change the battery of your smoke alarm?

___________________________________
4. How often do you install a new smoke alarm?
___________________________________
5. If you hear short beeps every 60 seconds, what should you do?
Week Class 6 Time

Day Tuesday Attendance
Date 01-Jan-19 Lesson Focus Writing
Theme Topic
Language/ Grammar focus Punctuation
3.2 write using appropriate language, form and style for a
range of purposes.
Content Standard 2.2 demonstrate understanding of a variety of linear and
nonlinear texts in the form of print and non-print materials
using a range of strategies to construct meaning.
3.2.3 Able to use punctuation correctly.
Learning Standard 2.2.2 Able to read and understand phrases and sentences
from: (a) linear texts (b) non-linear texts
write in neat legible print with correct spelling with guidance
write 4 out of 7 sentences/passage in neat legible print with correct punctuation.
Multiple
Intelligences
Contextual
Learning
Learning Outline
1. Teacher writes a paragraph with no punctuation and asks pupils to find the
Pre-lesson
mistakes.
1. Teacher introduces the lesson – punctuation. 1. Class discussion and teacher check and pupils
2. Talk about the important of using the punctuation. Refer TB page 56. make corrections.
3. In pair work, pupils discuss to write the correct text. 2.Pupils read and present their work in group.
4. Teacher guides and check pupils’ writing.
REFLECTION
Week Class 6 Time

Day Wednesday Attendance
Date 01-Jan-19 Lesson Focus Grammar
Theme Topic
Language/ Grammar focus Declarative, interrogative, imperative, exlamatory
5.2 construct various sentence types correctly.
Content Standard 3.1 form letters and words in neat legible print including
cursive writing.
5.2.1 Able to construct various sentence types correctly
Learning Standard 3.1.1 Able to write in neat legible print with correct spelling:
(a) sentences (b) paragraphs
Answer the questions correctly with guidance.
Identify correct answer 7 out of 10 without guidance.
Multiple
Gallery Walk Textbook Bubble Map Questions
Intelligences
Contextual
Learning
Learning Outline
1. Teacher displays word cards/ write on the white board. Elicits pupils’
Pre-lesson
knowledge.
1.Teacher refers the tb page 58 with the pupils. 1.Teacher discuss the answer and ask pupils to
2.Read together with the pupils and get pupils to respond. check.
3.Refer to the tb page 59 and asks pupils to read and identify the 2.class discussion.
answer.
4. Divides pupils into group and give the correct answer.
REFLECTION
Declarative sentence
Interrogative sentence
Imperative sentence
Exlamatory sentence
Week Class 6 Time

Day Thursday Attendance
Date 01-Jan-19 Lesson Focus Language Art
Theme Topic
4.1 enjoy and appreciate rhymes, poems and songs.
Content Standard 1.1 pronounce words and speak confidently with the correct
stress,rhythm and intonation.
4.1.1 Able to enjoy jazz chants, poems and songs through
non-verbal response
Learning Standard 1.1.3 Able to listen to and respond to a given stimulus by
using appropriate words, phrases and expressions with the
correct stress, rhythm and intonation.
enjoy say the poem with correct stress, pronunciation, rhythm and intonation with guidance
Answer the questions and Say the poem with correct pronunciation, rhythm and intonation correctly
Multiple
Intelligences
Contextual
Learning
Learning Outline
Pre-lesson 1. Teacher refer to the tb page 60. Elicits the pupils about the poem is about.
1. Look at the picture and recite the poem. 1. Teacher refer to the poem “ the mud-
2. Pupils recite and identify the meaning together. pie makers rhyme” from Anthology of
3. Teacher divides pupils in to group. Discuss and answer the poem for year 4,5 and 6 and talk about
questions. what the poet did.
2. Class discussion.
4. Each group , recite and present to the class.
REFLECTION
The Mud-pie Makers Mud is runny, squeezy, funny.
Rhyme
By Janet Paisley, The Mud-pie Makers Rhyme
By Janet Paisley,
Mud is squidgy, slippery, sludgey. Mud is irmy-

Mud is squidgy, slippery, sludgey. Mud is squirmy goo.
irmy-squirmy goo.
Mud is squidgy, slippery, sludgey.
Mud is squidgy, slippery, sludgey.
Mud is irmy-squirmy goo.
Mud is irmy-squirmy goo.
Mud is runny, squeezy, funny.
Mud is runny, squeezy, funny.
Mud is oozey-woozey too.
Mud you can roll flat, mud you can press.
Mud you can roll flat, mud you can press.
Mud is the nicest, muddiest mess.
Mud is the nicest, muddiest mess.
Mud you can make with, mud you can share.
Mud you can make with, mud you can
share. Our mud-pies are the best anywhere.
Our mud-pies are the best anywhere. Mud is squidgy, slippery, sludgey.
Mud is squidgy, slippery, sludgey. Mud is irmy-squirmy goo.
Mud is irmy-squirmy goo. Mud is runny, squeezy, funny.


Y6 SJK UNIT 6 Hello 999

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YEAR 6 SJK

UNIT 6 HELLO! 999?

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

a fire station a fire truck a firefighter a ladder a helmet a hose

a hospital an ambulance a paramedic a driver flashing lights a car accident

mountain rescue a helicopter a rescuer a pilot a rescue rope a lamp

a watchtower a coast guard a lifeboat a flare a buoy a life jacket

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

You must be careful

You must be careful

You must be careful

Read the instructions.

Checking smoke alarms

 Test your smoke alarm every month

Read the instructions again and answer the questions.

1. How often do you need to test your smoke alarm?

2. How often do you clean your smoke alarm?

3. When do you change the battery of your smoke alarm?

ENGLISH LESSON PLAN YEAR 6 SJK

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

The Mud-pie Makers Mud is runny, squeezy, funny.

Mud is squidgy, slippery, sludgey. Mud is irmy-

Mud is squidgy, slippery, sludgey. Mud is irmy-squirmy goo.

Mud is irmy-squirmy goo. Mud is runny, squeezy, funny.

Mud is oozey-woozey too.

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/ of pupils able to achieve the LO and given remedial exercise(s).

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/ of pupils able to achieve the LO and given remedial exercise(s).

/ of pupils able to achieve the LO and given remedial exercise(s).