RPH 6 - 11-10 - 11

RANCANGAN PENGAJARAN HARIAN : ENGLISH SEMESTER : 3 WEEK : 9
DATE/DAY 6/11/2022 , Sunday TIME 8a.m.- 9a.m.

SUBJECT English (Lesson 67) CLASS 3A
ATTENDANCE /
THEME/ TOPIC World of Self, Family and Friends/ Unit 9: On Holiday
MAIN SKILL FOCUS Speaking
LANGUAGE/
Past simple: Yes/No questions
GRAMMAR FOCUS
Main Skill:
Speaking 2.1.5Describe people and objects using suitable words and phrases
LEARNING
STANDARD Complementary Skill:
Listening 1.2.5 Understand a wide range of short supported questions
By the end of the lesson, pupils will be able to:
1. Answer the questions about the past events.
LEARNING
OBJECTIVE
Pupils can:
Low Level:
SUCCESS CRITERIA 1. Answer at least 3 questions about the past events.
Intermediate and Advanced Level:
1. Answer at least 5 questions about the past events.
PRE LESSON 1. Choose one of the games in Revision (See Teacher’s Book, p.136).
2. Based on the stories pupils wrote together in the previous lessons, or on their real
experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ answers from
Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards for this.
LESSON DELIVERY 3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136.
4. Follow instructions for Activity 1 on Teacher’s Book, p.136.
5. Model and play a game of Snap (See Optional activity, Teacher’s Book, p.137). Pupils could
use their cut-ups from Activity 1 for this game.
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they
can write:
● New words I remember
POST LESSON
● Activities I enjoyed
● A skill I did well in (L/S/R/W)
● A skill I need to do better in (L/S/R/W)
● Something I feel proud of (about my English)
Creativity & Innovation Science Entrepreneurs / Language

CROSS-CURRICULA &Technology hip
R ELEMENTS (CCE) Environment Patriotism ICT Values
Round table Hot seat Gallery walk i-THINK

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SKILLS / Think pair share Role play Stay - story Others
/ Computer, LCD, Textbook Workbook/Worksheet

TEACHING AIDS
Ready-made materials/Flashcards Others__________________
/ Differentiating Interpretation Making Making
THINKING SKILLS prediction decisions
/ Brainstorming Creating analogy / Assessing Categorizing
Connecting Inferencing Evaluating
Workbook Pupil’s Work / Observation Quiz

/ Speaking Drama Task Project
EVALUATION Folio Test Others_____
ASSESSMENT Speaking
/ pupils were able to achieve the learning objectives.
REFLECTION / pupils were unable to achieve the learning objectives.
REMEDIAL REINFORCEMENT ENRICHMENT
FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 6/11/2022, Sunday TIME 9.50a.m.-10.50a.m.

ATTENDANCE /
MAIN SKILL FOCUS Reading
LANGUAGE/
Past simple (regular and irregular verbs): positive & negative statements
GRAMMAR FOCUS
Main Skill:
Reading 3.2.2Understand specific information and details of short simple texts
LEARNING
Reading 3.2.4Recognise and use with support key features of a simple monolingual dictionary
1. Read the vocabulary correctly.
LEARNING
2. Answer the questions about the comprehension.
OBJECTIVE
Pupils can:
Low Level:
1. Read at least 2 out of 5 vocabulary correctly.
SUCCESS CRITERIA 2. Answer 4 at least out of 8 questions about the comprehension.
2. Answer 7 out of 8 questions about the comprehension.
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your
PRE LESSON
pupils’ needs and interests. Ask pupils if they keep a diary.
2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some words they
might hear. In pairs, they write three or four words on paper or in their notebooks (do not
LESSON DELIVERY
worry about spelling at this stage, and allow pupils to ask you for English vocabulary for words
they want to include.
3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134).
4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening to the
CD. They should check to see if their predictions were correct. Give feedback.
5. Ask pupils to read the text again and to find and underline the words: shell / shark /
lifeguard / museum (if they are new to your pupils).
6. Ask pupils to tell a partner what they think these words mean, based on the content of the
text (they can use their first language if necessary). Then ask them to check all the words in the
dictionary to see if they were correct. Feed back by asking if they had guessed correctly.
7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
8. Follow instructions for Activity 2 in Teacher’s Book, p.134. Monitor as pupils work on this
activity and help as necessary. Some pupils may find this activity difficult as there are a lot of
pictures and they need to understand a lot of details in the text to decide if they are right or
not.
9. Choose an appropriate post-lesson activity from the list in the introduction that suits your
POST LESSON
pupils’ needs and interests and that will review the main areas covered in the lesson.


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TEACHING AIDS


EVALUATION / Speaking Drama Task Project
Folio Test Others_____
ASSESSMENT Reading


FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 6/11/2022, Sunday TIME 7.30a.m.- 8.30a.m.
SUBJECT English (Lesson 76) CLASS 4D
ATTENDANCE
THEME/ TOPIC World of knowledge/ Unit 8 : Amazing Animals
MAIN SKILL
Reading
FOCUS
LANGUAGE/
GRAMMAR Review of descriptive language

FOCUS
Main Skill:
3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest
LEARNING
STANDARD
Complementary Skill:
2.3.1 Narrate short basic stories
LEARNING By the end of the lesson, pupils will be able to:

OBJECTIVE Understand the storyline by identifying the characters and the events of the story.
Pupils can:
Low Level:
SUCCESS CRITERIA give at least one reason why they like the story.
give at least two reasons why they like the story.
PRE LESSON 1. Choose a pre-lesson task which will link to the story in this lesson (Student’s Book pages 88
& 89).
2. Introduce the story using pictures of the characters. Have pupils read the story.
3. Have pupils do an activity in groups where they tell each other what they liked about the
story. Encourage pupils to use the adjectives from previous lessons.
LESSON DELIVERY
4. Have the groups discuss what they think will happen at the end. Get pupils to choose one or
two person(s) to narrate the story to the class. The rest of the group members can act out the
story.
5. Choose a post-lesson task which reviews the story in the lesson or focuses on particular
POST LESSON language points pupils still find challenging. Ask pupils to bring pictures of their favourite
animals to the next lesson
CROSS-CURRICUL Creativity & Science Entrepreneur Language
AR ELEMENTS Innovation &Technology ship
(CCE) Environment Patriotism ICT / Values
Round table Hot seat / Gallery walk i-THINK

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SKILLS
/ Think pair share Role play Stay - story Others

TEACHING AIDS
Differentiating Interpretation Making / Making

THINKING SKILLS
prediction decisions
Brainstorming Creating analogy Assessing Categorizing
EVALUATION Speaking Drama / Task Project
ASSESSMENT Reading Skill

REFLECTION
/ pupils were unable to achieve the learning objectives.
FOLLOW UP REMEDIAL REINFORCEMENT ENRICHMENT

ACTIVITY
REMARKS
DATE/DAY 6/11/2022, Sunday TIME 11.20a.m.-12.20a.m.

ATTENDANCE
THEME/ TOPIC World of Self, Family and Friends/ Unit 9 : Get Active
MAIN SKILL
Listening
FOCUS
LANGUAGE/
GRAMMAR Expressing degrees of likes and dislikes: e.g. I like/love/hate + gerund

FOCUS
Main Skill:
1.2.2 Understand with support specific information and details of longer simple texts
LEARNING
1.2.1 Understand with support the main idea of longer simple texts

OBJECTIVE number the pictures according to the song.
Pupils can:
Low Level:
SUCCESS CRITERIA identify at least 3 out of 6 sports the boy is doing correctly .
identify at least 5 out of 6 sports the boy is doing correctly.
Note: The focus of this lesson should be on listening so pupils do not need to open the
textbook for Steps 1-3 in this lesson.
PRE LESSON
1. Review/pre-teach the adjectives from page 93 Student’s book without introducing the
sports topic.
2. Write some topics for the song on the board, including the correct one ‘sports’, e.g. Animals
/ Food / Sports / School.
3. Play the song and ask pupils to listen to it to tell you what the topic of the song is (sports)
and continue with instructions in the Teacher’s Book for Activity 1.
LESSON DELIVERY
4. Follow instructions in the Teacher’s Book for TPR activity.
5. Optional: If time allows, have pupils do a speaking activity where they practise the sports
vocabulary in pairs or small groups.
POST LESSON 6. Choose a post-lesson task which personalises learning
CROSS-CURRICUL
AR ELEMENTS Creativity & Science Entrepreneur / Language
(CCE) Innovation &Technology ship
Environment Patriotism ICT Values

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SKILLS
/ Think pair share Role play Stay - story Others

TEACHING AIDS

THINKING SKILLS
prediction decisions
EVALUATION Speaking Drama / Task Project
ASSESSMENT Listening Skill

REFLECTION
/ pupils were unable to achieve the learning objectives.
FOLLOW UP REMEDIAL REINFORCEMENT ENRICHMENT

ACTIVITY
REMARKS
RANCANGAN PENGAJARAN HARIAN : ENGLISH SEMESTER : 3 WEEK :9
DATE/DAY TIME
SUBJECT English (Lesson 69) CLASS
ATTENDANCE /
LANGUAGE/
Past simple (irregular verbs): Questions & statements
GRAMMAR FOCUS
Main Skill:
Reading 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the
LEARNING topic
Reading 3.2.4Recognise and use with support key features of a simple monolingual dictionary
1. Read out the meaning of the vocabulary.
LEARNING
OBJECTIVE
Pupils can:
Low Level:
SUCCESS CRITERIA 1. Read out at least 2 out 5 the meaning of the vocabulary.
1. Read out at least 4 out 5 the meaning of the vocabulary.
PRE LESSON
pupils’ needs and interests and that will review language to prepare pupils for the lesson.
DATE/DAY 18/10/2022, Tuesday TIME 8.30a.m.- 9.30a.m.

ATTENDANCE /
THEME/ TOPIC World of Self, Family and Friends/ Unit 8: Where were you yesterday?
LANGUAGE/
Adjectives, past simple statements & Yes/No questions (was/were)
GRAMMAR FOCUS
Main Skill:
Reading 3.2.1Understand the main idea of short simple texts
LEARNING
Listening 1.2.5 Understand a wide range of short supported questions
1. Read the vocabulary correctly.
LEARNING
2. Answer the questions about the story.
OBJECTIVE
Pupils can:
Low Level:
SUCCESS CRITERIA 2. Answer at least 1 out of 3 questions about the story.
2. Answer at least 2 out of 3 questions about the story.
PRE LESSON
pupils’ needs and interests and that will review language to prepare pupils for the lesson.
2. Introduce the vocabulary using the adjective flashcards; also, mime your reaction to the
things in the flashcards to show the meaning of the adjective. Take care that the pupils
understand the subject of the sentence (i.e. the clown is funny, not the person laughing). You
LESSON DELIVERY could use the suggestions in Warm up (Teacher’s Book, p.118). Ask pupils for more things they
find boring/funny/scary etc. to check understanding).
3. Tell pupils they will read a story about going to the cinema. Elicit the words film and popcorn
if possible, and put the word/flashcards on the board. Ask pupils which words (adjectives) they
think will go with film & popcorn. You could take a vote and put the most popular answer on
the board.
4. Ask pupils to read the story quietly to themselves (Student’s Book, p.76) to see if they were
right.
5. Follow instructions for Activity 1, asking pupils questions to check understanding. Do the
final acting and performance stages if you have time.
6. Draw pupils’ attention to the grammar section on Student’s Book, p.77 and follow
instructions for Grammar Box on Teacher’s Book, p.119.
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they
can write:
● New words I remember
POST LESSON
● Activities I enjoyed
● A skill I did well in (L/S/R/W)
● A skill I need to do better in (L/S/R/W)
● Something I feel proud of (about my English)


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TEACHING AIDS


ASSESSMENT Reading
FOLLOW UP
ACTIVITY
REMARKS

DATE/DAY 22.08.2022/Monday TIME 11:20 am to 12:20 pm
SUBJECT English (Lesson 64) CLASS 5B
ATTENDANCE /37
THEME/ TOPIC World of knowledge/ Sport
MAIN SKILL
Listening
FOCUS
LANGUAGE/
GRAMMAR Sports vocabulary: fan, competition, race, team, stadium, champion
FOCUS
Main Skill:
1.3.1 Guess the meaning of unfamiliar words from clues provided by other known words
LEARNING
3.2.4 Use with support familiar print and digital resources to check meaning

LEARNING
guess and match 10 types of sports with the pictures given
OBJECTIVE
Pupils can:
Low Level:
Use dictionary to check the meaning of any 5 unfamiliar words about sports
SUCCESS CRITERIA
Use dictionary to check the meaning of any 10 unfamiliar words about sports
PRE LESSON 1. Draw a mind map on board with Sports in centre. Pupils brainstorm sports they know.
Record in mind map.
2. Pupils do p.62, Activity 1, CD2.12. Ask: How many sports end with -ball? (3) How many
sports end with -ing? (7)
3. Pupils in pairs do Activity 2. Write on board: ‘I think it’s ...’ ‘Is it…?’ Mime a sport. Pupils
guess using a sentence starter. Pupils in pairs mime and guess 3 or 4 sports.
4. Pupils look at photos of sports on p.62 and 63. They don’t read the texts yet. Ask questions
about 1, 3, 4, 6, 9, 10 e.g. What sport can you see in number 9? What are the people doing in
number 4? Write answers to quiz on board in a jumbled order.
See answers in Teacher’s Book p.76 Exercise 3.
LESSON DELIVERY
5. Check pupils understand: fans, competition, race, team. Pupils read the sports quiz and in
pairs, they use the jumbled quiz answers on board to answer the quiz. They can use
dictionaries to check any words they are unsure of. Check answers.
Ask: Which words in blue are the same in English and Malay? (stadium, Olympic/Olympik)
CCE – Science and Technology – Ask pupils how we use technology in sports (e.g. to make
video replays of matches, to make special sports equipment, to help with time-keeping). Also
ask if they think technology helps sportsmen and women to win.
Note pupils who find it hard to follow a sequence of questions.
6. Choose a post-lesson task from Section 3 to review sport vocabulary.
POST LESSON
.
CROSS-CURRICUL Creativity & / Science Entrepreneur / Language

(CCE) Environment Patriotism ICT Values
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Ready-made materials/Flashcards Others: Teacher’s Book p.70
TEACHING AIDS Student’s Book Activities 1, 2, 4
p.57
Teacher’s Book p.71


ASSESSMENT Listening
/37 pupils were able to achieve the learning objectives.
REFLECTION / 37 pupils were unable to achieve the learning objectives.
FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 18/10/2022, Tuesday TIME 11.20a.m.-11.50a.m.

ATTENDANCE
THEME/ TOPIC World of Self, Family and Friends/ Unit 7 : Helping Out
MAIN SKILL
Reading
FOCUS
LANGUAGE/
GRAMMAR indefinite pronouns: e.g. someone/ everything
FOCUS
Main Skill:
3.2.1 Understand the main idea of simple texts of one or two paragraphs
LEARNING
3.2.2 Understand specific information and details of simple texts of one or two paragraphs
OBJECTIVE understand the concept of recycling by giving examples of recyclable items.
Pupils can:
Low Level:
SUCCESS CRITERIA answer at least 3 out of 6 True and False questions correctly.
Answer at least 5 out of 6 True and False questions correctly.
1. Introduce the topic of recycling using an activity from the pre-lesson task list.
PRE LESSON
2. Use the flashcard for ‘recycle’ to elicit materials that can be recycled. Ask pupils what they
recycle.
3. Follow the instructions in the Teacher’s Book for Warm up and Vocabulary (Track 27) as
necessary.
4. Show pupils the paragraph headings (These could be as questions, e.g. What is recycling? /
What can we recycle? / How can we recycle?)
LESSON DELIVERY
5. Have pupils read the text about recycling and match the paragraphs to the headings.
6. Follow instructions in the Teacher’s Book for Activity 1 (Track 28).
7. Including examples from the text, follow instructions in the Teacher’s Book for Grammar
Box.
8. Follow instructions in the Teacher’s Book for Activity 2 (Teacher’s Book).
9. Choose a post-lesson task which consolidates learning in this lesson.

POST LESSON

(CCE) / Environment Patriotism ICT Values

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TEACHING AIDS

Speaking Drama / Task Project

FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 18/10/2022, Tuesday TIME 11.50a.m.-12.50a.m.

ATTENDANCE
MAIN SKILL
Reading
FOCUS
LANGUAGE/
GRAMMAR indefinite pronouns: e.g. someone/ everything
FOCUS
Main Skill:
3.2.1 Understand the main idea of simple texts of one or two paragraphs
LEARNING
3.2.2 Understand specific information and details of simple texts of one or two paragraphs

OBJECTIVE understand the concept of recycling by giving examples of recyclable items.
Pupils can:
Low Level:
SUCCESS CRITERIA answer at least 3 out of 6 True and False questions correctly.
Answer at least 5 out of 6 True and False questions correctly.
1. Introduce the topic of recycling using an activity from the pre-lesson task list.
PRE LESSON
2. Use the flashcard for ‘recycle’ to elicit materials that can be recycled. Ask pupils what they
recycle.
3. Follow the instructions in the Teacher’s Book for Warm up and Vocabulary (Track 27) as
necessary.
LESSON DELIVERY
4. Show pupils the paragraph headings (These could be as questions, e.g. What is recycling? /
What can we recycle? / How can we recycle?)
5. Have pupils read the text about recycling and match the paragraphs to the headings.
6. Follow instructions in the Teacher’s Book for Activity 1 (Track 28).
7. Including examples from the text, follow instructions in the Teacher’s Book for Grammar
Box.
8. Follow instructions in the Teacher’s Book for Activity 2 (Teacher’s Book).
9. Choose a post-lesson task which consolidates learning in this lesson.

POST LESSON


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TEACHING AIDS



FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 19/10/2022, Wednesday TIME 7.30a.m.- 8.30a.m.

ATTENDANCE
MAIN SKILL
Writing
FOCUS
LANGUAGE/
Indefinite pronouns (e.g. someone, everything); present tense review; adverbs of frequency
GRAMMAR
review
FOCUS
Main Skill:
4.2.3 Describe basic everyday routines
LEARNING
4.3.2 Spell most high frequency words accurately in guided writing

OBJECTIVE Write sentences using indefinite pronouns to describe recycling habits present simple form.
Pupils can:
Low Level:
construct at least 2 out of 4 sentences using indefinite pronouns to describe what the
SUCCESS CRITERIA characters do correctly.
characters do correctly.
PRE LESSON 1. Choose a pre-lesson task which reviews the theme of recycling.
2. Have pupils play a spelling game to review and consolidate the spelling of the indefinite
pronouns.
3. Review the target language by repeating steps of Grammar Box (see instructions in the
Teacher’s Book).
4. Follow instructions in the Teacher’s Book for Activity 3.
LESSON DELIVERY 5. Have pupils do an interactive, communicative writing activity where they write about their
own recycling habits. For example, pupils could write true and false sentences about what,
when and how they recycle (e.g. I always recycle every glass bottle I use.) / Everyone in my
family puts bottles in the recycling bin). Note the use of present simple for routines. Other
pupils read the sentences and decide which are true/false.
6. At the end of the lesson, follow instructions in the Teacher’s Book for Activity 4
(Track 29), if time allows.
7. Talk to pupils more about recycling as an environmental concern. Find out what pupils can
POST LESSON do more of to help global or local problems with rubbish and recycling. This may be in their
first language, but try to include English where possible.


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TEACHING AIDS / Computer, LCD, Textbook Workbook/Worksheet



ASSESSMENT Writing Skill

FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 19.10.2022/Wednesday TIME 10:50 am to 11:50 pm

ATTENDANCE /37
MAIN SKILL
Writing
FOCUS
LANGUAGE/
Simple past tense of verb ‘to be’ affirmative and negative: there was / wasn’t, there were /
GRAMMAR
weren’t
FOCUS
Main Skill:
4.2.3 Narrate factual events and experiences of interest
LEARNING
3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of interest

LEARNING
write three sentences about sports they like watching in the Olympics
OBJECTIVE
Pupils can:
SUCCESS CRITERIA Low Level:
write at least 2 sentences about sports they like watching
write at least 3 sentences about sports they like watching
1. Explain that pupils are going to write about sports they like watching. Pupils do Pre-lesson
PRE LESSON
Task 4: I’m Going To... Relate the task to writing skills e.g. topic vocabulary, spelling,
punctuation.
2. Pupils in pairs do p.64, Activity 4, Use It!. Pupils compare with partners which piece of
information they thought was the most interesting. Find out how many pairs had the same
piece of information.
3. Write on board sentence starters e.g. ‘I really like watching…’, ‘I prefer watching…’, ‘I
sometimes/usually like watching…’. Pupils write two or three sentences about sports they like
watching. They exchange with a partner and compare sentences. Ask pairs: Are any sports the
same? Choose pupils to read their sentences aloud. Find out the sport most pupils like
LESSON DELIVERY watching. Ask: Which sport do you not like watching and why?
4. Pupils look at Rules p.65, Activity 1. Write on board: ‘was’, ‘wasn’t’, ‘were’, ‘weren’t’. Pupils
look at years on the Olympics Timeline again and write down past verbs in them. (1896-were,
1900-weren’t, were, 1912-was, 1916-weren’t, 1920- wasn’t, 1924-were, 1936-was, 1960-was
1988-wasn’t, 2012-was, 2016-were)
5. Explain pupils are going to read a story about a race called the Marathon. They do Activity 2.
Follow instructions in Teacher’s Book p.79 Exercise 2.
Note how well pupils wrote factual information about sports of interest.
6. Write on board ‘Imagine!’ ‘In (date)… I was in a …team. There was… There were…’ Pupils
POST LESSON in pairs use sentence starters to make up an imaginary sport story.
.
CROSS-CURRICUL / Creativity & Science Entrepreneur / Language


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TEACHING AIDS
Ready-made materials/Flashcards Others:


ASSESSMENT Writing
FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 19/10/2022, Wednesday TIME 12.20a.m.- 12.50a.m.

ATTENDANCE
MAIN SKILL
Writing
FOCUS
LANGUAGE/
Indefinite pronouns (e.g. someone, everything); present tense review; adverbs of frequency
GRAMMAR
review
FOCUS
Main Skill:
4.2.3 Describe basic everyday routines
LEARNING
4.3.2 Spell most high frequency words accurately in guided writing

OBJECTIVE Write sentences using indefinite pronouns to describe recycling habits present simple form.
Pupils can:
Low Level:
SUCCESS CRITERIA characters do correctly.
characters do correctly.
PRE LESSON 1. Choose a pre-lesson task which reviews the theme of recycling.
2. Have pupils play a spelling game to review and consolidate the spelling of the indefinite
pronouns.
3. Review the target language by repeating steps of Grammar Box (see instructions in the
Teacher’s Book).
4. Follow instructions in the Teacher’s Book for Activity 3.
LESSON DELIVERY 5. Have pupils do an interactive, communicative writing activity where they write about their
own recycling habits. For example, pupils could write true and false sentences about what,
when and how they recycle (e.g. I always recycle every glass bottle I use.) / Everyone in my
family puts bottles in the recycling bin). Note the use of present simple for routines. Other
pupils read the sentences and decide which are true/false.
6. At the end of the lesson, follow instructions in the Teacher’s Book for Activity 4
(Track 29), if time allows.
7. Talk to pupils more about recycling as an environmental concern. Find out what pupils can
POST LESSON do more of to help global or local problems with rubbish and recycling. This may be in their
first language, but try to include English where possible.


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TEACHING AIDS


ASSESSMENT Writing Skill

FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 20/10/2022, Thursday TIME 8.30a.m.- 9.30a.m.

ATTENDANCE
MAIN SKILL
Language Awareness
FOCUS
LANGUAGE/
GRAMMAR Review of language from Unit 7
FOCUS
Main Skill:
4.3.3 Produce a plan or draft of one paragraph for a familiar topic and modify this
appropriately in response to feedback
LEARNING
4.3.1 Use capital letters, full stops, question marks and commas in lists appropriately in guided
writing at discourse level

OBJECTIVE Produce an essay about recycle.
Pupils can:
Low Level:
SUCCESS CRITERIA write at least 1 paragraph of the topic recycle .
write at least 2 paragraphs of the topic recycle
1. Pupils do a recap on the possessive adjectives and pronouns.
PRE LESSON
2. Pupils refer to textbook page 74 and read the text again to gather some ideas.
3. Pupils are given a quiz set to complete individually (M). Pupils are guided to complete the
LESSON DELIVERY quiz set (L).
4. Pupils exchange their quiz sets with another group upon discussion with the teacher.
5. Pupils discuss the answers with the teacher.

POST LESSON
CROSS-CURRICUL Creativity & Science Entrepreneur / Language


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TEACHING AIDS


ASSESSMENT Language Awareness
FOLLOW UP
ACTIVITY
REMARKS
DATE/DAY 22.08.2022/Monday TIME 9:50 am to 10:50 pm

ATTENDANCE /37
MAIN SKILL
Listening
FOCUS
LANGUAGE/
GRAMMAR Simple past tense: regular and irregular verbs
FOCUS
Main Skill:
1.2.3 Understand with support longer simple narratives on a range of familiar topics
LEARNING
3.2.4 Use with support familiar print and digital resources to check meaning

LEARNING
Listen and understand the information in a programme about the X games by listing out at
OBJECTIVE
least 3 facts
Pupils can:
Low Level:
listen and categorise at least 3 phrases correctly.
SUCCESS CRITERIA
listen and categorise at least 5 phrases correctly.
PRE LESSON 1. Write on board: ‘difficult and dangerous sports’. Pupils do Think! question at top of p.66.
Follow instructions in Teacher’s Book p.80.
2. Pupils do Activity 1, CD2.15. Follow the instructions in Teacher’s Book p.80 Exercise 1. Ask:
Which verb and past verb in 1–10 is very different from the blue verb in the text and
questions? (go – went)
3. Pre-teach ‘twist’ and ‘trick’. Pupils do Activity 2 CD2.16. Follow instructions in Teacher’s
Book p.80 Exercise 2.
4.Draw two columns on board. Write Alana as heading on left, Tom on right. Pupils do Activity
3, CD2.16. Follow instructions in Teacher’s Book p.80 Exercise 3. Before checking answers,
LESSON DELIVERY
choose pupils to write a, b or c in Alana or Tom column on board. Check with class. Do they
agree?
5. Pupils in pairs look at the photos. Ask: Do you think skateboarding is difficult, dangerous or
difficult and dangerous? Find out with a show of hands who thinks it’s difficult, dangerous,
difficult and dangerous. Also ask: What is difficult and dangerous about skateboarding?
(difficult e.g. high jumps, landing, tricks, balance; dangerous e.g. can break bones, can crash
into walls).
CCE – Patriotism – Tell pupils about the Paralympics and ask why they think it’s important that
everyone can try to do sport for their country.
Note how well pupils can understand the information in the interviews after listening to CD
once, twice, three times.
6. Choose a post-lesson task from Section 3 to review and consolidate forms of past tense
POST LESSON verbs.
.
CROSS-CURRICUL Creativity & Science Entrepreneur / Language

(CCE) Environment / Patriotism ICT Values

21ST CENTURY Map

TEACHING AIDS
Ready-made materials/Flashcards Others:


ASSESSMENT Listening
FOLLOW UP
ACTIVITY
REMARKS

RPH 6 - 11-10 - 11

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RPH 6 - 11-10 - 11

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RANCANGAN PENGAJARAN HARIAN : ENGLISH SEMESTER : 3 WEEK : 9

DATE/DAY 6/11/2022 , Sunday TIME 8a.m.- 9a.m.

Creativity & Innovation Science Entrepreneurs / Language

Round table Hot seat Gallery walk i-THINK

/ Computer, LCD, Textbook Workbook/Worksheet

Workbook Pupil’s Work / Observation Quiz

RANCANGAN PENGAJARAN HARIAN : ENGLISH SEMESTER : 3 WEEK : 9

DATE/DAY 6/11/2022, Sunday TIME 9.50a.m.-10.50a.m.

Creativity & Innovation Science Entrepreneurs / Language

Round table Hot seat Gallery walk i-THINK

/ Computer, LCD, Textbook Workbook/Worksheet

/ Differentiating Interpretation Making Making

Workbook Pupil’s Work / Observation Quiz

/ pupils were able to achieve the learning objectives.

REMEDIAL REINFORCEMENT ENRICHMENT

DATE/DAY 6/11/2022, Sunday TIME 7.30a.m.- 8.30a.m.

SUBJECT English (Lesson 76) CLASS 4D

THEME/ TOPIC World of knowledge/ Unit 8 : Amazing Animals

GRAMMAR Review of descriptive language

LEARNING By the end of the lesson, pupils will be able to:

Intermediate and Advanced Level:

give at least two reasons why they like the story.

Round table Hot seat / Gallery walk i-THINK

/ Computer, LCD, Textbook Workbook/Worksheet

Differentiating Interpretation Making / Making

Brainstorming Creating analogy Assessing Categorizing

Connecting Inferencing Evaluating

Workbook Pupil’s Work / Observation Quiz

EVALUATION Speaking Drama / Task Project

Folio Test Others_____

ASSESSMENT Reading Skill

/ pupils were able to achieve the learning objectives.

FOLLOW UP REMEDIAL REINFORCEMENT ENRICHMENT

RANCANGAN PENGAJARAN HARIAN : ENGLISH SEMESTER : 3 WEEK : 9

DATE/DAY 6/11/2022, Sunday TIME 11.20a.m.-12.20a.m.

GRAMMAR Expressing degrees of likes and dislikes: e.g. I like/love/hate + gerund

LEARNING By the end of the lesson, pupils will be able to:

Intermediate and Advanced Level:

identify at least 5 out of 6 sports the boy is doing correctly.

POST LESSON 6. Choose a post-lesson task which personalises learning

Round table Hot seat / Gallery walk i-THINK

/ Computer, LCD, Textbook Workbook/Worksheet

Differentiating Interpretation Making / Making

Brainstorming Creating analogy Assessing Categorizing

Connecting Inferencing Evaluating

Workbook Pupil’s Work / Observation Quiz

EVALUATION Speaking Drama / Task Project

Folio Test Others_____

ASSESSMENT Listening Skill

/ pupils were able to achieve the learning objectives.

FOLLOW UP REMEDIAL REINFORCEMENT ENRICHMENT

RANCANGAN PENGAJARAN HARIAN : ENGLISH SEMESTER : 3 WEEK :9

DATE/DAY 18/10/2022, Tuesday TIME 8.30a.m.- 9.30a.m.

Creativity & Innovation Science Entrepreneurs / Language

Round table Hot seat Gallery walk i-THINK

/ Computer, LCD, Textbook Workbook/Worksheet

/ Differentiating Interpretation Making Making

Workbook Pupil’s Work / Observation Quiz

RANCANGAN PENGAJARAN HARIAN : ENGLISH SEMESTER : 3 WEEK : 6

By the end of the lesson, pupils will be able to:

CROSS-CURRICUL Creativity & / Science Entrepreneur / Language

/ Computer, LCD, Textbook Workbook/Worksheet

/ Differentiating Interpretation Making Making