DAY & NUM.

OF
SUBJECT WEEK LESSON CLASS TIME
DATE PUPILS

Sunday, W4: 9.00 - 9.30

English a.m.
13 32 19 June, 5 DIAMOND 23
Language W5: 9.30 - 10.00
2022
a.m.

Consumerism and Financial TOPIC: UNIT 4: SHOPPING THERAPY

THEME:
Awareness
FOCUS SKILL: Listening LANGUAGE/ Words/phrases related to
L/S/R/W/LA/LiA GRAMMAR FOCUS: shopping; questions
CONTENT STANDARD
Main Skill: Listening Complementary Skill: Speaking
1.1 Understand meaning in a variety of 2.1 Communicate information, ideas, opinions and
familiar context feelings intelligibly on familiar topics

LEARNING STANDARD
Main Skill: Listening Complementary Skill: Speaking
1.1.1Understand independently the main 2.1.1 Explain information on familiar topics from
ideas in extended texts on a wide range of diagrams, charts, tables, graphs or other visuals
familiar topics and some unfamiliar topics
LEARNING OBJECTIVES
By the end of the lesson, pupils will be able to
1. show understanding of the main ideas of short conversations by identifying the different pictures in each
of the questions and listening to clues in the conversations in order to choose the correct answer
2. explain information from pictures in Activity 1 by listing words / phrases connected to them; and
describing each set of pictures in Activity 2 and discussing the connection between each set of the
pictures

SUCCESS CRITERIA
What I’m Looking for (WILF):
1. show understanding of the main ideas of 8 short conversations by identifying the 3 different pictures in
each of the 8 questions and listening to clues in the 8 conversations in order to choose the correct
answer
2. explain information from pictures in Activity 1 by listing words / phrases connected to them; and
describing each set of 8 pictures in Activity 2 and discussing the connection between each set of the
pictures
CROSS 10.Financial Education Strategy 1: Differentiate by
DIFFERENTIATION
CURRICULAR instruction and feedback
STRATEGIES:
ELEMENTS:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON (15 minutes)
1. Pupils play ‘spot the difference’ to review language and/or vocabulary and prepare the pupils for the
lesson
 2. Pupils work in pairs and take it in turns to spot then explain the differences between two pictures
LESSON DEVELOPMENT (35 minutes)
1. Pupils read the instructions of Activity 1 and explain what they have to do to check understanding
2. Pupils look at the example with the name of the item (CD) and the three words connected to it
3. Pupils work in pairs to complete the task. Pupils compare answers as a class
4. Pupils read the instructions of Activity 2 and explain what they have to do to check understanding
5. Pupils are explained the importance of guessing what the topic and question will be in picture-related
multiple-choice listening tasks
6. Pupils are told that they should always ask themselves what the three pictures have in common
7. Pupils work in pairs before checking as a class
8. Pupils read the information in Download
9. Selected pupils explain the tip in his / her own words. Pupils read the instructions of Activity 3 and explain
what they have to do to check understanding
10. Pupils listen to the recording and choose the answers
11. Pupils discuss their answers with a partner and justify any answers that are different
12. Pupils listen to the recording again (if necessary) and check answers as a class
POST-LESSON (10 minutes)
1. Pupils work in pairs where Pupil A is given a simple line drawing which they do not show to their partner
2. Pupil A describe the picture to their partner (Pupil B) who will listen and try to draw the picture from the
description given
3. Pupils A and B swap roles
4. Pupil B is given a second picture to describe to Pupil A

Analyse TEACHING & Pupil-Centredness

HOTS: LEARNING
STRATEGIES:
TEACHING KSSM Form 5 Download Textbook LEARNING Written Work
MATERIALS/ Other printed and digital materials ASSESSMENT: Discussion
RESOURCES: English Dictionary/Thesaurus

TEACHER’S REFLECTION:

Half of the class scored above 5 out of 8. I have to give more practices for listening activities to make them
comfortable upon listening to the different situations.

DISEMAK OLEH
 DAY & NUM.OF
SUBJECT WEEK CLASS TIME LESSON
DATE PUPILS

Monday, W5: 9.30 -

English 10.00 a.m.
13 June 20, 4 EMERALD 22 27
Language W6: 10.00 -
2022
10.30 a.m.
Consumerism and TOPIC: Unit 3 – Buy It!
THEME: Financial ‘
Awareness
FOCUS SKILL: Reading LANGUAGE/ Language of description,
L/S/R/W/LA/LiA GRAMMAR FOCUS: advertisements
Main Skill:
3. Reading
3.1 Understand a variety of texts by using a range of appropriate reading strategies
CONTENT to construct meaning
STANDARD: Complementary Skill:
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar
topics
Main Skill:
3. Reading
LEARNING 3.1.2 Understand specific details and information in extended texts on a wide range
STANDARD: of familiar topics
Complementary Skill:
2. Speaking
2.1.4 Explain and justify own point of view
By the end of the lesson, pupils will be able to
LEARNING 1. show understanding of specific details and information in the advertisements
OBJECTIVES: “COOLBUYS! Online Shopping”
2. explain and justify their own point of view by answering questions in Activity E
What I’m Looking For (WILF):
SUCCESS 1. determine which advertisement each of the 8 sentences refer to.
CRITERIA: 2. explain and justify their own point of view by answering 2 questions in Activity E
CROSS 10.Financial Education Strategy 1: Differentiate by
DIFFERENTIATION
CURRICULAR instruction and feedback
STRATEGIES:
ELEMENTS:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils’ prior knowledge is activated for this lesson by discussing their shopping habits based on the
questions on the board written by the teacher:
2. Pupils discuss their ideas with their talk partner(s).
3. Pupils list words that are related to shopping after the discussion
LESSON DEVELOPMENT (40 minutes)
1. Pupils’ attention is drawn to the layout of the text and state what it is
2. Pupils state what the webpage is about
3. Pupils look at the three pictures and answer the questions in the rubric. Pupils predict the answers before
reading through the text (skim) to check their prediction.
4. Pupils answer some comprehension questions posed by the teacher.
5. Pupils read through the TIPS! box and explain what they have read
6. Pupils read rubric in Activity C and explain what they need to do
7. Pupils read the 8 statements and underline the keywords. Pupils share the keywords they have
underlined
8. Pupils read the advertisements and look for the same or similar words that would help them identify the
answers
9. Pupils share their answers which advertisements each of the statements refer to
10. Pupils read the questions in Activity E and explain how they should explain and justify their answers
11. Selected pupils present their responses
POST LESSON (10 minutes)
1. Pupils identify with their talk partner(s) at least three new words or phrases that they have learned in
relation to shopping.
2. Pupils share words/phrases as a whole class.
3. Pupils reinforce what they have learnt in Activity B and C and complete Activity D as homework
Analyse TEACHING & Pupil-Centredness
HOTS: LEARNING
STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING Written Work
MATERIALS: English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There were about 4 pupils could not read the text well. I have to guide them slowly to pronounce each word in the
text. However, most pupils could identify the correct details in the text while answering the comprehension tasks.
 DAY & NUM.OF
SUBJECT WEEK LESSON CLASS TIME
DATE PUPILS

Monday, W9: 11.30 - 12.00

English p.m.
13 34 20 June, 5 DIAMOND 23
Language W10: 12.00 - 12.30
2022
p.m

Consumerism and Financial TOPIC: UNIT 4: SHOPPING THERAPY

THEME:
Awareness

FOCUS SKILL: Writing LANGUAGE/ Features of article writing, asking

L/S/R/W/LA/LiA GRAMMAR FOCUS: the reader questions, using
inclusive language
CONTENT STANDARD
Main Skill: Writing Complementary Skill: Speaking
4.2 Communicate with appropriate language, 2.4 Communicate appropriately to a small or large
form and style group on familiar topics

LEARNING STANDARD
Main Skill: Writing Complementary Skill: Speaking
4.2.3 Produce a plan or draft and modify this 2.4.1 Explain the main points of an idea or argument
appropriately independently
LEARNING OBJECTIVES
By the end of the lesson, pupils will be able to
1. produce a plan using a mind map on the topic, ‘What is the one place where modern teenagers go
shopping the most?’ and modify it based on peer feedback given
 2. to explain the main points of 3 questions in Activity 3
SUCCESS CRITERIA
What I’m Looking for (WILF):
1. produce a plan of 4 paragraphs using a mind map on the topic, ‘What is the one place where modern
teenagers go shopping the most?’ and modify it based on peer feedback given
2. explain the main points of 3 questions in Activity 3 by providing their justification for their answers
CROSS 10.Financial Education Strategy 1: Differentiate by
DIFFERENTIATION
CURRICULAR instruction and feedback
STRATEGIES:
ELEMENTS:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON (15 minutes)
1. Pupils’ prior knowledge in the lesson is by thinking of the articles from magazines/newspapers that they
have read and to come up with a list of typical features
2. Pupils share their ideas and make a class list on the whiteboard.
3. Pupils then read ‘Article: Getting your readers’ attention’ as a class and compare if they listed all the
ideas described
LESSON DEVELOPMENT (35 minutes)
1. Pupils read the instructions of Activity 1 and explain what they have to do to check understanding
2. Pupils listen to teacher’s explanation that the two opening paragraphs are possible ways of starting the
same article
3. Pupils read the paragraphs and state what the article is about.
4. Pupils discuss as a class which paragraph is best and why
5. Pupils read the instructions of Activity 2 and explain what they have to do to check understanding
6. Pupils give suggestions on how they might be able to do this
7. Pupils go through the Language Bank with teacher and ensure that they know how to use the question
forms for ‘asking the ‘reader’
8. Pupils state what structure follows ‘Can you imagine…?’
9. Pupils work individually to complete the task
10. Pupils compare their paragraphs in pairs
11. Pupils read the instructions of Activity 3 and explain what they have to do to check their understanding
12. Pupils are reminded that they should always spend time analysing writing tasks so that they know what
exactly they have to write
13. Pupils read the task carefully and to underline the three points to be covered
14. Pupils work in pairs to answer and justify their answers to the questions before sharing with the class
15. Pupils, in pairs, make a plan of the article for Activity 3 by mapping out their main ideas for each
paragraph on a mind map.
POST-LESSON (10 minutes)
1. Selected pupils share their rough drafts of the articles as a class
2. The remaining pupils listen carefully in order to answer these questions: Do the articles express clear
opinions on all three main points? Do the articles illustrate some of the typical features of articles listed in
the pre-lesson activity?
3. Pupils give feedback using two stars and a wish i.e., two things they think worked well and one thing that
could be improved
Apply TEACHING & Pupil-Centredness
HOTS: LEARNING
STRATEGIES:
TEACHING KSSM Form 5 Download Textbook LEARNING Written Work
MATERIALS/ Other printed and digital materials ASSESSMENT: Discussion
RESOURCES: English Dictionary/Thesaurus

TEACHER’S REFLECTION:

I noticed some pupils were struggling to expand their ideas. They need to be guided on how they could elaborate
their points to suit the requirement for the task given. However, I was happy to see that they put their effort to
complete their mind map. It showed that they wanted to make sure their essays fulfilled the requirement of the
question.

DAY & NUM.OF

SUBJECT WEEK CLASS TIME LESSON
DATE PUPILS

Tuesday, W5: 9.30 -

English 10.00 a.m.
13 June 21, 4 EMERALD 29
Language W6: 10.00 -
2022
10.30 a.m.
Consumerism and TOPIC: Unit 3 – Buy It!
THEME: Financial ‘
Awareness
FOCUS SKILL: Listening LANGUAGE/ Words and phrases connected with
L/S/R/W/LA/LiA GRAMMAR FOCUS: shopping
Main Skill:
1. Listening
CONTENT 1.1 Understand meaning in a variety of familiar contexts
STANDARD: Complementary Skill:
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar
topics
LEARNING Main Skill:
STANDARD: 1. Listening
1.1.1 Understand independently the main ideas in extended texts on a wide range
of familiar topics
 Complementary Skill:
2. Speaking
2.1.1 Explain simple content on familiar topics from what they read and hear
LEARNING By the end of the lesson, pupils will be able to
OBJECTIVES: 1. understand independently the main idea in a radio programme
2. explain simple content they hear using the given words in the brackets
What I’m Looking For (WILF):
SUCCESS 1. choose the purpose of the programme from the 3 given options
CRITERIA: 2. explain simple content on one out of three content they hear using the given words in
the brackets
CROSS 10.Financial Education Strategy 6: Differentiate by
DIFFERENTIATION
CURRICULAR supporting individual learning
STRATEGIES:
ELEMENTS: preferences and needs
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils activate their prior knowledge of the relevant vocabulary by going through a list of any words /
phrases on the board from the listening script selected by teacher that may be challenging for them.
2. Pupils in groups come up with a definition of the words / phrases listed on the board.
3. Pupils share their answers
LESSON DEVELOPMENT (40 minutes)
1. Pupils read the instruction in Activity A and explain what they need to do
2. Pupils read through the 3 options and underline any key words besides asking questions if they have
problems understanding
3. Pupils’ attention is brought to the TIPS! box on how to listen for main ideas
4. Pupils listen to the audio once and choose the correct answer
5. Pupils compare the answer with their partner before checking with the class
6. Pupils read through the questions and options in Activity B
7. Pupils underline the key words in the questions and options to help them get answers when they listen
later
8. Pupils listen to the audio and choose the correct answers
9. Pupils compare answers with their talk partner
10. Pupils listen again to the audio to check or reconfirm their answers
11. Pupils check answers with the class
12. Pupils read the three statements written on the board:
13. Pupils use the words in brackets to help them give their explanation to their talk partner(s) before teacher
collect responses.
POST LESSON (10 minutes)
14. Pupils play a game such as word bingo or true / false definitions to revise words and phrases introduced
in pre-lesson

Apply TEACHING & Pupil-Centredness

HOTS: LEARNING
STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING Classroom Assessment
MATERIALS: English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
PdP could not be conducted and will be postponed due to: Synchronous Session 1 (9.00 – 11.30 am) via Google
Meet – Pro-ELT Enhance 2022

DAY & NUM.OF

SUBJECT WEEK LESSON CLASS TIME
DATE PUPILS

Wednesday, W10: 12.00 - 12.30

English
13 33 22 June, 5 DIAMOND 23 p.m
Language
2022 Choose an item.

Consumerism and Financial TOPIC: UNIT 4: SHOPPING THERAPY

THEME:
Awareness

FOCUS SKILL: Speaking LANGUAGE/ Words/phrases related to making

L/S/R/W/LA/LiA GRAMMAR FOCUS: comparisons, contrasting
advantages and disadvantages
CONTENT STANDARD
Main Skill: Speaking Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions 2.4 Communicate appropriately to a small or large
and feelings intelligibly on familiar topics group on familiar topics

LEARNING STANDARD
Main Skill: Speaking Complementary Skill: Speaking
2.1.2 Ask about and explain advantages and 2.4.1 Explain the main points of an idea or
disadvantages of ideas plans arrangements argument

LEARNING OBJECTIVES
By the end of the lesson, pupils will be able to
1. ask about and explain the advantages and disadvantages of the solutions by asking and answering
questions and giving their opinion (Activity 3)
2. explain the main points of online shopping, gender interest in electronic gadgets or ways to celebrate
birthdays.
SUCCESS CRITERIA
What I’m Looking for (WILF):
1. ask about and explain the advantages and disadvantages of 2 solutions on whether their brother
should wear a horrible looking T-shirt given by an aunt to his birthday party by asking and answering
3 questions and giving their opinion (Activity 3) using the appropriate expressions (Activity 2)
2. explain the main points of online shopping, gender interest in electronic gadgets or ways to celebrate
birthdays discussed in pairs to a new group
CROSS 10.Financial Education Strategy 8: Differentiate by
DIFFERENTIATION
CURRICULAR the feedback given
STRATEGIES:
ELEMENTS:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON (5 minutes)
1. Pupils’ prior knowledge in the lesson is activated completing Activity 1
2. Pupils read the three questions and ask any questions they may have
3. Pupils work in pairs to ask and answer the questions. Selected pairs ask and answer one of the questions
LESSON DEVELOPMENT (20 minutes)
1. Pupils state what sort of language can be used to explain the advantages and disadvantages of a
situation
2. Pupils read the instructions of Activity 2 and explain what they have to do to check understanding. Pupils
read the expression and state what clues will help them to decide if it is used to introduce an advantage
or a disadvantage.
3. Pupils read the rest of the expressions carefully and underline any clues that will help them to make their
choices. Pupils complete the task individually, then check answers in pairs before checking as a class
4. Pupils read the information in Download
5. Pupils are told that their partner will only tell them the disadvantages of each option, so they will need to
consider the advantages of each option themselves, before they decide which is the better option and
why
6. Pupils go through the Language Bank and note if they understand the phrase and how to use them
7. Pupils read the instructions of Activity 3 and explain what they have to do to check understanding. Pupils
are stressed on the importance of listening carefully to Pupil A because the information Pupil B requires
in order to do the task is provided by Pupil A
8. Pupil A are told to make slight changes to some information on page 189. Pupils work in pairs to
 complete the task
9. Pupils read the questions in Activity 5 and ask anything they do not understand
10. Pupils are put into groups of 4 to share their answers and discuss their ideas
POST-LESSON (5 minutes)
11. Pupils choose one of the three bulleted points in Activity 5 to carry out a class discussion to wrap up the
lesson
Apply TEACHING & Pupil-Centredness
HOTS: LEARNING
STRATEGIES:
TEACHING KSSM Form 5 Download Textbook LEARNING Oral Assessment
MATERIALS/ Other printed and digital materials ASSESSMENT: Discussion
RESOURCES: English Dictionary/Thesaurus

TEACHER’S REFLECTION:

DAY & NUM.OF

SUBJECT WEEK CLASS TIME LESSON
DATE PUPILS

Thursday, W2: 8.00 -

English 8.30 a.m.
13 June 23, 4 EMERALD 29
Language W3: 8.30 -
2022
9.00 a.m.
Consumerism and TOPIC: Unit 3 – Buy It!
THEME: Financial ‘
Awareness
FOCUS SKILL: Listening LANGUAGE/ Words and phrases connected with
L/S/R/W/LA/LiA GRAMMAR FOCUS: shopping
Main Skill:
1. Listening
CONTENT 1.1 Understand meaning in a variety of familiar contexts
STANDARD: Complementary Skill:
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar
topics
Main Skill:
1. Listening
LEARNING 1.1.1 Understand independently the main ideas in extended texts on a wide range
STANDARD: of familiar topics
Complementary Skill:
2. Speaking
2.1.1 Explain simple content on familiar topics from what they read and hear
LEARNING By the end of the lesson, pupils will be able to
OBJECTIVES: 1. understand independently the main idea in a radio programme
2. explain simple content they hear using the given words in the brackets
What I’m Looking For (WILF):
SUCCESS 1. choose the purpose of the programme from the 3 given options
CRITERIA: 2. explain simple content on one out of three content they hear using the given words in
the brackets
CROSS 10.Financial Education Strategy 6: Differentiate by
DIFFERENTIATION
CURRICULAR supporting individual learning
STRATEGIES:
ELEMENTS: preferences and needs
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils activate their prior knowledge of the relevant vocabulary by going through a list of any words /
phrases on the board from the listening script selected by teacher that may be challenging for them.
2. Pupils in groups come up with a definition of the words / phrases listed on the board.
3. Pupils share their answers
LESSON DEVELOPMENT (40 minutes)
4. Pupils read the instruction in Activity A and explain what they need to do
5. Pupils read through the 3 options and underline any key words besides asking questions if they have
problems understanding
6. Pupils listen to the audio once and choose the correct answer
7. Pupils compare the answer with their partner before checking with the class
POST LESSON (10 minutes)
8. Pupils play a game such as word bingo or true / false definitions to revise words and phrases introduced
in pre-lesson

Apply TEACHING & Pupil-Centredness

HOTS: LEARNING
STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING Classroom Assessment
MATERIALS: English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
PdP could not be conducted and will be postponed due to: CUTI REHAT KHAS BIL 1 2022