Teaching English through environment topics

DAY & NUM.
OF
SUBJECT WEEK LESSON CLASS TIME
DATE PUPILS
Sunday, W4: 9.00 - 9.30

English a.m.
14 38 26 June, 5 DIAMOND 23
Language W5: 9.30 - 10.00
2022
a.m.
THEME: Health and Environment TOPIC: UNIT 5: THE ENVIRONMENT
FOCUS SKILL: Reading LANGUAGE/ Words / phrases related to the

L/S/R/W/LA/LiA GRAMMAR FOCUS: environment / listening and reading
for gist / multiple matching
CONTENT STANDARD
Main Skill: Reading Complementary Skill: Reading
3.2 Explore and expand ideas for personal 3.1 Understand a variety of text by using a range of
development by reading independantly and appropriate reading strategies to construct meaning
widely
LEARNING STANDARD
Main Skill: Reading Complementary Skill: Reading
3.2.1 Read a variety of suitable print and 3.1.3 Guess the meaning of unfamiliar words from
digital texts to investigate and analyse glocal clues provided by other words and by context on a
issues wide range of familiar topics and some unfamiliar
contexts
LEARNING OBJECTIVES
By the end of the lesson, pupils will be able to
1. read 4 texts on teenagers saving the environment to investigate what they have in common (Activity 3)
and analyse the texts.
2. guess the meaning of words / phrases using the clues provided
SUCCESS CRITERIA
What I’m Looking for (WILF):
1. analyse which texts describe the 10 questions (Activity 4)
2. guess the meaning of 6 words / phrases using the clues provided by the other words and in the
context of environment
CROSS 2.Environmental Strategy 2: Differentiate by the
DIFFERENTIATION
CURRICULAR Sustainability task pupils are given
STRATEGIES:
ELEMENTS:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON (15 minutes)
1. Pupils’ prior knowledge is activated by asking pupils to work in pairs and complete Activities 1 and 2
2. Pupils read the instructions of Activity 1 and explain what they have to do
3. Pupils read the list of environmental problems and ask anything they don’t understand
4. Pupils repeat the words after teacher and correct their pronunciation where necessary
5. Pupils discuss in pairs.
6. Pupils read the instructions of Activity 2 and explain what they have to do
LESSON DEVELOPMENT (30 minutes)
1. Pupils read the instructions of Activity 3 and explain what they have to do to show understanding
2. Pupils are explained that they do not need to read in detail at this stage as they will have the opportunity
to do so later
3. Pupils work individually to find what the people have in common
4. Pupils check their answers in pairs. Pupils read the information in Download
5. Selected pupils explain the tip in their own words
6. Pupils are explained that when dealing with multiple-matching tasks, it’s a good idea to underline the key
words in the questions and then look for the same idea expressed differently in the texts
7. Pupils are stressed the importance of double-checking their answers by rereading every section again so
that they can avoid making silly mistakes
8. Pupils read the instructions of Activity 4 and explain what they have to do to check understanding
9. Pupils work individually to complete the task
10. Pupils check their answers in pairs before checking as a class
12. Pupils read the words in the orange box and the sentences, and are asked to guess the meaning of the 6
words / phrases based on how they were used in the text
13. Pupils work individually to complete the task and then check their answers in pairs
POST-LESSON (15 minutes)
1. Pupils work in pairs to complete the environmental quiz on page 57 of the Student’s Book.
2. Pupils go through the answers and also share if they were particularly surprised by any answers
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:
Pupils could discuss the topic quite well. Some of them were good in producing related vocabulary to the topic. I
enjoyed watching them eagerly presenting their ideas to the whole class.
DISEMAK
DAY & NUM.OF
DATE PUPILS
Monday, W4: 9.00 - 9.30

English a.m.
14 40 27 June, 5 DIAMOND 23
Language W5: 9.30 - 10.00
2022
a.m.
FOCUS SKILL: Listening LANGUAGE/ Using questions to learn

L/S/R/W/LA/LiA GRAMMAR FOCUS: information about what pupils will
hear
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
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
1. show understanding of the main ideas in a radio interview with a man called Richard Sandland by
thinking of the information the questions and options have given before listening to help answer 6 MCQ
answers while listening
2. explain orally the information from the pictures in Activity 1 by stating what its relevance to a special
wildlife area could be
SUCCESS CRITERIA
1. Read the 6 questions and options and underline the key words
2. Read the 6 questions and options and write down 5 facts that they already know what Richard is going to say
3. Listen to recording and choose the best answers for the 6 questions based on the underlined keywords and the
listed 5 facts
4. Label the 6 pictures with the given words
5. Link each picture to the relevance it has to any special wildlife area by explaining orally using a minimum of 5
sentences
6. Use phrases such as ‘I think…, I believe…, I feel…’ and justify their answer(s)
CROSS 2.Environmental Strategy 1: Differentiate by

DIFFERENTIATION
CURRICULAR Sustainability instruction and feedback
STRATEGIES:
ELEMENTS:
1. Pupils’ prior knowledge is activated naming all the Malaysian National Parks
2. Pupils explain why National Parks are created?
3. Pupils check answers in pairs before checking as a class
4. Pupils, in pairs discuss each picture and what its relevance to a special wildlife area could be larvae,
frogs, newts and small fishes can flourish. Pupils can study the pond life and the amphibians/insects that
live close to water) Pupils read the instruction of Activity 2 and a proficient pupil explain the instructions to
the class
5. Pupils read the instructions and the questions and ask anything they don’t understand
7. Pupils are explained that it is usually possible to get an idea of the listening topic by reading the questions
because they usually contain facts and the options are also helpful in providing information about the
topic. Once they have an idea of the topic, they are in a better position to choose the correct answer
option
8. Pupils read the instructions of Activity 3 and explain what they have to do to show understanding
9. Pupils read the questions again, focusing on the options
10. Pupils listen to the recording and circle the correct answers
11. Pupils discuss their answers with a partner
1. Pupils use the ideas in Activity 1 or ideas that are more specifically relevant to their local area of Malaysia
to design their own wildlife garden to encourage the local flora and fauna to thrive
2. Pupils explain their ideas to a partner
HOTS: LEARNING
STRATEGIES:
TEACHING KSSM Form 5 Download Textbook LEARNING Classroom
MATERIALS/ Other printed and digital materials ASSESSMENT: Assessment
RESOURCES: English Dictionary/Thesaurus Discussion
The lesson went smoothly. All of them managed to complete their listening activity. Only one girl scored full marks
for listening. The rest made one/two mistakes from the given task.
DAY & NUM.OF
SUBJECT WEEK CLASS TIME LESSON
DATE PUPILS
Monday, W5: 9.30 -

English 10.00 a.m.
14 June 27, 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
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
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
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

HOTS: LEARNING
STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING Classroom Assessment
MATERIALS: English Dictionary/Thesaurus ASSESSMENT:
I had only 1 period left for 4 Emerald. They involved with “LATIHAN KEBAKARAN” and I changed the activity to
writing practice for Unit 3. They had to complete the story writing by filling in the blanks with suitable cohesive
devices.
Synchronous Meeting – LISTENING

GOOGLE MEET
(8.30 am - 1.00 pm)
28TH June 2022
Tuesday
DAY & NUM.OF

DATE PUPILS
Wednesday, W10: 12.00 - 12.30

English
14 41 29 June, 5 DIAMOND 23 p.m
Language
2022 Choose an item.

FOCUS SKILL: Listening LANGUAGE/ Words/phrases related to
L/S/R/W/LA/LiA GRAMMAR FOCUS: expressing opinions/preference
CONTENT STANDARD
1.1 Understand meaning in a variety of familiar 2.1 Communicate information, ideas, opinions and
context feelings intelligibly on familiar topics
LEARNING STANDARD
1.1.6 Understand independently longer simple 2.1.2 Ask about and explain advantages and
narratives on a wide range of familiar topics disadvantages of ideas plans arrangements
and some unfamiliar topics
LEARNING OBJECTIVES
1. show understanding of a longer simpler narratives entitled ‘Know Your Worth’ by answering
comprehension questions
2. explain the advantages and disadvantages of Alan’s plans
SUCCESS CRITERIA
1. Read the 8 questions and underline the key words
2. Read the 8 questions and predict what the answers might be
3. Listen to recording and write the answers for the 8 questions based on the underlined keywords and
predicted answers
4. List Alan’s plans to get recognition for his work
5. List at least one advantage and one disadvantage of Alan’s plans
6. Explain the advantages and disadvantages to their group members
7. Use phrases such as ‘I think…, I believe…, I feel…’ and justify their answer(s) when sharing their
answers

DIFFERENTIATION
STRATEGIES:
ELEMENTS:
1. Pupils’ prior knowledge is activated by listing all words associated to the topic ‘Know Your Worth’
2. Pupils predict what they think the story ‘Know Your Worth’ is about
1. Pupils read the comprehension questions provided
2. Pupils underline the keywords in the questions
3. Pupils predict the answers for the questions
4. Pupils listen to the audio to answer the questions
6. Pupils check answers in pairs before checking as a class
7. Pupils discuss the advantages and disadvantages of Alan’s plan to get recognition for his work in groups
of 4. Pupils share their answers with the class
1. Pupils review their learning by completing an exit card: “What I was able to do well in the activities?” and
“What they found particularly challenging / difficult about the activities?”
2. Pupils hand in the exit card
Analyse TEACHING & Pupil-Centredness
HOTS: LEARNING
STRATEGIES:
TEACHING KSSM Form 5 Download Textbook LEARNING Classroom
MATERIALS/ Other printed and digital materials ASSESSMENT: Assessment
RESOURCES: English Dictionary/Thesaurus Discussion
DAY & NUM.OF
SUBJECT WEEK CLASS TIME LESSON
DATE PUPILS
Thursday, W1: 7.30 -

English 8.00 a.m.
14 June 30, 4 EMERALD 29
Language W2: 8.00 -
2022
8.30 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
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: 3. understand independently the main idea in a radio programme
4. explain simple content they hear using the given words in the brackets
What I’m Looking For (WILF):
SUCCESS 3. choose the purpose of the programme from the 3 given options
CRITERIA: 4. 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
PRE-LESSON: (10 minutes)
4. 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.
5. Pupils in groups come up with a definition of the words / phrases listed on the board.
15. Pupils read the instruction in Activity A and explain what they need to do
16. Pupils read through the 3 options and underline any key words besides asking questions if they have
problems understanding
17. Pupils’ attention is brought to the TIPS! box on how to listen for main ideas
18. Pupils listen to the audio once and choose the correct answer
19. Pupils compare the answer with their partner before checking with the class
20. Pupils read through the questions and options in Activity B
21. Pupils underline the key words in the questions and options to help them get answers when they listen
later
22. Pupils listen to the audio and choose the correct answers
23. Pupils compare answers with their talk partner
24. Pupils listen again to the audio to check or reconfirm their answers
25. Pupils check answers with the class
26. Pupils read the three statements written on the board:
27. 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)
28. Pupils play a game such as word bingo or true / false definitions to revise words and phrases introduced
in pre-lesson

HOTS: LEARNING
STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING Classroom Assessment
MATERIALS: English Dictionary/Thesaurus ASSESSMENT:
DAY & NUM.OF
DATE PUPILS
Thursday, W11: 12.30- 1.00

English
14 42 30 June, 5 DIAMOND 23 pm
Language
2022 Choose an item.

FOCUS SKILL: Speaking LANGUAGE/ Words/phrases related to
L/S/R/W/LA/LiA GRAMMAR FOCUS: expressing opinions/preference
CONTENT STANDARD
Main Skill: Speaking Complementary Skill: Speaking
2.3 Use appropriate communication 2.4 Communicate appropriately to a small or large
strategies group on familiar topics
LEARNING STANDARD
Main Skill: Speaking Complementary Skill: Speaking
2.3.1 Keep interaction going in discourse-level 2.4.1 Explain the main points of an idea or argument
exchanges by paraphrasing and rephrasing
appropriately
LEARNING OBJECTIVES
1. keep the interaction going in a discussion on ‘How could the council reduce the amount of litter in the
nature reserve?’ by asking their partner for clarification or explanation for their choice using any of the 6
sentence structures in the Language Bank to rephrase their ideas
2. explain the main points of their idea when discussing the 10 things that are important for a nature reserve
to have (Activity 2) and the 5 ideas when discussing ‘How could the council reduce the amount of litter in
the nature reserve?’ (Activity 3)
SUCCESS CRITERIA
1. List the sentence structures that can be used to ask for an opinion in order to keep an interaction going
2. Use the 6 sentence structures in the Language Bank to ask for a partner’s opinion about the 10 things
that are important for a nature reserve to have to keep an interaction going
3. Use the 6 sentence structures to discuss ‘How could the council reduce the amount of litter in the nature
reserve?’ in order to keep an interaction going
4. List the sentence structures that can be used to explain the main idea
5. Using the questions asked to explain the ideas on the importance of the 10 things for a nature reserve to
have
6. Based on the questions asked by a partner to explain the ideas listed to discuss the topic ‘How could the
council reduce the amount of litter in the nature reserve?’

DIFFERENTIATION
STRATEGIES:
ELEMENTS:
1. Pupils’ prior knowledge is activated by completing Activity 1 in pairs
2. Pupils read the 4 questions and ask any questions they have
3. Pupils ask and answer the questions in pairs. Pupils share and discuss the questions as a class
1. Pupils say what sort of language can be used to ask their partner for their opinion
2. Pupils study the answers listed on the board. Pupils read the items in Activity 2 and ask anything they
don’t understand
4. Pupils talk to their partner and ask each other what they think about each item
5. Pupils take note that in a discussion, it is acceptable to ask their partner for their opinion first, if they are
not sure which options to choose. Once they have their partner’s opinion, they are free to agree or
disagree with it.
6. Pupils are also made aware that it is possible to ask their partner for clarification if they are still unsure of
their own opinion
7. Pupils go through the Language Bank and are clear about the question forms and how to use them
8. Pupils say which structures can follow each question form and list them on the board
9. Pupils are told to use the language from the Language Bank as a starting point and are provided with
extended examples where they are paraphrasing and rephrasing each other’s ideas before adding their
own
10. Pupils see how this is down by looking at how the teacher does it. Pupils read the instructions of Activity 3
and explain what they have to do to show they understand
11. Pupils are told that Activity 3 is the kind of speaking activity used in B2 First examinations which is similar
to the SPM 2021 speaking paper Part 3. Pupils work in pairs to do the task
12. Selected pairs demonstrate the task in front of the class
13. Pupils, then, find a new partner and take it in turns to say which two ideas they think the council should
choose and to explain why they chose those as the best two ideas
1. Pupils talk about the advantages and disadvantages of each of the ideas as a class and then take a class
vote on which of the two ideas would work best.
2. Pupils are asked the question, “Do they have any other solutions of their own to the litter problem?”
Create 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
NILAM ACTIVITY

Teaching English through environment topics

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DAY & NUM.

Sunday, W4: 9.00 - 9.30

THEME: Health and Environment TOPIC: UNIT 5: THE ENVIRONMENT

FOCUS SKILL: Reading LANGUAGE/ Words / phrases related to the

Monday, W4: 9.00 - 9.30

THEME: Health and Environment TOPIC: UNIT 5: THE ENVIRONMENT

FOCUS SKILL: Listening LANGUAGE/ Using questions to learn

CROSS 2.Environmental Strategy 1: Differentiate by

Monday, W5: 9.30 -

Apply TEACHING & Pupil-Centredness

Synchronous Meeting – LISTENING

DAY & NUM.OF

Wednesday, W10: 12.00 - 12.30

THEME: Health and Environment TOPIC: UNIT 5: THE ENVIRONMENT

CROSS 2.Environmental Strategy 1: Differentiate by

Thursday, W1: 7.30 -

Apply TEACHING & Pupil-Centredness

Thursday, W11: 12.30- 1.00

THEME: Health and Environment TOPIC: UNIT 5: THE ENVIRONMENT

CROSS 2.Environmental Strategy 1: Differentiate by

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