25 April - 29 April

WEEK / LESSON NO.
WEEK 6 LESSON CLASS FORM 4C

SUBJECT ENGLISH MON, 25TH
OF APRIL VENUE
2022 CLASSROOM
UNIT/LESSON TYPE UNIT 1 (LET’S CHAT) T/B (PAGE 17) DATE 25 APRIL 2022
TOPIC LAPTOP VS DESKTOP COMPUTER TIME 7.30 A.M. – 9.00 A.M.
THEME SCIENCE AND TECHNOLOGY
LESSON SKILL /
FOCUS
SPEAKING
CONTENT STANDARD(S)
Main skill:
(FORM 4) 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Complementary Skill:
(FORM 4) 4.1 Communicate intelligibly through print and digital media on familiar topics
LEARNING STANDARD(S)
Main Skill:
[FORM 4] 2.1.3 Explain advantages and disadvantages of plans and ambitions
[FORM 4] 4.1.5 Organise, sequence and develop ideas within a text of several paragraphs on familiar topics
LEARNING OBJECTIVES
By the end of the lesson, 1. Talk about advantages and disadvantages of laptop or desktop computer
pupils will be able to: 2. Present their group work with their friends with appropriate points and justifications
SUCCESS CRITERIA(S)
I will be successful if I 1. Use relevant points in talking about the advantages and disadvantages of laptop or desktop computer
can; 2. Present group discussion outcome using appropriate points and reasons
CROSS CURRICULAR ELEMENTS Information and Communications Technology
LANGUAGE / GRAMMAR FOCUS Technology-related
I-THINK MIND MAP Bubble Map
vocabulary
DIFFERENTIATON STRATEGIES Strategy 3: Differentiate by the type and amount of support
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☐ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Refresh the students’ knowledge on the advantages and disadvantages of having a laptop or desktop
again from previous lesson using I-Think bubble map.
2. Ask students to prepare their presentations in groups using the mind map that they have produced
from previous class within a given time. Assist them in the preparation.
LESSON 1. By taking turns, each group will present their work in front of the class. They may refer to their
DEVELOPMENT personal notes or to the mind map that they have made.
2. Ask the non-presenters to listen and jot down notes from other groups. Share the notes later after the
presentation session has finished.
3. Assists the presenter if they are stuck with their presentation. Make sure everyone speaks during the
presentation.
POST-LESSON 1. Conclude the lesson by recapping the outcome of the presentation. Comment on their speaking
performance and correct and common mistake done by them.
EXTENDED WORK 1. No extended work given.
RESOURCES / TEACHING TEACHING AND ASSESSMENT: 21ST CENTURY SKILL:
MATERIALS LEARNING STRATEGIES
Form 4 Full Blast Textbook, Collaborative Learning Presentation Numbered Heads
Whiteboard, Marker Pen, Together
TEACHER’S Majority of the students responded actively during the classroom lesson. More than half of the students
REFLECTION have problems with their voice projection during the presentation session, but the teacher has highlighted
this common mistake during the discussion session. Overall, the students can express their opinion when
presenting their group work. The lesson has been conducted successfully.
WEEK / LESSON NO. WEEK 6 LESSON CLASS FORM 2D
SUBJECT ENGLISH MON, 25TH
OF APRIL VENUE
2022 CLASSROOM
UNIT/LESSON TYPE UNIT 6 (MONEY) T/B (PAGE ) DATE 25 APRIL 2022
TOPIC ALL ABOUT POCKET MONEY TIME 9.00 A.M. – 10.00 A.M.
THEME CONSUMERISM AND FINANCIAL AWARENESS
LESSON SKILL /
FOCUS
WRITING
CONTENT STANDARD(S)
Main skill:
[Writing] 4.1 Communicate intelligibly through print and digital media on familiar topics
[Listening] 1.1 Understand meaning in a variety of familiar contexts
Main Skill:
Form 2 [Writing] 4.1.2 Make and respond to simple requests and suggestions
Form 2 [Listening] 1.1.2 Understand independently specific information and details in simple longer texts on a range of
familiar topics
LEARNING OBJECTIVES
By the end of the lesson, 1. Write a complete dialogue about future plans based on given template.
pupils will be able to: 2. Listen for specific information to a listening audio in answering given question.
SUCCESS CRITERIA(S)
I will be successful if I 1. Complete the given dialogue template with appropriate personal ideas
can; 2. Use specific information from a listening audio to answer the given questions.
CROSS CURRICULAR ELEMENTS Language
LANGUAGE / GRAMMAR FOCUS Money related
vocabulary
provided
ACTIVITIES
PRE-LESSON 1. Introduce the topic of the lesson to the students by using a bubble map.
2. Ask the students if they have any questions from the previous classes.
LESSON 1. Listen to the listening audio (Audio 2.37) and ask the students to complete Exercise 5 individually in
DEVELOPMENT their exercise book. Give assistance to low proficiency students.
2. Ask the students to read the completed dialogue aloud together. Check for their pronunciation and
intonation during the reading session.
3. Write a template of dialogue based on the dialogue given in Exercise 5. Ask the students to fill it in
using their own personal ideas. Assist any students that needed help in completing the template.
4. Selected students will present their work with the class. Ask them to role play with a friend when
reading the dialogue.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson. Ask them if they have any
further questions regarding to the lesson.
Whiteboard, Form 2 PULSE 2 Knowledge Acquisition Not Applicable Think-Pair-Share
textbook, Marker Pen,
TEACHER’S Half of the class needed aid in completing the task given during the lesson, but the teacher has given
REFLECTION appropriate intervention during the lesson to help the students to understand and complete the task. The
lesson has been conducted successfully.
WEEK / LESSON NO. WEEK 6 LESSON CLASS FORM 3C

SUBJECT ENGLISH MON, 25TH OF APRIL VENUE
2022 CLASSROOM
UNIT/LESSON TYPE UNIT 2 (FOOD, FOOD, T/B DATE 25 APRIL 2022
FOOD!) (PAGE 17 – 19)
TOPIC FOOD, FOOD, FOOD! TIME 10.30 A.M. – 11.30 A.M.
THEME PEOPLE AND CULTURE
LESSON SKILL /
FOCUS
READING
CONTENT STANDARD(S)
Main skill:
(FORM 3) 3.1 Understand a variety of texts y using a range of appropriate reading strategies to construct
meaning
(FORM 3) 4.2 Communicate with appropriate language, form and style
Main Skill:
[FORM 3] 3.1.6 Recognise with support typical features at word, sentences and text levels of an increased range of genres
[FORM 3] 4.2.2 Spell written work with moderate accuracy
LEARNING OBJECTIVES
By the end of the lesson, 1. Read an article about food and complete the reading text using appropriate words.
pupils will be able to: 2. Skim and scan for specific information from a reading text to answer given questions.
SUCCESS CRITERIA(S)
I will be successful if I 1. Read and complete the article using the correct words given
can; 2. Answers the given questions based on the given reading text
CROSS CURRICULAR ELEMENTS Global Sustainability
LANGUAGE / GRAMMAR FOCUS Food related
vocabulary
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☒ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Introduce the topic of the lesson by using the “Ideas Focus” questions with the students. Ask the
students to give their own response to the questions.
2. Ask the students to quickly read the given reading text about olive oil. Ask if there is any words that
they do not understand.
LESSON 1. In pairs, ask the students to complete the reading text using the given words. Highlight the notes given in the
DEVELOPMENT “Exam Close-up” on how to complete the missing words in the reading text. Assist any pairs that needed help in
completing the exercise.
2. Complete Exercise C using the information from the reading text. Students may use the given words from
Exercise E to help them guess the suitable words needed to fill in the blanks.
3. If there is time, ask the students to do Exercise D in their exercise book.
4. Discuss all answers together in the class. Correct any mistakes done by the students.
POST-LESSON 1.
Conclude the lesson by recapping the topic and content of the lesson. Ask if the students have any
Form 3 Close-up English Knowledge Acquisition Not Applicable Think-Pair-Share
Textbook, Whiteboard, Marker
Pen,
TEACHER’S Majority of the students responded actively during the lesson. The students have no problem in
REFLECTION distinguishing important information from the reading text in completing the blanks, but some students
need guidance in choosing the right word option in completing the task. The objective of the lesson was
achieved successfully.
WEEK / LESSON NO. WEEK 6 LESSON CLASS FORM 3E

SUBJECT ENGLISH MON, 25TH OF APRIL VENUE
2022 CLASSROOM
UNIT/LESSON TYPE UNIT 2 (FOOD, FOOD, T/B DATE 25 APRIL 2022
FOOD!) (PAGE 17 – 19)
TOPIC FOOD, FOOD, FOOD! TIME 11.30 A.M. – 1.30 P.M.
LESSON SKILL /
FOCUS
READING
CONTENT STANDARD(S)
Main skill:
(FORM 3) 3.1 Understand a variety of texts y using a range of appropriate reading strategies to construct
meaning
Main Skill:
[FORM 3] 3.1.6 Recognise with support typical features at word, sentences and text levels of an increased range of genres
[FORM 3] 4.2.2 Spell written work with moderate accuracy
LEARNING OBJECTIVES
By the end of the lesson, 1. Read an article about food and complete the reading text using appropriate words.
pupils will be able to: 2. Skim and scan for specific information from a reading text to answer given questions.
SUCCESS CRITERIA(S)
I will be successful if I 1. Read and complete the article using the correct words given
can; 2. Answers the given questions based on the given reading text
vocabulary
provided
HIGHER ORDER THINKING SKILLS (HOTS) ☒ Application ☒ Evaluation ☐ Creation ☐ Analysis
ACTIVITIES
PRE-LESSON 1. Introduce the topic of the lesson by using the “Ideas Focus” questions with the students. Ask the
students to give their own response to the questions.
2. Ask the students to quickly read the given reading text about olive oil. Ask if there is any words that
they do not understand.
LESSON 1. In pairs, ask the students to complete the reading text using the given words. Highlight the notes given in the
DEVELOPMENT “Exam Close-up” on how to complete the missing words in the reading text. Assist any pairs that needed help in
completing the exercise. Ask the students to write the reading text again in their exercise book.
2. Complete Exercise C using the information from the reading text. Students may use the given words from
Exercise E to help them guess the suitable words needed to fill in the blanks.
3. If there is time, ask the students to do Exercise D in their exercise book.
4. Discuss all answers together in the class. Correct any mistakes done by the students.
POST-LESSON 1.
Conclude the lesson by recapping the topic and content of the lesson. Ask if the students have any
Form 3 Close-up English Knowledge Acquisition Not Applicable Think-Pair-Share
Pen,
TEACHER’S Majority of the students responded actively during the lesson. The students have no problem in
REFLECTION distinguishing important information from the reading text in completing the blanks, but some students
need guidance in choosing the right word option in completing the task. The objective of the lesson was
achieved successfully.
WEEK / LESSON NO. WEEK 6 LESSON CLASS FORM 3E
SUBJECT ENGLISH TUE, 26TH OF APRIL 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 (FOOD, FOOD, T/B (PAGE 20) DATE 26 APRIL 2022
FOOD!)
LESSON SKILL /
FOCUS LANGUAGE AWARENESS (GRAMMAR/VOCABULARY)
CONTENT STANDARD(S)
Main skill:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Main Skill:
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING OBJECTIVES
By the end of the lesson, 1. Learn food related vocabulary
pupils will be able to: 2. Use food related vocabulary in making sentences
SUCCESS CRITERIA(S)
I will be successful if I 1. Understand the meanings of food related vocabulary
can; 2. Use food related vocabulary writing correct sentences
vocabulary
provided
ACTIVITIES
PRE-LESSON 1. Introduce the topic of the lesson to the students by doing a bubble map on Exercise A (page 20).
2. Ask the students’ knowledge about “food pyramid” and ask them to complete an empty food
pyramid on the whiteboard.
LESSON 1. Complete Exercise B together with the class. Ask the students to use the listed food items given
DEVELOPMENT from Exercise A to complete the table. Discuss the answers with the class.
2. Ask the students to complete Exercise C individually. Guide the students in choosing the odd word
from the given lists.
3. Using the words from Exercise C, ask the students to complete the sentence in Exercise D. Ask them
to write the sentences again in their exercise book.
4. Discuss all the answers together in the class. If there is time left, ask students to complete Exercise E
individually and compare their answers with their friends.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson with the students. Ask if they
have any further questions regarding to the lesson.
Form 3 Close-up English Knowledge Acquisition Not Applicable Pair Compare
Pen,
TEACHER’S Majority of the students understand on how to use the given vocabulary in constructing simple sentences
REFLECTION appropriate to their level of language proficiency. The teacher have given ample examples of sentences
on how the students can use the given words to make correct sentences. The lesson has been conducted
successfully.

VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 (FOOD, FOOD, T/B (PAGE ) DATE 26 APRIL 2022
FOOD!)
LESSON SKILL /
CONTENT STANDARD(S)
Main skill:
Main Skill:
LEARNING OBJECTIVES
By the end of the lesson, 1. Learn food related vocabulary
pupils will be able to: 2. Use food related vocabulary in making sentences
SUCCESS CRITERIA(S)
I will be successful if I 1. Understand the meanings of food related vocabulary
can; 2. Use food related vocabulary writing correct sentences
vocabulary
provided
ACTIVITIES
PRE-LESSON 1. Introduce the topic of the lesson to the students by doing a bubble map on Exercise A (page 20).
2. Ask the students’ knowledge about “food pyramid” and ask them to complete an empty food
pyramid on the whiteboard.
LESSON 1. Complete Exercise B together with the class. Ask the students to use the listed food items given
DEVELOPMENT from Exercise A to complete the table. Discuss the answers with the class.
2. Ask the students to complete Exercise C individually. Guide the students in choosing the odd word
from the given lists.
3. Using the words from Exercise C, ask the students to complete the sentence in Exercise D. Ask them
to write the sentences again in their exercise book.
4. Discuss all the answers together in the class. If there is time left, ask students to complete Exercise E
individually and compare their answers with their friends.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson with the students. Ask if they
have any further questions regarding to the lesson.
Pen,
TEACHER’S Majority of the students understand on how to use the given vocabulary in constructing simple sentences
REFLECTION appropriate to their level of language proficiency. The teacher have given ample examples of sentences
on how the students can use the given words to make correct sentences. The lesson has been conducted
successfully.
WEEK / LESSON NO. WEEK 6 LESSON CLASS FORM 1A

VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 1 (WHAT DO YOU T/B (PAGE 16) DATE 26 APRIL 2022
LIKE?)
TOPIC ACTIVITY CAMP TIME 12.30 P.M. – 1.30 P.M.
LESSON SKILL /
FOCUS
READING
CONTENT STANDARD(S)
Main skill:
[Reading] 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
Main Skill:
Form 1 [Reading] 3.1.2 Understand specific details and information in simple longer texts
Form 1 [Listening] 1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar
topics
LEARNING OBJECTIVES
By the end of the lesson, 1. Elicit information from a reading text to be used in answering questions
pupils will be able to: 2. Pinpoint information from a listening audio to be used in answering questions
SUCCESS CRITERIA(S)
I will be successful if I 1. Use information from a reading text to answer the given questions
can; 2. Use information from a listening audio to answer the given questions
LANGUAGE / GRAMMAR FOCUS Asking for a
personal I-THINK MIND MAP Bubble Map
information
provided
ACTIVITIES
PRE-LESSON 1. Introduce the topic of the lesson to the students by using a bubble map to break down crucial points
from the given reading text. Promote the students to use 5W, 1H technique in breaking down
information from the text.
2. Ask if the students if there are any difficult words from the reading text that they do not understand.
LESSON 1.
Ask the students to read again the advert and understand the main information listed in the advert.
DEVELOPMENT Assist the students if there are any hard words that they don’t understand.
2. Ask the students to complete Step 1 exercises (page 16) in pairs. Use the brainstormed bubble map
to help them in answering the given questions. Complete the exercises in their exercise book.
3. Listen to the listening audio (Audio 1.18) and answer question 3 and 4 based on the listening text.
Complete the exercises in their exercise book.
4. Discuss all the answers together in the class.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson. Ask the students if they have
any further questions regarding to the lesson.
Form 1 PULSE 2 textbook, Knowledge Acquisition Not Applicable Think-Pair-Share
Whiteboard, Marker Pen,
TEACHER’S Majority of the students responded actively during the classroom lesson. The students can distinguish
REFLECTION important information from the listening audio in answering the given questions. The lesson have been
conducted successfully.

SUBJECT ENGLISH WED, 27TH OF APRIL VENUE
2022 CLASSROOM
UNIT/LESSON TYPE UNIT 1 (WHAT DO YOU T/B DATE 27 APRIL 2022
LIKE?) (PAGE 16 – 17)
TOPIC AT AN ACTIVITY CAMP TIME 7.00 A.M. – 8.00 A.M.
LESSON SKILL /
FOCUS LISTENING
CONTENT STANDARD(S)
Main skill:
Main Skill:
Form 1 [Listening] 1.1.2 Understand with little or no support specific information and details in simple longer texts on a range
of familiar topics
Form 1 [Writing] 4.1.1 Give detailed information about themselves and others
LEARNING OBJECTIVES
By the end of the lesson, 1. Listen for specific information from a listening audio to answer given questions
pupils will be able to: 2. Write a simple dialogue about giving personal information
SUCCESS CRITERIA(S)
I will be successful if I 1. Answer the given questions based on the listening audio
can; 2. Write a simple dialogue about giving personal information to someone
LANGUAGE / GRAMMAR FOCUS Asking for personal
information
provided
ACTIVITIES
PRE-LESSON 1. Start the lesson by recapping on listening strategies. Make sure students know how to pinpoint crucial
information from a listening audio.
2. Refresh their knowledge on giving basic information to someone. Highlight the importance to be specific in
giving personal information in a dialogue.
LESSON 1. Ask the students to complete Exercise 3 and 4 based on the information from the listening audio (Audio 1.18).
DEVELOPMENT Ask the students to compare their answers with their friends.
2. Ask selected students to share their answers. Discuss the answers together with the whole class.
3. Ask the students to complete the dialogue in Exercise 5 individually. Ask them to read the completed dialogue
and discuss the answers together.
4. Using their own personal information, ask the students to list down the information needed (refer to
Communication Kit box) and make their own dialogue using their own information. Prepare template if needed.
5.
Ask selected students to read out their dialogue. Correct any mistakes done by them.
POST-LESSON 1.
Conclude the lesson by recapping the topic and content of the lesson. Ask them if they have any
Form 1 PULSE 2 textbook, Knowledge Acquisition Not Applicable Pair Compare
TEACHER’S The students are able to write the needed answers in completing the given task. The students also
REFLECTION perform well during the classroom discussion and achieve the required performance to fulfil the
objectives of the lesson. The lesson has been conducted successfully.
WEEK / LESSON NO. WEEK 6 LESSON CLASS FORM 2D

2022 CLASSROOM
UNIT/LESSON TYPE UNIT 6 (MONEY) T/B (PAGE 70) DATE 27 APRIL 2022
TOPIC BIRTHDAY PARTY TIME 8.30 A.M. – 10.00 A.M.
THEME CONSUMERISM AND FINANCIAL AWARENESS
LESSON SKILL /
FOCUS WRITING
CONTENT STANDARD(S)
Main skill:
[Writing] 4.2 Communicate with appropriate language, form and style
Main Skill:
Form 2 [Writing] 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to
feedback or independently
Form 2 [Writing] 4.2.2 Spell written work with moderate accuracy
LEARNING OBJECTIVES
By the end of the lesson, 1. Learn the format of writing an informal letter
pupils will be able to: 2. Produce an informal letter about a birthday party
SUCCESS CRITERIA(S)
I will be successful if I 1. Apply the correct format in writing an informal letter
can; 2. Write an in formal letter about thanking a relative for a birthday present
LANGUAGE / GRAMMAR FOCUS Writing an informal
letter
ACTIVITIES
PRE-LESSON 1. Introduce the lesson by presenting the format of an informal letter. Use the letter on page 70 to help
the students to understand the basic outline of writing an informal letter.
2. Ask the students if they have any questions on writing an informal letter. Highlight the ways on how
they can brainstorm for points in writing an informal letter.
LESSON 1. Listen to the audio (Audio 2.38) about the informal letter example given in the textbook.
DEVELOPMENT 2. Based on the given letter, ask the students to complete Exercise 2.
3. Highlight the “Writing Focus” part which help the students to avoid using repeated names and nouns
in writing an informal letter using subject and object pronouns. If there is time, practice using
Exercise 4.
4. Ask the students to complete the “Writing Task” individually. Highlight the requirements of the
task. Facilitate any students that needed aid in completing the task.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson on writing an informal letter.
Ask the students if they have any further questions about the lesson.
Form 2 PULSE 2 textbook, Knowledge Acquisition Written Exercise Think-Pair-Share
TEACHER’S Half of the class needed extra guidance in producing the informal letter writing but the teacher have
REFLECTION given the appropriate guidance by giving them a simple informal letter outline which help them in
writing the informal letter. The lesson has been conducted successfully.

2022 CLASSROOM
UNIT/LESSON TYPE UNIT 1 (WHAT DO YOU T/B (PAGE 18) DATE 27 APRIL 2022
LIKE?)
TOPIC PERSONAL PROFILES TIME 12.00 A.M. – 1.30 P.M.
LESSON SKILL /
FOCUS
WRITING
CONTENT STANDARD(S)
Main skill:
Main Skill:
Form 1 [Writing] 4.1.1 Give detailed information about themselves and others
Form 1 [Writing] 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in response to
feedback
LEARNING OBJECTIVES
By the end of the lesson, 1. Produce a draft about their personal information
pupils will be able to: 2. Write a personal profile using correct points of information about themselves
SUCCESS CRITERIA(S)
I will be successful if I 1. Plan a draft about personal information
can; 2. Write a personal profile by applying the correct information with suitable reasoning or justification
LANGUAGE / GRAMMAR FOCUS Writing personal
profile
provided
ACTIVITIES
PRE-LESSON 1. Start the lesson by introducing the topic of the lesson using Hangman’s Game (Personal Profile) with the
students.
2. Ask the students to read the given example of personal profile writing in the textbook.
LESSON 1. Ask the students to read the personal profile example again while listening to the audio (Audio 1.20)
DEVELOPMENT 2. Instruct the students to complete exercise 1 individually and compare their answers with their friends. Discuss
all the answers together.
3. Highlight the “Writing Focus” box using examples to help the students to differentiate the difference between
the use of “because” and “so”. Practice using exercise 4.
4. Discuss the answers for exercise 3 together by scrutinizing parts of the personal profile example in the textbook.
5. Ask the students to complete the “Writing Task” individually using their own personal information. Assist the
students in the task completion process. Affirm them to use simple present, present continuous and “because
and so” words in writing their own personal information.
POST-LESSON 1. Conclude the lesson by recapping the topic and content of the lesson on writing a personal profile. Ask the
students if they have any further questions about the lesson.
Form 1 PULSE 2 textbook, Knowledge Acquisition Not Applicable Pair Compare
TEACHER’S Majority of the students responded actively during the classroom lesson. Higher proficiency students
REFLECTION have been instructed to help some of their friends that needed help in completing the given task during
the classroom lesson. The lesson has been conducted successfully.

SUBJECT ENGLISH THU, 28TH OF APRIL VENUE
2022 CLASSROOM
UNIT/LESSON TYPE UNIT 1 (LET’S CHAT) T/B DATE 28 ARPIL 2022
(PAGE 18 – 19)
TOPIC LET’S CHAT TIME 7.00 A.M. – 8.00 A.M.
LESSON SKILL /
FOCUS
WRITING
CONTENT STANDARD(S)
Main skill:
(FORM 4) 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
Main Skill:
[FORM 4] 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations
[FORM 4] 3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range of
familiar topics
LEARNING OBJECTIVES
By the end of the lesson, 1.
Read for specific information from an informal email to answer given question
pupils will be able to: 2.
Learn the basic outline of writing an informal letter or email
SUCCESS CRITERIA(S)
I will be successful if I 1. Answer the given questions based on the information gathered from an informal email
can; 2. Understand the basic outline on how to write an informal letter/email
LANGUAGE / GRAMMAR FOCUS Vocabulary related
to free time
provided
ACTIVITIES
PRE-LESSON 1. Start the lesson by asking the students to read the first email (page 18 Full Blast). Ask the students if there are
any words that they don’t understand.
2. Brainstorm the answer for exercise A together in the classroom. Ask the students to provide their response for
each question before giving out the answers.
3. Highlight the notes scribbled on the email.
LESSON 1. Discuss the answers for exercise B and C together. Make sure that the students understand the needs for each
DEVELOPMENT question in the exercise.
2. Highlight the points given on D. Explain to the students that they need to use specific appropriate responses in
replying to prompt email. Do the practice to test their understanding.
3. Go through the “PLAN” box and highlight the format of writing an informal letter/email. Refer to the outline
layout (page 170) in the textbook.
POST-LESSON 1.
Conclude the lesson by recapping on the format and writing style of an informal letter. Ask the
students if they have any further questions regarding to the lesson.
EXTENDED WORK 1. No extended work given
Form 4 Full Blast Textbook, Knowledge Acquisition Not Applicable Think-Pair-Share
TEACHER’S Majority of the students understand on how to produce the basic outline of an informal email writing
REFLECTION responding to a prompt email. Some of the students needed help in understanding the content of the
lesson and has been given the appropriate aid. The lesson has been conducted successfully.
WEEK / LESSON NO. WEEK 6 THLESSON CLASS FORM 2D

SUBJECT ENGLISH THU, 28 OF APRIL VENUE
2022 CLASSROOM
UNIT/LESSON TYPE UNIT 6 (MONEY) T/B (PAGE 19) DATE 28 APRIL 2022
TOPIC GRAMMAR NAD VOCABULARY REVISION TIME 9.00 A.M. – 10.00 A.M.
LESSON SKILL /
FOCUS
LANGUAGE AWARENESS (GRAMMAR/VOCABULARY)
CONTENT STANDARD(S)
Main skill:
Main Skill:
LEARNING OBJECTIVES
By the end of the lesson, 1. Learn vocabulary related to jobs and chores, money and shopping
pupils will be able to: 2. Refresh their knowledge on “be going to”, “Will” and Future Time Expressions.
SUCCESS CRITERIA(S)
I will be successful if I 1. Make correct sentences using vocabulary about jobs and chores, money and shopping
can; 2. Apply the correct grammar (be going to, will, future time expressions) in writing sentences
LANGUAGE / GRAMMAR FOCUS Future forms (will,
be going to)
provided
ACTIVITIES
PRE-LESSON 1. Start the lesson by recapping the grammar and vocabularies that they have learned in the chapter.
2. Ask the students to give examples of grammar that they have learned in the chapter.
LESSON 1. Do a revision on:
DEVELOPMENT a. Be going to
b. Will, Would like
c. Future time expressions
2. Ask the students to give examples for each grammar skill. Discuss the answer together and correct
any mistakes made by the students.
3. Make sure that the student uses the vocabulary words that they have learned in writing the sentences.
POST-LESSON 1. Conclude the lesson by giving the informal letter outline again to the students. Ask the students to
copy the format into their book.
Form 2 PULSE 2 textbook, Knowledge Acquisition Not Applicable Think-Pair-Share
TEACHER’S Majority of the students have no problem in following the flow of the lesson and understanding the
REFLECTION content of the lesson. Low proficiency students are given appropriate aid in helping them to understand
the content of the lesson. The lesson has been conducted successfully.

SUBJECT ENGLISH THU, 28TH OF APRIL VENUE
2022 CLASSROOM
UNIT/LESSON TYPE UNIT 1 (LET’S CHAT) T/B DATE 28 APRIL 2022
(PAGE 18 – 19)
TOPIC LET’S CHAT TIME 10.30 A.M. – 12.00 A.M.
LESSON SKILL /
FOCUS WRITING
CONTENT STANDARD(S)
Main skill:
(FORM 4) 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
Main Skill:
[FORM 4] 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations
[FORM 4] 3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range of
familiar topics
LEARNING OBJECTIVES
By the end of the lesson, 1. Make an outline of an informal email writing
pupils will be able to: 2. Produce an informal email writing
SUCCESS CRITERIA(S)
I will be successful if I 1. Use the correct outline format of informal email writing in planning informal email writing
can; 2. Write an informal email writing responding to a prompt email using correct phrases and expressions
LANGUAGE / GRAMMAR FOCUS Technology-related
vocabulary
provided
ACTIVITIES
PRE-LESSON 1. Start the lesson by explaining the basic outline of informal email writing to the students.
2. Make sure that the students understand on how to use the outline in planning their informal email
writing.
LESSON 1. Instruct the students to plan an outline to reply to the prompt email written Simon (Page 18 Full Blast).
DEVELOPMENT 2. Highlight the phrases and expression on page 19 on how to respond to prompt email in an informal email
writing.
3. In groups, instruct the students to brainstorm the points for the informal email writing. Assists any groups that
need help in planning and writing the response email.
POST-LESSON 1.
Conclude the lesson by recapping the topic and content of the lesson with the students. Ask the
students if they have any further questions regarding to the lesson.
Form 4 Full Blast Textbook, Cooperative Learning Not Applicable Mix-Pair-Share
TEACHER’S Majority of the students understand on how to use the outline of writing an informal email to respond to
REFLECTION a prompt email. 13 students needed aid in understanding how to write the informal email and has been
given the appropriate aid in helping them to produce the emails using their own points. The lesson has
been conducted successfully.

SUBJECT ENGLISH FRI, 29TH OF APRIL 2022
VENUE CLASSROOM
UNIT/LESSON TYPE UNIT 2 (FOOD, FOOD, T/B (PAGE 21) DATE 29 APRIL 2022
FOOD!)
LESSON SKILL /
CONTENT STANDARD(S)
Main skill:
Main Skill:
LEARNING OBJECTIVES
By the end of the lesson, 1. Differentiate between past simple and past continuous tense
pupils will be able to: 2. Use past simple and past continuous tense in writing correct sentences
SUCCESS CRITERIA(S)
I will be successful if I 1. Tell the difference between past simple and past continuous tense.
can; 2. Apply past simple and past continuous in writing sentences
LANGUAGE / GRAMMAR FOCUS Past continuous vs.
past simple
provided
ACTIVITIES
PRE-LESSON 1. Using I-Think Bubble Map, introduce past simple and past continuous tense to the students using appropriate
examples.
2. Ask selected students to give examples of past simple and past continuous tense sentences. Write the examples
on the whiteboard. Discuss the responses together in the classroom.
LESSON 1. Ask the students to complete Exercise A until D individually. Discuss the answers together. Correct any
DEVELOPMENT mistakes done by the students.
2. Highlight the “Grammar Focus” part on page 163 (2.1 & 2.2) to help them understand further on how to apply
past simple and past continuous tense in writing sentences.
3. In pairs, ask the students to complete Exercise F and G from the textbook. Ask the students to compare their
answers with other pairs during the discussion session with the class.
4. If there is extra time, ask the students to do the practice (Pizza, Pizza, Pizza) on page 21.
POST-LESSON 1.
Conclude the lesson by recapping about past simple and past continuous tense with the students. Ask
the students if they have any further questions regarding to the topic and content of the lesson.
Pen,
TEACHER’S The lesson cannot be conducted due to school programme (Khatam Al-Quran school programme). The
REFLECTION lesson will be carried out in future classroom lesson.

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