Week 19 RPH

TERM: 1 WEEK: 20 DATE: 1 – 5 AUGUST 2022
SUBJECT FORM TITLE
Theme: People & Culture

ENGLISH FORM 5 Topic: UNIT 7 The Media
Lesson: 57,58,59
SOW: 90,91,92
Civic: Responsibility
Theme: People & Culture

ENGLISH FORM 4 Topic: UNIT 5 Globetrotting
Lesson: 57,58,59
SOW: 81,82,83
Civic: Responsibility
Theme: People and Culture

FORM 3 Topic: UNIT 6 Ready, Set, Go!
ENGLISH
Lesson: 52,53,54
SOW: 77,78,79
CIVIC: Responsibility
WEEK/LESSON NO. 19 LESSON 52 (Reading 12) FORM 3 DEDIKASI
SUBJECT English DATE / DAY 1.8.2022 MONDAY
UNIT 6 TIME 11.00 – 11.30
TOPIC Ready, Steady, Go! Duration ½ HOUR
THEME Health and Environment
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Creativity and Innovation
21ST CENTURY LEARNING Choose an Sport related vocabulary
TECHNIQUE(S) item. LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
3.1 Understand a variety of texts by using a range of appropriate 2.1 Communicate information, ideas, opinions and feelings
reading strategies to construct meaning intelligibly on familiar topics
LEARNING STANDARD(S)
3.1.3 Guess the meaning of unfamiliar words from clues provided 2.1.1 Paraphrase short simple texts
by other words and by context on an increased range of familiar
topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Read the descriptions of five teenagers looking for a sport to do and decide which sport would be the most suitable for the
teenagers.
• Read the article about different types of sports and complete six sentences with the correct words based on the article.
FORMATIVE ASSESSMENT Close-Up Student’s Book, p.69 - 71
TECHNIQUE(S
Choose an item. MATERIAL(S)
Close-Up Teacher’s Book, p.60
ACTIVITIES
• Write the words Ready, Steady, Go! on the board and ask pupils when they would usually hear these words (at the
beginning of a race). Explain to pupils that this is the title of Unit 6 and ask them what they expect the unit to be about
(sport).
PRE-LESSON
• Ask pupils to turn to page 69 and to look at the picture and the accompanying caption. Ask them to describe what's
happening in the picture with a partner and to discuss their reaction to it. Then, as a class, ask pupils to say how they
feel about the picture. Elicit that tortoises move extremely slowly and that the skateboard allows it to go faster.
1)
• Ask pupils to read the information in the Exam Close-up box and explain anything they do not understand.
• Elicit that this is a matching task and explain that it is important that they look for similar words and expressions in the
texts. (Explain that the pupils will read advertisements a-h and decide which of these sports would most suit questions
1-5.)
• Explain that in order to do this task well, they must read all the texts closely to find the relevant information.
• Ask pupils to read the first description (1) in the Exam Task and underline any key words. Ask pupils to do the same for
descriptions 2-5 individually. (Student’s Book p.71– Activity D)
2)
• Ask pupils to read the instructions and check that they understand what they have to do.
• Explain that they have to match the descriptions of people (1-5) with the various sports activities (a-h), but not all the
LESSON
sports activities will be answers to 1-5.
DEVELOPMENT
• Ask pupils to do the task individually but check answers as a class. (Student’s Book p.71 – Activity E)
3)
• Ask the pupils to read the instructions and check that they understand what they have to do. Answer any questions that
they may have about the task.
• Explain that this is a gap fill task and that they should complete the sentences with the correct form in brackets in
the yellow word bank.
• Ask pupils to skim read the sentences carefully and pay attention to the words before or after each gap without filling
in any answers at this stage.
• Encourage them to re-read the sentences once they have finished to check their answers.
• Ask pupils to do the task individually but check as a class. (Student’s Book p.71 – Activity F)
• Ask pupils to identify with their talk partner(s) at least one new word or expression that they have learned in relation to
POST-LESSON the lesson topic.
• When pupils are ready, collect and share words/expressions as a whole class.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S CONTINUED ON THE NEXT CLASS
REFLECTION
LESSON 57
WEEK/LESSON NO. 19 FORM 5 SI
(Language Awareness 7)
SUBJECT English DATE / DAY 2.8.2022 MONDAY
UNIT 7 TIME 12.30 – 1.30
TOPIC The Media Duration 1 HOUR
THEME Science and Technology
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR Passive structures
TECHNIQUE(S) FOCUS:
CONTENT STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered
• Revise passive forms and rewrite 7 active sentences to passive.
• Revise passive forms and complete 8 sentences using impersonal and personal passive structures.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p87, p89
Teacher’s Book p80-82
ACTIVITIES
PRE-LESSON • Devise an activity or play a game to revise the passive form.
1.
• Read through the grammar theory with the class.
• Make sure pupils know how to form the different tenses in the passive voice. Write the following on the board and ask
pupils to identify the tense and to use each one in a sentence: is done (present simple), is being done (present
continuous), was done (past simple), was being done (past continuous), has been done (present perfect simple), had
been done (past perfect simple), will be done (future simple), will have been done (future perfect simple), is going to be
done (be going to).
• Revise gerunds, infinitives and modals in the passive voice. Write the following on the board and ask pupils to identify
the form and to use each one in a sentence: don't mind being interviewed, want to be interviewed, must be interviewed
(gerund, infinitive, modal). (Student’s book p87 Activity 1)
2.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must underline
the passive verb forms and then decide which sentence talks about something unpleasant that happened accidentally
or unexpectedly, and also they must say which verb has been used.
• Ask pupils to read the sentences and explain anything they don't understand.
• Pupils work individually to complete the task.
LESSON • They then check their answers in pairs before checking as a class. (Student’s book p87 Activity 2)
DEVELOPMENT 3.
• Ask pupils to read the sentence and explain anything they don't understand.
• Ask pupils to read the sentences again and to underline any time expressions or other clues that will help them to
choose the correct tense.
• Ask them to work out the correct tense in each sentence in the active voice before writing the passive form.
• Encourage pupils to look back at the grammar theory for help.
• They then check their answers in pairs before checking as a class. (Student’s book p87 Activity 3)
4.
• Ask them to think about the tenses each time.
• Encourage pupils to look back at the gramma theory for help.
• Pupils work individually to complete the task
• They then check their answers in pairs before checking as a class. Ask pupils to tell you tenses are used each time.
(Student’s book p87 Activity 4)
5.
• Read through the grammar theory with the class.
• Explain that impersonal and personal structures are used because they do not sound as weak as They People say...' to
report an opinion.
• Make sure that pupils understand how and when to use the impersonal and personal passive structures by writing
these sentences on the board and asking a student to tell you which uses an impersonal structure and which uses a
personal structure:
Active: They say newspapers are dying.
Passive: It is said that newspapers are dying. (impersonal), Newspapers are said to be dying. (personal)
(Student’s book p89 Activity 1)
6.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they need to read
the sentences and underline the passive verbs they contain. Then they must decide which sentence uses an impersonal
passive structure.
• Ask them to read the sentences and explain anything they don't understand.
• Ask them to underline the passive verbs. Refer them to the grammar theory to help them answer the question.
• Pupils work individually to do the task.
7.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must decide
what kind of passive structure is used in each sentence (impersonal or personal).
• Encourage pupils to look back at the examples in the grammar theory to help them.
8.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that in each pair of
sentences they must complete the gaps with both an impersonal and personal passive structure.
• Encourage pupils to look back at the examples in the grammar theory to help them.
• Ask pupils to write sentences in the active form individually then swap them with a partner and change the
POST-LESSON active sentences into the passive form.
DIFFERENTIATIO
- 10 pupils complete the tasks(s) with teacher’s guidance
N
High-proficiency pupils
- 15 pupils complete the tasks(s) on their own
TEACHER’S 25 out of 25 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 19 LESSON 56 (Reading 9) FORM 4 SI
SUBJECT English DATE / DAY 2.8.2022 TUESDAY
UNIT 5 TIME 7.30 – 8.00
TOPIC Globetrotting Duration ½ HOUR
THEME People and culture
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR talking about travelling experiences; sequencing
TECHNIQUE(S) FOCUS: past action and events; words and phrases
item. describing travelling through rain forests
CONTENT STANDARD(S)
Main: 3.1 Understand a variety of texts by using a range of Complementary: 2.1 Communicate information, ideas, opinions and
appropriate reading strategies to construct meaning feelings intelligibly on familiar topics
Main: 3.1.2 Understand specific details and information in Complementary: 2.1.4 Explain and justify own point of view
extended texts on a wide range of familiar topics
• Scan the text and answer five questions based on the text.
• Discuss at least one question related to globetrotting.
Full Blast Plus 4
Student’s Book p67-69
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S)
Print or digital resources
Computer lab or access to computers (tablets or
laptops) if using digital research tools
ACTIVITIES
• Ask pupils to look at the picture on the page and tell you what it shows (a traveller looking at his map and trying to find
out where he is going. etc.). Elicit answers.
• Draw pupils' attention to the title of the module in connection with the picture and help them deduce the meaning of the
PRE-LESSON word globetrotting (travelling in many countries around the world).
• Ask pupils to tell you what they think the module will be about. Elicit answers.
• Ask pupils the questions in the Discuss section.
• Elicit answers. (Student’s book p67- Discuss)
1)
• Ask pupils to look at the pictures accompanying the text and tell you what they can see (a map, a scorpion, a jungle, a
hiking boot in water /mud).
• Elicit answers.
• Ask pupils to guess what the text will be about.
• Elicit answers.
• Ask pupils to read through the text and underline unknown words at the same time.
• Ask pupils to read through the three titles and check understanding.
• Allow pupils some time to choose the best title for the text.
• Check the answers with the class.
• Ask pupils to provide justification for their answers. (Student’s book p68 Activity B)
LESSON
DEVELOPMENT 2)
• Ask pupils to read through the questions 1-5 and the respective answers and check understanding.
• Read out and explain the TIPS.
• Have pupils do the activity.
• Check answers with the class. If necessary, ask pupils to provide justification for their answers.
(Student’s book p69 Activity C)
3)
• Ask pupils the questions and initiate a short discussion.
1. Would you like to try what Ed Stafford did? Why/ Why not?
2. Do you know of any other people who have been on incredible expeditions?
3. What can the achievement of Ed Stafford teach us?
• Ask pupils to provide justification for their answers. (Student’s book p69 Activity E)
• Ask pupils to identify with their talk partner(s) at least three new words or phrases that they have learned in relation to
POST-LESSON travelling.
• When pupils are ready, collect and share words/phrases as a whole class.
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance.
- pupils complete the tasks(s) on their own.
TEACHER’S CONTINUED ON THE NEXT LESSON
REFLECTION
WEEK/LESSON NO. 19 LESSON 56 (Reading 9) FORM 4 MPV
UNIT 5 TIME 9.00 – 10.00
TOPIC Globetrotting Duration 1 HOUR
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR talking about travelling experiences; sequencing
TECHNIQUE(S) FOCUS: past action and events; words and phrases
item. describing travelling through rain forests
CONTENT STANDARD(S)
Full Blast Plus 4
Hand Signals (Thumbs
FORMATIVE ASSESSMENT TECHNIQUE(S) MATERIAL(S) Teacher’s Book p67-69
Up/Down)
Computer
ACTIVITIES
1)
• Elicit answers.
• Elicit answers.
• Ask pupils to provide justification for their answers. (Student’s book p68 Activity B)
LESSON
DEVELOPMENT 2)
3)

DIFFERENTIATIO
- 6 pupils complete the tasks(s) with teacher’s guidance.
- 20 pupils complete the tasks(s) on their own.
WEEK/LESSON NO. 19 LESSON 53 (Language Awareness 6) FORM 3 DEDIKASI
UNIT 6 TIME 11.00 – 11.30
TOPIC Ready, Steady, Go! Duration 1 HOUR
MAIN SKILL Language CROSS-CURRICULAR ELEMENTS Creativity and Innovation
Awareness
21ST CENTURY LEARNING Choose an Zero and First Conditional
TECHNIQUE(S) item. LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
• Learn and revise Zero and First Conditionals and answer four questions.
• Learn and revise Zero and First Conditionals and complete the text with six correct form of the verbs in brackets.
FORMATIVE ASSESSMENT Close-Up Student’s Book, p.73
TECHNIQUE(S
Close-Up Teacher’s Book, p.62-63
ACTIVITIES
• Ask ‘if’ sentence questions to pupils (or write questions on the board) and elicit responses (see questions in the pre-
PRE-LESSON Grammar lesson activity guidance on p.62 of the Teacher’s Book).
• Explain that the questions use conditionals.
1)
• Ask pupils to read the sentences for the zero and find conditionals and decide which tenses the verbs in bold are in.
• Ask pupils to read through the four questions before writing any answers and then look back at the sentence and bear in
mind the tenses used in each one.
• Ask pupils to do the task individually but check answers as a class.
• Once answers have been checked, ask pupils to look back at the adverts on pages 70 and 71 to find example of the zero
and first conditionals (a: If you like surfing and rowing, you 'll definitely love this. - First condition, If you're fit and you love
a challenge, try it – First conditional) (Student’s Book p.73 – Activity A)
2)
• Explain that pupils are going to revise the use of Zero conditional from the prompts 1-6.
• Ask pupils to the task individually but check answers as a class. (Student’s Book p.73 – Activity B)
3)
LESSON
DEVELOPMENT
• Explain that pupils are going to revise the use of the First Conditional by matching 1-6 with a-f.
• Ask pupils to the task individually but check answers as a class. (Student’s Book p.73– Activity C)
4)
• Ask pupils to discuss how the title of the text might be related to the accompanying picture (It shows a woman who is
using virtual reality and she may be using it to do a sport.).
• Ask pupils to skim through the text without filling in any answers at this stage to find out what advantages virtual
• sports may offer (You do not waste time going to sports clubs, you can do outdoor sports in all weathers, it costs less than
club memberships and equipment) and what disadvantage is mentioned (You don’t have an experienced instructor to give
you advice.).
• Explain to pupils that they should pay attention to the subjects of the sentences with gaps and to whether they need the
affirmative, negative or question forms.
• Ask pupils to do the task individually but check answers as a class. (Student’s Book p.73– Activity D)
• Ask pupils to think of different ‘if’ sentence questions to ask their peers.
POST-LESSON • Pupils then share and respond to their questions in small groups.
• Monitor and assist to check correct usage of the conditionals (including use of the comma to separate clauses).
DIFFERENTIATIO Low-proficiency pupils
N - 5 pupils complete the tasks(s) with teacher’s guidance
WEEK/LESSON NO. 19 LESSON 58 (Listening 10) FORM 5 SI
UNIT 7 TIME 1.00 – 2.00
MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR FOCUS: Recognising words and phrases talking
TECHNIQUE(S) item. about media and communication
CONTENT STANDARD(S)
Main: 1.1 Understand meaning in a variety of familiar contexts Complementary: 1.1 Understand meaning in a variety of familiar
contexts
Main: 1.1.1 Understand independently the main ideas in extended Complementary: 1.1.2 Understand independently specific
texts on a wide range of familiar topics and some unfamiliar topics information and details in extended texts on a wide range of familiar
topics and some unfamiliar topics
• Listen to eight short conversations and answer eight questions in Activity 4.
• Listen to the conversation that goes with the pictures in Activity 1 and answer 6 questions in Activity 2.
English Download
Student’s Book p90, Teacher’s Book p82-83
ACTIVITIES
• Discuss the questions with pupils:
• Do you communicate differently with different people? Which means do you use to communicate with your parents,
PRE-LESSON
siblings, friend and teachers? Are today's popular means of communication such as text messages and email too
impersonal? Can you imagine what life was like before messaging and emails?
1.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must decide what
the three items in the pictures have in common and what the subject of a conversation about them might be.
• First, ask them to identify the items (radio, computer, print newspaper).
2.
• Ask pupils to read the instructions and check that they understand what they have to do. Explain that there are two parts
to the task. First, they must listen in order to decide which of the six questions could be asked after the conversation. After
checking the answers, they will hear the recording again and must decide which pictures in 1 answer the questions in 2. If
necessary, explain in L1 or ask a student to do so.
• Ask pupils to read the questions and explain anything they don't understand.
• Play the recording and ask pupils to tick questions.
LESSON • Check answers as a class.
DEVELOPMENT • Play the recording again so that pupils can do the second part of the task.
• Check answers as a class. (Student’s book p90 Activity 2)
3.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they will hear the same
conversation and a question about it, and that they must answer question by choosing one of the pictures in 1.
• Play the recording and ask pupils to choose the picture
• They then check their answer in pairs before checking as a class. (Student’s book p90 Activity 3)
4.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must choose the
picture option that answers the question. Remind them to think about how the pictures in each set are connected, what
question might be asked and to listen carefully for the actual question.
• Play the recording and ask pupils to circle their answers, then ask pupils to discuss their answer with a partner and to justify
any answers that are different.
• Play the recording again if necessary, and check answers as a class. (Student’s book p90 Activity 4)
• Play a word bingo game or true/false definitions to revise words and phrases connected with the media introduced in the
POST-LESSON unit so far.
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
LESSON 57
WEEK/LESSON NO. 19 FORM 4 MPV
SUBJECT English DATE / DAY 3.8.2022 WEDNESDAY
UNIT 5 TIME 8.30 – 9.30
People and culture
THEME
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR past perfect simple / past perfect
TECHNIQUE(S) FOCUS: continuous
CONTENT STANDARD(S)
• Revise Past Perfect Simple and Past Perfect Continuous and complete three sentences with the correct tenses.
• Complete a table with nouns that refer to people with the correct suffixes.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p69-70
ACTIVITIES
• Write sentences on the board in the past perfect simple and the past perfect continuous.
• Ask pupils to work with their talk partner(s) and: say which verb form has been used; why has it been used; and come
PRE-LESSON
up with another example using the same tense for the same reason.
• When ready collect answers onto the board.
1)
• Ask pupils to read through the first example in the grammar.
• Draw pupils’ attention to the verbs in the sentence (allowed, had spoken) and ask them to tell you which action
happened first and which followed.
• Elicit the answer that the trekker spoke to the chief first and then they allowed him to enter the village. Explain to
pupils that the action that happened first is usually in the Past Perfect Simple and the action that followed is in the Past
Simple.
• Refer pupils to the Grammar Reference (p. 163).
• Ask pupils to Come up with their own examples.
• Tell pupils to find examples of the Past Perfect Simple in the text (...had estimated... ..had completely cleared them
away... no one had achieved anything...).
• Ask pupils to read through the second example in the grammar box.
• Draw pupils’ attention to the verb in bold and ask them what they notice about the formation of the Past Perfect
Continuous (had been + the main verb with -ing)
LESSON • Ask pupils to tell you when they think the tense is used.
DEVELOPMENT • Elicit the answer that we use the Past Perfect Continuous to show the duration of an action that had been in progress
up to a moment in the past or before another past event (By the time the bus arrived).
• Make sure that pupils can distinguish between the two actions in the second example in the Grammar box.
• Ask pupils to come up with their own examples.
• Tell pupils to find an example of this tense in the text (...he had been walking continuously...).
• Have pupils do the activity below the grammar box.
• Check the answers with the class. (Student’s book p69 – Grammar)
2)
• Draw pupils’ attention to the table and explain to them that we use the suffixes -er, -or and -ist to form nouns that
refer to people.
• Ask pupils to read through the words in the box and check understanding.
• Give pupils some time to do the activity.
• Check the answers with the class and provide pupils with any necessary explanations concerning the formation of the
nouns.
• Ask pupils if they can think of more nouns that refer to people using the suffixes -e, -or and -ist (e.g. driver. designer,
creator, editor, physicist, journalist, etc.).
• Elicit answers. (Student’s book p70 – Activity A)
3)
• Ask pupils to read through each set of sentences and the given words.
• Check the answers with the class and provide pupils with any necessary explanations.
(Student’s book p70 – Activity B)
• Play a game to revise the perfect tense.
• Divide the class into 2-4 groups (depending on size of class) Put a verb on the board.
• The pupils must come up with a sentence using the verb in the past perfect tense.
POST-LESSON
• The first group to do so gets a point but only if the sentence is grammatically correct and makes sense.
• Continue with another verb – after a few turns ask for a sentence using the past perfect continuous.
• The group with the most points wins.
DIFFERENTIATIO
N
WEEK/LESSON NO. 19 LESSON 54 (Listening 11) FORM 3 DEDIKASI
SUBJECT English DATE / DAY 3.8.2022 WEDNESDAY
UNIT 6 TIME 11.00 – 12.00
TOPIC Ready, Steady, Go! Duration 1 HOUR
MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Creativity and Innovation
21ST CENTURY LEARNING Choose an Sport related vocabulary/language for
TECHNIQUE(S) item. LANGUAGE/GRAMMAR FOCUS: expressing emotions
CONTENT STANDARD(S)
1.1 Understand meaning in a variety of familiar contexts 2.1 Communicate information, ideas, opinions and feelings
intelligibly on familiar topics
1.1.5 Understand independently more complex questions 2.1.5 Express and respond to common feelings such as happiness,
sadness, surprise and interest
• Work in pairs and answer three questions based on the picture about sports.
• Match five dialogues to the correct feelings.
FORMATIVE ASSESSMENT Close-Up Student’s Book, p.74
TECHNIQUE(S
Close-Up Teacher’s Book, p.63
ACTIVITIES
• Pupils discuss their previous experiences of watching outdoor sports with their family.
PRE-LESSON
• Share their experience with the class.
1)
• Ask pupils to look at the picture in the top right corner of the page and to discuss questions 1-3 with a partner.
• Ask pupils to do the task individually but discuss their ideas as a class. (Student’s Book p.74– Activity A)
2)
LESSON
• Ask pupils to read the feelings in the yellow word bank and ask them to discuss situations when they felt this way with
DEVELOPMENT a partner. Encourage them to discuss why they felt this way and what they might have said as a result.
• Ask pupils to read sentences 1-5 and answer any questions they might have.
• Ask pupils to do the task individually but check answers as a class. (Student’s Book p.74 – Activity B)
• Ask pupils to review their learning in this lesson by describing what they have learnt in the lesson and how they learnt
it.
POST-LESSON
• Allow pupils to discuss their ideas with their talk partner(s) before collecting ideas as a class.
• Draw attention to connections between the pupils’ ideas and the main and complementary skills.
DIFFERENTIATIO
WEEK/LESSON NO. 19 LESSON 58 (Listening 9) FORM 4 MPV
SUBJECT English DATE / DAY 4.8.2022 THURSDAY
UNIT 5 TIME 8.30 – 9.30
TOPIC Globetrotting Duration
MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR sequencing past action and events; words and
TECHNIQUE(S) FOCUS: phrases describing snow-covered landscape.
item.
CONTENT STANDARD(S)
Main: 1.1 Understand meaning in a variety of familiar contexts Complementary: 2.4 Communicate appropriately to a small or large
group on familiar topics
Main: 1.1.5 Understand independently more complex questions Complementary: 2.4.1 Summarise the main points of a story, text
on a wide range of familiar topics or plot
• Listen to a part of a radio interview and answer five questions based on the interview.
• Listen to a part of a radio interview and summarize how the speakers survived an avalanche.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Two stars and A Wish MATERIAL(S) Student’s Book p71
Teacher’s Book p71
ACTIVITIES
• Activate prior knowledge in this lesson by asking pupils to work in small groups to answer the following: What’s snow?
PRE-LESSON
Where’s snow most likely to fall? Which countries have a lot of snow? What sports are associated with snow?
1)
• Draw pupils' attention to the newspaper article and ask them to tell you what they think it is about (an accident in the
mountains).
• Elicit answers.
• Ask pupils to read through the article and check understanding.
• Ask pupils the questions and initiate a short discussion. (Student’s book p71 Activity A)
2)
• Ask pupils to guess what happened to the two people who survived the avalanche.
• Elicit answers but do not correct pupils at this stage.
• Play the CD and have pupils listen and check their predictions.
• Check the answers with the class. (Student’s book p71 Activity B)
3)
LESSON
• Ask pupils to close their textbooks and listen again.
DEVELOPMENT
• After listening, ask them the questions Activity C without reading the multiple choices. (Teacher converts question 5
statements to a question like Why did Carrie panic when Mark pulled her leg?).
• Give pupils the opportunity to check and discuss their answers in small groups before collecting responses.
• Play the CD and have pupils do the activity.
• Check the answers with the class. If necessary, play the CD again in order to clarify any questions pupils may have.
4)
• Divide the class in groups of 4 (A-D).
• Pupil A takes the role of Carrie and summarize to pupil B what happened from her point of view. Pupil C takes the role of
Mark and summarize to pupil D what happened from his point of view.
• Then pupils swap partners. Pupil B repeats Carries story (told by pupil A) to pupil C. Pupil D repeats Mark’s story (told by
pupil C) to pupil A.
• If time allows choose 2 competent pupils to do a hot seat activity. One can be Carrie and one can be Mark while the rest of
the class take it in turns to ask questions about the events of the day of the avalanche.
• Elicit what natural disasters are more common in Malaysia.
POST-LESSON • Then use the Optional post-listening activity in the Teacher’s Book to create a class discussion, focusing the questions on a
natural disaster which pupils are more familiar with / that happens more commonly in Malaysia.
DIFFERENTIATIO
LESSON 52 (Reading 12)
WEEK/LESSON NO. 19 FORM 3 DEDIKASI
CONTINUATION
UNIT 6 TIME 11.00 – 11.30
TOPIC Ready, Steady, Go! Duration ½ HOUR
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Creativity and Innovation
21ST CENTURY LEARNING Gallery Walk Sport related vocabulary
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
3.1 Understand a variety of texts by using a range of appropriate 2.1 Communicate information, ideas, opinions and feelings
reading strategies to construct meaning intelligibly on familiar topics
3.1.3 Guess the meaning of unfamiliar words from clues provided 2.1.1 Paraphrase short simple texts
by other words and by context on an increased range of familiar
topics
• Read the descriptions of five teenagers looking for a sport to do and decide which sport would be the most suitable for the
teenagers.
• Read the article about different types of sports and complete six sentences with the correct words based on the article.
FORMATIVE ASSESSMENT Close-Up Student’s Book, p.69 - 71
Short Quiz MATERIAL(S)
TECHNIQUE(S Close-Up Teacher’s Book, p.60
ACTIVITIES
• Write the words Ready, Steady, Go! on the board and ask pupils when they would usually hear these words (at the
beginning of a race). Explain to pupils that this is the title of Unit 6 and ask them what they expect the unit to be about
(sport).
PRE-LESSON
• Ask pupils to turn to page 69 and to look at the picture and the accompanying caption. Ask them to describe what's
happening in the picture with a partner and to discuss their reaction to it. Then, as a class, ask pupils to say how they
feel about the picture. Elicit that tortoises move extremely slowly and that the skateboard allows it to go faster.
1)
• Ask pupils to read the information in the Exam Close-up box and explain anything they do not understand.
• Elicit that this is a matching task and explain that it is important that they look for similar words and expressions in the
texts. (Explain that the pupils will read advertisements a-h and decide which of these sports would most suit questions
1-5.)
• Explain that in order to do this task well, they must read all the texts closely to find the relevant information.
• Ask pupils to read the first description (1) in the Exam Task and underline any key words. Ask pupils to do the same for
descriptions 2-5 individually. (Student’s Book p.71– Activity D)
2)
• Explain that they have to match the descriptions of people (1-5) with the various sports activities (a-h), but not all the
LESSON
sports activities will be answers to 1-5.
DEVELOPMENT
• Ask pupils to do the task individually but check answers as a class. (Student’s Book p.71 – Activity E)
3)
• Ask the pupils to read the instructions and check that they understand what they have to do. Answer any questions that
they may have about the task.
• Explain that this is a gap fill task and that they should complete the sentences with the correct form in brackets in
the yellow word bank.
• Ask pupils to skim read the sentences carefully and pay attention to the words before or after each gap without filling
in any answers at this stage.
• Encourage them to re-read the sentences once they have finished to check their answers.
• Ask pupils to do the task individually but check as a class. (Student’s Book p.71 – Activity F)
• Ask pupils to identify with their talk partner(s) at least one new word or expression that they have learned in relation to
POST-LESSON the lesson topic.
• When pupils are ready, collect and share words/expressions as a whole class.
DIFFERENTIATIO
LESSON 56 (Reading 9)
CONTINUATION
UNIT 5 TIME 7.30 – 8.00
TOPIC Globetrotting Duration ½ HOUR
MAIN SKILL Reading CROSS-CURRICULAR Global Sustainability
ELEMENTS
21ST CENTURY LEARNING Think-pair-share LANGUAGE/GRAMMAR talking about travelling experiences; sequencing past
TECHNIQUE(S) FOCUS: action and events; words and phrases describing
travelling through rain forests
CONTENT STANDARD(S)
Full Blast Plus 4
Computer lab or access to computers (tablets or
laptops) if using digital research tools
ACTIVITIES
1)
• Elicit answers.
• Elicit answers.
LESSON • Ask pupils to provide justification for their answers. (Student’s book p68 Activity B)
DEVELOPMENT
2)
3)
DIFFERENTIATIO
LESSON 57
UNIT 5 TIME 12.00 – 1.00
People and culture
THEME
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR past perfect simple / past perfect
TECHNIQUE(S) FOCUS: continuous
CONTENT STANDARD(S)
• Revise Past Perfect Simple and Past Perfect Continuous and complete three sentences with the correct tenses.
• Complete a table with nouns that refer to people with the correct suffixes.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p69-70
ACTIVITIES
• Write sentences on the board in the past perfect simple and the past perfect continuous.
• Ask pupils to work with their talk partner(s) and: say which verb form has been used; why has it been used; and come
PRE-LESSON
up with another example using the same tense for the same reason.
• When ready collect answers onto the board.
1)
• Ask pupils to read through the first example in the grammar.
• Draw pupils’ attention to the verbs in the sentence (allowed, had spoken) and ask them to tell you which action
happened first and which followed.
• Elicit the answer that the trekker spoke to the chief first and then they allowed him to enter the village. Explain to
pupils that the action that happened first is usually in the Past Perfect Simple and the action that followed is in the Past
Simple.
• Ask pupils to Come up with their own examples.
• Tell pupils to find examples of the Past Perfect Simple in the text (...had estimated... ..had completely cleared them
away... no one had achieved anything...).
• Ask pupils to read through the second example in the grammar box.
• Draw pupils’ attention to the verb in bold and ask them what they notice about the formation of the Past Perfect
Continuous (had been + the main verb with -ing)
LESSON • Ask pupils to tell you when they think the tense is used.
DEVELOPMENT • Elicit the answer that we use the Past Perfect Continuous to show the duration of an action that had been in progress
up to a moment in the past or before another past event (By the time the bus arrived).
• Make sure that pupils can distinguish between the two actions in the second example in the Grammar box.
• Ask pupils to come up with their own examples.
• Tell pupils to find an example of this tense in the text (...he had been walking continuously...).
• Have pupils do the activity below the grammar box.
• Check the answers with the class. (Student’s book p69 – Grammar)
2)
• Draw pupils’ attention to the table and explain to them that we use the suffixes -er, -or and -ist to form nouns that
refer to people.
• Ask pupils to read through the words in the box and check understanding.
• Give pupils some time to do the activity.
• Check the answers with the class and provide pupils with any necessary explanations concerning the formation of the
nouns.
• Ask pupils if they can think of more nouns that refer to people using the suffixes -e, -or and -ist (e.g. driver. designer,
creator, editor, physicist, journalist, etc.).
• Elicit answers. (Student’s book p70 – Activity A)
3)
• Ask pupils to read through each set of sentences and the given words.
• Check the answers with the class and provide pupils with any necessary explanations.
(Student’s book p70 – Activity B)
• Play a game to revise the perfect tense.
• Divide the class into 2-4 groups (depending on size of class) Put a verb on the board.
• The pupils must come up with a sentence using the verb in the past perfect tense.
POST-LESSON
• The first group to do so gets a point but only if the sentence is grammatically correct and makes sense.
• Continue with another verb – after a few turns ask for a sentence using the past perfect continuous.
• The group with the most points wins.
DIFFERENTIATIO
N
WEEK/LESSON NO. 19 LESSON 59 (Speaking 9) FORM 5 Bestari
SUBJECT English DATE / DAY 5.8.2022 FRIDAY
UNIT 7 TIME 8.00 – 9.00
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Think-pair-share LANGUAGE/GRAMMAR FOCUS: Words and phrases related to media sites
TECHNIQUE(S) and communicating with the public
CONTENT STANDARD(S)
Main: 2.1 Communicate information, ideas, opinions and feelings Complementary: 2.3 Use appropriate communication strategies
intelligibly on familiar topics
Main: 2.1.3 Explain and justify plans and ambitions Complementary: 2.3.1 Keep interaction going in discourse-level
exchanges by paraphrasing and rephrasing appropriately
• Talk about at least three ideas on how to advertise a shop and decide on two best ideas with a partner.
• Discuss three questions related to media with a partner.
English Download
Student’s Book p91, Teacher’s Book p83-84
ACTIVITIES
• Ask pupils to discuss three questions in Activity 1 in pairs.
PRE-LESSON
• When ready, collect pupils’ ideas and open up the discussion as a whole class. (Student’s book p91 Activity 1)
1.
• Ask pupils what sort of language can be used to agree or disagree. Make a list on the board (I think you're right about..., I
see what you mean..., I don't agree that..., etc).
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they need to decide on
the degree of agreement (agree completely, disagree completely, agree in part) as expressed by the six phrases.
• Ask pupils to read the phrases and explain anything they don't understand.
2.
• Go through the Language Bank with the pupils and make sure they understand the ways of expressing different degrees of
agreement.
• Ask pupils to read the instructions and check that they understand what they have to do. Spend some time explaining that
they must discuss all of the options within the context of the task (How can Hannah attract more customers to her new
LESSON
shop?), and that they are not being asked to choose the best ways of attracting customers to shops in general or in some
DEVELOPMENT other situation. Elicit that there is a second part to the task which requires them to reach a decision about the two ideas
Hannah should choose. Point out that there are no right or wrong answers.
• Pupils work in pairs to do the task.
• Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go over with the class
afterwards.
• Ask one pair to demonstrate the task in front of the class.
• Time permitting, repeat until all pairs have had a turn. (Student’s book p91 Activity 3)
3.
• Ask pupils to read the questions and explain anything they don't understand.
• Pupils work in pairs to ask and answer questions.
• Monitor and help with vocabulary, but do not
• interrupt fluency. Make a note of any mistakes to go over with the class afterwards.
• Time permitting, you may want to discuss the questions more extensively as a class. (Student’s book p91 Activity 4)
• When ready, collect pupils’ ideas for Activity 4 and open up the discussion as a whole class.
POST-LESSON
DIFFERENTIATIO
REFLECTION _____ pupils given remedial treatment.
WEEK/LESSON NO. 19 LESSON 58 (Listening 9) FORM 4 SI
SUBJECT English DATE / DAY 5.8.2022 FRIDAY
UNIT 5 TIME 11.30 – 12.30
MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR sequencing past action and events; words and
TECHNIQUE(S) FOCUS: phrases describing snow-covered landscape.
item.
CONTENT STANDARD(S)
Main: 1.1 Understand meaning in a variety of familiar contexts Complementary: 2.4 Communicate appropriately to a small or large
group on familiar topics
Main: 1.1.5 Understand independently more complex questions Complementary: 2.4.1 Summarise the main points of a story, text
on a wide range of familiar topics or plot
• Listen to a part of a radio interview and answer five questions based on the interview.
• Listen to a part of a radio interview and summarize how the speakers survived an avalanche.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p71
Teacher’s Book p71
ACTIVITIES
• Activate prior knowledge in this lesson by asking pupils to work in small groups to answer the following: What’s snow?
PRE-LESSON
Where’s snow most likely to fall? Which countries have a lot of snow? What sports are associated with snow?
1)
• Draw pupils' attention to the newspaper article and ask them to tell you what they think it is about (an accident in the
mountains).
• Elicit answers.
• Ask pupils to read through the article and check understanding.
• Ask pupils the questions and initiate a short discussion. (Student’s book p71 Activity A)
2)
• Ask pupils to guess what happened to the two people who survived the avalanche.
• Elicit answers but do not correct pupils at this stage.
• Play the CD and have pupils listen and check their predictions.
• Check the answers with the class. (Student’s book p71 Activity B)
3)
LESSON
• Ask pupils to close their textbooks and listen again.
DEVELOPMENT
• After listening, ask them the questions Activity C without reading the multiple choices. (Teacher converts question 5
statements to a question like Why did Carrie panic when Mark pulled her leg?).
• Give pupils the opportunity to check and discuss their answers in small groups before collecting responses.
• Play the CD and have pupils do the activity.
• Check the answers with the class. If necessary, play the CD again in order to clarify any questions pupils may have.
4)
• Divide the class in groups of 4 (A-D).
• Pupil A takes the role of Carrie and summarize to pupil B what happened from her point of view. Pupil C takes the role of
Mark and summarize to pupil D what happened from his point of view.
• Then pupils swap partners. Pupil B repeats Carries story (told by pupil A) to pupil C. Pupil D repeats Mark’s story (told by
pupil C) to pupil A.
• If time allows choose 2 competent pupils to do a hot seat activity. One can be Carrie and one can be Mark while the rest of
the class take it in turns to ask questions about the events of the day of the avalanche.
• Elicit what natural disasters are more common in Malaysia.
POST-LESSON • Then use the Optional post-listening activity in the Teacher’s Book to create a class discussion, focusing the questions on a
natural disaster which pupils are more familiar with / that happens more commonly in Malaysia.
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance.

Week 19 RPH

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TERM: 1 WEEK: 20 DATE: 1 – 5 AUGUST 2022

SUBJECT FORM TITLE

Theme: People & Culture

Theme: People & Culture

Theme: People and Culture

By amount of teacher’s support:

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