TERM: 2 WEEK: 25 DATE: 12 - 16 September 2022

SUBJECT FORM TITLE

Theme: People & Culture

ENGLISH FORM 5 Topic: UNIT 8 A Hard Day’s Work
Lesson: 66,67,68
SOW: 97,98,99
Civic: Responsibility

Theme: People & Culture

ENGLISH FORM 4 Topic: UNIT 5 Globetrotting
Lesson: 66,67,68
SOW: 91,92,93
Civic: Responsibility

Theme: People and Culture

Topic:
FORM 3
ENGLISH UNIT 7 Extreme Sports
Lesson: 61,62,63
SOW: 56, 57,58
CIVIC: Responsibility
WEEK/LESSON NO. 24 LESSON 66 (Writing 10) FORM 4 SI
SUBJECT English DATE / DAY 12.9.2022 MONDAY
UNIT 5 TIME 8.00 – 9.00
TOPIC Globetrotting Duration 1 HOUR
THEME People and culture
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Think-pair-share LANGUAGE/GRAMMAR language associated with making offers and
TECHNIQUE(S) FOCUS: suggestions, asking for and giving instructions;
words and phrases connected with travelling by
different means of transport
CONTENT STANDARD(S)
Main: 4.1 Communicate intelligibly through print and digital media Complementary: 3.1 Understand a variety of texts by using a range
on familiar topics of appropriate reading strategies to construct meaning
LEARNING STANDARD(S)
Main: 4.1.1 Explain information from (i) diagrams, (ii) charts (iii) Complementary: 3.1.1 Understand the main points in extended
tables (iv) graphs or other visuals texts on a wide range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Write an email to a friend who will be visiting the city.
• Read an email and match the notes in the email to the points that should be included in the reply.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Concept mapping MATERIAL(S) Student’s Book p78-79
Teacher’s Book p78-79
ACTIVITIES
• Ask pupils to work with a talk partner to practice asking for and giving instructions.
• Give pupils a simple street map or if not available, tell pupils to look at the street map in the Student’s Book.
PRE-LESSON
• Pupils take it in turns to ask and give instructions to their partner (i.e. start at the skate park, go straight forward to the
Corner café, turn left down Park Road…).
1)
• Ask pupils to look at the layout of the text and tell you what it is (a letter).
• Ask pupils to read the letter and underline unknown words at the same time.
• Ask pupils the question in the rubric.
• Check the answer with the class.
(Student’s book p78 - Activity A)
2)
• Refer pupils to Andrew's letter and draw their attention to the notes Mark has made. Explain that this is what Mark should
include in his reply.
• Point out to pupils that they must read each note which refers to a specific sentence/phrase in the letter and match them
with the points a-c.
• Ask pupils to read through the points a-c.
• Have pupils do the activity.
• Check the answers with the class. (Student’s book p78 - Activity B)
LESSON 3)
DEVELOPMENT • Ask pupils to read through Mark's email and underline the sentences that correspond to his notes.
• Ask pupils the question in the rubric.
• Check the answer with the class. (Student’s book p78 - Activity C)
4)
• Ask pupils to read through the two paragraphs.
• Ask pupils the questions in the rubric.
• Check the answers with the class. (Student’s book p78 - Activity D)
5)
• Refer pupils to Andrew's letter in activity A.
• Draw their attention to the map and point out the station on Station Road.
• Explain to pupils that they should use the same prompts, but different ideas and expressions/ phrases to expand on them.
• Point out that they can use Mark's email as a model.
• Draw pupils’ attention to the TIPS and refer them to the relevant pages for more information on how to write an informal
letter/ email. Provide them with any necessary explanations concerning the layout, the plan and the set phrases they can
use when writing an informal letter email.
 • Allow pupils some time to write their emails.
• Choose some pupils to read out their emails.
• Remind pupils they are interpreting Mark’s notes, as well as the map, to write their own letters.
• If there is not enough time in the lesson to complete the activities, ask pupils to finish their letter to Andrew as
homework. (Student’s book p79 - Activity F)

• As a class create a pie chart or graph on the board illustrating what everybody’s favourite means of travel is.
POST-LESSON
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 10 pupils complete the tasks(s) with teacher’s guidance.
N High-proficiency pupils
- 16 pupils complete the tasks(s) on their own.
TEACHER’S 26 out of 26 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
 LESSON 61 (Literature of Action 6)
WEEK FORM 3 DEDIKASI
(Non-Textbook-Based)
DATE /
SUBJECT ENGLISH 12.9.2022 MONDAY
DAY
The Day the Bulldozers Came by David
TOPIC TIME 9.00 – 8.30
Orme
THEME Health and environment
LESSON SKILL/FOCUS LANGUAGE/GRAMMAR
Literature in Action Interpreting poem
FOCUS
21ST CENTURY LEARNING Group work and Poem:
TECHNIQUE 9 (PAK 21) class discussion MATERIALS The Day the Bulldozers Came by David Orme
Reference: https://prezi.com/lvtg7n0pt3dl/the-day-the-
bulldozers-came/
CONTENT STANDARD(S)
Main: Complementary:
5.2 Analyse and evaluate avariety of literray text types -
LEARNING STANDARD(S)
Main: Complementary:
5.2.1 Identify key stylistic features of a text and explain briefly -
why the author uses them
LEARNING OBJECTIVES

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

• answer the questions individually by referring to the poem and the ideas discussed earlier with at least 7 out of 10 correct
answers.

CROSS CURRICULAR ELEMENTS Environmental sustainability

ACTIVITIES
PRE-LESSON Pupils answer prompt questions from teacher. Questions are related to the poem to be learnt.

1. Pupils read the poem individually.

2. Pupils are divided into pairs. Each pair is assigned with one line of the poem.
3. Pupils discuss their lines with their partners and then share their ideas with the class.
4. Pupils and teacher discuss the meaning of the poem line by line a class.
5. Pupils and teacher discuss the stylistic features used by the poet:
Repetition: The title is repeated three times. Why? - – to imply that the earth and its creatures
LESSON
were being continuously threatened.
DEVELOPMENT
Personification: “the ground trembled” – just like a person who was frightened, the ground
trembled when the bulldozers came.
Symbolism: the bulldozer symbolizes destruction.
6. Pupils are given a set of questions based on the poem.
7. Pupils answer the questions individually by referring to the poem and the ideas discussed
earlier.

POST-LESSON
Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.

By amount of teacher’s support

Proficient pupils:
DIFFERENTIATION - 20 Pupils complete the tasks(s) on their own
Less proficient pupils:
0 Pupils complete the tasks(s) with teacher’s guidance
 20 out of 20 pupils achieved the learning objectives.
TEACHER’S
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 24 LESSON 67 (Reading 11) FORM 5 SI
SUBJECT English DATE / DAY 12.9.2022 MONDAY
UNIT 8 TIME 1.30 – 2.30
TOPIC A Hard Day’s Work Duration 1 HOUR
THEME People and Culture
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR Words/phrases related to water theme parks,
TECHNIQUE(S) item. FOCUS: jobs, recognising different text types,
answering multiple-choice questions
CONTENT STANDARD(S)
Main: 3.1 Understand a variety of texts by using a range of Complementary: 3.1 Understand a variety of texts by using a range
appropriate reading strategies to construct meaning of appropriate reading strategies to construct meaning
LEARNING STANDARD(S)
Main: 3.1.2 Understand specific details and information in extended Complementary: 3.1.6 Recognise with little or no support typical
texts on a wide range of familiar topicsand some unfamiliar topics features at word, sentence and text levels of a wide range of genres
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Read and skim Article A and find out what are Richard Dunk’s qualifications and previous work experience.
• Read and scan three articles and answer 8 questions using the information from the articles.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Short Quiz MATERIAL(S)
Student’s Book p96-97, Teacher’s Book p88
ACTIVITIES
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that there are two parts to
the task. First, they need to think of a fun job and then they have to decide what qualifications and experience would be
PRE-LESSON
required for the job. Point out that there are no right or wrong answers.
• Pupils discuss their choices in pairs before discussing as a class. (Student’s book p96 Activity 1)
1.
• Ask pupils to read the instructions and check that they understand what they have to do.
• Ask pupils to skim read the text and look for the answers. Explain to pupils that they do not need to read in detail at this
stage as they will have the opportunity to do so later.
• Pupils do the task individually and discuss with a partner before checking answers as a class.
(Student’s book p96 Activity 2)
LESSON 2.
DEVELOPMENT • Ask pupils to read the instructions and check that they understand what they have to do.
• Ask pupils to read the questions and explain anything they don't understand.
• Remind pupils to think about what kind of texts they are reading as they do the task.
• Pupils work individually to answer the questions.
• Remind them to look back at all the texts in order to answer questions 7 and 8.
• They then check their answers in pairs before checking as class. (Student’s book p97 Activity 3)
• Have a class discussion.
POST-LESSON • Ask pupils do they think Richard Dunk’s job is the most enjoyable? What job connected to theme parks would they like to
do? Would they like to test the speed of roller coasters?
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 2 pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- 24 pupils complete the tasks(s) on their own
TEACHER’S 26 out of 26 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 24 LESSON 62 (Reading 13) FORM 3 DEDIKASI
SUBJECT English DATE / DAY 13.9.2022 TUESDAY
UNIT 7 TIME 11.00 – 12.00
TOPIC Extreme Situations Duration 1 HOUR
THEME Health and Environment
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Entrepreneurship
21ST CENTURY LEARNING Think-pair-share Vocabulary related to extreme
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: situations
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)
Main: Complementary:
3.1.1 Understand the main points in longer texts on an increased 2.1.4 Explain own point of view
range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Read the breaking news about a real-life story and predict what happened to the people in the story.
• Skim read the article about what happened to the passengers on Flight 571 and check their previous predictions.
FORMATIVE ASSESSMENT Close-Up Student’s Book, p. 83-85
Four Corners MATERIAL(S)
TECHNIQUE(S Close-Up Teacher’s Book, p.71
ACTIVITIES
• Write Extreme Situations on the board and ask pupils to come up with situations that they think are extreme.
• Ask pupils to make a note of any words they associate with extreme situations. Give them a minute to note down as
many words as they can and then to compare them with a partner's. Finally, as a class, make a list of appropriate words
on the board. Try to elicit or pre-teach survival (skills/techniques), exhilarating, be in danger, rescue, cope, summit,
PRE-LESSON exhausted/exhaustion, stay alive, overcome, achieve/achievement, struggle, give up and challenging.
• Ask pupils to look at the picture and the accompanying caption on page 83. Ask them to work in pairs to describe what
is happening in the picture and to discuss why this is an extreme situation and how the person might be feeling. Then
ask them to report what they said to the class. Ask pupils if they would like to have a go at this sport and to say why, or
why not.
1)
• Ask pupils to read the instructions and to underline the questions they must answer. Explain that they should only read
the Breaking News section at this stage.
• Ask pupils to work in small groups to discuss their answers. Then ask each group one of the questions but ask each group
to say what they think happened next. (Student’s Book p.84– Activity A)
LESSON
2)
DEVELOPMENT • Ask pupils to look at the title of the text and ask them what this might tell us about the crash.
• Ask pupils to skim through the text to find out if their predictions were correct.
• Ask pupils for their reactions to the story and what the men achieved. Encourage them to say what they think is the
most surprising part of the story. (Student’s Book p.84 – Activity B)

• 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
- 2 pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- 18 pupils complete the tasks(s) on their own
TEACHER’S 20 out of 20 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK 24 FORM 4 Bestari

SUBJECT ENGLISH DATE / DAY 13.9.2022 TUESDAY

TOPIC Short Story : Leaving by M.G Vassanji TIME 12.30 – 1.00

THEME Miscellaneous (mixed themes)

LESSON SKILL/FOCUS
Literature in Action (LiA)
21ST CENTURY LEARNING
THINK-PAIR-SHARE AND CLASS DISCUSSION
TECHNIQUE 9 (PAK 21)
CONTENT STANDARD(S)

5.2 Analyse and evaluate a variety of literary text types

LEARNING STANDARD(S)

5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events, or place

LEARNING OBJECTIVES

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

individually write their personal opinions on their favourite element of time/place from the short story by providing some evidence from the
text in not less than 100 words.

CROSS CURRICULAR ELEMENTS Values

ACTIVITIES

(Set Induction) Pupils answer prompt questions from teacher to recall the characters and storyline of the short story
PRE-LESSON
which they have read prior to the class.

8. Pupils are divided into pairs. Each pair is assigned with one element of time/place found in the short story.
9. In pairs, pupils discuss the important events related to the element of time/place assigned to them and then
share their ideas with the class.
LESSON 10. Pupils and teacher discuss the ideas brainstormed as a class.
DEVELOPMENT 11. Teacher and pupils discuss the task as a class: Pupils are assigned to choose their favourite element of
time/place found in in the short story and write their personal opinions about it.
12. Using the ideas discussed earlier, pupils individually write their personal opinions on their favourite element of
time/place by providing some evidence from the text in not less than 100 words.

POST-LESSON Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.
By amount of teacher’s support

Proficient pupils:
- Pupils complete the tasks(s) on their own.
DIFFERENTIATION
Less proficient pupils:
- Pupils complete the tasks(s) with teacher’s guidance.

TEACHER’S
LESSON IS CONTINUED ON THE NEXT CLASS
REFLECTION
WEEK/LESSON NO. 24 LESSON 66 (Writing 10) FORM 4 MPV
SUBJECT English DATE / DAY 14.9.2022 WEDNESDAY
UNIT 5 TIME 9.00 – 10.00
TOPIC Globetrotting Duration 1 HOUR
THEME People and culture
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Think-pair-share LANGUAGE/GRAMMAR language associated with making offers and
TECHNIQUE(S) FOCUS: suggestions, asking for and giving instructions;
words and phrases connected with travelling by
different means of transport
CONTENT STANDARD(S)
Main: 4.1 Communicate intelligibly through print and digital media Complementary: 3.1 Understand a variety of texts by using a range
on familiar topics of appropriate reading strategies to construct meaning
LEARNING STANDARD(S)
Main: 4.1.1 Explain information from (i) diagrams, (ii) charts (iii) Complementary: 3.1.1 Understand the main points in extended
tables (iv) graphs or other visuals texts on a wide range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Write an email to a friend who will be visiting the city.
• Read an email and match the notes in the email to the points that should be included in the reply.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Concept mapping MATERIAL(S) Student’s Book p78-79
Teacher’s Book p78-79
ACTIVITIES
• Ask pupils to work with a talk partner to practice asking for and giving instructions.
• Give pupils a simple street map or if not available, tell pupils to look at the street map in the Student’s Book.
PRE-LESSON
• Pupils take it in turns to ask and give instructions to their partner (i.e. start at the skate park, go straight forward to the
Corner café, turn left down Park Road…).
1)
• Ask pupils to look at the layout of the text and tell you what it is (a letter).
• Ask pupils to read the letter and underline unknown words at the same time.
• Ask pupils the question in the rubric.
• Check the answer with the class.
(Student’s book p78 - Activity A)
2)
• Refer pupils to Andrew's letter and draw their attention to the notes Mark has made. Explain that this is what Mark should
include in his reply.
• Point out to pupils that they must read each note which refers to a specific sentence/phrase in the letter and match them
with the points a-c.
• Ask pupils to read through the points a-c.
• Have pupils do the activity.
• Check the answers with the class. (Student’s book p78 - Activity B)
LESSON 3)
DEVELOPMENT • Ask pupils to read through Mark's email and underline the sentences that correspond to his notes.
• Ask pupils the question in the rubric.
• Check the answer with the class. (Student’s book p78 - Activity C)
4)
• Ask pupils to read through the two paragraphs.
• Ask pupils the questions in the rubric.
• Check the answers with the class. (Student’s book p78 - Activity D)
5)
• Refer pupils to Andrew's letter in activity A.
• Draw their attention to the map and point out the station on Station Road.
• Explain to pupils that they should use the same prompts, but different ideas and expressions/ phrases to expand on them.
• Point out that they can use Mark's email as a model.
• Draw pupils’ attention to the TIPS and refer them to the relevant pages for more information on how to write an informal
letter/ email. Provide them with any necessary explanations concerning the layout, the plan and the set phrases they can
use when writing an informal letter email.
 • Allow pupils some time to write their emails.
• Choose some pupils to read out their emails.
• Remind pupils they are interpreting Mark’s notes, as well as the map, to write their own letters.
• If there is not enough time in the lesson to complete the activities, ask pupils to finish their letter to Andrew as
homework. (Student’s book p79 - Activity F)

• As a class create a pie chart or graph on the board illustrating what everybody’s favourite means of travel is.
POST-LESSON
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 12 pupils complete the tasks(s) with teacher’s guidance.
N High-proficiency pupils
- 6 pupils complete the tasks(s) on their own.
TEACHER’S 18 out of 18 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 24 LESSON 63 (Reading 14) FORM 3 DEDIKASI
SUBJECT English DATE / DAY 14.9.2022 WEDNESDAY
UNIT 7 TIME 11.00 – 12.00
TOPIC Extreme Situations Duration 1 HOUR
THEME Health and Environment
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Entrepreneurship
21ST CENTURY LEARNING Think-pair-share Vocabulary related to extreme
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: situations
CONTENT STANDARD(S)
Main: Complementary:
3.1 Understand a variety of texts by using a range of appropriate 3.1 Understand a variety of texts by using a range of appropriate
reading strategies to construct meaning reading strategies to construct meaning
LEARNING STANDARD(S)
Main: Complementary:
3.1.1 Understand the main points in longer texts on an increased 3.1.4 Use independently familiar print and digital resources to
range of familiar topics check meaning and extend understanding
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Read the article about what happened to the passengers on Flight 571 and answer five questions based on the article.
• Find the meaning of the seven words in the article and complete seven sentences with the most suitable words.
FORMATIVE ASSESSMENT Hand Signals (Thumbs Close-Up Student’s Book, p.85
MATERIAL(S)
TECHNIQUE(S Up/Down) Close-Up Teacher’s Book, p.71-72
ACTIVITIES
• Ask pupils if they have ever been in any extreme or dangerous situations. If they are willing, ask them to describe the
situation, why it happened, who was involved and how the situation was resolved.
PRE-LESSON
• If pupils haven't personally been involved in an extreme situation or are reluctant to talk about it, ask them to describe
a film they have seen or a book they have read which deals with an extreme situation.
1)
• Ask pupils to read the instructions and then read the Exam Close-up box.
• Then ask pupils to look at items 1-5 in the Exam Task and underline the key words.
• Read the information in the Exam Close-up box to pupils and explain anything they do not understand.
• Ask pupils to do the task individually but check answers as a class. Explain that they should check their answers to
multiple-matching tasks by underlining the part of the text where they find the answer and writing the question number
next to it. Explain that this will allow them to check their answers at a glance.
(Student’s Book p.85– Activity C)
LESSON 2)
DEVELOPMENT • Ask pupils to read the instructions and make sure they understand that the correct word for each sentence 1-6 is
found in the yellow word bank.
• Remind pupils that they should pay attention to the words directly before and after the gaps to help them decide the
correct word.
• Ask pupils to do the task individually but check answers as a class. (Student’s Book p.85 – Activity D)
3)
• Ask pupils to write some more sentences in their notebook, using the words in D (cope with, search, survive, save,
crash and reach). (Student’s Book p.85 – Activity E)

• 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
- 5 pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- 15 pupils complete the tasks(s) on their own
TEACHER’S 20 out of 20 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 24 LESSON 68 (Reading 12) FORM 5 SI
SUBJECT English DATE / DAY 14.9.2022 WEDNESDAY
UNIT 8 TIME 12.00 – 1.00
TOPIC A Hard Day’s Work Duration 1 HOUR
THEME People and Culture
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING Think-pair-share LANGUAGE/GRAMMAR FOCUS: Words/phrases related to jobs and work
TECHNIQUE(S)
CONTENT STANDARD(S)
Main: 3.1 Understand a variety of texts by using a range of Complementary: 3.1 Understand a variety of texts by using a range
appropriate reading strategies to construct meaning of appropriate reading strategies to construct meaning
LEARNING STANDARD(S)
Main: 3.1.4 Use independently a range of familiar print and digital Complementary: 3.1.3 Guess the meaning of unfamiliar words from
resources and some unfamiliar resources to check meaning and clues provided by other words and by context on a wide range of
extend understanding familiar topics and some unfamiliar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Complete 6 sentences with the correct form of the words given.
• Complete 8 definitions that describe what jobs can be like using the given words.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Short Quiz MATERIAL(S)
Student’s Book p97-98, Teacher’s Book p88-89
ACTIVITIES
• Get pupils to work with a partner and make up an unusual job. Give it a name and write a job description outlining what the
job involves.
PRE-LESSON
• Then write down what qualifications and/or experience would be necessary for the position.
• Give pupils a time limit before asking for some volunteers to share their ideas.
1.
• Ask pupils to read the instructions and check they understand what they have to do. Elicit that the words in orange box must
be in the correct form.
• Ask pupils to read the words in the orange box and the sentences and explain anything they don't understand.
• Check pronunciation by saying each of the words in the orange box to the pupils and asking them to repeat after you. Correct
where necessary.
• Pupils work individually to Complete the task.
• They then check their answers in pairs before checking as a class. (Student’s book p97 Activity 4)
2.
• Ask pupils to read the instructions and check that they understand what they have to do.
• Ask pupils to look at the eight pictures and tell you if they know the job being shown. Ask stronger pupils to explain what
the jobs involve (in L1 if necessary). Make sure they know what the pictures are portraying before they label them.
• Pupils work individually to label the pictures.
• They then check their answers in pairs before checking as a class.
LESSON • Once answers have been checked, check pronunciation by saying each of the words to the pupils and asking them to repeat
DEVELOPMENT after you. Correct where necessary. (Student’s book p98 Activity 1)
3.
• Ask pupils to read the instructions and that they understand what they have to do.
• Ask pupils to read the words in the orange box and the definitions and explain anything they don't understand. Elicit that
the words are all adjectives that can be used to describe jobs.
• Check pronunciation by saying each of the words in the orange box to the pupils and asking them repeat after you. Correct
where necessary.
• Pupils work individually to complete the definitions.
• They then check their answers in pairs before checking as a class. (Student’s book p98 Activity 2)
3.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must decide which
adjectives in 2 can be used to describe the jobs in 1. Remind them that sometimes more than one answer is possible.
• Pupils work individually to complete the task.
• They then check their answers in pairs before checking as a class. (Student’s book p98 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
correct option, a or b, that explains the meaning of the word in bold.
• Ask pupils to read the items and explain anything they don't understand.
• Elicit that all of the words in bold are verbs. (Student’s book p98 Activity 4)
• Check pronunciation by saying each of the verbs to the pupils and asking them to repeat after you.
• Correct where necessary.
• Pupils work individually to complete the task.
• They then check their answers in pairs before checking as a class.
• Get pupils to work in pairs and identify at least three new words or phrases that they have learned in relation to the topic
POST-LESSON of work.
• When pupils are ready, collect and share words/expressions as a whole class.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 5 pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- 20 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 24 FORM 4 MPV

SUBJECT ENGLISH DATE / DAY 15.9.2022 THURSDAY

TOPIC Short Story : Leaving by M.G Vassanji TIME 12.30 – 1.00

THEME Miscellaneous (mixed themes)

LESSON SKILL/FOCUS
Literature in Action (LiA)
21ST CENTURY LEARNING
THINK-PAIR-SHARE AND CLASS DISCUSSION
TECHNIQUE 9 (PAK 21)
CONTENT STANDARD(S)

5.2 Analyse and evaluate a variety of literary text types

LEARNING STANDARD(S)

5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events, or place

LEARNING OBJECTIVES

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

individually write their personal opinions on their favourite element of time/place from the short story by providing some evidence from the
text in not less than 100 words.

CROSS CURRICULAR ELEMENTS Values

ACTIVITIES

(Set Induction) Pupils answer prompt questions from teacher to recall the characters and storyline of the short story
PRE-LESSON
which they have read prior to the class.

1. Pupils are divided into pairs. Each pair is assigned with one element of time/place found in the short story.
2. In pairs, pupils discuss the important events related to the element of time/place assigned to them and then share
their ideas with the class.
LESSON 3. Pupils and teacher discuss the ideas brainstormed as a class.
DEVELOPMENT 4. Teacher and pupils discuss the task as a class: Pupils are assigned to choose their favourite element of time/place
found in in the short story and write their personal opinions about it.
5. Using the ideas discussed earlier, pupils individually write their personal opinions on their favourite element of
time/place by providing some evidence from the text in not less than 100 words.

POST-LESSON Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.
By amount of teacher’s support

Proficient pupils:
- 10 Pupils complete the tasks(s) on their own.
DIFFERENTIATION
Less proficient pupils:
- 9 Pupils complete the tasks(s) with teacher’s guidance.

TEACHER’S
19 out of 19 pupils achieved the learning objectives.
REFLECTION
_____ pupils were given remedial treatment.
WEEK 24 FORM 4 SI

SUBJECT ENGLISH DATE / DAY 15.9.2022 THURSDAY

Short Story : Leaving by M.G Vassanji
TOPIC TIME 12.30 – 1.00
CONTINUATION

THEME Miscellaneous (mixed themes)

LESSON SKILL/FOCUS
Literature in Action (LiA)
21ST CENTURY LEARNING
THINK-PAIR-SHARE AND CLASS DISCUSSION
TECHNIQUE 9 (PAK 21)
CONTENT STANDARD(S)

5.2 Analyse and evaluate a variety of literary text types

LEARNING STANDARD(S)

5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events, or place

LEARNING OBJECTIVES

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

individually write their personal opinions on their favourite element of time/place from the short story by providing some evidence from the
text in not less than 100 words.

CROSS CURRICULAR ELEMENTS Values

ACTIVITIES

(Set Induction) Pupils answer prompt questions from teacher to recall the characters and storyline of the short story
PRE-LESSON
which they have read prior to the class.

1. Pupils are divided into pairs. Each pair is assigned with one element of time/place found in the short story.
2. In pairs, pupils discuss the important events related to the element of time/place assigned to them and then share
their ideas with the class.
3. Pupils and teacher discuss the ideas brainstormed as a class.
LESSON
DEVELOPMENT 4. Teacher and pupils discuss the task as a class: Pupils are assigned to choose their favourite element of time/place
found in in the short story and write their personal opinions about it.
5. Using the ideas discussed earlier, pupils individually write their personal opinions on their favourite element of
time/place by providing some evidence from the text in not less than 100 words.

POST-LESSON Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.
By amount of teacher’s support

Proficient pupils:
- 20 Pupils complete the tasks(s) on their own.
DIFFERENTIATION
Less proficient pupils:
- 6 Pupils complete the tasks(s) with teacher’s guidance.

TEACHER’S
26 out of 26 pupils achieved the learning objectives.
REFLECTION
_____ pupils were given remedial treatment.
WEEK 24 FORM 5 SI

SUBJECT ENGLISH DATE / DAY 15.9.2022 THURSDAY

READING COMPREHENSION;
TOPIC TIME 11.30 – 12.30
Hungry Ghost Festival

THEME People and culture

LESSON SKILL/FOCUS
READING
21STCENTURY LEARNING
TECHNIQUE 9 (PAK 21) THINK-PAIR-SHARE AND CLASS DISCUSSION

CONTENT STANDARD(S)

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
LEARNING STANDARD(S)

3.1.2 Understand specific details and information in extended texts on a wide range of familiar topics and some
unfamiliar topics
LEARNING OBJECTIVES

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

Answer the questions based on the text with at least 15 out of 20 correct answers.

Values
CROSS CURRICULAR ELEMENTS

ACTIVITIES

Pupils answer prompt questions

PRE-LESSON • What are the celebrations that you know in Malaysia?

• Which festivals do you celebrate?

1. Pupils read the text individually.

2. In pairs, pupils discuss the text and the meaning of any new words, and then share their ideas with the class.
LESSON DEVELOPMENT 3. Pupils answer the questions based on the text individually.
4. Teacher and pupils discuss the answers as a class.

POST-LESSON Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.

By amount of teacher’s support

Proficient pupils:
DIFFERENTIATION - 25 Pupils complete the tasks(s) on their own

Less proficient pupils:

- 0 Pupils complete the tasks(s) with teacher’s guidance

20 out of 20 pupils achieved the learning objectives

TEACHER’S REFLECTION
5 pupils were given remedial treatment.
FRIDAY