Nurizyan Amalina bt Norman Effendy

Monday, March 18, 2024| Week 2

ENGLISH (NILAM)

6 CERIA 31/31 9:10-9:40

World of self, family & friends UNIT 0 • WELCOME

Reading

3.2
Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
2.1 Communicate simple information intelligibly

3.2.1 Understand the main idea of simple longer texts By the end of this lesson, pupils will be able to:
2.1.1 Give detailed information about themselves and others 1. read the text and identify the main idea.
2. describe personality

Pre Remedial
Ss to listen to Tr's instruction : Rules & Regulation in the library Ss were given simpler
reading material to
While suit their level.
Ss pick a reading material of choice. Ss read independently and fill in details required in NILAM Book. Ss hand in their
report(s) to Tr to be validated. Enrichment
Ss were encouraged
to loan books from
Post
PSS to continue
Ss review the values obtained from their reading materials and talk about it briefly to Tr.
reading at home.

31/31 pupils were able to read a book independently. However, many still
need to obtain a NILAM book to fulfil the task.
 Nurizyan Amalina bt Norman Effendy
Tuesday, March 19, 2024| Week 2

ENGLISH

6 CERIA 31/31 8:40-9:40

World of self, family & friends UNIT 0 • WELCOME

Listening & Reading

2.1 Communicate simple information intelligibly

4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

2.1.1 Give detailed information about themselves and others By the end of this lesson, pupils will be able to:
4.2.4 Describe personality 1. talk about themselves
2. describe their likes/ dislikes

Pre Remedial
Play vocabulary game to activate knowledge of words learned in previous years. • Teacher shares learning objectives Teacher pays
and success criteria of the lesson. attention to low
achievers and guide
While them throughout the
Introduce yourself and describe your personality with an adjective. • Have pupils brainstorm personality adjectives and activity
introduce themselves in groups. Ask pupils to make name cards (this could be done at home) showing their personality
and their name. • Ask pupils to read the short texts in the Pupil’s Book, p.4. Ask pupils which of the children they agree Enrichment
with most and what they would like to learn about this year. • Ask for two or three volunteers to introduce themselves to Students are
the class using the texts as a model. Ask all pupils to introduce themselves to their partner, using the texts and the encouraged to add
volunteers as a model. • Pupils listen to the four children talking about themselves. Have them read the audio script as more information
they listen. (HOTS)(Audio 1.1) • Pupils read the script again. Ask a question to check their overall understanding of the when describing
text, for example: Which child are you similar to? Pupils tell their partner. (21st CA) • Ask pupils to note two things about themselves
themselves in their notebooks. • Using these notes and the personality adjective, ask pupils to write at least two
sentences about themselves. • Pupils do workbook page 4.

Post
Pupils introduce themselves in new groups by reading their self-introduction. (CBA)

31/31 pupils were able to introduce and talk about themselves.

 Nurizyan Amalina bt Norman Effendy
Wednesday, March 20, 2024| Week 2

ENGLISH

6 CERIA 26/31 9:10-10:10

World of self, family & friends UNIT 0 • WELCOME

Reading

3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
4.2 Communicate basic information intelligibly for a range of purposes in print and digital media

3.2.1 Understand the main idea of simple longer texts By the end of this lesson, pupils will be able to:
4.2.4 Describe personality 1. understand a dialogue to introduce oneself by using the
same language patterns
2. give some information about themselves

Pre Remedial
Play vocabulary game to activate knowledge of words learned in previous years. Focus on word sets pupils will use in Ask some questions
this lesson (personality adjectives, family, school subjects, free-time activities and holidays). Choose an activity from to prompt the pupils'
the pre-lesson task list in Section 3 of this document. responses

While Enrichment
Introduce yourself and describe your personality with an adjective, e.g. "Hi! I’m kind Sara." • Have pupils brainstorm Ask some pupils to
personality adjectives and introduce themselves in groups. • Ask the pre-reading question in the Teacher’s Book for explain more about
Warm-up: The big picture (Where are they?). Then ask pupils to read the short texts in the Pupil’s Book, p.4. Ask pupils their personality, their
which of the children they agree with most and what they would like to learn about this year? • Ask for two or three expectations for the
volunteers to introduce themselves to the class using the texts as a model. • Pupils to introduce themselves to their year and what they
partner, using the texts and the volunteers as a model. Monitor as pupils do this to get an impression of individuals’ hope to contribute to
levels in class. • Tr follows the instructions in the Teacher’s Book, p.18, for Activity 1. Pupils listen to the four children the class (CCE:
talking about themselves. Have them read the audio script as they listen. • Pupils read the script again. Ask a question Values)
to check their overall understanding of the text, for example: Which child are you similar to? Pupils tell their partner.

Post
Pupils introduce themselves in new groups by reading their self-introduction

20/26 pupils were able to introduce themselves in new groups by reading

their self-introduction • 6/26 pupils needed extra learning support and
were given what was due.
 Nurizyan Amalina bt Norman Effendy
Thursday, March 21, 2024| Week 2

ENGLISH

6 CERIA 29/31 10:30-11:00

World of self, family & friends UNIT 0 • WELCOME

Writing

4.2 Communicate basic information intelligibly for a range of purposes in print and digital media
2.1 Communicate simple information intelligibly

4.2.1 Give detailed information about themselves and others By the end of this lesson, pupils will be able to:
2.1.1 Give detailed information about themselves and others 1. read and write the sample questions and suggested
answers to talk about themselves
2. give some information about themselves

Pre Remedial
Review previous lesson’s personality adjectives and pupils’ names with a short class quiz: ‘Who is [kind]?’ Ask pupils to Grouping less with
display their name cards. more proficient
pupils, so they can
While help support each
Briefly review the content of Activity 1 (Pupil’s Book, p.5) by asking pupils what they other
remember about the four children. They can check what they remember by looking at their answers to Activity 1 from the
previous lesson • Pupils work individually to write questions as guided on a powerpoint display • Pupils use their
questions to ask a partner about themselves. They should check the accuracy of their questions as they do this. Tr. Enrichment
monitor activity to assess pupils’ ability to write questions. • Based on the instructions for Activity 3 (Teacher’s Book, Pupils are encouragd
p.19), pupils should ask members of their group (4–6 pupils) the questions and make a note of the answers. • Pupils to ask more people for
share their writing with their group and ask each other to check content and language. information

Post
Tr chooses a post-lesson task from Section 3 to review content and/or language pupils had difficulty with during the
lesson

20/29 pupils were able to read and write the sample questions and
suggested answers to talk about themselves with guidance. • 9/29 pupils
needed extra learning support and were given what was due.
 Nurizyan Amalina bt Norman Effendy
Friday, March 22, 2024| Week 2

ENGLISH

6 CERIA 28/31 9:10-10:10

World of self, family & friends UNIT 0 • WELCOME

Listening

1.2 Understand
meaning in a variety of familiar contexts
1.1 Recognise and reproduce target language sounds

1.2.2 Understand with By the end of this lesson, pupils will be able to:
little or no support specific information and details of longer simple 1. understand definitions of a set of words with guidance
texts on a range of familiar topics 2. recognise language phonemes from a list of words
1.1.1 Recognise and
reproduce independently a wide range of target language phonemes

Pre Remedial
Play a game to introduce the two topics (jobs & places), for example 'Beat the Teacher' Pre-write some
definitions for less
While proficient pupils to
Follow the instructions for Warm-up in the Teacher’s Book, p.20 – pupils listen to words and categorise them. • Follow choose from in Step 7.
the instructions for Activity 1 (Teacher’s Book, p.20) – pupils find words in the picture.• Review answers to Step 3 by
having pupils listen to the word and point to the picture. • Drill the new words as they point. Focus on difficult sounds Enrichment
and word stress of longer words such as photographer, businesswoman and police officer. Ask pupils to count the Pupils are encouraged
syllables with their fingers and highlight the stressed syllable as they say the longer words.• Read aloud the definitions • to guess the meaning
Pupils listen to your definitions and try to find the words you are describing. They should write the words. [E.g. This is a of words before
person who rides the waves on a board]. • Check answers and draw attention to spelling where needed. • Have pupils reading the definitions
prepare some similar definitions and play the game in small groups.

Post
Review learning by asking pupils to say which words they often use in their own daily lives.

28/28 pupils were able to understand definitions of a set of words with

guidance