Erph 2

SMK PASIR PANJANG
WEEK 32 DATE: Sunday, Septembe

ENGLISH TIME
:
: 8.45 TO
STANDARD (1) : 1 THEME : consumerism
CLASS : 2C TOPIC : Wild Weather
SKILL CONTENT STANDARD LEARNING STANDARD
3.1 Understand a variety of texts by using a
1.1.4 Understand longer sequenc
MAIN (A) 3.0 Reading range of appropriate reading strategies to
supported classroom instructio
COMPLEMENTARY construct
2.1 Communicate meaning
information, ideas, opinions 2.1.1 Ask about and give detailed in
(B)
2.0 Speaking
and feelings intelligibly on familiar topics about themselves and other
At the end of the lesson most pupils will be able to:
LEARNING A #N/A
OBJECTIVES
B 2.1.1 Ask about and give detailed information about themselves and others
LEARNING OUTLINE
PRE LESSON Recaps last lesson with questions and answer
Sequence The Information
the listening or reading text in a random order or use pictures to illustrate them. For example, if the text is a story,
events in any order (Mohamed goes camping. He sees a mouse in the tent at night. His mother screams! The mo
away). 2. Put pupils in pairs to decide on the order. 3. Invite pupils to compare their ideas in groups. 4. Pupils th
WHILE LESSON Make Connections
AIM: to review topic vocabulary and grammar MATERIALS: Flashcards, pens and board. 1. Before the lesson, c
prepare between 3-6 flashcards which represent the content of a text which pupils will work on in the lesson. 2. D
lesson and after pupils have worked on the text, place the flashcards on the board and elicit ideas from the pupils
items in the pictures. 3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals the lin
The story
Cover It is on a farm). To extend, if time: 4. Put pupils into pairs and give them a short time (1 or 2 minutes) to t
POST LESSON other everything they can remember from the text, using the flashcards to help them. This could be sentences foc
Have kids
content or sketch a book 5.
simply words. cover.
AskThe titletoistell
pupils theyou
class
thetopic. The author
connections theyishave
the student. A shortthe
made between celebrity endorseme
pictures and the t
should
you wantsummarize and articulate
pupils to practise writingthe
as lesson's benefits. pupils could come up to the board and write information u
well as speaking,
corresponding flashcard. MATERIALS/ REFERENCES
EXTRA ACTIVITY LINUS Assessment/ In progress
LCD projector, textbook, worksheets
EDUCATIONAL EMPHASES
VALUES AND CITIZENSHIP CONSTRUCTIVISM ICT
Abundance Pupil-Centred Active Learning Frog VLE
Accessibility Internet
ASSESSMENT
Formative assessment of the above learning standards has been done on all students by providing:
/ Writing Worksheet / Observation Practice / Question
REFLECTION
pupils are able to achieve the stipulated learning pupils are able to ac
Main 20/32 Comple- 20/32
skill pupils are not able to objective.
achieve the stipulated learning mentary skill
stipulated
stipulated learning
learning o
obje
12/32 12/32
objectives and they are given consolidation activities. they are given r
EXTRA REFLECTION:
REMARK
Lesson is postponed due to : Medical Leave
EVIDEN
VOCABULARY LIST GRAMMAR ITEMS CLASS

pupils are nSch 7.5 TEST TEST 1A
pupils are Cou 8.2 1 1B
Written Tpupils are nMee8.5 2 1C
Observat pupils are nCRK9.2 3 2A
Worksheepupils are nMed9.5 4 Rally Robin 2B
Practical Natu10 5 Same Different 2C
Enquiry and answering KUC 10 6 Timed Pair Share
Quiz Deat 11 7 Talking Chips
11 8 Team Stand-N-Share
12 9 Fan-N-Pick
12 10 Rally Robin
1.2 11 Round Robin
1.5 12 Mix-N-Match
13 Gallery Walk
14 Lyrical Lessons
15 Who Am I?
16 Think-Pair-Share
17 Spin-N-Think
18 Traveling File
19 Team Project
20 Hot Seat
21 Role Play
22 The Yarn Yarn
23
24
25
26
27
28
29
30
31
32
33
34
35
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Sunday, September 02, 2018
9.45
LEARNING STANDARD
nderstand longer sequences of
orted classroom instructions
about and give detailed information
out themselves and others
xample, if the text is a story, list the

His mother screams! The mouse runs
ideas in groups. 4. Pupils then listen to
ard. 1. Before the lesson, choose or

l work on in the lesson. 2. During the
d elicit ideas from the pupils about
shows some animals the link may be
ort time (1 or 2 minutes) to tell each
This could be sentences focusing on
A shortthe
tween celebrity endorsement
pictures and the text.or6.blurb
If
oard and write information under the
ALS/ REFERENCES
worksheets
HOT / ITHINK
Circle Map
Question / Quiz
pupils are able to achieve the

stipulated
stipulated learning
learning objective.
objectives and
they are given remedial
2 3 4
TAHUN THEME TOPIC MODULE
DIF LANGUAGE/ GRAMMAR FOCUS

1. T1.His / Her name’s…,
2. T2. Has / Have got…
3. O3. Numbers up to 100 / Have you got..? Yes, I have. / No, I haven’t..
4. T4. He’s/She’s… / ‘s got…
5. L 5. Have you got (and) …? Yes, I have. / No, I haven’t..
6. T6. have got… / have you got…?..
7. F7. He/She can +verb..
8. Can he/she + verb? Yes, he/she can. // No, he/she can’t..
9. I/He/She can…
10. Can you + verb? Yes, I can // No, I can’t..
11. What’s the time? It’s X o’clock / It’s half past X..
12. Review of Unit 1 forms..
13.Review: What’s your name?, Have got/have, time..
5 6 7 2 3 4 5
SK SP EDUCATIONAL EMPHAS EDUCATIONAL EMPHAS BBM FORMFORMFORMFORMWEEK
HIGHER ORDER THINKINApplication Textbook, sAbun Pup BloggCircl 1

HIGHER ORDER THINKINAnalysis Textbook, fAcceptanceFrog Bubbl 2
HIGHER ORDER THINKINEvaluation Textbook, Accessibilit E-maiDoubl 3
HIGHER ORDER THINKINCreation Flashcards,Accomplis Elect Tree 4
MASTERY LEARNING Master the Learning Stand Textbook, cAccountabilInter Brace 5
ICT Blogging LCD projectAccuracy NetwoFlow 6
ICT Frog VLE LCD projectAchievemeTV DoMulti 7
ICT E-mailing Flashcards,Acknowledgeme Bridg 8
Non-text book
ICT Electronic Courseware lessons Activeness 9
ICT Internet Adaptability 10
ICT Networking Adoration 11
ICT TV Documentaries Adroitness 12
MULTIPLE INTELLIGENC Body-Kinesthetic Advancement 13
MULTIPLE INTELLIGENC Ecological Adventure 14
MULTIPLE INTELLIGENC Existential Affection 15
MULTIPLE INTELLIGENC Interpersonal Affluence 16
MULTIPLE INTELLIGENC Intrapersonal Amazement 17
MULTIPLE INTELLIGENC Logical-Mathematical Ambition 18
MULTIPLE INTELLIGENC Musical Amusement 19
MULTIPLE INTELLIGENC Spatial Anticipation 20
MULTIPLE INTELLIGENC Verbal/Linguistic Appreciation 21
Approachability
CONSTRUCTIVISM Pupil-Centred Active Learning Approval 22
CONTEXTUAL LEARNINGPersonal Context Art 23
CONTEXTUAL LEARNINGPhysical Context Articulacy 24
CONTEXTUAL LEARNINGSocicultural Context Artistry 25
LEARNING HOW TO LEAR
Continuous Learning Assertiveness 26
Oral Communications Assurance 27
Problem Solving Attentiveness 28
Decision Making Attractiveness 29
Critical Thinking Audacity 30
Task Planning & Organizing Availability 31
Significant Use of Memory Awareness 32
Finding Information Awe 33
Working With Others Balance 34
VALUES AND CITIZENSHAbundance Beauty 35
VALUES AND CITIZENSHAcceptance Being the best 36
VALUES AND CITIZENSHAccessibility Belonging 37
VALUES AND CITIZENSHAccomplishment Benevolence 38
VALUES AND CITIZENSHAccountability Bliss 39
VALUES AND CITIZENSHAccuracy Boldness 40
VALUES AND CITIZENSHAchievement Bravery 41
VALUES AND CITIZENSHAcknowledgement Brilliance 42
VALUES AND CITIZENSHActiveness Buoyancy
VALUES AND CITIZENSHAdaptability Calmness

VALUES AND CITIZENSHAdoration Camaraderie
VALUES AND CITIZENSHAdroitness Candor
VALUES AND CITIZENSHAdvancement Capability
VALUES AND CITIZENSHAdventure Care
VALUES AND CITIZENSHAffection Carefulness
VALUES AND CITIZENSHAffluence Celebrity
VALUES AND CITIZENSHAmazement Certainty
VALUES AND CITIZENSHAmbition Challenge
VALUES AND CITIZENSHAmusement Change
VALUES AND CITIZENSHAnticipation Charity
VALUES AND CITIZENSHAppreciation Charm
VALUES AND CITIZENSHApproachability Chastity
VALUES AND CITIZENSHApproval Cheerfulness
VALUES AND CITIZENSHArt Clarity
VALUES AND CITIZENSHArticulacy Cleanliness
VALUES AND CITIZENSHArtistry Clear-mindedness
VALUES AND CITIZENSHAssertiveness Cleverness
VALUES AND CITIZENSHAssurance Closeness
VALUES AND CITIZENSHAttentiveness Comfort
VALUES AND CITIZENSHAttractiveness Commitment
VALUES AND CITIZENSHAudacity Community
VALUES AND CITIZENSHAvailability Compassion
VALUES AND CITIZENSHAwareness Competence
VALUES AND CITIZENSHAwe Competition
VALUES AND CITIZENSHBalance Completion
VALUES AND CITIZENSHBeauty Composure
VALUES AND CITIZENSHBeing the best Concentration
VALUES AND CITIZENSHBelonging Confidence
VALUES AND CITIZENSHBenevolence Conformity
VALUES AND CITIZENSHBliss Congruency
VALUES AND CITIZENSHBoldness Connection
VALUES AND CITIZENSHBravery Consciousness
VALUES AND CITIZENSHBrilliance Conservation
VALUES AND CITIZENSHBuoyancy Consistency
VALUES AND CITIZENSHCalmness Contentment
VALUES AND CITIZENSHCamaraderie Continuity
VALUES AND CITIZENSHCandor Contribution
VALUES AND CITIZENSHCapability Control
VALUES AND CITIZENSHCare Conviction
VALUES AND CITIZENSHCarefulness Conviviality
VALUES AND CITIZENSHCelebrity Coolness
VALUES AND CITIZENSHCertainty Cooperation
VALUES AND CITIZENSHChallenge Cordiality
VALUES AND CITIZENSHChange Correctness
VALUES AND CITIZENSHCharity Country
VALUES AND CITIZENSHCharm Courage
VALUES AND CITIZENSHChastity Courtesy
VALUES AND CITIZENSHCheerfulness Craftiness
VALUES AND CITIZENSHClarity Creativity
VALUES AND CITIZENSHCleanliness Credibility
VALUES AND CITIZENSHClear-mindedness Cunning
VALUES AND CITIZENSHCleverness Curiosity
VALUES AND CITIZENSHCloseness Daring
VALUES AND CITIZENSHComfort Decisiveness
VALUES AND CITIZENSHCommitment Decorum
VALUES AND CITIZENSHCommunity Deference
VALUES AND CITIZENSHCompassion Delight
VALUES AND CITIZENSHCompetence Dependability
VALUES AND CITIZENSHCompetition Depth
VALUES AND CITIZENSHCompletion Desire
VALUES AND CITIZENSHComposure Determination
VALUES AND CITIZENSHConcentration Devotion
VALUES AND CITIZENSHConfidence Devoutness
VALUES AND CITIZENSHConformity Dexterity
VALUES AND CITIZENSHCongruency Dignity
VALUES AND CITIZENSHConnection Diligence
VALUES AND CITIZENSHConsciousness Direction
VALUES AND CITIZENSHConservation Directness
VALUES AND CITIZENSHConsistency Discipline
VALUES AND CITIZENSHContentment Discovery
VALUES AND CITIZENSHContinuity Discretion
VALUES AND CITIZENSHContribution Diversity
VALUES AND CITIZENSHControl Dominance
VALUES AND CITIZENSHConviction Dreaming
VALUES AND CITIZENSHConviviality Drive
VALUES AND CITIZENSHCoolness Duty
VALUES AND CITIZENSHCooperation Dynamism
VALUES AND CITIZENSHCordiality Eagerness
VALUES AND CITIZENSHCorrectness Ease
VALUES AND CITIZENSHCountry Economy
VALUES AND CITIZENSHCourage Ecstasy
VALUES AND CITIZENSHCourtesy Education
VALUES AND CITIZENSHCraftiness Effectiveness
VALUES AND CITIZENSHCreativity Efficiency
VALUES AND CITIZENSHCredibility Elation
VALUES AND CITIZENSHCunning Elegance
VALUES AND CITIZENSHCuriosity Empathy
VALUES AND CITIZENSHDaring Encouragement
VALUES AND CITIZENSHDecisiveness Endurance
VALUES AND CITIZENSHDecorum Energy
VALUES AND CITIZENSHDeference Enjoyment
VALUES AND CITIZENSHDelight Entertainment
VALUES AND CITIZENSHDependability Enthusiasm
VALUES AND CITIZENSHDepth Environmentalism
VALUES AND CITIZENSHDesire Ethics
VALUES AND CITIZENSHDetermination Euphoria
VALUES AND CITIZENSHDevotion Excellence
VALUES AND CITIZENSHDevoutness Excitement
VALUES AND CITIZENSHDexterity Exhilaration
VALUES AND CITIZENSHDignity Expectancy
VALUES AND CITIZENSHDiligence Expediency
VALUES AND CITIZENSHDirection Experience
VALUES AND CITIZENSHDirectness Expertise
VALUES AND CITIZENSHDiscipline Exploration
VALUES AND CITIZENSHDiscovery Expressiveness
VALUES AND CITIZENSHDiscretion Extravagance
VALUES AND CITIZENSHDiversity Extroversion
VALUES AND CITIZENSHDominance Exuberance
VALUES AND CITIZENSHDreaming Fairness
VALUES AND CITIZENSHDrive Faith
VALUES AND CITIZENSHDuty Fame
VALUES AND CITIZENSHDynamism Family
VALUES AND CITIZENSHEagerness Fascination
VALUES AND CITIZENSHEase Fashion
VALUES AND CITIZENSHEconomy Fearlessness
VALUES AND CITIZENSHEcstasy Ferocity
VALUES AND CITIZENSHEducation Fidelity
VALUES AND CITIZENSHEffectiveness Fierceness
VALUES AND CITIZENSHEfficiency Financial independence
VALUES AND CITIZENSHElation Firmness
VALUES AND CITIZENSHElegance Fitness
VALUES AND CITIZENSHEmpathy Flexibility
VALUES AND CITIZENSHEncouragement Flow
VALUES AND CITIZENSHEndurance Fluency
VALUES AND CITIZENSHEnergy Focus
VALUES AND CITIZENSHEnjoyment Fortitude
VALUES AND CITIZENSHEntertainment Frankness
VALUES AND CITIZENSHEnthusiasm Freedom
VALUES AND CITIZENSHEnvironmentalism Friendliness
VALUES AND CITIZENSHEthics Friendship
VALUES AND CITIZENSHEuphoria Frugality
VALUES AND CITIZENSHExcellence Fun
VALUES AND CITIZENSHExcitement Gallantry
VALUES AND CITIZENSHExhilaration Generosity
VALUES AND CITIZENSHExpectancy Gentility
VALUES AND CITIZENSHExpediency Giving
VALUES AND CITIZENSHExperience Grace
VALUES AND CITIZENSHExpertise Gratitude
VALUES AND CITIZENSHExploration Gregariousness
VALUES AND CITIZENSHExpressiveness Growth
VALUES AND CITIZENSHExtravagance Guidance
VALUES AND CITIZENSHExtroversion Happiness
VALUES AND CITIZENSHExuberance Harmony
VALUES AND CITIZENSHFairness Health
VALUES AND CITIZENSHFaith Heart
VALUES AND CITIZENSHFame Helpfulness
VALUES AND CITIZENSHFamily Heroism
VALUES AND CITIZENSHFascination Holiness
VALUES AND CITIZENSHFashion Honesty
VALUES AND CITIZENSHFearlessness Honor
VALUES AND CITIZENSHFerocity Hopefulness
VALUES AND CITIZENSHFidelity Hospitality
VALUES AND CITIZENSHFierceness Humility
VALUES AND CITIZENSHFinancial independence Humor
VALUES AND CITIZENSHFirmness Hygiene
VALUES AND CITIZENSHFitness Imagination
VALUES AND CITIZENSHFlexibility Impact
VALUES AND CITIZENSHFlow Impartiality
VALUES AND CITIZENSHFluency Independence
VALUES AND CITIZENSHFocus Individuality
VALUES AND CITIZENSHFortitude Industry
VALUES AND CITIZENSHFrankness Influence
VALUES AND CITIZENSHFreedom Ingenuity
VALUES AND CITIZENSHFriendliness Inquisitiveness
VALUES AND CITIZENSHFriendship Insightfulness
VALUES AND CITIZENSHFrugality Inspiration
VALUES AND CITIZENSHFun Integrity
VALUES AND CITIZENSHGallantry Intellect
VALUES AND CITIZENSHGenerosity Intelligence
VALUES AND CITIZENSHGentility Intensity
VALUES AND CITIZENSHGiving Intimacy
VALUES AND CITIZENSHGrace Intrepidness
VALUES AND CITIZENSHGratitude Introspection
VALUES AND CITIZENSHGregariousness Introversion
VALUES AND CITIZENSHGrowth Intuition
VALUES AND CITIZENSHGuidance Intuitiveness
VALUES AND CITIZENSHHappiness Inventiveness
VALUES AND CITIZENSHHarmony Investing
VALUES AND CITIZENSHHealth Involvement
VALUES AND CITIZENSHHeart Joy
VALUES AND CITIZENSHHelpfulness Judiciousness
VALUES AND CITIZENSHHeroism Justice
VALUES AND CITIZENSHHoliness Keenness
VALUES AND CITIZENSHHonesty Kindness
VALUES AND CITIZENSHHonor Knowledge
VALUES AND CITIZENSHHopefulness Leadership
VALUES AND CITIZENSHHospitality Learning
VALUES AND CITIZENSHHumility Liberation
VALUES AND CITIZENSHHumor Liberty
VALUES AND CITIZENSHHygiene Lightness
VALUES AND CITIZENSHImagination Liveliness
VALUES AND CITIZENSHImpact Logic
VALUES AND CITIZENSHImpartiality Longevity
VALUES AND CITIZENSHIndependence Love
VALUES AND CITIZENSHIndividuality Loyalty
VALUES AND CITIZENSHIndustry Majesty
VALUES AND CITIZENSHInfluence Making a difference
VALUES AND CITIZENSHIngenuity Marriage
VALUES AND CITIZENSHInquisitiveness Mastery
VALUES AND CITIZENSHInsightfulness Maturity
VALUES AND CITIZENSHInspiration Meaning
VALUES AND CITIZENSHIntegrity Meekness
VALUES AND CITIZENSHIntellect Mellowness
VALUES AND CITIZENSHIntelligence Meticulousness
VALUES AND CITIZENSHIntensity Mindfulness
VALUES AND CITIZENSHIntimacy Modesty
VALUES AND CITIZENSHIntrepidness Motivation
VALUES AND CITIZENSHIntrospection Mysteriousness
VALUES AND CITIZENSHIntroversion Nature
VALUES AND CITIZENSHIntuition Neatness
VALUES AND CITIZENSHIntuitiveness Nerve
VALUES AND CITIZENSHInventiveness Noncomformity
VALUES AND CITIZENSHInvesting Obedience
VALUES AND CITIZENSHInvolvement Open-mindedness
VALUES AND CITIZENSHJoy Openness
VALUES AND CITIZENSHJudiciousness Optimism
VALUES AND CITIZENSHJustice Order
VALUES AND CITIZENSHKeenness Organization
VALUES AND CITIZENSHKindness Originality
VALUES AND CITIZENSHKnowledge Outdoors
VALUES AND CITIZENSHLeadership Outlandishness
VALUES AND CITIZENSHLearning Outrageousness
VALUES AND CITIZENSHLiberation Partnership
VALUES AND CITIZENSHLiberty Patience
VALUES AND CITIZENSHLightness Passion
VALUES AND CITIZENSHLiveliness Peace
VALUES AND CITIZENSHLogic Perceptiveness
VALUES AND CITIZENSHLongevity Perfection
VALUES AND CITIZENSHLove Perkiness
VALUES AND CITIZENSHLoyalty Perseverance
VALUES AND CITIZENSHMajesty Persistence
VALUES AND CITIZENSHMaking a difference Persuasiveness
VALUES AND CITIZENSHMarriage Philanthropy
VALUES AND CITIZENSHMastery Piety
VALUES AND CITIZENSHMaturity Playfulness
VALUES AND CITIZENSHMeaning Pleasantness
VALUES AND CITIZENSHMeekness Pleasure
VALUES AND CITIZENSHMellowness Poise
VALUES AND CITIZENSHMeticulousness Polish
VALUES AND CITIZENSHMindfulness Popularity
VALUES AND CITIZENSHModesty Potency
VALUES AND CITIZENSHMotivation Power
VALUES AND CITIZENSHMysteriousness Practicality
VALUES AND CITIZENSHNature Pragmatism
VALUES AND CITIZENSHNeatness Precision
VALUES AND CITIZENSHNerve Preparedness
VALUES AND CITIZENSHNoncomformity Presence
VALUES AND CITIZENSHObedience Pride
VALUES AND CITIZENSHOpen-mindedness Privacy
VALUES AND CITIZENSHOpenness Proactivity
VALUES AND CITIZENSHOptimism Professionalism
VALUES AND CITIZENSHOrder Prosperity
VALUES AND CITIZENSHOrganization Prudence
VALUES AND CITIZENSHOriginality Punctuality
VALUES AND CITIZENSHOutdoors Purity
VALUES AND CITIZENSHOutlandishness Rationality
VALUES AND CITIZENSHOutrageousness Realism
VALUES AND CITIZENSHPartnership Reason
VALUES AND CITIZENSHPatience Reasonableness
VALUES AND CITIZENSHPassion Recognition
VALUES AND CITIZENSHPeace Recreation
VALUES AND CITIZENSHPerceptiveness Refinement
VALUES AND CITIZENSHPerfection Reflection
VALUES AND CITIZENSHPerkiness Relaxation
VALUES AND CITIZENSHPerseverance Reliability
VALUES AND CITIZENSHPersistence Relief
VALUES AND CITIZENSHPersuasiveness Religiousness
VALUES AND CITIZENSHPhilanthropy Reputation
VALUES AND CITIZENSHPiety Resilience
VALUES AND CITIZENSHPlayfulness Resolution
VALUES AND CITIZENSHPleasantness Resolve
VALUES AND CITIZENSHPleasure Resourcefulness
VALUES AND CITIZENSHPoise Respect
VALUES AND CITIZENSHPolish Responsibility
VALUES AND CITIZENSHPopularity Rest
VALUES AND CITIZENSHPotency Restraint
VALUES AND CITIZENSHPower Reverence
VALUES AND CITIZENSHPracticality Richness
VALUES AND CITIZENSHPragmatism Rigor
VALUES AND CITIZENSHPrecision Sacredness
VALUES AND CITIZENSHPreparedness Sacrifice
VALUES AND CITIZENSHPresence Sagacity
VALUES AND CITIZENSHPride Saintliness
VALUES AND CITIZENSHPrivacy Sanguinity
VALUES AND CITIZENSHProactivity Satisfaction
VALUES AND CITIZENSHProfessionalism Science
VALUES AND CITIZENSHProsperity Security
VALUES AND CITIZENSHPrudence Self-control
VALUES AND CITIZENSHPunctuality Selflessness
VALUES AND CITIZENSHPurity Self-reliance
VALUES AND CITIZENSHRationality Self-respect
VALUES AND CITIZENSHRealism Sensitivity
VALUES AND CITIZENSHReason Sensuality
VALUES AND CITIZENSHReasonableness Serenity
VALUES AND CITIZENSHRecognition Service
VALUES AND CITIZENSHRecreation Sexiness
VALUES AND CITIZENSHRefinement Sexuality
VALUES AND CITIZENSHReflection Sharing
VALUES AND CITIZENSHRelaxation Shrewdness
VALUES AND CITIZENSHReliability Significance
VALUES AND CITIZENSHRelief Silence
VALUES AND CITIZENSHReligiousness Silliness
VALUES AND CITIZENSHReputation Simplicity
VALUES AND CITIZENSHResilience Sincerity
VALUES AND CITIZENSHResolution Skillfulness
VALUES AND CITIZENSHResolve Solidarity
VALUES AND CITIZENSHResourcefulness Solitude
VALUES AND CITIZENSHRespect Sophistication
VALUES AND CITIZENSHResponsibility Soundness
VALUES AND CITIZENSHRest Speed
VALUES AND CITIZENSHRestraint Spirit
VALUES AND CITIZENSHReverence Spirituality
VALUES AND CITIZENSHRichness Spontaneity
VALUES AND CITIZENSHRigor Spunk
VALUES AND CITIZENSHSacredness Stability
VALUES AND CITIZENSHSacrifice Status
VALUES AND CITIZENSHSagacity Stealth
VALUES AND CITIZENSHSaintliness Stillness
VALUES AND CITIZENSHSanguinity Strength
VALUES AND CITIZENSHSatisfaction Structure
VALUES AND CITIZENSHScience Success
VALUES AND CITIZENSHSecurity Support
VALUES AND CITIZENSHSelf-control Supremacy
VALUES AND CITIZENSHSelflessness Surprise
VALUES AND CITIZENSHSelf-reliance Sympathy
VALUES AND CITIZENSHSelf-respect Synergy
VALUES AND CITIZENSHSensitivity Teaching
VALUES AND CITIZENSHSensuality Teamwork
VALUES AND CITIZENSHSerenity Temperance
VALUES AND CITIZENSHService Thankfulness
VALUES AND CITIZENSHSexiness Thoroughness
VALUES AND CITIZENSHSexuality Thoughtfulness
VALUES AND CITIZENSHSharing Thrift
VALUES AND CITIZENSHShrewdness Tidiness
VALUES AND CITIZENSHSignificance Timeliness
VALUES AND CITIZENSHSilence Traditionalism
VALUES AND CITIZENSHSilliness Tranquility
VALUES AND CITIZENSHSimplicity Transcendence
VALUES AND CITIZENSHSincerity Trust
VALUES AND CITIZENSHSkillfulness Trustworthiness
VALUES AND CITIZENSHSolidarity Truth
VALUES AND CITIZENSHSolitude Understanding
VALUES AND CITIZENSHSophistication Unflappability
VALUES AND CITIZENSHSoundness Uniqueness
VALUES AND CITIZENSHSpeed Unity
VALUES AND CITIZENSHSpirit Usefulness
VALUES AND CITIZENSHSpirituality Utility
VALUES AND CITIZENSHSpontaneity Valor
VALUES AND CITIZENSHSpunk Variety
VALUES AND CITIZENSHStability Victory
VALUES AND CITIZENSHStatus Vigor
VALUES AND CITIZENSHStealth Virtue
VALUES AND CITIZENSHStillness Vision
VALUES AND CITIZENSHStrength Vitality
VALUES AND CITIZENSHStructure Vivacity
VALUES AND CITIZENSHSuccess Volunteering
VALUES AND CITIZENSHSupport Warmheartedness
VALUES AND CITIZENSHSupremacy Warmth
VALUES AND CITIZENSHSurprise Watchfulness
VALUES AND CITIZENSHSympathy Wealth
VALUES AND CITIZENSHSynergy Willfulness
VALUES AND CITIZENSHTeaching Willingness
VALUES AND CITIZENSHTeamwork Winning
VALUES AND CITIZENSHTemperance Wisdom
VALUES AND CITIZENSHThankfulness Wittiness
VALUES AND CITIZENSHThoroughness Wonder
VALUES AND CITIZENSHThoughtfulness Worthiness
VALUES AND CITIZENSHThrift Youthfulness
VALUES AND CITIZENSHTidiness Zeal
VALUES AND CITIZENSHTimeliness
VALUES AND CITIZENSHTraditionalism
VALUES AND CITIZENSHTranquility
VALUES AND CITIZENSHTranscendence
VALUES AND CITIZENSHTrust
VALUES AND CITIZENSHTrustworthiness
VALUES AND CITIZENSHTruth
VALUES AND CITIZENSHUnderstanding
VALUES AND CITIZENSHUnflappability
VALUES AND CITIZENSHUniqueness
VALUES AND CITIZENSHUnity
VALUES AND CITIZENSHUsefulness
VALUES AND CITIZENSHUtility
VALUES AND CITIZENSHValor
VALUES AND CITIZENSHVariety
VALUES AND CITIZENSHVictory
VALUES AND CITIZENSHVigor
VALUES AND CITIZENSHVirtue
VALUES AND CITIZENSHVision
VALUES AND CITIZENSHVitality
VALUES AND CITIZENSHVivacity
VALUES AND CITIZENSHVolunteering
VALUES AND CITIZENSHWarmheartedness
VALUES AND CITIZENSHWarmth
VALUES AND CITIZENSHWatchfulness
VALUES AND CITIZENSHWealth
VALUES AND CITIZENSHWillfulness
VALUES AND CITIZENSHWillingness
VALUES AND CITIZENSHWinning
VALUES AND CITIZENSHWisdom
VALUES AND CITIZENSHWittiness
VALUES AND CITIZENSHWonder
VALUES AND CITIZENSHWorthiness
VALUES AND CITIZENSHYouthfulness
VALUES AND CITIZENSHZeal
KNOWLEDGE ACQUISITIBooks
KNOWLEDGE ACQUISITIDatabases
KNOWLEDGE ACQUISITIExperts
KNOWLEDGE ACQUISITIForms
KNOWLEDGE ACQUISITITechnical Reports
CREATIVE AND INNOVATBeliefs / Values
CREATIVE AND INNOVATLanguage
CREATIVE AND INNOVATIntelligence
CREATIVE AND INNOVATMotivation
CREATIVE AND INNOVATPerception
CREATIVE AND INNOVATSocial / Cultural Factors
HOT / ITHINK Circle Map

HOT / ITHINK Bubble Map
HOT / ITHINK Double Bubble Map
HOT / ITHINK Tree Map
HOT / ITHINK Brace Map
HOT / ITHINK Flow Map
HOT / ITHINK Multi-Flow Map
HOT / ITHINK Bridge Map
CROSS CURRICULAR ELCreativity and Innovation
CROSS CURRICULAR ELEntrepreneurship
CROSS CURRICULAR ELICT
CROSS CURRICULAR ELLanguage
CROSS CURRICULAR ELScience and Technology
CROSS CURRICULAR ELEnvironmental Studies
CROSS CURRICULAR ELMoral Values
CROSS CURRICULAR ELPatriotism
CROSS CURRICULAR ELThinking Skills
CROSS CURRICULAR ELLeadership
CROSS CURRICULAR ELLearning to Learn
CROSS CURRICULAR ELReproductive
CROSS CURRICULAR ELHealth and Social Education
CROSS CURRICULAR ELCorruption Prevention
CROSS CURRICULAR ELFuture Studies
CROSS CURRICULAR ELConsumer Education
CROSS CURRICULAR ELRoad Safety
6 7
SET INDUKSI PRE-LESSON POST-LESSON CLOSURE
Recaps last lesson with Work Out The WAIM: to pr AIM: Spot The Difference AIM: to prAIM: to revSnowstorm
Guest The AnswAIM: to prepareMake Connections AIM: to review toHigh-Five Hustle
Recap last lesson with wor
Sequence The InAIM: to prepareGuess Word

Recap last lesson with spe AIM: to review topParent Hotline
Identify The Fla AIM: to revise t Correct The Error AIM: to review topTwo-Dollar Sum
Recap last lesson with spe
Sit Down, Stand AIM: to revise t Remember It, Say It AIM: to practise t Paper Slide
Recap last lesson with spe
Inrtoduce topic by asking Finger-Writing AIM: to practiseWhisper and Write AIM: to review DJ Summary
Introduce the topic by askBeat The TeacheAIM: to create iListen and Point AIM: to review topGallery Walk
Introduce topic by asking Predict The ContAIM: to help pupMake a Word LaddeAIM: to review toSequence It
Introduce key
vocabulary/words Remember The AIM: to review tRead Your Friend'sAIM: to review topLow-Stakes Qui
Say What's MissAIM: to review tTest Your Memory AIM: to review topCover It
Words That SounAIM: to practiseWhat About Me AIM: to review topQuestion Stems
Pass It On AIM: to review vWhat About You? AIM: to reflect on So What?
Rally Table Rally Table Dramatize It
Same Different Same Different Beat the Clock
Timed Pair Share Timed Pair Share Find a First-Gra
Talking Chips Talking Chips Review It
Team Stand-N-Share Team Stand-N-Share CliffsNotes, Jr.
Fan-N-Pick Fan-N-Pick Students I Lear
Rally Robin Rally Robin Elevator Pitch
Round Robin Round Robin Simile Me
Mix-N-Match Mix-N-Match Exit Ticket Folde
Gallery Walk Gallery Walk
Lyrical Lessons Lyrical Lessons Out-the-Door Act
Who Am I? Who Am I? Rally Table
Think-Pair-Share Think-Pair-Share Same Different
Spin-N-Think Spin-N-Think Timed Pair Share
Traveling File Traveling File Talking Chips
Team Project Team Project Team Stand-N-Share
Hot Seat Hot Seat Fan-N-Pick
Role Play Role Play Rally Robin
The Yarn Yarn The Yarn Yarn Round Robin
Mix-N-Match
Gallery Walk
Lyrical Lessons
Who Am I?
Think-Pair-Share
Spin-N-Think
Traveling File
Team Project
Hot Seat
Role Play
The Yarn Yarn
l independence
FORMULA CLOSURE tahun tema tajuk
1 Word of SelfWhat Do You
1 World of Kn Fact or Ficti
Students write down whatHavet kids sketch a book cover. The title is the class 1 consumerismWild Weathe
Ask students to stand up, raise their hands and high-five a peer 1 Life on Earth
Give students an interesting question about the lesson without f 1 Let's Experi
Kids write a two-dollar (or more) summary of the lesson. Each w 1
On paper, small groups sketch and write what they learned. The 1
Learners write what they learned in the form of a favorite song. O 1
On chart paper, small groups of students write and draw what the 1
Students can quickly create timelines with Timetoast to represent 1
Give a short quiz using technologies like Socrative, BubbleShee 1

Have kids sketch a book cover. The title is the class topic. The 1
Have students write questions about the lesson on cards, usi 1
Kids answer the following prompts: What takeaways from the le 1
Have students dramatize a real-life application of a skill. 1
Ask a question. Give students ten seconds to confer with peers 1
Have kids orally describe a concept, procedure, or skill in terms s 1
Direct kids to raise their hands if they can answer your questi 1
Have kids create a cheat sheet of information that would be use 1
Kids write notes to peers describing what they learned from the 1
Ask students to summarize the main idea in under 60 seconds to 1
Have students complete the following sentence: "The [concept, s 1
Ask students to write their name, what they learned, and any linge 1
1
After writing down the learning outcome, ask students
__ 1
1
1
ed Pair Share 1
1
m Stand-N-Share 1
1
1
1
1
1
1
1
k-Pair-Share 1
1
1
skil 1 content 1 learning 1 smart skil 1
1.0 Listening 1.1 Understand meaning
1.1.1 Understand with
1.0 Listening
1.0 Listening 1.1 Understand meaning 1.1.2 Understand wit 1.1.2 Understand wit 1.0 Listening
1.0 Listening 1.1 Understand meaning 1.1.3 No learning st 1.1.3 No learning st 1.0 Listening
1.0 Listening 1.1 Understand meaning 1.1.4 Understand lo 1.1.4 Understand lo 1.0 Listening
1.0 Listening 1.1 Understand meaning 1.1.5 Understand mo1.1.5 Understand mo1.0 Listening
1.0 Listening 1.1 Understand meaning 1.1.6 Understand wit1.1.6 Understand wit1.0 Listening
1.0 Listening 1.2 Use appropriate lis1.2.1 Guess the mean 1.2.1 Guess the mean 1.0 Listening
1.0 Listening 1.3 Recognise features
1.3.1 No learning st 1.3.1 No learning st 1.0 Listening
2.0 Speaking 2.1 Communicate informa
2.1.1 Ask about and2.1.1 Ask about and2.0 Speaking
2.0 Speaking 2.1.2 Ask about and2.1.2 Ask about and2.0 Speaking
2.1 Communicate informa
2.0 Speaking 2.1.4 Explain and gi2.1.4 Explain and gi 2.0 Speaking
2.0 Speaking 2.2 Use register appro2.2.1 No learning st 2.2.1 No learning st 2.0 Speaking
2.0 Speaking 2.3 Use appropriate c 2.3.1 Keep interacti 2.3.1 Keep interacti 2.0 Speaking
2.0 Speaking 2.3 Use appropriate c 2.3.2 Agree on a se 2.3.2 Agree on a se 2.0 Speaking
2.0 Speaking 2.4 Communicate approp2.4.1 Narrate short 2.4.1 Narrate short 2.0 Speaking
3.0 Reading 3.1 Understand a varie3.1.1 Understand the3.1.1 Understand the3.0 Reading
3.0 Reading 3.1 Understand a varie3.1.2 Understand spe 3.1.2 Understand spe 3.0 Reading
3.0 Reading 3.1 Understand a varie3.1.3 Guess the mea3.1.3 Guess the mea3.0 Reading
3.0 Reading 3.1 Understand a varie3.1.4 Use with some3.1.4 Use with some3.0 Reading
3.0 Reading 3.1 Understand a varie3.1.5 No learning st 3.1.5 No learning st 3.0 Reading
3.0 Reading 3.1 Understand a varie3.1.6 No learning st 3.1.6 No learning st 3.0 Reading
3.0 Reading 3.2 Explore and expan3.2.1 Read and enjoy 3.2.1 Read and enjoy 3.0 Reading
4.0 Writing 4.1 Communicate intelli
4.1.1 Give detailed 4.1.1 Give detailed 4.0 Writing
4.0 Writing 4.1.2 Describe futur 4.1.2 Describe futur 4.0 Writing
4.1 Communicate intelli
4.0 Writing 4.1.3 Narrate factu 4.1.3 Narrate factu 4.0 Writing
4.0 Writing 4.1.4 Describe perso4.1.4 Describe perso4.0 Writing
4.0 Writing 4.1.5 Connect sente4.1.5 Connect sente4.0 Writing
4.0 Writing 4.2 Communicate with4.2.1 Use capitals, 4.2.1 Use capitals, 4.0 Writing
4.0 Writing 4.2 Communicate with4.2.2 Spell most hig4.2.2 Spell most hig 4.0 Writing
4.0 Writing 4.2 Communicate with4.2.3 Produce a plan4.2.3 Produce a plan4.0 Writing
4.0 Writing 4.2 Communicate with4.2.4 No learning st 4.2.4 No learning st 4.0 Writing
5.0 Literature in Ac5.1 Engage with, respon
5.1.1 Describe in si 5.1.1 Describe in si 5.0 Literature in Ac
5.0 Literature in Ac5.1 Engage with, respon
5.1.2 Identify and d 5.1.2 Identify and d 5.0 Literature in Ac
5.0 Literature in Ac5.2 Analyse and evaluat
5.2.1 No learning st 5.2.1 No learning st 5.0 Literature in Ac
5.0 Literature in Ac5.3 Express an imagina
5.3.1 Respond imagin 5.3.1 Respond imagin 5.0 Literature in Ac
content 1 learning 1 smart 1 2 3 1 2 3
1.1 Understand meanin
1.1.1 Understand with1.1.1
l Und
3.1 Under3.1 #N/A 2.1 Co2.1 2.1.1 Ask about and give detailed informati
1.1.2 Understand with1.1.2 Un3.1 Under3.1.2 Under2.1 Co2.1.2 Ask about and express rules and obligations
1.1.3 No learning sta 1.1.3 No3.1 Under3.1.3 Guess2.1 Co2.1.3 Ask about and describe future plans or
1.1.4 Understand long1.1.4 Un3.1 Under3.1.4 Use w2.1 Co2.1.4 Explain and give reasons for simple advice
1.1.5 Understand mor1.1.5 Un3.1 Under3.1.5 No le 2.1 Co2.1.5 Ask about and describe personality
1.1.6 Understand with1.1.6 Un3.1 Under3.1.6 No le 2.2 Use register appropriately
1.2 Use appropriate 1
l .2.1 Guess the meanin
1.2.1 Gu3.2 Explore and exp 2.3 Use appropriate communication strategies
1.3 Recognise featur1.3.1 No learning sta 1.3.1 No learning stan 2.3 Use appropriate communication strategies
2.1 Communicate infor
2.1.1 Ask about and g2.1.1 Ask about and gi 2.4 Communicate appropriately to a small or large group on familiar topics
2.1 Communicate infor
2.1.2 Ask about and ex2.1.2 Ask about and express rules and obligations
2.1 Communicate infor2.1.3 Ask about and de 2.1.3 Ask about and describe future plans or
2.1 Communicate infor2.1.4 Explain and give2.1.4 Explain and give reasons for simple advice
2.1 Communicate infor2.1.5 Ask about and de 2.1.5 Ask about and describe personality
2.2 Use register appr2.2.1 No learning sta 2.2.1 No learning standard
2.3 Use appropriate 2.3.1 Keep interaction2.3.1 Keep interaction going in short exchanges checking understanding of what a sp
2.3 Use appropriate 2.3.2 Agree on a set 2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks
2.4 Communicate appr 2.4.1 Narrate short st 2.4.1 Narrate short stories, events and experiences
3.1 Understand a var3.1.1 Understand the m 3.1.1 Understand the main points in simple longer texts
3.1 Understand a var3.1.2 Understand speci 3.1.2 Understand specific details and information in simple longer texts
3.1 Understand a var3.1.3 Guess the meani3.1.3 Guess the meaning of unfamiliar words from clues provided by other known wo
3.1 Understand a var3.1.4 Use with some su 3.1.4 Use with some support familiar print and digital resources to check meaning
3.1 Understand a var3.1.5 No learning sta 3.1.5 No learning standard
3.1 Understand a var3.1.6 No learning sta 3.1.6 No learning standard
3.2 Explore and expa3.2.1 Read and enjoy 3.2.1
fi Read and enjoy fiction / non-fiction and other suitable print and digital texts of i
4.1 Communicate intel4.1.1 Give detailed in 4.1.1 Give detailed information about themselves and others
4.1 Communicate intel4.1.2 Describe future 4.1.2 Describe future plans or events
4.1 Communicate intel4.1.3 Narrate factual 4.1.3 Narrate factual and imagined events and experiences
4.1 Communicate intel4.1.4 Describe persona 4.1.4 Describe personality
4.1 Communicate intel
4.1.5 Connect sentenc4.1.5 Connect sentences into two coherent paragraphs or more using basic coordina
4.2 Communicate wit4.2.1 Use capitals, fu 4.2.1 Use capitals, full stops, commas in lists, question marks, and speech marks ap
4.2 Communicate wit4.2.2 Spell most high 4.2.2 Spell most high frequency words accurately in independent writing
4.2 Communicate wit4.2.3 Produce a plan o4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriatel
4.2 Communicate wit4.2.4 No learning sta 4.2.4 No learning standard
5.1 Engage with, resp
5.1.1 Describe in simp5.1.1 Describe in simple language a character’s actions or feelings and explain the re
5.1 Engage with, resp
5.1.2 Identify and des 5.1.2 Identify and describe in simple language the key characters in a text
5.2 Analyse and evalu
5.2.1 No learning sta 5.2.1 No learning standard
5.3 Express an imagin
5.3.1 Respond imaginat 5.3.1 Respond imaginatively and intelligibly through creating simple stories and simp
d give detailed information about themselves and others
or large group on familiar topics
king understanding of what a speaker is saying

te extended classroom tasks
mple longer texts

es provided by other known words and by context
esources to check meaning
itable print and digital texts of interest

s or more using basic coordinating conjunctions and reference pronouns
n marks, and speech marks appropriately at discourse level
ndependent writing
re and modify this appropriately in response to feedback
ns or feelings and explain the reasons for them

characters in a text
reating simple stories and simple poems. Other imaginative responses as appropriate
WEEK 32 DATE: Sunday, September 02, 2
ENGLISH TIME
:
: 8.45 TO 9.45
STANDARD (1) : 2 THEME : World of Stories
CLASS : 2C TOPIC : Journeys
1.1.1 Understand independently the main
1.1 Understand meaning in a variety of
MAIN (A) 1.0 Listening in simple longer texts on a range of fam
familiar contexts
1.0 Listening topics
1.1.3 Recognise with support attitudes
COMPLEMENTARY 1.1 Understand meaning in a variety of
(B) and Speaking opinions in simple longer texts on a rang
familiar contexts
Skills familiar topics
LEARNING A 1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics
OBJECTIVES
B 1.1.3 Recognise with support attitudes or opinions in simple longer texts on a range of familiar topics
LEARNING OUTLINE
Pass It On
to their neighbour. This pupil says the word and passes it on, and so on. 4. Meanwhile, repeat for the next word, a
the next, so that several words are circulating. 5. Increase the pace and challenge by passing some cards in the
WHILE LESSON Listen and Point
AIM: to review topic vocabulary. MATERIALS: Flashcards of topic vocabulary. 1. Briefly review the vocabulary o
flashcards. 2. Place the flashcards on the walls around the room. 3. Say a word. Pupils point to the correspondin
flashcard. 4. Divide pupils into groups. Pupils continue this activity in their groups.
Sequence It
POST LESSON
Students can quickly create timelines with Timetoast to represent the sequence of a plot or historical events.
MATERIALS/ REFERENCES
VALUES AND CITIZENSHIP CONSTRUCTIVISM ICT HOT / ITHINK
Abundance Pupil-Centred Active Learning Frog VLE Circle Map
ASSESSMENT
REFLECTION
pupils are able to achieve the stipulated learning pupils are able to achieve
Main 20/32 pupils are not able to achieve the stipulated Comple- 20/32
objective. stipulated
stipulated learning
learning objecti
objective
skill 12/32 learning objectives and they are given mentary skill 12/32
they are given remed
consolidation activities.
EXTRA REFLECTION:
REMARK
EVIDEN
VOCABULARY LIST GRAMMAR ITEMS CLASS DIF

pupils are nSch 7.5 TEST TEST 1A 1. T
pupils are Cou 8.2 1 1B 2. T
Written Tpupils are nMee8.5 2 1C 3. O
Observat pupils are nCRK9.2 3 2A 4. T
Worksheepupils are nMed9.5 4 Rally Robin 2B 5. L
Practical Natu10 5 Same Different 2C 6. T
Enquiry and answering KUC 10 6 Timed Pair Share 7. F
12 9 Fan-N-Pick
12 10 Rally Robin
1.2 11 Round Robin
1.5 12 Mix-N-Match
13 Gallery Walk
14 Lyrical Lessons
15 Who Am I?
16 Think-Pair-Share
17 Spin-N-Think
18 Traveling File
19 Team Project
20 Hot Seat
21 Role Play
22 The Yarn Yarn
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
9.45
RNING STANDARD
d independently the main ideas
er texts on a range of familiar
topics
nise with support attitudes or
mple longer texts on a range of
familiar topics
ange of familiar topics

a range of familiar topics
le, repeat for the next word, and

y passing some cards in the
riefly review the vocabulary on the

upils point to the corresponding
plot or historical events.

REFERENCES
ksheets
HOT / ITHINK
Circle Map
/ Quiz

stipulated
stipulated learning
learning objective.
objectives and
2 4 5
TAHUN THEME MODULE SK
LANGUAGE/ GRAMMAR FOCUS

1.His / Her name’s…,
2. Has / Have got…
3. Numbers up to 100 / Have you got..? Yes, I have. / No, I haven’t..
4. He’s/She’s… / ‘s got…
5. Have you got (and) …? Yes, I have. / No, I haven’t..
6. have got… / have you got…?..
7. He/She can +verb..
9. I/He/She can…
6 7 2 3 4 5 6
SP EDUCATIONAL EMPHAS EDUCATIONAL EMPHAS BBM FORMFORMFORMFORMWEEKSET INDUKSI
HIGHER ORDER THINKINApplication Textbook, sAbun Pup BloggCircl 1 Recaps last lesson with
HIGHER ORDER THINKINAnalysis Textbook, fAcceptanceFrog Bubbl 2 Recap last lesson with wor
HIGHER ORDER THINKINEvaluation Textbook, Accessibilit E-maiDoubl 3 Recap last lesson with spe
HIGHER ORDER THINKINCreation Flashcards,Accomplis Elect Tree 4 Recap last lesson with spe
MASTERY LEARNING Master the Learning Stand Textbook, cAccountabilInter Brace 5 Recap last lesson with spe
ICT Blogging LCD projectAccuracy NetwoFlow 6 Inrtoduce topic by asking
ICT Frog VLE LCD projectAchievemeTV DoMulti 7 Introduce the topic by ask
ICT E-mailing Flashcards,Acknowledgeme Bridg 8 Introduce topic by asking
Non-text book Introduce key
ICT Electronic Courseware lessons Activeness 9 vocabulary/words
Approachability


7
PRE-LESSON POST-LESSON CLOSURE
Work Out The WAIM: to pr AIM: tSpot The Difference AIM: to prAIM: to revSnowstorm Students write down what t
Guest The AnswAIM: to prepareMake Connections AIM: to review toHigh-Five HustleAsk students to stand up, raise their han
Sequence The InAIM: to prepareGuess Word AIM: to review topParent Hotline Give students an interesting question ab
Identify The Fla AIM: to revise t Correct The Error AIM: to review topTwo-Dollar SumKids write a two-dollar (or more) summa
Sit Down, Stand AIM: to revise t Remember It, Say It AIM: to practise t Paper Slide On paper, small groups sketch and write
Finger-Writing AIM: to practiseWhisper and Write AIM: to review DJ Summary Learners write what they learned in the f
Beat The TeacheAIM: to create iListen and Point AIM: to review topGallery Walk On chart paper, small groups of students
Predict The ContAIM: to help pupMake a Word LaddeAIM: to review toSequence It Students can quickly create timelines wit
Remember The AIM: to review tRead Your Friend'sAIM: to review topLow-Stakes QuiGive a short quiz using technologies like
Say What's MissAIM: to review tTest Your Memory AIM: to review topCover It Have kids sketch a book cover. The title
Words That SounAIM: to practiseWhat About Me AIM: to review topQuestion StemsHave students write questions about the
Pass It On AIM: to review vWhat About You? AIM: to reflect on So What? Kids answer the following prompts: Wha
Rally Table Rally Table Dramatize It Have students dramatize a real-life appli
Same Different Same Different Beat the Clock Ask a question. Give students ten secon
Timed Pair Share Timed Pair Share Find a First-Gra Have kids orally describe a concept, pro
Talking Chips Talking Chips Review It Direct kids to raise their hands if they ca
Team Stand-N-Share Team Stand-N-Share CliffsNotes, Jr. Have kids create a cheat sheet of inform
Fan-N-Pick Fan-N-Pick Students I Lear Kids write notes to peers describing wha
Rally Robin Rally Robin Elevator Pitch Ask students to summarize the main ide
Round Robin Round Robin Simile Me Have students complete the following se
Mix-N-Match Mix-N-Match Exit Ticket FoldeAsk students to write their name, what th
Lyrical Lessons Lyrical Lessons Out-the-Door ActAfter writing down the learning outcome,
Mix-N-Match
Gallery Walk
Lyrical Lessons
Who Am I?
Think-Pair-Share
Spin-N-Think
Traveling File
Team Project
Hot Seat
Role Play
The Yarn Yarn
FORMULA CLOSURE tahun tema tajuk skil 1 content 1
2 Word of SelfMoney 1.0 Listening 1.1 Understand meaning
2 World of Kn Journeys 1.0 Listening and S1.1 Understand meaning
Students can quickly create timelines with Timetoast 2 World of StorGood Luck B1.0 Listening and S1.1 Understand meaning
to stand up, raise their hands and high-five a peer 2 Take Care 1.0 Listening Skills1.1 Understand meaning
an interesting question about the lesson without f 2 1.0 Listening Skills1.1 Understand meaning
wo-dollar (or more) summary of the lesson. Each w 2 1.0 Listening Skills1.1 Understand meaning
all groups sketch and write what they learned. The 2 1.0 Listening Skills1.2 Use appropriate lis
e what they learned in the form of a favorite song. O 2 1.0 Listening Skills1.3 Recognise features
er, small groups of students write and draw what the 2 2.0 Speaking Skills2.1 Communicate informa
quickly create timelines with Timetoast to represent 2 2.0 Speaking Skills2.1 Communicate informa
quiz using technologies like Socrative, BubbleShee 2 2.0 Speaking Skills2.1 Communicate informa
etch a book cover. The title is the class topic. The 2 2.0 Speaking Skills2.1 Communicate informa
s write questions about the lesson on cards, usi 2 2.0 Speaking Skills2.1 Communicate informa
he following prompts: What takeaways from the le 2 2.0 Speaking Skills2.2 Use register appro
s dramatize a real-life application of a skill. 2 2.0 Speaking Skills2.3 Use appropriate c
n. Give students ten seconds to confer with peers 2 2.0 Speaking Skills2.4 Communicate approp
lly describe a concept, procedure, or skill in terms s 2 3.0 Reading Skills 3.1 Understand a varie
raise their hands if they can answer your questi 2 3.0 Reading Skills 3.1 Understand a varie
ate a cheat sheet of information that would be use 2 3.0 Reading Skills 3.1 Understand a varie
es to peers describing what they learned from the 2 3.0 Reading Skills 3.1 Understand a varie
to summarize the main idea in under 60 seconds to 2 3.0 Reading Skills 3.1 Understand a varie
s complete the following sentence: "The [concept, s 2 3.0 Reading Skills 3.1 Understand a varie
to write their name, what they learned, and any linge 2 3.0 Reading Skills 3.2
printExplore and media
and digital expa on familiar
2 4.0 Writing Skills topics
print and digital media on familiar
own the learning outcome, ask students
__ 2 4.0 Writing Skills topics
2 4.0 Writing Skills 4.2 Communicate with
2 4.0 Writing Skills 4.2 Communicate
interpret with
a variety of literary text
2 5.0 Literature In Ac types
interpret a variety of literary text
2 5.0 Literature In Ac types
Analyse and evaluate a variety of
2 5.0 Literature In Ac Express
literary text
an types
imaginative response t
2 5.0 Literature In Ac literary texts
learning 1 smart skil 1 content 1 learning 1 smart
1.1.1 Understand ind1.1.1 Understand ind1.0 Listening 1.1 Understand meanin
1.1.1 Understand indep
1.1.1 Un
1.1.2 Understand ind1.1.2 Understand ind1.0 Listening and S1.1 Understand meanin 1.1.2 Understand indep
1.1.2 Un
1.1.3 Recognise with1.1.3 Recognise with1.0 Listening and S1.1 Understand meanin 1.1.3 Recognise with su
1.1.3 Re
1.1.4 Understand wit1.1.4 Understand wit1.0 Listening Skills 1.1 Understand meanin
1.1.4 Understand with1.1.4 Understand with littl
1.1.5 Understand wit1.1.5 Understand wit1.0 Listening Skills 1.1 Understand meanin
1.1.5 Understand with1.1.5 Understand with littl
1.0 Listening Skills 1.1 Understand meanin
1.1.6 Understand with1.1.6
l Understand with littl
1.2.1
1.3.1 Guess the mean1.2.1
1.3.1 Guess the mean1.0 Listening Skills 1.2 Use appropriate 1
1.3.1 1.2.1
1.3.1 Guess the meaning
No learning standardNo(will
learning
be taught
standard
in subsequent
1.0(will
Listening
be taught
years)
Skills
in 1.3
subsequent
Recognise
years)
featur No learning standard (will
No learning
be taught
standard
in subsequ
(wi
2.1.1 Ask about and2.1.1 Ask about and2.0 Speaking Skills2.1 Communicate infor 2.1.1 Ask about and ex 2.1.1 Ask about and expla
2.1.2 Ask for and re 2.1.2 Ask for and re 2.0 Speaking Skills2.1 Communicate infor 2.1.2 Ask for and resp2.1.2 Ask for and respond
2.1.3 Express opinions

2.1.4 opinio2.1.3
2.1.4about
Expresssimple opinio2.0
opinions Speaking
spokenabout or written
simpleSkills2.1
spoken Communicate
or written infor 2.1.3 Express opinions
2.1.4 opinion 2.1.4
2.1.3
about Express opinion
spoken abo
simple opinions or
ab
advice given to themselves
advice given
or others
to themselves
2.0 Speaking or others
Skills2.1 Communicate infor advice given to themselvesadviceorgiven
others to themselv
2.1.5
2.2.1 Express opinio2.1.5
No learning 2.2.1 Express
standard No (will be opinio2.0
learning taught in Speaking
standard (will beSkills2.1
subsequent taught inCommunicate
subsequent infor 2.1.5
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2.2.1 (will
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be taught standar
in subor
years) years) 2.0 Speaking Skills2.2 Use register appryears) years)
2.3.1 Communicate
2.4.1 Keep interacti 2.4.1
2.3.1 Keep
opinions or interacti
feelings 2.0
Communicate Speaking
opinions
about a story, Skills2.3
or feelings
event aboutUseaappropriate 2.3.1 Communicate
story, event2.4.1 Keep interaction2.3.1
opinions Keep interaction
2.4.1 Communicate
or feelings aboutgoa
opini
or experience or experience 2.0 Speaking Skills2.4 Communicate appr or experience or experience
3.1.1 Understand
Understand the3Understand
specific .1.1 Understand
details the3details
and information
specific .0 Reading
in simple Skills
and information
longer 3.1 Understand a var3Understand
in simple longer .1.1 Understand thedetails
specific m3.1.1 Understand
Understand
and informationthedeta
specific mai
in s
texts on a range of
by other known words familiar
texts
by and on
other topics
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1.1.4 Understand with little or no support longer sequences of classroom instructions

1.1.5 Understand with little or no support more complex question
1.1.6 Understand with little or no support longer simple narratives on a wide range of familiar topics
1.2.1
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2.1.1 Ask about and explain key information from simple texts
2.1.2 Ask for and respond appropriately to simple suggestions
2.1.3 Express opinion

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aboutfuture
simple plans or events
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years)
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texts on a range of familiar topics
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4.2.4 Noinlearning
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simple language be taughtbetween
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characters,
places or events in texts and their own lives
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5.3.1 Respond imaginatively and intelligibly through creating board games, puzzles and quizzes and other imaginative responses as a
onger texts on a range of familiar topics
a range of familiar topics

feedback or independently
imaginative responses as appropriate.

ENGLISH TIME
:
: 8.45 TO 9.45
STANDARD (1) : 3 THEME : Word of Self, Family and Friends
CLASS : 2C TOPIC : TAJUK 1
3.1 Understand a variety of texts by using a 3.1.2 Understand specific details and
MAIN (A) 3.0 Reading range of appropriate reading strategies to information in longer texts on an increas
construct meaning range of familiar topics
COMPLEMENTARY 5.0 Literature in 5.2 Analyse and evaluate a variety of 5.2.1 Identify key stylistic features of a tex
(B) Action literary text types explain briefly why the author uses the
LEARNING A 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topi
OBJECTIVES
B 5.2.1 Identify key stylistic features of a text and explain briefly why the author uses them
LEARNING OUTLINE
Fan-N-Pick
WHILE LESSON Fan-N-Pick
Sequence It
POST LESSON
Students can quickly create timelines with Timetoast to represent the sequence of a plot or historical events.
MATERIALS/ REFERENCES
VALUES AND CITIZENSHIP CONSTRUCTIVISM ICT HOT / ITHINK
Abundance Pupil-Centred Active Learning Frog VLE Circle Map
ASSESSMENT
REFLECTION
pupils are able to achieve the stipulated learning pupils are able to achieve
Main 20/32 pupils are not able to achieve the stipulated Comple- 20/32
objective. stipulated
stipulated learning
learning objecti
objective
skill 12/32 learning objectives and they are given mentary skill 12/32
they are given remed
EXTRA REFLECTION:
REMARK
EVIDEN
VOCABULARY LIST GRAMMAR ITEMS CLASS DIF

pupils are nSch 7.5 TEST TEST 1A 1. T
pupils are Cou 8.2 1 1B 2. T
Written Tpupils are nMee8.5 2 1C 3. O
Observat pupils are nCRK9.2 3 2A 4. T
Worksheepupils are nMed9.5 4 Rally Robin 2B 5. L
Practical Natu10 5 Same Different 2C 6. T
Enquiry and answering KUC 10 6 Timed Pair Share 7. F
12 9 Fan-N-Pick
12 10 Rally Robin
1.2 11 Round Robin
1.5 12 Mix-N-Match
13 Gallery Walk
14 Lyrical Lessons
15 Who Am I?
16 Think-Pair-Share
17 Spin-N-Think
18 Traveling File
19 Team Project
20 Hot Seat
21 Role Play
22 The Yarn Yarn
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
9.45
and Friends
RNING STANDARD
rstand specific details and
longer texts on an increased
ge of familiar topics
y stylistic features of a text and
y why the author uses them
ased range of familiar topics

or uses them
plot or historical events.

REFERENCES
ksheets
HOT / ITHINK
Circle Map
/ Quiz

stipulated
stipulated learning
learning objective.
objectives and
2 4 5
TAHUN THEME MODULE SK
LANGUAGE/ GRAMMAR FOCUS

1.His / Her name’s…,
2. Has / Have got…
3. Numbers up to 100 / Have you got..? Yes, I have. / No, I haven’t..
4. He’s/She’s… / ‘s got…
5. Have you got (and) …? Yes, I have. / No, I haven’t..
6. have got… / have you got…?..
7. He/She can +verb..
9. I/He/She can…
6 7 2 3 4 5 6
SP EDUCATIONAL EMPHAS EDUCATIONAL EMPHAS BBM FORMFORMFORMFORMWEEKSET INDUKSI
HIGHER ORDER THINKINApplication Textbook, sAbun Pup BloggCircl 1 Recaps last lesson with
HIGHER ORDER THINKINAnalysis Textbook, fAcceptanceFrog Bubbl 2 Recap last lesson with wor
HIGHER ORDER THINKINEvaluation Textbook, Accessibilit E-maiDoubl 3 Recap last lesson with spe
HIGHER ORDER THINKINCreation Flashcards,Accomplis Elect Tree 4 Recap last lesson with spe
MASTERY LEARNING Master the Learning Stand Textbook, cAccountabilInter Brace 5 Recap last lesson with spe
ICT Blogging LCD projectAccuracy NetwoFlow 6 Inrtoduce topic by asking
ICT Frog VLE LCD projectAchievemeTV DoMulti 7 Introduce the topic by ask
ICT E-mailing Flashcards,Acknowledgeme Bridg 8 Introduce topic by asking
Non-text book Introduce key
ICT Electronic Courseware lessons Activeness 9 vocabulary/words
Approachability


7
PRE-LESSON POST-LESSON CLOSURE
Work Out The WAIM: to pr Spot The Difference AIM: to pr Snowstorm Students write down what t
Guest The AnswAIM: to prepareMake Connections AIM: to review toHigh-Five HustleAsk students to stand up, raise their han
Sequence The InAIM: to prepareGuess Word AIM: to review topParent Hotline Give students an interesting question ab
Identify The Fla AIM: to revise t Correct The Error AIM: to review topTwo-Dollar SumKids write a two-dollar (or more) summa
Sit Down, Stand AIM: to revise t Remember It, Say It AIM: to practise t Paper Slide On paper, small groups sketch and write
Finger-Writing AIM: to practiseWhisper and Write AIM: to review DJ Summary Learners write what they learned in the f
Beat The TeacheAIM: to create iListen and Point AIM: to review topGallery Walk On chart paper, small groups of students
Predict The ContAIM: to help pupMake a Word LaddeAIM: to review toSequence It Students can quickly create timelines wit
Remember The AIM: to review tRead Your Friend'sAIM: to review topLow-Stakes QuiGive a short quiz using technologies like
Say What's MissAIM: to review tTest Your Memory AIM: to review topCover It Have kids sketch a book cover. The title
Words That SounAIM: to practiseWhat About Me AIM: to review topQuestion StemsHave students write questions about the
Pass It On AIM: to review vWhat About You? AIM: to reflect on So What? Kids answer the following prompts: Wha
Rally Table Rally Table Dramatize It Have students dramatize a real-life appli
Same Different Same Different Beat the Clock Ask a question. Give students ten secon
Timed Pair Share Timed Pair Share Find a First-Gra Have kids orally describe a concept, pro
Talking Chips Talking Chips Review It Direct kids to raise their hands if they ca
Team Stand-N-Share Team Stand-N-Share CliffsNotes, Jr. Have kids create a cheat sheet of inform
Fan-N-Pick Fan-N-Pick Students I Lear Kids write notes to peers describing wha
Rally Robin Rally Robin Elevator Pitch Ask students to summarize the main ide
Round Robin Round Robin Simile Me Have students complete the following se
Mix-N-Match Mix-N-Match Exit Ticket FoldeAsk students to write their name, what th
Lyrical Lessons Lyrical Lessons Out-the-Door ActAfter writing down the learning outcome,
Mix-N-Match
Gallery Walk
Lyrical Lessons
Who Am I?
Think-Pair-Share
Spin-N-Think
Traveling File
Team Project
Hot Seat
Role Play
The Yarn Yarn
FORMULA CLOSURE tahun tema tajuk skil 1 content 1
3 Word of SelfTAJUK 1 1.0 Listening 1.1 Understand meaning
3 World of Kn TAJUK 2 1.0 Listening 1.1 Understand meaning
Students can quickly create timelines with Timetoast 3 World of StorTAJUK 3 1.0 Listening 1.1 Understand meaning
to stand up, raise their hands and high-five a peer 3 TAJUK 4 1.0 Listening 1.1 Understand meaning
an interesting question about the lesson without f 3 1.0 Listening 1.1 Understand meaning
wo-dollar (or more) summary of the lesson. Each w 3 1.0 Listening 1.1 Understand meaning
all groups sketch and write what they learned. The 3 1.0 Listening 1.2 Use appropriate lis
e what they learned in the form of a favorite song. O 3 1.0 Listening 1.3 Recognise features
er, small groups of students write and draw what the 3 2.0 Speaking 2.1 Communicate informa
quickly create timelines with Timetoast to represent 3 2.0 Speaking 2.1 Communicate informa
quiz using technologies like Socrative, BubbleShee 3 2.0 Speaking 2.1 Communicate informa
etch a book cover. The title is the class topic. The 3 2.0 Speaking 2.1 Communicate informa
s write questions about the lesson on cards, usi 3 2.0 Speaking 2.1 Communicate informa
he following prompts: What takeaways from the le 3 2.0 Speaking 2.2 Use register appro
s dramatize a real-life application of a skill. 3 2.0 Speaking 2.3 Use appropriate c
n. Give students ten seconds to confer with peers 3 2.0 Speaking 2.3 Use appropriate c
lly describe a concept, procedure, or skill in terms s 3 2.0 Speaking 2.4 Communicate approp
raise their hands if they can answer your questi 3 3.0 Reading 3.1 Understand a varie
ate a cheat sheet of information that would be use 3 3.0 Reading 3.1 Understand a varie
es to peers describing what they learned from the 3 3.0 Reading 3.1 Understand a varie
to summarize the main idea in under 60 seconds to 3 3.0 Reading 3.1 Understand a varie
s complete the following sentence: "The [concept, s 3 3.0 Reading 3.1 Understand a varie
to write their name, what they learned, and any linge 3 3.0 Reading 3.1 Understand a varie
3 3.0 Reading 3.2 Explore and expan
own the learning outcome, ask students
__ 3 4.0 Writing 4.1 Communicate intelli
3 4.0 Writing 4.1 Communicate intelli
3 4.0 Writing 4.2 Communicate with
3 5.0 Literature in Ac5.1 Engage with, respon
3 5.0 Literature in Ac5.1 Engage with, respon
3 5.0 Literature in Ac5.2 Analyse and evaluat
3 5.0 Literature in Ac5.3 Express an imagina
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1.1.2 Understand indep1.1.2 Un
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1.1.3 Recognise with li1.1.3 Rec
1.1.4 Understand in 1.1.4 Understand in 1.0 Listening 1.1 Understand meanin
1.1.4 Understand inde1.1.4 Un
1.1.5 Understand in 1.1.5 Understand in 1.0 Listening 1.1 Understand meanin
1.1.5 Understand ind 1.1.5 Un
1.1.6 Understand indep1.1.6 Un
1.2.1 Guess the mean1.2.1 Guess the mean1.0 Listening 1.2 Use appropriate 1
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2.1.1 Paraphrase sho2.1.1 Paraphrase sho2.0 Speaking 2.1 Communicate infor
2.1.1 Paraphrase short2.1.1 Paraphrase short si
2.1.2 Ask about and2.1.2 Ask about and2.0 Speaking 2.1 Communicate infor
2.1.2 Ask about and e2.1.2 Ask about and expla
2.1.3 Describe futur 2.1.3 Describe futur 2.0 Speaking 2.1 Communicate infor2.1.3 Describe future 2.1.3 Describe future plan
2.1.4 Explain own po2.1.4 Explain own po2.0 Speaking 2.1 Communicate infor2.1.4 Explain own poin2.1.4 Explain own point o
2.1.5 Express and r 2.1.5 Express and r 2.0 Speaking 2.1 Communicate infor2.1.5 Express and res2.1.5 Express and respon
2.2.1 Use formal and2.2.1 Use formal and2.0 Speaking 2.2 Use register appr2.2.1 Use formal and i2.2.1 Use formal and info
2.3.1 Keep interacti 2.3.1 Keep interacti 2.0 Speaking 2.3 Use appropriate 2.3.1 Keep interaction2.3.1 Keep interaction go
2.3.2 No learning st 2.3.2 No learning st 2.0 Speaking 2.3 Use appropriate 2.3.2 No learning sta 2.3.2 No learning standar
2.4.1 Summarise the2.4.1 Summarise the2.0 Speaking 2.4 Communicate appr 2.4.1 Summarise the ma2.4.1 Summarise the mai
3.1.1 Understand the3.1.1 Understand the3.0 Reading 3.1 Understand a var3.1.1 Understand the m 3.1.1 Understand the mai
3.1.2 Understand spec3.1.2 Understand spec3.0 Reading 3.1 Understand a var3.1.2 Understand specif3.1.2 Understand specific
3.1.3 Guess the mean 3.1.3 Guess the mean 3.0 Reading 3.1 Understand a var3.1.3 Guess the meanin 3.1.3 Guess the meaning
3.1.4 Use independen 3.1.4 Use independen 3.0 Reading 3.1 Understand a var3.1.4 Use independentl 3.1.4 Use independently
3.1.5 Recognise with3.1.5 Recognise with3.0 Reading 3.1 Understand a var3.1.5 Recognise with su3.1.5 Recognise with sup
3.1.6 Recognise with3.1.6 Recognise with3.0 Reading 3.1 Understand a var3.1.6 Recognise with s3.1.6 Recognise with sup
3.2.1 Read enjoy and 3.2.1 Read enjoy and 3.0 Reading 3.2 Explore and expa3.2.1 Read enjoy and 3.2.1
gi Read enjoy and giv
4.1.1 Explain simple4.1.1 Explain simple4.0 Writing 4.1 Communicate intel4.1.1 Explain simple c4.1.1 Explain simple cont
4.1.2 Explain simpl 4.1.2 Explain simpl 4.0 Writing 4.1 Communicate intel4.1.2 Explain simple 4.1.2 Explain simple proc
4.1.3 Summarise the4.1.3
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4.1.4 Express and r 4.1.4 Express and r 4.0 Writing 4.1 Communicate intel4.1.4 Express and res4.1.4 Express and respon
4.1.5 Organise, sequ4.1.5 Organise, sequ4.0 Writing 4.1 Communicate intel
4.1.5 Organise, sequen 4.1.5 Organise, sequence
4.2.1 Punctuate wri 4.2.1 Punctuate wri 4.0 Writing 4.2 Communicate wit4.2.1 Punctuate writt 4.2.1 Punctuate written w
4.2.2 Spell written 4.2.2 Spell written 4.0 Writing 4.2 Communicate wit4.2.2 Spell written wo 4.2.2 Spell written work w
4.2.3 Produce a plan4.2.3 Produce a plan4.0 Writing 4.2 Communicate wit4.2.3 Produce a plan o4.2.3 Produce a plan or d
4.2.4 Begin to use fo4.2.4 Begin to use fo4.0 Writing 4.2 Communicate wit4.2.4 Begin to use form 4.2.4 Begin to use formal
5.1.1 Explain why a 5p.1.1 Explain why a 5p.0 Literature in Ac5.1 Engage with, resp5.1.1 Explain why a par 5.1.1 Explain why a part o
5.1.2 Explain briefl 5.1.2 Explain briefl 5.0 Literature in Ac5.1 Engage with, resp5.1.2 Explain briefly 5.1.2 Explain briefly the d
5.2.1 Identify key st 5.2.1 Identify key st 5.0 Literature in Ac5.2 Analyse and evalu
5.2.1 Identify key styl 5.2.1 Identify key stylistic
5.3.1 Respond imagin 5.3.1 Respond imagin 5.0 Literature in Ac5.3 Express an imagin
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1 2 3 1 2 3
3.1 Under3.1 3.1.2 5.1 En5.2 5.2.1 Identify key stylistic features of a text and explain briefly why the author u
3.1 Under3.1.2 Under5.1 Engage with, respond to and interpret a variety of literary text types
3.1 Under3.1.3 Guess5.2 Analyse and evaluate a variety of literary text types
3.1 Under3.1.4 Use i 5.3 Express an imaginative response to literary texts
3.1 Under3.1.5 Recognise with support the attitude or opinion of the writer in simple longer texts on an increased range of familiar topics
3.1 Under3.1.6 Recognise with support typical features at word, sentence and text levels of a range of genres
3.2 Explore and expand ideas for personal development by reading independently and widely
1.3.1 Recognise with support typical features at word, sentence and text levels of a small number of spoken genres
2.1.1 Paraphrase short simple texts
2.1.2 Ask about and explain simple processes
2.1.3 Describe future plans and ambitions

2.1.4 Explain own point of view
2.1.5 Express and respond to common feelings such as happiness, sadness, surprise, and interest
2.2.1 Use formal and informal registers appropriately in some familiar contexts
2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said
2.3.2 No learning standard
2.4.1 Summarise the main points of a story
3.1.1 Understand the main points in longer texts on an increased range of familiar topics
3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics
3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topic
3.1.4 Use independently familiar print and digital resources to check meaning and extend understanding
3.1.5 Recognise with support the attitude or opinion of the writer in simple longer texts on an increased range of familiar topics
3.1.6 Recognise with support typical features at word, sentence and text levels of a range of genres
3.2.1 Read enjoy and give a personal response to fiction / non-fiction and other suitable print and digital texts of interest
4.1.1 Explain simple content from what they have read or heard
4.1.2 Explain simple processes
4.1.3 Summarise the main points and explain key details in of a story, text or plot
4.1.4 Express and respond to opinions and common feelings such as happiness, sadness, surprise, and interest
4.1.5 Organise, sequence and develop ideas within short texts on familiar topics
4.2.1 Punctuate written work with moderate accuracy
4.2.2 Spell written work with moderate accuracy
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately independently
4.2.4 Begin to use formal and informal registers appropriate to the target audience in familiar situations
5.1.1 Explain why a part or aspect of a text interests them
5.1.2 Explain briefly the development of plot, characters and themes in a text
5.2.1 Identify key stylistic features of a text and explain briefly why the author uses them
5.3.1 Respond imaginatively and intelligibly through creating power points, visuals, posters, blogs and webpages Other imaginative resp
iefly why the author uses them
what they have said
ased range of familiar topics
e of familiar topics
s of interest
ages Other imaginative responses as appropriate
ENGLISH TIME
:
: 8.45 TO 9.45
STANDARD (1) : 4 THEME : World of Knowledge
CLASS : 1A TOPIC : Topic 2
SKILLS CURRICULUM STANDARD

2.0 LANGUAGE FOR
INFORMATIONAL 2.1 Obtain information for different purposes by
USE
At the end of the lesson some pupils will be able to:
LEARNING L1: ii. Finding out the meaning of unfamiliar words by using contextual clues and the dictionary.
STANDARD
L1,2,3: ii. Reading silently and aloud with understanding a variety of texts.
TEACHING AND LEARNING ACTIVITIES

SET INDUCTION Recaps last lesson with questions and answer
Gallery Walk
ACTIVITY PAK21
Guess Word
ACTIVITY PAK21 AIM: to review topic vocabulary MATERIALS: Cards with words or pictures, bag. 1. Choose about 7 words related t
the lesson. 2. Prepare small cards with the names or pictures of the items. 3. Put the words in a bag then take out
card without letting the pupils see what it is. 4. Explain the word without saying the name or mime it. 5. Invite pupils
guess the word. 6. Continue with all the words until there is none left in the bag. A possible variation is: 1. Make 3
sets of the cards.
High-Five Hustle2. Explain or mime 1 or 2 words yourself (step 4 above). 3. Divide pupils into groups. 4. Give ea
Ask
groupstudents
a set oftocards
standand
up,ask
raise theirtohands
pupils followand high-five
steps 4 – 6 ina their
peer own
-- their short-term hustle buddy. When there are no
groups.
CLOSURE
hands left, ask a question for them to discuss. Solicit answers. Then play "Do the Hustle" as a signal for them to rais
their hands and high-five a different partner for the next question. (Source: Gretchen Bridgers)
LEARNING AIDS
EXTRA ACTIVITY BUAT LINUS DAA..
Textbook, worksheets
MULTIPLE
MULTIPLE INTELLIGENCE CONSTRUCTIVISM VALUES AND CITIZENSHIP
INTELLIGENCE
Body-Kinesthetic Pupil-Centred Active Learning Accessibility Ecological
Body-Kinesthetic
ASSESSMENT
Assessment of the above learning standards has been done on all students by providing:
REFLECTION
pupils are able to: pupils areii.able
L1,2,3: to: silently an
Reading
1 20/32
12/32
L1: ii. Finding out the meaning of unfamiliar words
pupils
by are
using not able to
contextual achieve
clues the dictionary.
and the stipulated
learning objectives and they are given
2 20/32
12/32
aloud with understanding a var
stipulated learning objectives a
of texts.
EXTRA REFLECTION:
REMARK
EVIDEN
VOCABULARY LIST GRAMMAR ITEMS CLASS At the end of the lesson s

pupils Schoo 7.5 TEST TEST 1A At the end of the lesson m
pupils Cours 8.2 1 1B At the end of the lesson a
Written Tpupils aMeeti 8.5 2 1C
Obs
erv
atio
n pupils aCRK 9.2 3 2A
Wo
rks Rally Robin
hee
t pupils aMedica9.5 4 2B
Pra
ctic
al Natura10 5 Same Different 2C
Enq
uiry
and
ans
wer
ing 10 6 Timed Pair Share
Qui
z 11 7 Talking Chips
12 9 Fan-N-Pick
12 10 Rally Robin
1.2 11 Round Robin
1.5 12 Mix-N-Match
13 Gallery Walk
14 Lyrical Lessons
15 Who Am I?
16 Think-Pair-Share
17 Spin-N-Think
18 Traveling File
19 Team Project
20 Hot Seat
21 Role Play
22 The Yarn Yarn
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
9.45
d the dictionary.
ose about 7 words related to

ords in a bag then take out a
e or mime it. 5. Invite pupils to
ble variation is: 1. Make 3 or 4
pils into groups. 4. Give each
buddy. When there are no
as a signal for them to raise
gers)
AIDS
MULTIPLE
INTELLIGENCE
Ecological
/ Quiz
ls areii.able
1,2,3: to: silently and
Reading
d with understanding a variety
ulated learning objectives and
of texts.
hey are given remedial
tema tahun tajuk skil 1
Word of Self, Family and 4 Topic 1 1.0 LANGUAGE F
he end of the lesson some pup
World of Knowledge 4 Topic 2 1.0 LANGUAGE F
he end of the lesson most World of Stories 4 Topic 3 1.0 LANGUAGE F
he end of the lesson all pu 4 Topic 4 1.0 LANGUAGE F
4 Topic 5 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 1.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
4 2.0 LANGUAGE F
2.0 LANGUAGE F
2.0 LANGUAGE F
2.0 LANGUAGE F
2.0 LANGUAGE F
2.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
3.0 LANGUAGE F
content 1 learning 1 TAJUK
1.1 Make friends and keep friendships by L1: i. Talking about Topic 1
1.1 Make friends and keep friendships by L1: ii. Responding to Topic 2
1.1 Make friends and keep friendships by L1:
L1: iii.
iv. Relating
Keeping per
Topic 3
a journal of daily activities.
1.1 Make friends and keep friendships by Topic 4
1.1 Make friends and keep friendships by L1: v. Listening to Topic 5
1.1 Make friends and keep friendships by L2: vi. Pronouncing
1.1 Make friends and keep friendships by L2: vii. Reading top
1.1 Make friends and keep friendships by L3: viii. Reading art
1.2 Take part in social interaction by L1: i. Disagreeing po

1.2 Take part in social interaction by L1: ii. Offering advi
1.2 Take part in social interaction by L1: iii. Expressing
1.2 Take part in social interaction by L1: iv. Persuading
1.2 Take part in social interaction by L2 :v. Carrying on a
1.2 Take part in social interaction by L2: vi. Making a dec
1.2 Take part in social interaction by L3: vii. Suggesting
1.2 Take part in social interaction by L3: viii. Initiating
1.3 Obtain goods and services by L1: i. Making enquir
1.3 Obtain goods and services by L2: ii. Making enqui
1.3 Obtain goods and services by L2 : iii. Placing an o
1.3 Obtain goods and services by L2: iv. Giving feedb
1.3 Obtain goods and services by L3: v. Making a comp
1.3 Obtain goods and services by L3: vi. Respond to a
2.1 Obtain information for different purposes by L1,2,3: i. Listening
2.1 Obtain information for different purposes by L1,2,3: ii. Reading s
2.2 Process information by L1: 2.2 A. Process te
2.2 Process information by L1: 2.2 A. Process t
2.2 Process information by L2: 2.2 A. Process t
2.2 B. Process texts read by: L1: 2.2 B. Process te
2.2 B. Process texts read by: L1: 2.2 A. Process te
2.2 B. Process texts read by: L1: 2.2 A. Process t
2.2 B. Process texts read by: L2: 2.2 A. Process
2.3 Present information to different audiences by: L1: 2.3 Present inf
2.3 Present information to different audiences by: L1: 2.3 Present info
2.3 Present information to different audiences by: L2: 2.3 Present inf
2.3 Present information to different audiences by: L2: 2.3 Present information by expanding notes and outlines
2.3 Present information to different audiences by: L2: 2.3 Present information by summarizing and paraphrasin
2.3 Present information to different audiences by: L3: 2.3 Present information by presenting reports with the aid
2.3 Present information to different audiences by: L3: 2.3 Present information by writing brief reports, descriptio
2.3 Present information to different audiences by: L2: 2.3 Present information by applying process writing skills
3.1 Listen to, read, view and respond to literary works by: L1: i. Reciting poems with feeling and expressions and with c
3.1 Listen to, read, view and respond to literary works by: L1: ii. Finding out the meaning of unfamiliar words by using c
3.1 Listen to, read, view and respond to literary works by: L1: iii. Retelling the story or poem in one’s own words.
3.1 Listen to, read, view and respond to literary works by: L2: iv. Narrating sequence of events.
3.1 Listen to, read, view and respond to literary works by: L2: v. Describing the place and time the story took place.
3.1 Listen to, read, view and respond to literary works by: L2: vi. Describing characters and writing simple descriptions.
3.1 Listen to, read, view and respond to literary works by: L2: vii. Making predictions as to what might happen next in th
3.1 Listen to, read, view and respond to literary works by: L2: viii. Talking about values in the text and whether they are
3.1 Listen to, read, view and respond to literary works by: L2: ix. Talking about how events, characters and in the texts
3.1 Listen to, read, view and respond to literary works by: L3: x. Talking about the theme in a story and writing a simple
3.1 Listen to, read, view and respond to literary works by: L3: xi. Talking about the message the poet is trying to put ac
3.1 Listen to, read, view and respond to literary works by: L3: xii. Saying orally what one thinks about the text and writin
3.1 Listen to, read, view and respond to literary works by: L3: xiii. Understanding some of the figurative language of the
3.2 Express themselves creatively and imaginatively by L1: i. Writing short and simple dialogues and staging it in cla
3.2 Express themselves creatively and imaginatively by L1: ii. Role playing characters.
3.2 Express themselves creatively and imaginatively by L1: iii. Writing a short paragraph to recount an event in the st
3.2 Express themselves creatively and imaginatively by L2: v. Retelling the story from another character’s point of vie
3.2 Express themselves creatively and imaginatively by L3: v. Writing the story in another genre.
3.2 Express themselves creatively and imaginatively by L3: vi. Composing simple poems, stories and dialogues.
bidang sk sp
2.1 Obtain informaL1,2,3: i. Listening to and understanding a variety of texts.
2.1 Obtain informaL1,2,3: ii. Reading silently and aloud with understanding a variety of texts.
2.2 Process information by
2.2 B. Process texts read by:

2.3 Present information to different audiences by:
by expanding notes and outlines.

by summarizing and paraphrasing the main ideas in a simple text
by presenting reports with the aid of diagrams, graphs on specific topics researched , from interviews (field work) and responding appropria
by writing brief reports, descriptions.
by applying process writing skills.
eeling and expressions and with correct pronunciation, intonation, stress, and rhythm.
ing of unfamiliar words by using contextual clues and the dictionary.
poem in one’s own words.
and time the story took place.

s and writing simple descriptions.
as to what might happen next in the story.
s in the text and whether they are meaningful to one’s life and writing out a simple paragraph on this.
events, characters and in the texts remind one of people and events in real life.
me in a story and writing a simple paragraph on it.
essage the poet is trying to put across in his/her poem and writing a simple paragraph on it.
ne thinks about the text and writing a simple paragraph stating one’s opinion.
e of the figurative language of the text.
ple dialogues and staging it in class.
graph to recount an event in the story.

om another character’s point of view.
nother genre.
oems, stories and dialogues.
FORMULA formula formula formula formula
#N/A Topic 1 #N/A #N/A
ety of texts. Topic 2
Topic 3
Topic 4
Topic 5
eld work) and responding appropriately to questions and comments from the floor.
SMK PASIR PANJANG
WEEK 1 DATE: Wednesday, January 02, 2019

ENGLISH TIME
:
: 8.4 TO 9.4
STANDARD (1) : 5 THEME : Word of Self, Family and Friends
CLASS : 5 UKM TOPIC : Topic 2
SKILLS CURRICULUM STANDARD

3.0 Language for
Aesthetic 3.1 Listen to, read and respond to literary works by
Purposes
At the end of the lesson some pupils will be able to:
LEARNING L1: 3.1.2 Finding out the meaning of words by using the dictionary and /or contextual clues.
STANDARD
L2:3.1.1 Describing the setting of a story.
TEACHING AND LEARNING ACTIVITIES
SET INDUCTION Recaps last lesson with questions and answer
ACTIVITY Same Different
PAK21
Guess Word
ACTIVITY AIM: to review topic vocabulary MATERIALS: Cards with words or pictures, bag. 1. Choose about 7 words
PAK21 related to the lesson. 2. Prepare small cards with the names or pictures of the items. 3. Put the words in
a bag then take out a card without letting the pupils see what it is. 4. Explain the word without saying the
name or mime it. 5. Invite pupils to guess the word. 6. Continue with all the words until there is none left
Ask students
in the bag. A
High-Five to stand up,
possible
Hustle raise is:
variation their
1. hands
Make and3 or high-five
4 sets of athe
peer -- their
cards. short-term
2. Explain hustle1buddy.
or mime When
or 2 words
there are(step
yourself no hands left, ask
4 above). a question
3. Divide pupilsforinto
them to discuss.
groups. 4. GiveSolicit
eachanswers. Then
group a set of play
cards"Do
andthe Hustle"
ask pupilsas
to a
CLOSURE
signal for them
follow steps 4 –to
6 raise their
in their own hands and high-five a different partner for the next question. (Source:
groups.
Gretchen Bridgers)
LEARNING AIDS
EXTRA ACTIVITYBUAT LINUS DAA..
Textbook, worksheets
MULTIPLE INTELLIGENCE CONSTRUCTIVISM CONTEXTUAL LEARNING ICT
Pupil-Centred Active
Body-Kinesthetic Personal Context Blogging
Learning
Body-Kinesthetic
ASSESSMENT
Assessment of the above learning standards has been done on all students by providing:
/ Writing Worksheet / Observation Practice / Question / Quiz
REFLECTION
pupils are able to: pupils are able to:
1 20/32 L1: 3.1.2 Finding out the meaning of words by
12/32
pupilsthe
using aredictionary
not able to achieve
and the stipulated
/or contextual
learning objectives and they are given
clues. 2 20/32 L2:3.1.1 Describing the setting
12/32
of a story.
the stipulated learning
objectives and they are given
EXTRA REFLECTION:
REMARK
EVIDEN
VOCABULARY LIST GRAMMAR ITEMS CLASS At the end of the lesson some p
pupilsSc 7 TEST TEST 1A At the end of the lesson mo
pupilsCo 8 1 1B At the end of the lesson all
Written TpupilsMe 8 2 1C
Obs
erv
atio
n pupilsCR 9 3 2A
Wo
rks Rally Robin
hee
t pupilsMe 9 4 2B
Pra
ctic
al Na10 5 Same Different 2C
Enq
uiry
and
ans
wer
ing 10 6 Timed Pair Share
Qui
z 11 7 Talking Chips
12 9 Fan-N-Pick
12 10 Rally Robin
1 11 Round Robin
1 12 Mix-N-Match
13 Gallery Walk
14 Lyrical Lessons
15 Who Am I?
16 Think-Pair-Share
17 Spin-N-Think
18 Traveling File
19 Team Project
20 Hot Seat
21 Role Play
22 The Yarn Yarn
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
tema tahun tajuk skil 1 content 1 learning 1
Word of Self, Family and 5 Topic 1 1.0 Language for 1.1 Make friends andL1: 1.1.1 Introduci
e lesson some World
p of Knowledge 5 Topic 2 1.0 Language for 1.1 Make friends andL1: 1.1.2 Relating
World of Stories 5 Topic 3 1.0 Language for 1.1 Make friends andL1: 1.1.3 Keeping
5 Topic 4 1.0 Language for 1.1 Make friends andL1: 1.1.4 Asking qu
5 Topic 5 1.0 Language for 1.1 Make friends andL1: 1.1.5 Listenin
5 1.0 Language for 1.1 Make friends andL2: 1.1.1 Pronounc
5 1.0 Language for 1.1 Make friends andL2: 1.1.2 Reading
5 1.0 Language for 1.1 Make friends andL3: 1.1.1 Giving op
5 1.0 Language for 1.2 Take part in sociL1: 1.2.1 Asking ab

5 1.0 Language for 1.2 Take part in sociL1: 1.2.2 Asking o
5 1.0 Language for 1.2 Take part in sociL1: 1.2.3 Persuad
5 1.0 Language for 1.2 Take part in sociL1: 1.2.4 Asking ab
5 1.0 Language for 1.2 Take part in sociL2: 1.2.1 Participa
5 1.0 Language for 1.2 Take part in sociL2: 1.2.2 Making a
5 1.0 Language for 1.2 Take part in sociL3: 1.2.1 Respondi
5 1.0 Language for 1.3 Obtain goods anL1: 1.3.1 Making
5 1.0 Language for 1.3 Obtain goods anL2: 1.3.1 Comparin
5 1.0 Language for 1.3 Obtain goods anL2: 1.3.2 Confirmin
5 1.0 Language for 1.3 Obtain goods anL3: 1.3.1 Expressin
5 1.0 Language for 1.3 Obtain goods anL3: 1.3.2 Respondin
5 2.0 Language for2.1 Obtain informati L1,2,3: 2.1.1 Liste
5 2.0 Language for2.1 Obtain informati L1,2,3: 2.1.2 Readi
5 2.0 Language for2.1 Obtain informati L2,3: 2.1.1 Interv
5 2.0 Language for2.2 Process informatL1: 2.2.1.A Process
5 2.0 Language for2.2 Process informatL1: 2.2.2.A Process
5 2.0 Language for2.2 Process informatL1:2.2.3.A Process
5 2.0 Language for2.2 Process informatL1:2.2.4.A Processi
5 2.0 Language for2.2 Process informatL2:2.2.1 A Processin
5 2.0 Language for2.2 Process informatL2:2.2.2 A Process
5 2.0 Language for2.2 Process informatL2:2.2.3 A Processi
5 2.0 Language for2.2 Process informatL3:2.2.1 A Processin
5 2.0 Language for2.2 Process informatL3:2.2.2 A Processi
5 2.0 Language for2.2 Process informatL1:2.2.1 B Processi
5 2.0 Language for2.2 Process informatL1:2.2.4 B Process
5 2.0 Language for2.3 Present informatioL1:2.3.1 Presenting
5 2.0 Language for2.3 Present informatioL1:2.3.2 Respondin
5 2.0 Language for2.3 Present informatioL1:2.3.3 Making no
5 2.0 Language for2.3 Present informatioL2:2.3.1 Expanding
5 2.0 Language for2.3 Present informatioL2:2.3.2 Summarizi
5 2.0 Language for2.3 Present informatioL3:2.3.1 Writing re
5 2.0 Language for2.3 Present informatioL3:2.3.2 Writing ar
5 2.0 Language for2.3 Present informatioL3:2.3.3 Writing a
5 2.0 Language for2.3 Present informatioL3:2.3.4 Presentin
5 3.0 Language for A3.1 Listen to, read andL:3.1.1 Reciting po
5 3.0 Language for A3.1 Listen to, read andL1: 3.1.2 Finding o
5 3.0 Language for A3.1 Listen to, read andL1:3.1.3 Retelling
5 3.0 Language for A3.1 Listen to, read andL2:3.1.1 Describing
5 3.0 Language for A3.1 Listen to, read andL2:3.1.2 Narrating
5 3.0 Language for A3.1 Listen to, read andL2:3.1.3 Describin
5 3.0 Language for A3.1 Listen to, read andL2:3.1.4 Making pr
5 3.0 Language for A3.1 Listen to, read andL2:3.1.5 Discussing
5 3.0 Language for A3.1 Listen to, read andL2:3.1.6 Relating e
5 3.0 Language for A3.1 Listen to, read andL3:3.1.1 Discussi
5 3.0 Language for A3.1 Listen to, read andL3:3.1.2 Giving one
3.0 Language for A3.1 Listen to, read andL3:3.1.3 Understanding the figura
3.0 Language for A3.2 Express themselves L1:3.2.1 Dramatizing sections of
3.0 Language for A3.2 Express themselves L2:3.2.1Retelling a story from an
3.0 Language for A3.2 Express themselves L3:3.2.1 Presenting the text in an
3.0 Language for A3.2 Express themselves L3:3.2.2 Composing simple poem
TAJUK bidang sk sp
Topic 1 3.1 Listen to, rea L:3.1.1 Reciting poems w ith feeling and expression and w ith correc
Topic 2 3.1 Listen to, rea L1: 3.1.2 Finding out the meaning of words by using the dictionary and /or c
Topic 3 3.1 Listen to, rea L1:3.1.3 Retelling the story or poem in one’ s ow n words.
Topic 4 3.1 Listen to, rea L2:3.1.1 Describing the setting of a story.
Topic 5 3.1 Listen to, rea L2:3.1.2 Narrating the sequence of events.
3.1 Listen to, rea L2:3.1.3 Describing characters and writing a paragraph or tw o about them.
3.1 Listen to, rea L2:3.1.4 Making predictions as to what might happen next.
3.1 Listen to, rea L2:3.1.5 Discussing values explored in the text.
3.1 Listen to, rea L2:3.1.6 Relating events, characters and values to one’s life.
3.1 Listen to, rea L3:3.1.1 Discussing the theme and message of stories and poems.
3.1 Listen to, rea L3:3.1.2 Giving one’s opinion of the poem or story.
3.1 Listen to, rea L3:3.1.3 Understanding the figurative language of the text.
3.2 Express themselves creatively and imaginatively by
3 Understanding the figurative language of the text.
1 Dramatizing sections of a text and role-playing characters.
1Retelling a story from another character’s point of view.
1 Presenting the text in another genre.
2 Composing simple poems, stories and dialogues.
FORMULA formula formula formula formula
ion and w ith correc #N/A Topic 1 #N/A #N/A
the dictionary and /or contextual clues. Topic 2
Topic 3
Topic 4
Topic 5
ph or tw o about them.
s and poems.

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SMK PASIR PANJANG

WEEK 32 DATE: Sunday, Septembe

VOCABULARY LIST GRAMMAR ITEMS CLASS

xample, if the text is a story, list the

ard. 1. Before the lesson, choose or

pupils are able to achieve the

TAHUN THEME TOPIC MODULE

DIF LANGUAGE/ GRAMMAR FOCUS

SK SP EDUCATIONAL EMPHAS EDUCATIONAL EMPHAS BBM FORMFORMFORMFORMWEEK

HIGHER ORDER THINKINApplication Textbook, sAbun Pup BloggCircl 1

VALUES AND CITIZENSHAccomplishment Benevolence 38

VALUES AND CITIZENSHAccountability Bliss 39

VALUES AND CITIZENSHAccuracy Boldness 40

VALUES AND CITIZENSHAchievement Bravery 41

VALUES AND CITIZENSHAcknowledgement Brilliance 42

VALUES AND CITIZENSHActiveness Buoyancy

VALUES AND CITIZENSHAdaptability Calmness

HOT / ITHINK Circle Map

SET INDUKSI PRE-LESSON POST-LESSON CLOSURE

Sequence The InAIM: to prepareGuess Word

Give a short quiz using technologies like Socrative, BubbleShee 1

or large group on familiar topics

king understanding of what a speaker is saying

mple longer texts

itable print and digital texts of interest

ns or feelings and explain the reasons for them

VOCABULARY LIST GRAMMAR ITEMS CLASS DIF

ange of familiar topics

le, repeat for the next word, and

riefly review the vocabulary on the

plot or historical events.

pupils are able to achieve the

TAHUN THEME MODULE SK

LANGUAGE/ GRAMMAR FOCUS

SP EDUCATIONAL EMPHAS EDUCATIONAL EMPHAS BBM FORMFORMFORMFORMWEEKSET INDUKSI

VALUES AND CITIZENSHAccomplishment Benevolence 38

VALUES AND CITIZENSHAccountability Bliss 39

VALUES AND CITIZENSHAccuracy Boldness 40

VALUES AND CITIZENSHAchievement Bravery 41

VALUES AND CITIZENSHAcknowledgement Brilliance 42

VALUES AND CITIZENSHActiveness Buoyancy

VALUES AND CITIZENSHAdaptability Calmness

HOT / ITHINK Circle Map

PRE-LESSON POST-LESSON CLOSURE

2.1.3 Express opinions

1.1.4 Understand with little or no support longer sequences of classroom instructions

2.1.3 Express opinion

a range of familiar topics

imaginative responses as appropriate.

WHILE LESSON Fan-N-Pick

VOCABULARY LIST GRAMMAR ITEMS CLASS DIF

ased range of familiar topics

plot or historical events.

pupils are able to achieve the

TAHUN THEME MODULE SK

LANGUAGE/ GRAMMAR FOCUS

SP EDUCATIONAL EMPHAS EDUCATIONAL EMPHAS BBM FORMFORMFORMFORMWEEKSET INDUKSI

VALUES AND CITIZENSHAccomplishment Benevolence 38