WEEK: 2(B) DAY: MONDAY DATE: 7TH January 2019

WEEK/LESSON NO. W2 L2 CLASS 1 BAKTI

SUBJECT ENGLISH TIME 1.00PM – 2.00PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS LISTENING
CONTENT STANDARD(S)
Main Skill:
Listening 1.1– Understand meaning in a variety of familiar contexts

Complementary Skill:
Speaking 2.4 – Communicate appropriately to a small or large group on familiar topics

LEARNING STANDARD(S)
Main Skill:
Listening 1.1.6 –Understand with support longer simple narratives on a wide range of familiar topics

Complementary Skill:
Speaking 2.4.1 – Narrate short stories , events and experiences
LEARNING OBJECTIVES
By the end of the 1. understand the events in the story given
lesson, students
should be able to: 2. to retell the story with their classmates

SUCCESS CRITERIA
Students can/will: 1. predict the connection between the men, a hut and a moon(advanced), with minimal
guidance (intermediate) and guidance ( beginner)
2. retell the story (advanced), with minimal guidance (intermediate) and guidance (beginner)

CROSS CURRICULAR ELEMENTS Financial Education

LANGUAGE/GRAMMAR FOCUS Past simple Verbs
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. write lesson aims on board
2. draw sticks, a hut and a moon.
PRE-LESSON
3. tell students that they are going to listen to a story and they are to predict the
connection
1. Students tell some details of the story
LESSON
2. Students tell the story in smaller groups
DEVELOPMENT
3. Elicit the story, line by line

POST-LESSON 1. Ask pupils the final part of the story and elicit their suggestions
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Pictures 21st Century Learning (think,pair and In class assessment
share)
TEACHER’S REFLECTION/REMARKS

FOLLOW UP/REINFORCEMENT
WEEK/LESSON NO. W2 L2 CLASS 2 ILTIZAM
SUBJECT ENGLISH TIME 3.30PM – 4.30PM
UNIT 1
TOPIC ENVIRONMENTAL SUSTAINABILITY
THEME HEALTH AND ENVIRONMENT
LESSON SKILL/FOCUS LISTENING
CONTENT STANDARD(S)
Main Skill:
Listening 1.1– Understand meaning in a variety of familiar contexts

Complementary Skill:
Speaking 2.1 – Communicate information, ideas, opinions and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main Skill:
Listening 1.1.1 –Understand independently the main ideas in simple longer texts on a range of familiar topics

Complementary Skill:
Speaking 2.1.2 – Ask for and respond appropriately to simple suggestions
LEARNING OBJECTIVES
By the end of the 1. Listen to the audio and answer the questions given
lesson, students 2. Students come up with suggestions on why is it good to recycle waste food
should be able to:
SUCCESS CRITERIA
Students can/will: 1. Listen to the audio and answer 5 questions (advanced), 3 (intermediate) and 2 (beginner)
2. Students come up with 5 suggestions (advanced), 3 (intermediate) and 2 (beginner)

CROSS CURRICULAR ELEMENTS Science and technology

Vocabulary related to recycling, waste, leftovers, landfill, Modal..suggestion: you
LANGUAGE/GRAMMAR FOCUS
can..., you could...
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Introduce the title and pre teach waste
PRE-LESSON 2. Students predict the answer from the pre listening task

1. Play the recording, ask students to check their answer

LESSON 2. Students answer the questions asked by teacher
DEVELOPMENT 3. Teacher writes the vocabulary on the board
4. Teacher asks students to come up with suggestion why is it a good idea to recycle
leftover food.
1. Share answer with class.
POST-LESSON

RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:

Audio cd 21st Century Learning (think,pair and In class assessment
share)

TEACHER’S REFLECTION

FOLLOW UP/
REINFORCEMENT
WEEK/LESSON NO. W2 L2 CLASS 1 ISTIQAMAH
SUBJECT ENGLISH TIME 5.25PM – 6.15PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS LISTENING
CONTENT STANDARD(S)
Main Skill:
Listening 1.1– Understand meaning in a variety of familiar contexts

Complementary Skill:
Speaking 2.4 – Communicate appropriately to a small or large group on familiar topics

LEARNING STANDARD(S)
Main Skill:
Listening 1.1.6 –Understand with support longer simple narratives on a wide range of familiar topics

Complementary Skill:
Speaking 2.4.1 – Narrate short stories , events and experiences
LEARNING OBJECTIVES
By the end of the 1. understand the events in the story given
lesson, students
should be able to: 2. to retell the story with their classmates

SUCCESS CRITERIA
Students can/will: 1. predict the connection between the men, a hut and a moon(advanced), with minimal
guidance (intermediate) and guidance ( beginner)
2. retell the story (advanced), with minimal guidance (intermediate) and guidance (beginner)

CROSS CURRICULAR ELEMENTS Financial Education

LANGUAGE/GRAMMAR FOCUS Past simple Verbs
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. write lesson aims on board
2. draw sticks, a hut and a moon.
PRE-LESSON
3. tell students that they are going to listen to a story and they are to predict the
connection
1. Students tell some details of the story
LESSON
2. Students tell the story in smaller groups
DEVELOPMENT
3. Elicit the story, line by line

POST-LESSON 1. Ask pupils the final part of the story and elicit their suggestions
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Pictures 21st Century Learning (think,pair and In class assessment
share)
TEACHER’S REFLECTION/REMARKS
 FOLLOW UP/REINFORCEMENT

WEEK: 2(B) DAY: TUESDAY DATE: 8TH January 2019

WEEK/LESSON NO. W2 L3 CLASS 1 ILTIZAM
SUBJECT ENGLISH TIME 1.00PM – 2.00PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS READING
CONTENT STANDARD(S)
Main Skill:
Reading 3.1– Understand a variety of texts using a range of appropriate reading strategies to construct
meaning

Complementary Skill:
Reading 3.1– Understand a variety of texts using a range of appropriate reading strategies to construct
meaning
LEARNING STANDARD(S)
Main Skill:
Reading 3.1.2 – Understand a specific detailed and information in simple longer texts

Complementary Skill:
Reading 3.1.3 - Guess the meaning of unfamiliar words from clues provided by other known words and by
Context
LEARNING OBJECTIVES
By the end of the 1. read the story
lesson, students 2. Tell whether it is a good idea to spend money the way candy did
should be able to:
SUCCESS CRITERIA
Students can/will: 1. read the story (advanced), read the story with minimal guidance ( intermediate), with guidance
(beginner)
2. explain and tell at least 3 reasons (advanced), 2 (intermediate) and 1 (beginner) whether it
was good to spend money the way Candy did
CROSS CURRICULAR ELEMENTS Financial Education
LANGUAGE/GRAMMAR FOCUS Vocabulary related to the topic of money
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. students are given a text on Candy’s shopping trip
PRE-LESSON
2. Students answer questions by looking at the picture given
1. Students read the text and answer question 1 and 2
LESSON
2. Students focus on how the language is used
DEVELOPMENT
3. Divide the class into 2 and first group will circle the reference pronouns in paragraph
1-3 and the second group will do the same for paragraph 4-6
1. Ask students to tell the skill and language focused on
POST-LESSON 2. Ask students whether it was a good idea to spend the money in this way
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Pictures 21st Century Learning (think,pair and In class assessment
share)
 TEACHER’S
REFLECTION
FOLLOW
UP/REINFORCEMENT

WEEK/LESSON NO. W2 L3 CLASS 1 BAKTI

SUBJECT ENGLISH TIME 2.00PM – 3.50PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS READING
CONTENT STANDARD(S)
Main Skill:
Reading 3.1– Understand a variety of texts using a range of appropriate reading strategies to construct
meaning

Complementary Skill:
Reading 3.1– Understand a variety of texts using a range of appropriate reading strategies to construct
meaning
LEARNING STANDARD(S)
Main Skill:
Reading 3.1.2 – Understand a specific detailed and information in simple longer texts

Complementary Skill:
Reading 3.1.3 - Guess the meaning of unfamiliar words from clues provided by other known words and by
Context
LEARNING OBJECTIVES
By the end of the 1. read the story
lesson, students 2. Tell whether it is a good idea to spend money the way candy did
should be able to:
SUCCESS CRITERIA
Students can/will: 1. read the story (advanced), read the story with minimal guidance ( intermediate), with guidance
(beginner)
2. explain and tell at least 3 reasons (advanced), 2 (intermediate) and 1 (beginner) whether it
was good to spend money the way Candy did
CROSS CURRICULAR ELEMENTS Financial Education
LANGUAGE/GRAMMAR FOCUS Vocabulary related to the topic of money
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. students are given a text on Candy’s shopping trip
PRE-LESSON
2. Students answer questions by looking at the picture given
1. Students read the text and answer question 1 and 2
LESSON
2. Students focus on how the language is used
DEVELOPMENT
3. Divide the class into 2 and first group will circle the reference pronouns in paragraph
1-3 and the second group will do the same for paragraph 4-6
1. Ask students to tell the skill and language focused on
POST-LESSON 2. Ask students whether it was a good idea to spend the money in this way
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Pictures 21st Century Learning (think,pair and In class assessment
share)
 TEACHER’S
REFLECTION
FOLLOW
UP/REINFORCEMENT

WEEK/LESSON NO. W2 L3 CLASS 2 BAKTI

SUBJECT ENGLISH TIME 3.30PM – 4.30PM
UNIT 1
TOPIC ENVIRONMENTAL SUSTAINABILITY
THEME HEALTH AND ENVIRONMENT
LESSON SKILL/FOCUS READING
CONTENT STANDARD(S)
Main Skill:
Reading 3.1– Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning

Complementary Skill:
Speaking 2.1 – Communicate information, ideas, opinions and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main Skill:
Reading 3.1.3 – guess the meaning of unfamiliar words from clues provided by other known words and by
context on a range of familiar topics

Complementary Skill:
Speaking 2.1.1– Ask about and explain key information from simple texts
LEARNING OBJECTIVES
By the end of the 1. read a passage
lesson, students 2. answer the questions given
should be able to: 3. guess the meaning of words given
SUCCESS CRITERIA
Students can/will: 1. read the passage fluently (advanced), with minimal guidance (intermediate) and guidance
(beginner)
2. answer at least 8/8 questions given (advanced), 5/5 questions given (intermediate) 3
questions
given (beginner)
3. guess the meaning of 8 words (advanced), 5 words( intermediate) and 3 words (beginner)
CROSS CURRICULAR ELEMENTS Science and technology
LANGUAGE/GRAMMAR FOCUS Present Simple Passive
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Introduce the title and pre teach how paper is recycled
PRE-LESSON 2. Students predict the answer from the text
 1. Students read the passage
LESSON
2. Students answer the questions asked by teacher
DEVELOPMENT
3. guess the meaning of the words given
4. Students fill in a flow map on how paper is recycled
POST-LESSON 1. Share answer with class.
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Worksheets on how paper is recycled 21st Century Learning (think,pair and In class assessment
share)
TEACHER’S
REFLECTION
FOLLOW
UP/REINFORCEMENT

WEEK/LESSON NO. W2 L2 CLASS 1 CEMERLANG

SUBJECT ENGLISH TIME 4.25PM – 5.25PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS LISTENING
CONTENT STANDARD(S)
Main Skill:
Listening 1.1– Understand meaning in a variety of familiar contexts

Complementary Skill:
Speaking 2.4 – Communicate appropriately to a small or large group on familiar topics

LEARNING STANDARD(S)
Main Skill:
Listening 1.1.6 –Understand with support longer simple narratives on a wide range of familiar topics

Complementary Skill:
Speaking 2.4.1 – Narrate short stories , events and experiences
LEARNING OBJECTIVES
By the end of the 1. understand the events in the story given
lesson, students
should be able to: 2. to retell the story with their classmates

SUCCESS CRITERIA
Students can/will: 1. predict the connection between the men, a hut and a moon(advanced), with minimal
guidance (intermediate) and guidance ( beginner)
2. retell the story (advanced), with minimal guidance (intermediate) and guidance (beginner)

CROSS CURRICULAR ELEMENTS Financial Education

LANGUAGE/GRAMMAR FOCUS Past simple Verbs
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
 1. write lesson aims on board
2. draw sticks, a hut and a moon.
PRE-LESSON
3. tell students that they are going to listen to a story and they are to predict the
connection
1. Students tell some details of the story
LESSON
2. Students tell the story in smaller groups
DEVELOPMENT
3. Elicit the story, line by line

POST-LESSON 1. Ask pupils the final part of the story and elicit their suggestions
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Pictures 21st Century Learning (think,pair and In class assessment
share)
TEACHER’S REFLECTION/REMARKS

FOLLOW UP/REINFORCEMENT

WEEK: 2(B) DAY: WEDNESDAY DATE: 9TH January 2019

WEEK/LESSON NO. W2 L4 CLASS 1 ISTIQAMAH
SUBJECT ENGLISH TIME 1.00PM – 1.50PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS WRITING
CONTENT STANDARD(S)
Main Skill:
Writing 4.1 – Understand a specific detailed and information in simple longer texts

Complementary Skill:
Writing 4.1 - Understand a specific detailed and information in simple longer texts
LEARNING STANDARD(S)
Main Skill:
Writing 4.1.3 –Narrate factual and imagined events and experience

Complementary Skill:
Writing 4.1.5 - Connect sentences into two coherent paragraphs or more using basic coordinating
conjunctions and reference pronouns
LEARNING OBJECTIVES
By the end of the lesson, 1. Retell Candy’s story
students should be able to: 2. create a text for Ron
3. calculate the expenditure spent by Candy’s brother
SUCCESS CRITERIA
Students can/will: 1. retell the story (advanced), retell the story with minimal guidance (intermediate),
retell the
story with guidance (beginner)
2. create a text (advanced), with minimal guidance (intermediate) and guidance
(beginner)
3. calculate the expenditure
CROSS CURRICULAR ELEMENTS Financial Education
LANGUAGE/GRAMMAR FOCUS Vocabulary related to the topic of money
HOTS ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
 ACTIVITIES
1. Students are told to talk about Candy’s shopping trip from previous lesson
PRE-LESSON 2. Remind students to focus on coordinating conjunctions and on reference
pronouns
1. Students create a short text about Ron’s shopping trip.
LESSON 2. students swap the text with friends
DEVELOPMENT 3. Students calculate how much he spend and how much left by using
reference pronouns, past simple and coordinating conjunctions.
4. Students check their answer
1. Ask students to tell the skill and language focused on
POST-LESSON 2. Ask students whether it was a good idea to spend the money in this way
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Candy’s shopping trip Lesson 2 21st Century Learning (think,pair and share) In class assessment
Ron’s shopping trip worksheet
TEACHER’S REFLECTION

FOLLOW UP/REINFORCEMENT

WEEK/LESSON NO. W2 L4 CLASS 1 BAKTI

SUBJECT ENGLISH TIME 4.00PM – 4.50PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS WRITING
CONTENT STANDARD(S)
Main Skill:
Writing 4.1 – Understand a specific detailed and information in simple longer texts

Complementary Skill:
Writing 4.1 - Understand a specific detailed and information in simple longer texts
LEARNING STANDARD(S)
Main Skill:
Writing 4.1.3 –Narrate factual and imagined events and experience

Complementary Skill:
Writing 4.1.5 - Connect sentences into two coherent paragraphs or more using basic coordinating
conjunctions and reference pronouns
LEARNING OBJECTIVES
By the end of the lesson, 1. Retell Candy’s story
students should be able to: 2. create a text for Ron
3. calculate the expenditure spent by Candy’s brother
SUCCESS CRITERIA
Students can/will: 1. retell the story (advanced), retell the story with minimal guidance (intermediate),
retell the
story with guidance (beginner)
2. create a text (advanced), with minimal guidance (intermediate) and guidance
(beginner)
3. calculate the expenditure
CROSS CURRICULAR ELEMENTS Financial Education
LANGUAGE/GRAMMAR FOCUS Vocabulary related to the topic of money
HOTS ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
 ACTIVITIES
1. Students are told to talk about Candy’s shopping trip from previous lesson
PRE-LESSON 2. Remind students to focus on coordinating conjunctions and on reference
pronouns
1. Students create a short text about Ron’s shopping trip.
LESSON 2. students swap the text with friends
DEVELOPMENT 3. Students calculate how much he spend and how much left by using
reference pronouns, past simple and coordinating conjunctions.
4. Students check their answer
1. Ask students to tell the skill and language focused on
POST-LESSON 2. Ask students whether it was a good idea to spend the money in this way
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Candy’s shopping trip Lesson 2 21st Century Learning (think,pair and share) In class assessment
Ron’s shopping trip worksheet
TEACHER’S REFLECTION

FOLLOW UP/REINFORCEMENT

WEEK/LESSON NO. W1 L4 CLASS 2 BAKTI

SUBJECT ENGLISH TIME 4.50PM – 5.40PM
UNIT 1
TOPIC ENVIRONMENTAL SUSTAINABILITY
THEME HEALTH AND ENVIRONMENT
LESSON SKILL/FOCUS WRITING
CONTENT STANDARD(S)
Main Skill:
Writing 4.1– Communicate intelligibly through print and digital media on familiar topics

Complementary Skill:
Writing 4.2 – Communicate with appropriate language, forms and styles
LEARNING STANDARD(S)
Main Skill:
Writing 4.1.1 – explain simple content from what they have read

Complementary Skill:
Writing 4.2.3– Produce a plan and draft of two paragraphs or more and modify this appropriately either in
response to feedback or independently
LEARNING OBJECTIVES
By the end of the 1. unjumbled the flow of how paper is recycled
lesson, students 2. write the flow
should be able to: 3. complete the flow

SUCCESS CRITERIA
Students can/will: 1. unjumbled the flow given (advanced), with minimal guidance (intermediate) and guidance
(beginner)
2. write the flow correctly (advanced), 5/5 blanks given (intermediate) 3/3 blanks
given (beginner)
3. add in information to complete the flow (advanced/intermediate)

CROSS CURRICULAR ELEMENTS Science and technology

LANGUAGE/GRAMMAR FOCUS Present Simple Passive
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Introduce the title and pre teach how paper is recycled
PRE-LESSON

1. Students are given unjumbled flow of how paper is recycled

LESSON
2. Students work in groups to unjumble the flow
DEVELOPMENT
3. Students write the flow with some missing phrases
4. Students add in information to complete the flow
POST-LESSON 1. Share answer with class.
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Worksheets on how paper is recycled 21st Century Learning (think,pair and In class assessment
share)
TEACHER’S
REFLECTION
FOLLOW UP/
REINFORCEMENT

WEEK: 2(B) DAY: THURSDAY DATE: 10TH January 2019

WEEK/LESSON NO. W2 L3 CLASS 1 CEMERLANG
SUBJECT ENGLISH TIME 4.50PM – 5.40PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS READING
CONTENT STANDARD(S)
Main Skill:
Reading 3.1– Understand a variety of texts using a range of appropriate reading strategies to construct
meaning

Complementary Skill:
Reading 3.1– Understand a variety of texts using a range of appropriate reading strategies to construct
meaning
LEARNING STANDARD(S)
Main Skill:
Reading 3.1.2 – Understand a specific detailed and information in simple longer texts

Complementary Skill:
Reading 3.1.3 - Guess the meaning of unfamiliar words from clues provided by other known words and by
Context
LEARNING OBJECTIVES
By the end of the 1. read the story
lesson, students 2. Tell whether it is a good idea to spend money the way candy did
should be able to:
SUCCESS CRITERIA
Students can/will: 1. read the story (advanced), read the story with minimal guidance ( intermediate), with guidance
(beginner)
2. explain and tell at least 3 reasons (advanced), 2 (intermediate) and 1 (beginner) whether it
 was good to spend money the way Candy did
CROSS CURRICULAR ELEMENTS Financial Education
LANGUAGE/GRAMMAR FOCUS Vocabulary related to the topic of money
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. students are given a text on Candy’s shopping trip
PRE-LESSON
2. Students answer questions by looking at the picture given
1. Students read the text and answer question 1 and 2
LESSON
2. Students focus on how the language is used
DEVELOPMENT
3. Divide the class into 2 and first group will circle the reference pronouns in paragraph
1-3 and the second group will do the same for paragraph 4-6
1. Ask students to tell the skill and language focused on
POST-LESSON 2. Ask students whether it was a good idea to spend the money in this way
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Pictures 21st Century Learning (think,pair and In class assessment
share)
TEACHER’S
REFLECTION
FOLLOW
UP/REINFORCEMENT

WEEK/LESSON NO. W2 L3 CLASS 2 ILTIZAM

SUBJECT ENGLISH TIME 5.25PM – 6.15PM
UNIT 1
TOPIC ENVIRONMENTAL SUSTAINABILITY
THEME HEALTH AND ENVIRONMENT
LESSON SKILL/FOCUS READING
CONTENT STANDARD(S)
Main Skill:
Reading 3.1– Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning

Complementary Skill:
Speaking 2.1 – Communicate information, ideas, opinions and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main Skill:
Reading 3.1.3 – guess the meaning of unfamiliar words from clues provided by other known words and by
context on a range of familiar topics

Complementary Skill:
Speaking 2.1.1– Ask about and explain key information from simple texts
LEARNING OBJECTIVES
By the end of the 1. read a passage
lesson, students 2. answer the questions given
should be able to: 3. guess the meaning of words given
SUCCESS CRITERIA
Students can/will: 1. read the passage fluently (advanced), with minimal guidance (intermediate) and guidance
(beginner)
2. answer at least 8/8 questions given (advanced), 5/5 questions given (intermediate) 3
 questions
given (beginner)
3. guess the meaning of 8 words (advanced), 5 words( intermediate) and 3 words (beginner)
CROSS CURRICULAR ELEMENTS Science and technology
LANGUAGE/GRAMMAR FOCUS Present Simple Passive
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Introduce the title and pre teach how paper is recycled
PRE-LESSON 2. Students predict the answer from the text

1. Students read the passage

LESSON
2. Students answer the questions asked by teacher
DEVELOPMENT
3. guess the meaning of the words given
4. Students fill in a flow map on how paper is recycled
POST-LESSON 1. Share answer with class.
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Worksheets on how paper is recycled 21st Century Learning (think,pair and In class assessment
share)
TEACHER’S
REFLECTION
FOLLOW
UP/REINFORCEMENT

WEEK/LESSON NO. W2 L4 CLASS 2 ILTIZAM

SUBJECT ENGLISH TIME 2.25PM – 3.25PM
UNIT 1
TOPIC ENVIRONMENTAL SUSTAINABILITY
THEME HEALTH AND ENVIRONMENT
LESSON SKILL/FOCUS WRITING
CONTENT STANDARD(S)
Main Skill:
Writing 4.1– Communicate intelligibly through print and digital media on familiar topics

Complementary Skill:
Writing 4.2 – Communicate with appropriate language, forms and styles
LEARNING STANDARD(S)
Main Skill:
Writing 4.1.1 – explain simple content from what they have read

Complementary Skill:
Writing 4.2.3– Produce a plan and draft of two paragraphs or more and modify this appropriately either in
response to feedback or independently
LEARNING OBJECTIVES
By the end of the 1. unjumbled the flow of how paper is recycled
lesson, students 2. write the flow
should be able to: 3. complete the flow
 SUCCESS CRITERIA
Students can/will: 1. unjumbled the flow given (advanced), with minimal guidance (intermediate) and guidance
(beginner)
2. write the flow correctly (advanced), 5/5 blanks given (intermediate) 3/3 blanks
given (beginner)
3. add in information to complete the flow (advanced/intermediate)

CROSS CURRICULAR ELEMENTS Science and technology

LANGUAGE/GRAMMAR FOCUS Present Simple Passive
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Introduce the title and pre teach how paper is recycled
PRE-LESSON

1. Students are given unjumbled flow of how paper is recycled

LESSON
2. Students work in groups to unjumble the flow
DEVELOPMENT
3. Students write the flow with some missing phrases
4. Students add in information to complete the flow
POST-LESSON 1. Share answer with class.
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Worksheets on how paper is recycled 21st Century Learning (think,pair and In class assessment
share)
TEACHER’S
REFLECTION
FOLLOW UP/
REINFORCEMENT
WEEK: 2(B) DAY: FRIDAY DATE: 11TH January 2019

WEEK/LESSON NO. W2 L5 CLASS 2 BAKTI

SUBJECT ENGLISH TIME 4.30PM – 5.30PM
UNIT 1
TOPIC ENVIRONMENTAL SUSTAINABILITY
THEME HEALTH AND ENVIRONMENT
LESSON SKILL/FOCUS LITERATURE IN ACTION
CONTENT STANDARD(S)
Main Skill:
Literature in action 5.1 – Engage with respond to and interpret a variety of literary text types

Complementary Skill:
Literature in Action 5.3 – Express an imaginative response to literary texts
LEARNING STANDARD(S)
Main Skill:
Literature in Action 5.1.1 – Explain in simple language connections between characters, places or events in
texts and their own lives

Complementary Skill:
Literature in action 5.3.1– Respond imaginatively and intelligibly through creating poems, board games ,
puzzles and quizzes
 LEARNING OBJECTIVES
By the end of the 1. predict the words they hear
lesson, students 2. give suggestions on how to save the earth
should be able to: 3. make a poster

SUCCESS CRITERIA
Students can/will: 1. predict the words they hear 8 words (advanced) 5 words (intermediate) and 3 words
(beginner)
2. give suggestions to protect the Earth 5 suggestions (advanced) , 3 suggestions (intermediate)
and 2 suggestions (beginner)
3. make a poster (advanced) , with minimal guidance (intermediate) and with guidance
(beginner)

CROSS CURRICULAR ELEMENTS Science and technology

LANGUAGE/GRAMMAR FOCUS Recycled language from lesson 1-4 , imperatives
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Introduce the title and write I am the Earth on board.
PRE-LESSON 2. Play the song

1. Students predict words they hear

LESSON
2. Students sing along
DEVELOPMENT
3. Students tell the message of the song and tell what they can do for the Earth
4. Students make a poster
1. Gallery walk and discussions
POST-LESSON

RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:

Video I am the Earth 21st Century Learning (Gallery Walk) In class assessment
TEACHER’S
REFLECTION
FOLLOW UP/
REINFORCEMENT
WEEK: 3(A) DAY: MONDAY DATE: 14TH January 2019
WEEK/LESSON NO. W2 L4 CLASS 1 BAKTI
SUBJECT ENGLISH TIME 4.00PM – 4.50PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS WRITING
CONTENT STANDARD(S)
Main Skill:
Writing 4.1 – Understand a specific detailed and information in simple longer texts

Complementary Skill:
Writing 4.1 - Understand a specific detailed and information in simple longer texts
LEARNING STANDARD(S)
Main Skill:
Writing 4.1.3 –Narrate factual and imagined events and experience
Complementary Skill:
Writing 4.1.5 - Connect sentences into two coherent paragraphs or more using basic coordinating
conjunctions and reference pronouns
LEARNING OBJECTIVES
By the end of the lesson, 1. Retell Candy’s story
students should be able to: 2. create a text for Ron
3. calculate the expenditure spent by Candy’s brother
SUCCESS CRITERIA
Students can/will: 1. retell the story (advanced), retell the story with minimal guidance (intermediate),
retell the
story with guidance (beginner)
2. create a text (advanced), with minimal guidance (intermediate) and guidance
(beginner)
3. calculate the expenditure
CROSS CURRICULAR ELEMENTS Financial Education
LANGUAGE/GRAMMAR FOCUS Vocabulary related to the topic of money
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Students are told to talk about Candy’s shopping trip from previous lesson
PRE-LESSON 2. Remind students to focus on coordinating conjunctions and on reference
pronouns
1. Students create a short text about Ron’s shopping trip.
LESSON 2. students swap the text with friends
DEVELOPMENT 3. Students calculate how much he spend and how much left by using
reference pronouns, past simple and coordinating conjunctions.
4. Students check their answer
1. Ask students to tell the skill and language focused on
POST-LESSON 2. Ask students whether it was a good idea to spend the money in this way
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
st
Candy’s shopping trip Lesson 2 21 Century Learning (think,pair and share) In class assessment
Ron’s shopping trip worksheet
TEACHER’S REFLECTION
FOLLOW UP/REINFORCEMENT

WEEK/LESSON NO. W3 L5 CLASS 1 ISTIQAMAH

SUBJECT ENGLISH TIME 3.30PM – 4.30PM
UNIT 1
TOPIC MONEY
THEME CONSUMERISME AND FINANCIAL AWARENESS
LESSON SKILL/FOCUS LITERATURE IN ACTION
CONTENT STANDARD(S)
Main Skill:
Literature in Action 5.3 – Express an imaginative response to literary texts

LEARNING STANDARD(S)
Main Skill:
Literature in Action 5.1.3 – Respond imaginatively and intelligibly through creating simple stories and poems
 - other imaginative responses as appropriate

LEARNING OBJECTIVES
By the end of the 1. share their opinion about money
lesson, students 2. write about a poem
should be able to: 3. think possible reasons about the Octopoem
SUCCESS CRITERIA
Students can/will: 1. share at least 3 opinions (advanced), 2 opinions (intermediate) and 1 opinion (beginner)
2. write at least 5 lines of a poem (advanced), 3 lines (intermediate) and 2 lines(beginner)
3. think at least 4 reasons (advanced), 3 reasons (intermediate) and 1 reason (beginner) about
the Octopoem
CROSS CURRICULAR ELEMENTS Financial Education
LANGUAGE/GRAMMAR FOCUS Adjectives and Nouns
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Write ‘money is a friend and an enemy’
PRE-LESSON
2. Students share their opinion on the written statement
1. Students think about what money is and does.
LESSON 2. Students write poem about money
DEVELOPMENT 3. Students think about possible reasons about the Octopoem
4.Students complete the poem
5. Students conduct gallery walk
1. Ask students to share phrases they like and to say why
POST-LESSON

RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:

Octopoem about friendship and Octopoem 21st Century Learning (GALLERY In class assessment
template WALK)

TEACHER’S
REFLECTION

FOLLOW
UP/REINFORCEMENT

WEEK/LESSON NO. W3 L5 CLASS 2 ILTIZAM

SUBJECT ENGLISH TIME 4.30PM – 5.30PM
UNIT 1
TOPIC ENVIRONMENTAL SUSTAINABILITY
THEME HEALTH AND ENVIRONMENT
LESSON SKILL/FOCUS LITERATURE IN ACTION
CONTENT STANDARD(S)
Main Skill:
Literature in action 5.1 – Engage with respond to and interpret a variety of literary text types

Complementary Skill:
Literature in Action 5.3 – Express an imaginative response to literary texts
LEARNING STANDARD(S)
Main Skill:
Literature in Action 5.1.1 – Explain in simple language connections between characters, places or events in
texts and their own lives

Complementary Skill:
Literature in action 5.3.1– Respond imaginatively and intelligibly through creating poems, board games ,
puzzles and quizzes
LEARNING OBJECTIVES
By the end of the 1. predict the words they hear
lesson, students 2. give suggestions on how to save the earth
should be able to: 3. make a poster

SUCCESS CRITERIA
Students can/will: 1. predict the words they hear 8 words (advanced) 5 words (intermediate) and 3 words
(beginner)
2. give suggestions to protect the Earth 5 suggestions (advanced) , 3 suggestions (intermediate)
and 2 suggestions (beginner)
3. make a poster (advanced) , with minimal guidance (intermediate) and with guidance
(beginner)

CROSS CURRICULAR ELEMENTS Science and technology

LANGUAGE/GRAMMAR FOCUS Recycled language from lesson 1-4 , imperatives
ANALYSE EVALUATE PROBLEM SOLVING
APPLY CREATE
HOTS

ACTIVITIES
1. Introduce the title and write I am the Earth on board.
PRE-LESSON 2. Play the song

1. Students predict words they hear

LESSON
2. Students sing along
DEVELOPMENT
3. Students tell the message of the song and tell what they can do for the Earth
4. Students make a poster
1. Gallery walk and discussions
POST-LESSON

RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:

Video I am the Earth 21st Century Learning (Gallery Walk) In class assessment
TEACHER’S
REFLECTION
FOLLOW UP/
REINFORCEMENT