SUNDAY

MONDAY

(CUTI SEMPENA HARI

KEPUTERAAN YDP AGONG)
TUESDAY
Subject English Class Year 6 TEKUN
Day / Date Tuesday, June 4, 2024 Time 7.30-8.00AM
Week 12 Lesson number 36
Theme World of Self, Family and Friends Topic Adventure time
Class discussion, pair work,
CCE Language 21st CL
survey
Differentiation
Type and amount of support Thinking Skill Application
Strategy
Assessment Task Teaching aids Textbook, worksheet, pictures.
Language / Grammar Focus: Present perfect statements (I've seen a lion.) and questions/answers: (Have you
ever visited Tokyo?)
PUPILS’ ASPIRATION
Thinking Leadership Bilingual Ethnics and National
Knowledge / /
skills skills proficiency spirituality identity
SKILLS
Main Speaking Complementary Listening
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
2.1 Communicate simple information intelligibly 1.2 Understand meaning in a variety of familiar
contexts
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
1.2.5 Understand more complex supported questions
2.1.1 Give detailed information about themselves and others
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be able to give By the end of the lesson, pupils should be able to
detailed information about themselves by answering at listen and understand complex supported questions by
least five questions about their experiences. responding to at least five questions.

SUCCESS CRITERIA

Pupils can:
a. answer at least five questions about their experiences.
b. listen and answer at least five questions about their experiences.

LEARNING OUTLINE

1. Ask pupils a few questions using 'Have you ever ………. ?'
LESSO
PRE-

e.g. Have you ever been camping? Have you ever seen a crocodile? etc.
 2. Activity 1:
a. Have pupils sit in a circle on chair/on the floor.
b. Show each picture card in turn.
c. Elicit what the picture shows (e.g. swim in the sea/play a computer game, etc).
d. Pass the card around the circle, pupils should say if they have/haven't done this activity.
e. e.g. I’ve tried skiing.
LESSON DEVELOPMENT

f. Still in the circle, have pupils ask another pupil in the circle Have you ever…?.
g. The pupil answers and then asks another pupil the same question. (Assessment)
h. Repeat several times with each card.
3. Activity 2:
a. Hand out the worksheet.
b. Pupils complete the gapped Have you ever…? questions.
c. Ask pupils to write between one and three extra Have you ever…? questions.
d. Pupils move around the classroom asking each other the questions. (Assessment)
e. They should try to find someone who answers ‘yes’ to each question.
f. They write the name of the person who says ‘yes’ next to the question.
g. Pupils return to their desks.
h. They compare their findings with their partner by saying, for example, Adilah has been
camping or Adam has been fishing.

4. Pupils write a sentence on a piece of paper about an experience they have had.
LESSON
POST-

5. Collect the papers, mix them up and hand them out again.
6. Pupils read the sentence and guess who wrote them.
FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS
REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write at least one sentence Pupils write at least two sentences Pupils write at least three
about an experience they had. about an experience they had. sentences about an experience
they had.
REFLECTION ATTENDANCE:
The lesson will be carry forward due to the teacher went to official work. REMARK:
Subject English Class Year 4 JUJUR

Day / Date Tuesday, June 4, 2024 Time 10.00-11.00am

Week 12 Lesson number 34

Theme World of Knowledge Topic In The Past

think pair share, jumping line,

CCE Global Sustainability 21st CL
pair work, presentation.

Differentiation
Type and amount of support Thinking Skill Applying
Strategy

textbook, flashcards,
Assessment Task Teaching aids
dictionary

Language / Grammar Focus: Past simple (regular and irregular verbs)

PUPILS’ ASPIRATION

Ethnics
Thinkin Leadership Bilingual National
Knowledge / / and /
g skills skills proficiency identity
spirituality

SKILLS

Main Speaking Complementary Reading

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1 Communicate simple information intelligibly

3.2 Understand a variety of linear and non-linear print and digital texts

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1.2 Find out about and describe experiences in the past

3.2.4 Recognise and use with little or no support key features of a simpl

COMPLEMENTARY LEARNING
MAIN LEARNING OBJECTIVE
OBJECTIVE

By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
describe at least two ancient cultures in and around recognise and use with little or no support key
Malaysia. features of a simple monolingual dictionary to find
meaning of at least two words.

SUCCESS CRITERIA
Pupils can:
c. talk about at least two ancient cultures in and around Malaysia using the verbs in Simple Past Tense.
d. find meaning of at least 2 words in the dictionary correctly.

LEARNING OUTLINE
LESSON

1. Review vocabulary from previous lesson.

PRE-

2. Show vocabulary flashcards and have pupils say the words.

3. Activity 1:
a. Write some new words from the previous lesson on the board, including some verbs.
b. Ask pupils to identify two or three they don’t remember well.
LESSON DEVELOPMENT

c. Have them check the meaning in the dictionary in pairs.

4. Activity 2:
a. Give a few examples of ancient cultures in and around Malaysia. (wayang kulit, head
hunting, Thaipusam etc)
b. Think pair share : Pupils think on their own of ancient cultures in and around Malaysia
that they know.
c. Introduce the past forms of irregular verbs if necessary.
d. Using the verbs in Simple Past Tense, have pupils work in pairs to say sentences about
ancient cultures in and around Malaysia. (Assessment)
e. Choose a few pairs to present their discussions.
POST-LESSON

5. Line jumping: Draw a straight line on the floor. (Refer to TB pg 49 Optional Activity)
6. Say sentences from the quiz. If they are correct, pupils should jump to the right. If they are
wrong, pupils should jump to the left.
7. Whoever jumps to the wrong side is out of the game or just misses a turn.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write at least one sentence Pupils write at least two sentences Pupils write at least three
about ancient cultures in and about ancient cultures in and around sentences about ancient
around Malaysia. Malaysia. cultures in and around
Malaysia.
REFLECTION ATTENDANCE:
a. __24 /__28_ pupils are able to achieve the stipulated learning REMARK:
objective.
b. __4_ /__28_ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Subject English Class Year 5 YAKIN

Day / Date Tuesday, June 4, 2024 Time 11.00-12.00PM

Week 12 Lesson number 50

Theme Word of Self, Family and Friends Topic Days

 pair work, class discussion,
CCE Patriotism 21st CL
bubble map
Differentiation
Outcome Thinking Skill Creation
Strategy
Assessment Task Teaching aids Textbook, worksheet

Language / Grammar Focus: Adverb: also

PUPILS’ ASPIRATION
Ethnics
Thinkin Leadership Bilingual National
Knowledge / / and /
g skills skills proficiency identity
spirituality
SKILLS
Main Writing Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.3 Communicate with appropriate language 3.2 Understand a variety of linear and non-
form and style for a range of purposes in print linear print and digital texts by using
and digital media appropriate reading strategies
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.2.2
4.3.3 Produce a plan or draft of one or two paragraph for Understand
a familiar topicspecific information
and modify and detailsinofresponse
this appropriately simple texts of two
to feedback

COMPLEMENTARY LEARNING
MAIN LEARNING OBJECTIVE
OBJECTIVE
By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
produce a draft of at least two paragraphs about a read and understand specific information and details
celebration or special day and modify it of the description of two paragraphs.
appropriately in response to feedback.

SUCCESS CRITERIA

Pupils can:
e. write a description of a celebration or special day in at least two paragraphs and modify it
apropriately in response to feedback.
f. read their friend’s description and check if it meets the five criteria on the worksheet.

LEARNING OUTLINE

7. Pupils brainstorm words they remember about the Notting Hill carnival.
LESSON
PRE-

8. Write pupils’ responses on the board in bubble map form.

9. Elicit ‘celebration’, ‘parade’ and ‘costume’ if they don’t say them.
 10. Activity 1:
a. Write ‘also’ on board then say and write on board:
‘I have a brother and I also have a sister. I’m happy and I’m also funny.’
b. Help pupils to notice word order.
c. Distribute worksheet. (Activity 4 SB pg 29)
d. Pupils choose the correct position for also in the sentences then compare their answers
in pairs.
e. Check answers with the class
11. Activity 2:
LESSON DEVELOPMENT

a. Pupils do Activity 5, Use it!

b. Explain they’re going to write a description of a celebration or special day.
c. Pupils answer the questions and plan their description.
d. Read through the paragraph structure with the class.
e. Write it on the board if necessary.
f. Pupils write their descriptions with teacher’s guidance. (Assessment)
g. Pupils in pairs swap descriptions and read them. (Assessment)
h. Hand out worksheet.
i. Pupils check if the description meets the criteria on the worksheet and draw a smiley
face next to each if it does.
j. Pupils return descriptions and worksheet.
k. They now make changes based on the feedback from their partner.
l. Choose pupils to read descriptions aloud.
a. Praise their efforts then point out two things they can improve.
POST-LESSON

12. Write on board:

‘Do you think your description of a celebration is better than your description of a town or
city? Why or why not?’
13. Pupils in small groups think about the questions then say what they think.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils talk about their favourite Pupils read their friends’ Pupils narrate their
event(s) of their celebrations. descriptions and provide feedback. descriptions to a partner.
REFLECTION ATTENDANCE:
c. _12__ /_16__ pupils are able to achieve the stipulated learning REMARK:
objective.
d. _4__ /16___ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Subject English Class Year 5 YAKIN

Day / Date Tuesday, June 4, 2024 Time 11.00-12.00PM

Week 12 Lesson number 50

Theme Word of Self, Family and Friends Topic Days

 pair work, class discussion,
CCE Patriotism 21st CL
bubble map
Differentiation
Outcome Thinking Skill Creation
Strategy
Assessment Task Teaching aids Textbook, worksheet

Language / Grammar Focus: Adverb: also

PUPILS’ ASPIRATION
Ethnics
Thinkin Leadership Bilingual National
Knowledge / / and /
g skills skills proficiency identity
spirituality
SKILLS
Main Writing Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.3 Communicate with appropriate language 3.2 Understand a variety of linear and non-
form and style for a range of purposes in print linear print and digital texts by using
and digital media appropriate reading strategies
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.2.2
4.3.3 Produce a plan or draft of one or two paragraph for Understand
a familiar topicspecific information
and modify and detailsinofresponse
this appropriately simple texts of two
to feedback

COMPLEMENTARY LEARNING
MAIN LEARNING OBJECTIVE
OBJECTIVE
By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
produce a draft of at least two paragraphs about a read and understand specific information and details
celebration or special day and modify it of the description of two paragraphs.
appropriately in response to feedback.

SUCCESS CRITERIA

Pupils can:
g. write a description of a celebration or special day in at least two paragraphs and modify it
apropriately in response to feedback.
h. read their friend’s description and check if it meets the five criteria on the worksheet.

LEARNING OUTLINE

14. Pupils brainstorm words they remember about the Notting Hill carnival.
LESSON
PRE-

15. Write pupils’ responses on the board in bubble map form.

16. Elicit ‘celebration’, ‘parade’ and ‘costume’ if they don’t say them.
 17. Activity 1:
f. Write ‘also’ on board then say and write on board:
‘I have a brother and I also have a sister. I’m happy and I’m also funny.’
g. Help pupils to notice word order.
h. Distribute worksheet. (Activity 4 SB pg 29)
i. Pupils choose the correct position for also in the sentences then compare their answers
in pairs.
j. Check answers with the class
18. Activity 2:
LESSON DEVELOPMENT

m. Pupils do Activity 5, Use it!

n. Explain they’re going to write a description of a celebration or special day.
o. Pupils answer the questions and plan their description.
p. Read through the paragraph structure with the class.
q. Write it on the board if necessary.
r. Pupils write their descriptions with teacher’s guidance. (Assessment)
s. Pupils in pairs swap descriptions and read them. (Assessment)
t. Hand out worksheet.
u. Pupils check if the description meets the criteria on the worksheet and draw a smiley
face next to each if it does.
v. Pupils return descriptions and worksheet.
w. They now make changes based on the feedback from their partner.
x. Choose pupils to read descriptions aloud.
b. Praise their efforts then point out two things they can improve.
POST-LESSON

19. Write on board:

‘Do you think your description of a celebration is better than your description of a town or
city? Why or why not?’
20. Pupils in small groups think about the questions then say what they think.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils talk about their favourite Pupils read their friends’ Pupils narrate their
event(s) of their celebrations. descriptions and provide feedback. descriptions to a partner.
REFLECTION ATTENDANCE:
e. _12__ /_16__ pupils are able to achieve the stipulated learning REMARK:
objective.
f. _4__ /16___ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Subject English Class Year 5 YAKIN

Day / Date Wednesday, June 5, 2024 Time 11.30-12.00PM

Week 12 Lesson number 53

Theme World of Knowledge Topic Wildlife

 pair work, class discussion, quiz,
CCE Science and Technology 21st CL
language game.
Differentiation
Learning preferences and needs Thinking Skill Application
Strategy
Textbook, audio, worksheet,
Assessment Task Teaching aids
pictures.

Language / Grammar Focus: Nouns: wolf, ostrich, scorpion, rat, octopus; Verb + prep.: looks like, sounds like

PUPILS’ ASPIRATION
Thinking Leadership Bilingual Ethnics and National
Knowledge / /
skills skills proficiency spirituality identity
SKILLS
Main Listening Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of familiar

2.2 Use appropriate communication strategies
contexts
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.2.1ofKeep
1.2.2 Understand with support specific information and details interaction
longer going
simple texts on in short exchanges
a range of familiar by using suitable q
topics

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able to listen By the end of the lesson, pupils should be able to keep
and understand with support specific information and interaction going in short exchanges by using suitable
details of longer simple texts by identifying at least two questions.
animals described.

SUCCESS CRITERIA

Pupils can:
i. choose at least two animals based on the conversation heard.
j. ask and answer questions using suitable key phrases to guess their partner’s animal.

LEARNING OUTLINE

21. Write ‘Wild life’ on board.

22. Explain pupils are going to learn about wild animals from around the world.
PRE-LESSON

23. Put pupils into pairs and set a time limit of 30 seconds for them to name as many animals as they
can. (refer to Think! TB pg 46)
24. Bring pupils’ ideas together on the board and check that they understand all the animal words.
25. See which pair named the most animals correctly.
 26. Activity 1:
k. Pupils do Activity 1, CD1.28. Distribute worksheet. (SB pg 32)
l. Focus on the photos and check that pupils know what the animals are.
m. Model pronunciation of wolf and octopus.
n. Play the audio for pupils to listen and decide which animal is correct for each conversation.
(Assessment)
o. Check answers with the class.
p. Ask: What do you think ID means? (identification)
27. Activity 2:
y. Explain that pupils are going to read Key Phrases used when guessing or identifying
something.
z. Say: looks like, sounds like. Pupils repeat.
aa. Pupils do Activity 2. Allow pupils time to read through the gapped key phrases.
bb. Play the audio CD1.28 again for pupils to complete the phrases. (DS)
LESSON DEVELOPMENT

cc. Check answers with the class, and check that pupils understand all the phrases.
dd. In pairs (A and B), pupils choose elephant, frog or dog (not identified from CD).
ee. They take turns to make its sound or draw a picture.
ff. Pairs use Key Phrases to identify partner’s animal. (Assessment)
gg. A says Key Phrase 1. B says 2, 3 or 4, and 5. Then they swap.
hh. Choose pairs to say dialogue aloud.
28. Activity 3:
a. Pupils do Activity 3, CD1.29.
b. Play the audio, pausing after each question or sentence for pupils to repeat.
c. Play the audio again for pupils to underline the stressed words.
d. Check answers with the class.
29. Activity 4:
a. Show photos of ostrich, bat, eagle, scorpion, rat and octopus to check meaning of vocabulary
in Activity 4 box.
b. Pupils should know: bat, bear, crocodile, rabbit, snake, spider, whale from previous levels.
c. Read out the quiz title Creature close-ups and point to the photos.
d. Explain that creature is another word for animal, and explain the meaning of close-up.
e. Organise pupils into four teams.
f. Teams choose two or three photos to identify.
g. Pupils listen to CD1.30 to check their answers.
h. Ask: Which animal names are similar in Malay? (panda, gorilla/gorilla, giraffe/zirafah)
POST-LESSON 30. Play a science sorting game.
31. Write ‘fish’, ‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on board.
32. Give example of each.
33. Ask: Which words are similar? (mamalia, reptilia).
34. Pupils in small groups classify animals from Activity 4 according to category.
FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS
REMEDIAL REINFORCEMENT ENRICHMENT
Pupils do Activity 2 in pairs.(with Pupils do Activity 2 with a different Pupils choose an animal other
teacher’s guidance) partner. than elephant, frog or dog.
Pupils do Activity 2 with a
different partner.
REFLECTION ATTENDANCE:
g. _12__ /__16_ pupils are able to achieve the stipulated learning objective. REMARK:
h. _4__ /_16__ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment activities.
WEDNESDA
Y
Subject English Class Year 6 TEKUN
Day / Date Wednesday, June 5, 2024 Time 7.30-8.30AM
Week 12 Lesson number 36
Theme World of Self, Family and Friends Topic Adventure time
Class discussion, pair work,
CCE Language 21st CL
survey
Differentiation
Type and amount of support Thinking Skill Application
Strategy
Assessment Task Teaching aids Textbook, worksheet, pictures.
Language / Grammar Focus: Present perfect statements (I've seen a lion.) and questions/answers: (Have you
ever visited Tokyo?)
PUPILS’ ASPIRATION
Thinking Leadership Bilingual Ethnics and National
Knowledge / /
skills skills proficiency spirituality identity
SKILLS
Main Speaking Complementary Listening
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
2.1 Communicate simple information intelligibly 1.2 Understand meaning in a variety of familiar
contexts
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
1.2.5 Understand more complex supported questions
2.1.1 Give detailed information about themselves and others
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be able to give By the end of the lesson, pupils should be able to
detailed information about themselves by answering at listen and understand complex supported questions by
least five questions about their experiences. responding to at least five questions.

SUCCESS CRITERIA

Pupils can:
k. answer at least five questions about their experiences.
l. listen and answer at least five questions about their experiences.

LEARNING OUTLINE

35. Ask pupils a few questions using 'Have you ever ………. ?'
LESSO
PRE-

e.g. Have you ever been camping? Have you ever seen a crocodile? etc.
 36. Activity 1:
i. Have pupils sit in a circle on chair/on the floor.
j. Show each picture card in turn.
k. Elicit what the picture shows (e.g. swim in the sea/play a computer game, etc).
l. Pass the card around the circle, pupils should say if they have/haven't done this activity.
m. e.g. I’ve tried skiing.
LESSON DEVELOPMENT

n. Still in the circle, have pupils ask another pupil in the circle Have you ever…?.
o. The pupil answers and then asks another pupil the same question. (Assessment)
p. Repeat several times with each card.
37. Activity 2:
i. Hand out the worksheet.
j. Pupils complete the gapped Have you ever…? questions.
k. Ask pupils to write between one and three extra Have you ever…? questions.
l. Pupils move around the classroom asking each other the questions. (Assessment)
m. They should try to find someone who answers ‘yes’ to each question.
n. They write the name of the person who says ‘yes’ next to the question.
o. Pupils return to their desks.
p. They compare their findings with their partner by saying, for example, Adilah has been
camping or Adam has been fishing.

38. Pupils write a sentence on a piece of paper about an experience they have had.
LESSON
POST-

39. Collect the papers, mix them up and hand them out again.
40. Pupils read the sentence and guess who wrote them.
FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS
REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write at least one sentence Pupils write at least two sentences Pupils write at least three
about an experience they had. about an experience they had. sentences about an experience
they had.
REFLECTION ATTENDANCE:
_21_ /_25__ pupils are able to achieve the stipulated learning objective. REMARK:
_4__ /25___ pupils are not able to achieve the stipulated learning objectives
and they are given remedial activities / enrichment activities.
Subject English Class Year 4 JUJUR

Day / Date Wednesday, June 5, 2024 Time 10.00-11.00AM

Week 12 Lesson number 35

Theme World of Knowledge Topic In The Past

class discussion, memory

CCE Values 21st CL
Chain, Last Man Standing.

Differentiation
Type and amount of support Thinking Skill Applying
Strategy

textbook, audio, worksheet,

Assessment Task Teaching aids
ball

Language / Grammar Focus: Past simple yes/no questions with did and was/were

PUPILS’ ASPIRATION

Ethnics
Thinkin Leadership Bilingual National
Knowledge / / and
g skills skills proficiency identity
spirituality

SKILLS

Main Reading Complementary Listening

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of familiar contexts

3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.2.1 Understand the main idea of simple texts of one or1.2.3

twoUnderstand
paragraphs with support short simple narratives on a range of fam

COMPLEMENTARY LEARNING
MAIN LEARNING OBJECTIVE
OBJECTIVE

By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
read and understand the main idea of simple texts of listen to and understand the story by answering at
one or two paragraphs by answering at least three least three questions orally.
questions correctly.

SUCCESS CRITERIA

Pupils can:
m. read the story and answer at least three questions.
n. answer at least three questions orally.
 LEARNING OUTLINE
LESSON 7. Pre lesson task 9 Memory Chain: Ask pupils to stand in circles.
8. Elicit from pupils what they did yesterday.
PRE-

9. The first pupil in each circle gives the beginning of the memory chain sentence, for
example: I went to the library yesterday.

10. Activity 1:
d. Display vocabulary flashcards on the board.
LESSON DEVELOPMENT

e. Play CD track 38 and have pupils point and repeat.

f. Say the words / phrases again in random order and gave pupils repeat and point.
11. Activity 2:
f. Play CD Track 39 for Activity 1 with the Student’s Book shut.
g. Pupils listen to the story carefully.
h. Ask pupils comprehension questions orally. (Assessment)
i. Ask pupils to read the text to check their answers. (Assessment)

12. Last Man Standing: Begin by tossing the ball at a pupil.

POST-LESSON

13. That pupil will shout a past tense verb and throw the ball to another pupil.
14. As each person catches the ball, they need to come up with another past tense verb.
15. If they repeat a verb that has already been said or can’t think of a new one within a few
seconds, they are out and must sit on the sidelines.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils read the text and act out the Pupils write at least two sentences Pupils write at least three
story. about what they did yesterday. sentences about what they
did yesterday.

REFLECTION ATTENDANCE:
i. _25__ /_29__ pupils are able to achieve the stipulated learning REMARK:
objective.
j. 4___ /__29_ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.
Subject English Class Year 5 YAKIN

Day / Date Wednesday, June 5, 2024 Time 11.30-12.00PM

Week 12 Lesson number 53

Theme World of Knowledge Topic Wildlife

pair work, class discussion, quiz,

CCE Science and Technology 21st CL
language game.
Differentiation
Learning preferences and needs Thinking Skill Application
Strategy
Textbook, audio, worksheet,
Assessment Task Teaching aids
pictures.

Language / Grammar Focus: Nouns: wolf, ostrich, scorpion, rat, octopus; Verb + prep.: looks like, sounds like

PUPILS’ ASPIRATION
Thinking Leadership Bilingual Ethnics and National
Knowledge / /
skills skills proficiency spirituality identity
SKILLS
Main Listening Complementary Speaking
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of familiar

2.2 Use appropriate communication strategies
contexts
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.2.1ofKeep
1.2.2 Understand with support specific information and details interaction
longer going
simple texts on in short exchanges
a range of familiar by using suitable q
topics

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able to listen By the end of the lesson, pupils should be able to keep
and understand with support specific information and interaction going in short exchanges by using suitable
details of longer simple texts by identifying at least two questions.
animals described.

SUCCESS CRITERIA

Pupils can:
o. choose at least two animals based on the conversation heard.
p. ask and answer questions using suitable key phrases to guess their partner’s animal.

LEARNING OUTLINE
 41. Write ‘Wild life’ on board.
42. Explain pupils are going to learn about wild animals from around the world.
PRE-LESSON

43. Put pupils into pairs and set a time limit of 30 seconds for them to name as many animals as they
can. (refer to Think! TB pg 46)
44. Bring pupils’ ideas together on the board and check that they understand all the animal words.
45. See which pair named the most animals correctly.
 46. Activity 1:
q. Pupils do Activity 1, CD1.28. Distribute worksheet. (SB pg 32)
r. Focus on the photos and check that pupils know what the animals are.
s. Model pronunciation of wolf and octopus.
t. Play the audio for pupils to listen and decide which animal is correct for each conversation.
(Assessment)
u. Check answers with the class.
v. Ask: What do you think ID means? (identification)
47. Activity 2:
ii. Explain that pupils are going to read Key Phrases used when guessing or identifying
something.
jj. Say: looks like, sounds like. Pupils repeat.
kk. Pupils do Activity 2. Allow pupils time to read through the gapped key phrases.
ll. Play the audio CD1.28 again for pupils to complete the phrases. (DS)
LESSON DEVELOPMENT

mm. Check answers with the class, and check that pupils understand all the phrases.
nn. In pairs (A and B), pupils choose elephant, frog or dog (not identified from CD).
oo. They take turns to make its sound or draw a picture.
pp. Pairs use Key Phrases to identify partner’s animal. (Assessment)
qq. A says Key Phrase 1. B says 2, 3 or 4, and 5. Then they swap.
rr. Choose pairs to say dialogue aloud.
48. Activity 3:
e. Pupils do Activity 3, CD1.29.
f. Play the audio, pausing after each question or sentence for pupils to repeat.
g. Play the audio again for pupils to underline the stressed words.
h. Check answers with the class.
49. Activity 4:
i. Show photos of ostrich, bat, eagle, scorpion, rat and octopus to check meaning of vocabulary
in Activity 4 box.
j. Pupils should know: bat, bear, crocodile, rabbit, snake, spider, whale from previous levels.
k. Read out the quiz title Creature close-ups and point to the photos.
l. Explain that creature is another word for animal, and explain the meaning of close-up.
m. Organise pupils into four teams.
n. Teams choose two or three photos to identify.
o. Pupils listen to CD1.30 to check their answers.
p. Ask: Which animal names are similar in Malay? (panda, gorilla/gorilla, giraffe/zirafah)
POST-LESSON 50. Play a science sorting game.
51. Write ‘fish’, ‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on board.
52. Give example of each.
53. Ask: Which words are similar? (mamalia, reptilia).
54. Pupils in small groups classify animals from Activity 4 according to category.
FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS
REMEDIAL REINFORCEMENT ENRICHMENT
Pupils do Activity 2 in pairs.(with Pupils do Activity 2 with a different Pupils choose an animal other
teacher’s guidance) partner. than elephant, frog or dog.
Pupils do Activity 2 with a
different partner.
REFLECTION ATTENDANCE:
k. _12__ /__16_ pupils are able to achieve the stipulated learning objective. REMARK:
l. _4__ /_16__ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment activities.

THURSDAY
Subject English Class Year 4 JUJUR

Day / Date Thursday, June 6, 2024 Time 7.30-8.00AM

Week 12 Lesson number 36

Theme World of Self, Family and Friends Topic In The Past

Sit Down Stand Up, Hot-

CCE Values 21st CL
seat, pair work.

Differentiation
Type and amount of support Thinking Skill Applying
Strategy

Assessment Task Teaching aids textbook, worksheet

Language / Grammar Focus: Past simple yes/no questions with did

 PUPILS’ ASPIRATION

Ethnics
Thinkin Leadership Bilingual and National
Knowledge / /
g skills skills proficiency spirituali identity
ty

SKILLS

Main Writing Complementary Reading

COMPLEMENTARY CONTENT
MAIN CONTENT STANDARD
STANDARD

4.3 Communicate with appropriate language form and style

3.2 for
Understand
a range of
a variety
purposesofin
linear
printand
andnon-linear
digital media
print and digital text

COMPLEMENTARY CONTENT
MAIN CONTENT STANDARD
STANDARD

3.2.2 Understand specific information and details of simple texts of o

4.3.1 Use capital letters, full stops, question marks and commas in lists appropriately in guided writing at discourse level

COMPLEMENTARY LEARNING
MAIN LEARNING OBJECTIVE
OBJECTIVE

By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
use capital letters, full stops, question marks and read and understand specific information and
commas in at least four questions. details of the story by answering at least three
questions correctly.

SUCCESS CRITERIA

Pupils can:
q. punctuate at least four questions using commas, full stops and apostrophes.
r. read and answer at least three past simple yes/no questions with did.

LEARNING OUTLINE

16. Review previous lesson by playing Sit Down Stand Up. (pre lesson task 5)
LESSON

17. Read a sentence out, for example, Did Anna see the past in the crystal ball?
PRE-

18. If it is True, pupils say Yes, he/she did and stay sitting at their desks. If it is False, pupils say
No, he/she didn’t and stand up.
 19. Activity 1:
g. Ask pupils to read the text on SB pg 28 and find examples of questions in past tense.
h. Grammar box: Read the questions out loud and have pupils repeat.
i. Elicit that we use did to form questions about the past.
j. Point out that in the interrogative form the main verb isn’t in the past tense, but remains
in the present tense.
LESSON DEVELOPMENT

k. Draw attention to punctuations (use of comma, full stop and apostrophe) and word order
in writing questions in past tense.
l. Refer pupils to the grammar reference at SB pg 162 Module 3.
20. Activity 2:
a. Distribute worksheet.
b. Pupils punctuate the sentences in pairs. (Assessment)
c. Have pupils compare their answers with other pairs first, then check as a class.
21. Activity 3:
j. Distribute worksheet.
k. Pupils reread the story and answer the questions using short answers. (Assessment)
l. Have pupils compare their answers in pairs first, then check as a class.
POST-LESSON

22. Hot seat: Choose one volunteer to sit at the hot-seat.

23. The rest of the pupils ask questions and the hot-seat volunteer answers using the target
language
24. If you have time, repeat with other volunteers.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the worksheet with Pupils complete the worksheet Pupils complete the
teacher’s guidance. worksheet

REFLECTION ATTENDANCE:
The lesson will be carry forward due to the school prayers. REMARK:
Subject English Class Year 5 YAKIN

Day / Date Thursday, June 6, 2024 Time 8.30-9.30AM

Week 12 Lesson number 54

Theme World of Knowledge Topic Wildlife

pair work, class discussion, Venn
CCE Science and Technology 21st CL diagram, guessing game, gallery
walk
Differentiatio
Type and amount of support Thinking Skill Creation
n Strategy
Textbook, audio, worksheet,
Assessment Task Teaching aids
pictures.
Language / Grammar Focus: Present simple tense interrogatives: Does it, Has it got, How many, What colour
/ size is it? What type of animal is it?
PUPILS’ ASPIRATION
Thinking Leadership Bilingual Ethnics and National
Knowledge / /
skills skills proficiency spirituality identity
SKILLS
Main Speaking Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2 Understand a variety of linear and non-linear
2.1 Communicate simple information
print and digital texts by using appropriate
intelligibly
reading strategies
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1.5 Describe people, places and objects using suitable3.2.3

statements
Guess the meaning of unfamiliar words from clues provided by ti

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
describe at least an animal by using at least three guess the meaning of at least two unfamiliar words
questions and three answers. from clues provided by title, topic and other know
words.
SUCCESS CRITERIA

Pupils can:
s. ask at least three questions to identify their partner’s animal.
t. use suitable words to describe their animal.
u. guess the meaning of at least two unfamiliar words.

LEARNING OUTLINE

55. Pupils in pairs brainstorm animals from previous lesson.

LESSON
PRE-

56. Can they remember 10 / 15 / 20 animals?

57. Pupils open books and check with animals in Activity 4 p.32.
 58. Activity 1:
w. Play the audio CD1.31 for pupils to identify the animal sounds. (Activity 5 SB pg 33)
x. Play the audio again, pausing after each sound.
y. Put pupils into pairs to compare their ideas. Ask them to use the key phrases.
z. Check answers with the class.
aa. Ask: Which animal is easy to identify? Which is difficult?
bb. Pupils indicate with a show of hands.
59. Activity 2:
a. Pupils do Activity 6. Read through the questions with the class.
b. Pupils guess meaning of land, wings and tail. (Assessment)
c. They should remember live, water and legs from previous levels.
LESSON DEVELOPMENT

d. Then, elicit or explain the meaning of the words in blue

e. Ask: Which animal is it? (crocodile) What type of animal is it? (reptile)
60. Activity 3:
a. Write question starters on board: Does it…? Has it got…? How many…? Is it ___-er than a
/ an…? What colour/size …?
b. Read out the instructions and check that pupils understand them. (Activity 7)
c. Pupils look at the example question and answer.
d. Demonstrate if necessary by thinking of an animal yourself and getting pupils to ask you
questions to guess what it is.
e. Pupils play the guessing game in pairs. (Assessment)
f. See who guessed correctly. They use question starters as support.
61. Activity 4:
a. Draw Venn diagram on board with ‘water’ above right circle and ‘land’ above left.
b. Explain that pupils put animals into different groups: water, land, or water and land.
c. Elicit examples e.g. water = whale; land = gorilla; both water and land = frog.
d. Hand out worksheet to pairs of pupils. Explain science words are often put in diagrams.
e. Check pupils’ answers.
f. Ask: Do you agree ___ lives in water/land/water and land?

62. Pupils draw a Venn diagram with ‘fly’ above left circle and ‘swim’ above right.
POST-LESSON

63. In pairs they classify animals in three parts of the diagram.

64. Display pupils’ diagrams around the classroom.
65. Conduct a gallery walk.
66. Pupils walk around to look at their friends’ diagrams.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils practise the guessing game Pupils practise the guessing game Pupils practise the guessing game
with teacher’s guidance. in groups. Pupils take turns to ask with a different partner.
at least one question to identify
ont of their group member’s
animal.
REFLECTION ATTENDANCE:
m. __12_ /_16__ pupils are able to achieve the stipulated learning REMARK:
objective.
n. __4_ /16___ pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment
activities.

Subject English Class Year 6 TEKUN

Day / Date Thursday, June 6, 2024 Time 12.00-1.00PM

Week 12 Lesson number 37

Theme World of Stories Topic Akbar’s Dream

Language / Creativity and Class discussion, group work,
CCE 21st CL
Innovation presentation
Differentiation
Type and amount of support Thinking Skill Creation
Strategy
 Akbar’s Dream story book,
Assessment Task Teaching aids
pictures, worksheet
Language / Grammar Focus: Simple past tense

PUPILS’ ASPIRATION
Thinking Leadership Bilingual Ethnics and National
Knowledge / /
skills skills proficiency spirituality identity
SKILLS
Main Speaking Complementary Listening
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
5.3 Express an imaginative response to literary 2.3 Communicate appropriately to a small or
texts large group

MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD

5.3.1 Respond imaginatively and intelligibly through creating

2.3.1
simple
Narrate
stories
shortand
basic
simple
stories,
poemsevents and experiences

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able to By the end of the lesson, pupils should be able to
respond imaginatively and intelligibly through creating narrate a story.
a story.

SUCCESS CRITERIA

Pupils can:
v. write a story in at least two paragraphs based on the pictures given.
w. narrate their predicted story to their classmates.

LEARNING OUTLINE
PRE-LESSON

67. Pupils look at Akbar’s Dream book cover and identify the features of the book cover.
e.g. title, author, blurb, publisher

68. Pupils look at the cover and brainstorm ideas about what the story is about.
LESSON DEVELOPMENT

69. Divide pupils into small groups.

70. Dstribute a set of pictures from the guidebook (page 36) to each group.
71. Elicit what they can see in the pictures.
72. In groups, pupils discuss the pictures and create a possible story based on the pictures given.
(Assessment)
73. Groups take turns to narrate their predicted story to their classmates. (Assessment)
74. Other groups provide feedback on friends’ stories.
 75. Pupils choose the story they think is most likely to happen.
LESSON
POST-
76. Teacher records the chosen predicted story and will revisit it once the pupils read and find out
what happens.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils create the book cover based on Pupils think of a possible title for the Pupils think of a possible title
the chosen predicted story in pairs. story. Then, they create a book cover for the story. Then, they create
based on the chosen predicted story a book cover based on the
in pairs. chosen predicted story
individually.
REFLECTION ATTENDANCE:
o. __22_ /_25__ pupils are able to achieve the stipulated learning objective. REMARK:
p. __3_ /__25 pupils are not able to achieve the stipulated learning
objectives and they are given remedial activities / enrichment activities.