WEEK: DAY: Choose an item.

DATE: 16 July 2021

SUBJECT: ENGLISH LESSON: 73 TIME:
FORM/CLASS: 5 Choose an item.
DURATION: 60 minutes Choose an item.
THEME: People and Culture
TOPIC: UNIT 8: A HARD DAY'S WORK RESOURCES:
FOCUS SKILLS: Writing 14 Textbook
LANGUAGE/ Language of formal letter writing, using phrases so that every sentence does Student’s Book, p104 –105
GRAMMAR FOCUS: not begin with I Teacher’s Book, p93 – 94
Main Skill: Writing
iTHiNK MAPS:
4.1 Communicate intelligibly through print and digital media on
CONTENT Circle
familiar topics
STANDARD/S:
Complementary Skill: Writing
4.2 Communicate with appropriate language, form and style
Main Skill: Writing CROSS CURRICULAR
4.1.1 Explain and evaluate (i) visuals (ii) read (iii) heard ELEMENTS:
information (Kandungan Asas) Values
4.1.1 Explain information from: (i) diagrams (ii) charts (iii)
tables (iv) graphs or other visuals (FORM 4)
LEARNING
Complementary Skill: Writing LEARNING DOMAIN:
STANDARD/S:
4.2.3 Produce a plan or draft and modify this Create
appropriately independently (Kandungan Asas)
4.2.3 Produce an extended plan or draft and modify this
appropriately in response to feedback or independently ASSESSMENT:
(FORM 4) Written Exercise
Main Writing
By the end of the lesson, pupils will be able to explain and evaluate read
information in a formal letter in Activity 3 by discussing the experiences and MORAL VALUES:
hobbies that could match with the skills asked for and, in an exemplar, formal Politeness
LEARNING letter in Activity 4 by filling in the gaps and answer 6 questions that explain
OBJECTIVES: and evaluate information in it
Complementary Writing
By the end of the lesson, pupils will be able to produce a plan of 4 to 5
paragraphs of an informal letter based on the stimulus given on the board
about a summer job
SUCCESS Main Writing
CRITERIA: 1. Read the writing task in Activity 3
2. Underline the key words in Activity 3
3. Explain what information is needed
4. List the experiences and hobbies needed to match the skills asked in the
task
5. Evaluate if the information listed is suitable and justify their answers
6. Read the exemplar formal letter in Activity 4
7. Read the phrases in the Language Bank
8. Fill in the blanks to complete the exemplar formal letter from the
Language Bank
9. Read the 6 questions in Activity 4 to explain and evaluate the information
in the exemplar informal letter
Complementary Writing
1. Tick 6 pieces of information out of 12 information that are suitable to
write a formal application letter in Activity 1
2. Match hobbies and experiences with the skills that they require for a
school excursion in Activity 2
3. Use the information in Activities 1 and 2 to produce a plan of 4 to 5
 paragraphs of an informal letter based on the stimulus given on the
board about a summer job
ACTIVITIES : a. Pupils’ prior knowledge is activated in the lesson’s topic by thinking what FA/Differentiation Strategies
I. PRE LESSON information should be given on a curriculum vitae and what information FA: Starter
should they include in a letter of application I-THINK: Circle Map
b. Pupils share their ideas in a class discussion
II. LESSON c. Pupils read carefully the information on formal letters of application
DEVELOPMENT d. Pupils listen to teacher’s explanation that the aim in writing such a letter
– GIST- TASK is to present themselves in the best possible way in order to be offered Moral Value: Politeness
the job
e. Pupils are stressed the importance to include information that is relevant
to the job, i.e., qualifications, work experience and something about their
interests (Points out also that they can use their imagination and make
up information in an exam situation)
f. Pupils are reminded to use formal language when writing a letter of
application
g. Pupils read the instructions of Activity 1 and explain what they have to do
to show they understand (Elicit that they need to tick the information they
would include in a letter of application for a summer job waiting tables )
(Complementary Skill) FA: No Hands-Up
h. Pupils read the pieces of information and explain anything they don’t
understand
i. Pupils work individually to complete the task
j. Pupils check their answers in pairs (ensure physical distancing, pupils
discuss from where they sit) before checking as a class
k. Pupils read the instructions of Activity 2 and explain what they have to do
to show they understand (Elicit that they need to match the hobbies and
experiences with the skills that they require. Point out that in most cases,
more than one answer is possible) (Complementary Skill)
l. Pupils read the sentences and the skills and ask anything they do not
understand
m. Pupils work individually to complete the task
n. Pupils check answers in pairs (ensure physical distancing, pupils discuss FA: Think – Pair – Share
from where they sit) before checking as a class
o. Pupils read the information written on the board: Differentiation: Allow more
proficient pupils to work on the
Summer holiday waiters/waitresses needed at our Rock Café activities independently.
You need to: Support can be given to less
* be good at working with people proficient pupils by grouping them
together during the activities and by
* have a good knowledge of music making them more teacher-led.
* be able to work under pressure during busy periods
Write saying why you would be suitable for the job to: March Bolan,
Manager
p. Pupils produce a plan of their application letter between 5 to 8 minutes
(Teacher monitors and helps with phrases and grammar if necessary but
do not interrupt fluency)
III. DETAILED TASK q. Pupils read the instructions of Activity 3 and explain what they have to do
to show they understand (Elicit that they have to discuss the experience
and hobbies that could match the skills required for the job described in
the advertisement) (Main Skill)
r. Pupils read the task and ask anything they don’t understand
s. Pupils are asked to underline the key words in the task (shop assistant,
arts and crafts shop, good at working with people, knowledge of arts and
crafts, work in July and August) and to think about these as they have
their discussion
t. Pupils discuss as a class FA: No Hands-up (Lollipop)
u. Pupils read the instructions of Activity 4 and explain what they have to do
to show they understand (Elicit that the letter in Activity 4 was written in
 reply to Activity 3 and that they must fill in the gaps at the beginning and
the end of the letter and answer questions about it) (Main Skill)
v. Selected pupils read the letter aloud
w. Pupils state if they think it is a good letter and why
x. Pupils listen to teacher’s explanation that they have to complete the gaps FA: No hands-up
at the beginning and the end of the letter by looking at the task in Activity (Pose/Pause/Pounce/
3 and the Language Bank, then they need to look at the questions in Bounce)
depth to analyse the task (Main Skill) Differentiation: Allow more
y. Pupils go through the phrases for formal letters in the Language Bank proficient pupils to work on the
activities independently.
with teacher and ask anything they don’t understand Support can be given to less
z. Pupils work individually to complete the gaps proficient pupils by grouping them
together during the activities and by
aa. Pupils check their answers in pairs (ensure physical distancing, pupils making them more teacher-led.
discuss from where they sit) before checking as a class
bb. Pupils read the questions in Activity 4 and ask anything they don’t
understand FA: No hands-up
cc. Pupils discuss the questions as a class (Pose/Pause/Pounce/
IV. POST-LESSON dd. Pupils look at a sample letter of application in Activity 4, and discuss in Bounce)
pairs how they would modify their letter plans/rough drafts. FA: Plenary
ee. Pupils share their ideas as a class
REFLECTION:
Number: ___/___ pupils were able to achieve the learning objectives.
Attendance: /
Absent: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
Truant: /
School Activity: / _____________________________________________________________________________

Follow-up / Reinforcement: PdP could not be conducted and will be postponed due to: