MINGGU 7 (8/5/2023-12/5/2023)

ISNIN (8/5/2023)

Subject: English Class: 6L Date:8/5/2023 Time: 9.30-10.30 am

Topic: Life in the past Theme: World of Knowledge
Focus: Speaking CCE: Language / Creativity and Innovation
Teaching Aids: textbook, workbook, audio 21st Century Skill/Strategy/Activity:
Think Pair Share
Content Standards
Main: 2.1 Communicate simple information intelligibly
Comp: 4.2 Communicate basic information intelligibly for a range of purposes in print
and digital media
Learning Standards
Main: 2.1.1 Give detailed information about themselves and others
Comp: 4.2.1 Give detailed information about themselves and others
Learning Objectives
By the end of the lesson, pupils should be able to
Main: create and tell a story to the class
Comp: write a short paragraph about pupil’s life in the past
Activities
Pre-lesson
❖ Pupils look at the pictures on page 22-23 for 15 seconds and close the book.
They are to write down all the things they can remember that were different
in the past.

Lesson
❖ Pupils look at the picture in Activity 1 and answer a few oral questions from
Development
the teacher. Pupils read out the sentences in the Graphic Grammar box. Elicit
the verbs.
❖ Pupils look back at the reading texts on pages 22-23 and find examples of
sentences which use the same structure. Have them raise their hands when
they find one and share it with the class.
❖ Pupils scan the text for Activity 2. Look at the example as a class. Pupils
complete the text using the target language.
❖ Refer the pupils to the pictures in Activity 3 and ask them what they can see.
Have a volunteer read the example in the speech bubble.
❖ Divide the class into pairs and have the pupils take turns to say what they
used to/didn’t use to do when they were three years old. Ask volunteers to
say what his/her partner used to/didn’t use to do.
❖ Individually, pupils write a short paragraph about their life in the past (e.g.
when they were three years old). Set a word limit (see differentiation
strategies) and consider having pupils finish for homework.
Post Lesson
❖ Play ‘True’ or ‘false’ (see Games Bank, pages 14-17) to consolidate today’s
learning.

Reflection
Strength
Weakness
Opportunity

SELASA (9/5/2023)

日期: 2023 年 5 月 9 日 时间：8：00 - 8：30

科目：体育 班级：6L
课题：单元一 体操之美
第五课 转体展姿
内容标准：
1.3 能够正确地进行旋转的动作
2.3 能够应用动作概念和机械原理来旋转
5.1 能够遵守及实践管理及安全的元素
学习标准：
1.3.2 能够进行前滚翻和后滚翻的动作
2.3.1 能够说明弹跳高度与蹦床上转体展姿和滚动之间的关系
5.1.2 能够说明会为自身危险的情况和用具
学习目标：学生能够根据正确的步骤，进行腾空与着地。
教具：视频 跨课程元素：创造与革新
道德价值：安全 评估方式：观察 思维图：/
教学步骤：
❖ 学生进行热身运动。

❖ 教师通过视频示范与讲解腾空与着地的步骤。

❖ 学生模仿视频的动作。

❖ 教师根据学生的动作进行评估、纠正。

❖ 教师总结，学生进行松弛活动。
反思：

日期: 2023 年 5 月 9 日 时间：8：30 - 9：00

科目：体健 班级：6L
课题：主题：社交与生殖健康教育
单元 9：我的成长之旅
题目 5：远离不良的性举动
内容标准：1.2 能应对自身健康 和生理变化所受 的内心和外在影响
● 性行为
学习标准：1.2.2 应用自主性沟通以克制性冲动。
学习目标：学生能够说出如何以正确的态度和行为保护自己，远离不良的性举动。
教具：视频，课本 跨课程元素：创造与革新
道德价值：尊重 评估方式：书写 思维图：复流程图
教学步骤：
❖ 引起动机。

❖ 观看视频。教师与学生讨论视频中的状况。

❖ 教师引导学生说出不舒服的触摸与不安全的触摸可引发的后果。

❖ 教师与学生讨论如何以正确的态度和行为保护自己，远离危险.。

❖ 提醒学生无法处理或恼人的问题时，可以寻求长辈，师长的协助，从中学习处理问题的
方法。
❖ 学生做出总结。
反思：

Subject: English Class: 5L Date: 9/5/2023 Tuesday Time: 1030-1130

Theme: World of Knowledge Focus Skill: Reading
CCE: thinking skills : understanding Topic: Town and Cities
Language/Grammar Focus: Adjectives Teaching Aids: Audios, workbook, student’s
book
Differentiation Strategy: Support Time 21st Century Learning:
Think-pair-share.
Assessment: Task
Content Standard:
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by using
appropriate reading strategies
Complementary: 4.3 Communicate with appropriate language form and style for a range
of purposes in print and digital media
Learning Standard:
Main: 3.2.2 Understand specific information and details of simple texts of two paragraphs
or more
Complementary: 4.3.2 Spell a range of high frequency words accurately in independent
writing
Learning Objectives:
Main: At the end of the lesson, pupils will be able to read and understand the text
correctly.
Complementary: At the end of the lesson, pupils will be able to spell the words correctly.
Pre-lesson:
Pupils refer to textbook page 19. Pupils say the words they know in the Think box. Teacher
shows pictures of the words in Malaysia. Teacher asks if pupils have seen the place where
they live.
Lesson delivery:
1. Pupils read the text and complete Exercise 2 (M). Teacher can also guide the pupils to
read (L).
2. Teacher introduces pupils to phrases with adverbs, adjectives and nouns (Ex: really
fantastic school).
3. Pupils are guided to complete Exercise 3. Pupils read the notes and choose the correct
words. Pupils read and identify the adjectives. Teacher can demonstrate to pupils first.
4. Pupils can read their sentences to the class.
5. Pupils do Exercise 4 on their own (M). Pupils are guided to do Exercise 4.
Post-lesson: Teacher check the answers with the pupils
Reflection:
Strength:
Weakness:
Opportunities:

RABU (10/5/2023)
Subject: English Class: 6L Date: 10 May 2023 Time: 1030-1130
Topic: Life in the past Theme: World of Knowledge
Focus: Writing CCE: Language / Creativity and Innovation
Teaching Aids: textbook, workbook, audio 21st Century Skill/Strategy/Activity:
Communication, collaboration
Content Standards
Main: 4.2 Communicate basic information intelligibly for a range of purposes in print
and digital media
Comp: 4.3 Communicate with appropriate language form and style for a range of
purposes in print and digital media
Learning Standards
Main: 4.2.3 Narrate factual and imagined events and experiences
Comp: 4.3.1 Use capital letters, full stops, commas in lists, question marks, and speech
marks appropriately at discourse level
Learning Objectives
By the end of the lesson, pupils should be able to
Main: Tell an event or experience with simple sentences.
Comp: write sentences with correct punctuation.
Activities
Pre-lesson
❖ Choose an activity from the pre-lesson tasks in Section 3 to review the theme
of Diaries refer to the Games Bank in the Teacher’s Book p.14–17 for more
ideas.
Lesson
❖ Ask pupils to look again at the text on page 28 of the Pupil’s Book. Ask Whose
Development
diary is it? and Does Gemma use formal or informal language in her diary?
❖ Follow the instructions for Activity 4 in the Teacher’s Book, p.52. Pupils
analyse the language in the diary. Remind pupils that exclamation marks are
used more often in informal writing than in more formal writing. Ask pupils to
find more examples of punctuation in the diary. Note that brackets are often
used in informal writing to add information like the example.
❖ Follow the instructions for Activity 5 in the Teacher’s Book, p.52. Pupils put
their ideas together to help plan for Activity 6. If they have no shared
experience of a trip, have them think about a family trip they have been on.
Have them make written notes together, which they can use to support
writing in the next step of the lesson. Monitor and help pupils.
❖ Follow the instructions for Activity 6 in the Teacher’s Book, p.52. Pupils write
a diary entry about a school trip. Either they write together or they can
support each other if their content is different.
Post Lesson
❖ Pupils present their diary entry to their friends.
Reflection
Strength
Weakness
Opportunity

Subject: English Class: 5L Date: 10/5/2023 Wednesday Time:

1130-
 1200
Theme: World of Knowledge Focus Skill: Writing
CCE: thinking skills : creating Topic: Town and Cities
Language/Grammar Focus: Adjectives Teaching Aids: Audios, workbook, student’s
book
Differentiation Strategy: Support Time 21st Century Learning:
Think-pair-share.
Assessment: Task
Content Standard:
Main: 4.2 Communicate basic information intelligibly for a range of purposes in print and
digital media
Complementary: 3.2 Understand a variety of linear and non-linear print and digital texts
by using appropriate reading strategies
Learning Standard:
Main: 4.2.5 Connect sentences into one or two coherent paragraph using basic
coordinating conjunctions and reference pronouns
Complementary: 3.2.1 Understand the main idea of simple texts of two paragraphs or
more
Learning Objectives:
Main: At the end of the lesson, pupils will be able to connect sentences using basic
coordinating conjunctions.
Complementary: At the end of the lesson, pupils will be able to read and understand the
text.
Pre-lesson:
Pupils do a recap on the nouns and adjectives that they have learned from the previous
lessons.
Lesson delivery:
1. Pupils refer to textbook page 19 and read the text about Edinburgh again. Teacher writes
1) What the writer likes about the city? 2) Other places and transport in the city. 3) Where
the city is?
2. Pupils write the answers to the questions and sentences based on the text in their exercise
books.
3. Based on the town or city that they have shared in Lesson 22, pupils do Exercise 5 in
textbook page 19.
4. Pupils must first write a short description of 4-5 sentences based on the city or town.
Teacher can guide pupils with the description with an example based using adverbs and
adjectives. The, pupils look at B and answer the questions.
5. Pupils refer to C and are guided to start the 3 paragraphs about their city of town.
Post-lesson: Teacher provides feedback to pupils’ write-up.
Reflection:
Strength:
Weakness:
Opportunities:

KHAMIS (11/5/2023)
Subject: English Class: 6L Date: 11 May 2023 Time: 1130-1200
Topic: Life in the past Theme: World of Stories
Focus: Speaking CCE: Language, Value
Teaching Aids: textbook, workbook, audio 21st Century Skill/Strategy/Activity:
Communication, collaboration
Content Standards
Main: 2.2 Use appropriate communication strategies
Comp: 2.1 Communicate simple information intelligibly
Learning Standards
Main: 2.2.1 Keep interaction going in short exchanges by checking understanding of
what a speaker is saying
Comp: 2.1.4 Ask about and describe future plans or events
Learning Objectives
By the end of the lesson, pupils should be able to
Main: keep interaction going in short exchanges.
Comp: ask and describe future plans or events
Activities
Pre-lesson
❖ Review the main ideas from recent lessons
Lesson
❖ Have pupils look at the functional language in the Pupil’s Book, p.30 (phrases
Development
to check understanding of what a speaker is saying). Ask them to copy the
phrases into their notebooks, leaving two lines between each one.
❖ Have pupils look back on their work during this unit. Hand out the worksheet.
As they review their work, have them fill in the table with ideas they have had
and information they have found out in the unit so far relating to life in the
past, life now and life in the future.
❖ Divide the class into two halves. Follow the instructions for Activity 2 in the
Teacher’s Book, p.54. Note that half of the pupils should follow the task as
described, and the other half should role play as a museum guide in the year
you are in now (e.g. 2021) looking back at the past. As they do the activity,
they should try to use the functional language. When they use it, they can tick
it in their notebooks. They should aim to use each phrase at least once.
❖ Introduce the idea of ‘presentism’, which suggests that people find it difficult
to think about the past or future without basing their ideas on the present.
You may need to use a little of the pupils’ home language to explain this
concept. Follow the instructions for Activity 3 in the Teacher’s Book, p.55.
Pupils discuss what they think will seem strange to people in the future about
our lives in the present. Pupils discuss in pairs or small groups. (CCE: Values).
❖ Follow up with the question from the Cooler activity in the Teacher’s Book,
p.55. This could be done as a whole class.
Post Lesson
❖ Review the main ideas from this lesson
Reflection
Strength
Weakness
Opportunity
Subject: English Class: 5L Date: 11/5/2023 Thursday Time: 0800-
0900
Theme: World Of Stories Focus Skill: Language Art
CCE: Language Topic: Serenade
Language/Grammar Focus: Adjectives Teaching Aids: videos, worksheet.
Differentiation Strategy: Support 21st Century Learning: Performing
Assessment: Performance
Content Standard:
Main: 5.2 Express personal responses to literary texts
Complementary: 3.3 Read independently for information and enjoyment
Learning Standard:
Main : 5.2.1 Explain in simple language why the like or dislike an event, description or
character in a text
Complementary: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of
interest
Learning Objectives:
Main: At the end of the lesson, pupils will be able to explain in simple language why they
like or dislike an event or description.
Complementary: At the end of the lesson, pupils will be able to read and enjoy the poem
Pre Lesson:
Teacher plays the game ‘Hangman’ with pupils based musical instruments.
Lesson delivery:
1. Teacher reads the poem to pupils and asks pupils in between on how to sound a fiddle,
tra-la-la, drum-boom, boom
2. Pupils are divided into 3 big groups and assigned a stanza.
3. Pupils practise and read the poem with gestures.
4. For the second round, when one group reads, the other two groups must make the sound
effects.
5. Pupils can ask their friends choice of instrument to play and share what they like and
why the like it.
Post-lesson: Pupils can try to make home percussion or classroom percussion using
anything they can find at home or in the class. Teacher can explain the different sounds
involved by showing sample videos.
Reflection:
Strength:
Weakness:
Opportunities:

日期: 2023 年 5 月 11 日 时间：1200-1230

科目：体育 班级：6L
课题：单元一 体操之美
第五课跃过滚木
内容标准：
1.3 能够正确地进行旋转的动作
2.3 能够应用动作概念和机械原理来旋转
5.4 能够分组，并互相合作的进行活动
学习标准：
1.3.2 能够进行前滚翻和后滚翻的动作
2.3.1 能够说明弹跳高度与蹦床上转体展姿和滚动之间的关系
5.4.3 进行活动时，指导队友
学习目标：学生能够根据正确的步骤，进行腾空与着地。
教具：视频 跨课程元素：创造与革新
道德价值：安全，合作 评估方式：观察 思维图：/
教学步骤：
❖ 学生进行热身运动。

❖ 学生以正确的步骤进行腾空与着地

❖ 学生根据教师指示进行腾空与着地。

❖ 教师根据学生的概念进行评估、纠正。

❖ 教师总结，学生进行松弛活动。
反思：