MINGGU 9 (22/5/2023-26/5/2023)

ISNIN (22/5/2023)

Subject: English Class: 6L Date: 22 May 2023 Time: 0930-1030

Topic: Life in the past Theme: World of Stories
Focus: Reading CCE: Language
Teaching Aids: textbook, workbook, audio 21st Century Skill/Strategy/Activity:
Communication, collaboration
Content Standards
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by using
appropriate reading strategies
Comp: 1.2 Understand meaning in a variety of familiar contexts
Learning Standards
Main: 3.2.2 Understand specific information and details of simple longer texts
Comp: 1.2.5 Understand more complex supported questions
Learning Objectives
By the end of the lesson, pupils should be able to
Main: understand specific information and details of simple longer texts
Comp: answer more complex supported questions
Activities
Pre-lesson
❖ Follow the instructions for the visualisation Warm-up: Time machine activity in
the Teacher’s Book, p.56.
Lesson
❖ Follow the instructions for Activity 1 in the Teacher’s Book, p.56.
Development
❖ Have pupils write questions for their partner to check their ideas in Step 2 using
really to check their understanding/ideas, for example What did Mr. Brockbank
really switch on?
❖ Pupils ask their partners the questions and discuss the answers.

❖ Follow the instructions for Activity 2 in the Teacher’s Book, p.56. Focus again on
spelling common words accurately.
❖ Follow the instructions for Activity 3 in the Teacher’s Book, p.56. Pupils prepare
a rewritten text in writing.
❖ Follow the instructions for Activity 4 in the Teacher’s Book, p.57. Pupils share
their ideas in groups. Monitor and note common mistakes at this step and
Step 6.
Post Lesson
❖ Use your notes from monitoring for error correction as a whole class using the
board or dictate sentences for pupils to correct.
Reflection
Strength
Weakness
Opportunity
 SELASA (23/5/2023)
日期: 2023 年 5 月 23 日 时间：0800-0830
科目：体育 班级：6L
课题：单元一 体操之美
课题：杠上摇摆
内容标准：
1.4 能够正确地做出垂悬和摇荡的动作
5.3 能够在不同的情况下以不同的方式和队友沟通
学习标准：
1.4.1 能够以正手、反手及正反手握法握稳健身杆做出垂悬和摇荡的动作
5.3.2 能够听取别人的意见并提出想法以解决问题
学习目标：学生能够根据正确的步骤，进行垂悬和摇荡的动作。
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垂悬和摇荡的步骤。

❖ 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 23 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 6：性行为的风险
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：1.2.4 评估性青少年进行婚前性行为对自己和家庭所带来的影响。
学习目标：学生能够说出性行为的风险与危害。
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。

❖ 教师引导学生充分了解在青少年时期，发生性行为可能带来的风险与危害。

❖ 教师与学生讨论如何以正确的态度和行为保护自己。

❖ 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: 23/5/2023 Time: 1030-1130
Theme: World of self, family and friends Focus Skill: Reading
CCE: thinking skills : understanding Topic: Days
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: 2.2 Use appropriate communication strategies
Complementary: 3.2 Understand a variety of linear and non-linear print and digital texts by
using appropriate reading strategies
Learning Standard:
Main: 2.2.1 Keep interaction going in short exchanges by using suitable questions
Complementary: 3.2.3 Guess the meaning of unfamiliar words from clues provided by title,
topic, and other known words
Learning Objectives:
Main: At the end of the lesson, pupils will be able to keep interaction going in short
exchanges.
Complementary: At the end of the lesson, pupils will be able to guess unfamiliar details from
the clues based on the topic.
Pre-lesson:
Pupils recall the blue words in the quiz from the previous lesson.
Lesson delivery:
1. Pupils refer to textbook page 22 Activity 2.
2. Pupils read the key phrases. Pupils are asked to raise their right hand for ‘TRUE’ and left
hand for ‘FALSE’
3. Teacher says the number of the key phrases and pupils answer by raising the correct hand.
Teacher and pupils will discuss the key phrases if there are any questions.
4. Teacher writes ‘Between 7.30 and 8.30 in the morning’, ‘Between 7.30 and 8.30 in the
evening’ on the board. Teacher explains that pupils must guess what their partner does.
Example: I think you get up, have breakfast and go to school between in the morning.
5. Pupils start in pairs where they take turns to guess what their partner does in both times
frames.
Post-lesson: Pupils share if any of them guessed terribly wrong or someone received a funny
guess.
Reflection:
Strength:
Weakness: -
Opportunities: -
 RABU (24/5/2023)

Subject: English Class: 6L Date: 24 May 2023 Time:1030-1130

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: 24/5/2023 Time: 1130-1200

Theme: World of self, family and friends Focus Skill: Reading
CCE: Language Topic: Days
Language/Grammar Focus: Adverbs of Teaching Aids: Audios, workbook, student’s
frequency: always, usually, normally, book
often, sometimes, never
Differentiation Strategy: Task 21st Century Learning:
Games/ pupil-centred.
Assessment: Games
Content Standard:
Main: 3.3 Read independently for information and enjoyment
Complementary: 4.3 Communicate with appropriate language form and style for a range
of purposes in print and digital media
Learning Standard:
Main: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of interest
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 relate to the sentences.
Complementary: At the end of the lesson, pupils will be able to spell adverbs correctly.
Pre-lesson:
Pupils are asked what word would they use if they use the things or do something 90% of
the time. Teacher gives an example of a sentence using ‘never’ saying that we use 'never'
when we do not do the things at all. Pupils can share their answers on the first question.
Lesson delivery:
1. Teacher writes ‘sometimes’, ‘never’, ‘always’, ‘usually’ and ‘normally’ on the board.
Teacher asks pupils to rank the adverbs from numbers 1-4 based on frequency.
2. Pupils refer to textbook page 23 Activity 6 and read the box ‘My daily routine’. Pupils
turn to their partners to share a sentence that is true for them. Teacher asks pupils if anyone
has no true sentences.
3. Then, pupils must rewrite the sentences using suitable adverbs for the 9 sentences based
on their own daily routine.
4. Pupils compare their answers with their friends.
5. Pupils play the ‘Adverbs of Frequency’ board game in their groups. Pupils take turns to
play and use suitable adverbs with the sentences.
Post-lesson: Pupils share any funny or weird sentences shared by their peers
Reflection:
Strength: All the pupils were able to use always, never, usually and normally
correctly
Weakness: -
Opportunities: -
 KHAMIS (25/5/2023)

Subject: English Class: 5L Date: 25/5/2023 Thursday Time: 0800-0900

Theme: World Of Stories Focus Skill: Language Art
CCE: Language/ creativity and innovation Topic: Watching a Bumble Bee
Language/Grammar Focus: Adjectives Teaching Aids: videos, worksheet.
Differentiation Strategy: Strategy 3 21st Century Learning: Performing
Assessment: Performance
Content Standard:
Main: 5.2 Express personal responses to literary texts
Complementary: 3.2 Understand a variety of linear and non-linear print and digital texts by using
appropriate reading strategies
Learning Standard:
Main : 5.2.1 Explain in simple language why the like or dislike an event, description or character in a
text
Complementary: 3.2.2 Understand specific information and details of two paragraphs or more
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 transfer information based on the text
read.
Pre Lesson:
1. Teacher provides a letter and pupils have to come up with a word that starts with that letter
related to a topic (animals/insects e.g. g – giraffe, …, b - bee) [Pre-Lesson Task 1 – ABCs]
Lesson delivery:
2. Pupils read the poem silently and teacher assists in pupils’ understanding (Q&A).
3. Teacher distributes True or False sentence strips to each pupil and ask them to stick the statement at
the provided True or False sections in the class using a blue tack.
4. Pupils walk around the class to check each other’s answers and make corrections if there is a mistake
in the answer.
5. Pupils make a mind-map about themselves and the bumble bees based on the sentence strip used
before and provide simple reasons
6. Upon completion, pupils exchange their mind maps and rate each other’s works by giving some good
remarks.
Post-lesson: 7. Pupils put their hands up each time they hear something different from the poem (e.g.
out in the sea – hands up as the statement is different from the poem). [Post-lesson Task 1: Spot the
differences]
Reflection:
Strength:
Weakness: -
Opportunities:-

Subject: English Class: 6L Date: 25 May 2023 Time: 1130-1200

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
日期: 2023 年 5 月 25 日 时间：1200-1230
科目：体育 班级：6L
课题：单元一 体操之美
课题：杠上摇摆
内容标准：
2.4 能够在动作中实践垂悬和摇荡动作的概念
5.3 能够在不同的情况下以不同的方式和队友沟通
学习标准：
2.4.1 能够根据摇摆的方向，鉴定适合的握法
5.3.2 能够听取别人的意见并提出想法以解决问题
学习目标：学生能够根据正确的步骤，进行垂悬和摇荡的动作。
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垂悬和摇荡的动作。

❖ 学生根据教师指示进行垂悬和摇荡的动作。

❖ 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：