DAY Monday DATE 25/3/2024 WEEK 3 LESSON 4

SUBJECT English CLASS 3 Wisdom TIME 8.00AM-9.00AM 60 minutes

1 CLOSE-
FOCUS Listening UNIT THEME People and Culture TOPIC Family Ties
UP
LANGUAGE & GRAMMAR FOCUS Family-related vocabulary
Main Skill: Listening Main Skill: Listening

1.1 Understand meaning in a variety of familiar contexts

1.1.1 Understand independently the main
ideas in simple longer texts on an
Complementary Skill: Speaking
2.3 Use appropriate communication strategies
increased range of familiar topics
CONTENT LEARNING
STANDARD STANDARD Complimentary Skill: Speaking
2.3.1 Keep interaction going in longer
exchanges by asking a speaker to
slow down, speak up or to repeat
what they have said
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
1. Pupils can answer 3 correct listening
comprehension
1.1.1 Understand independently the main ideas in simple longer texts on an increased range ofquestions
familiar topics
by listening to a recording and 2. Pupils can discuss in groups to check answers
for 3 questions in Section B.
LEARNING answer 3 correct questions in Section B. SUCCESS
OBJECTIVES CRITERIA
2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said
by discussing in
groups to check answers for 3 questions in
Section B.

TEACHING AND LEARNING STRATEGIES

1. Pupils turn to Close Up page 10 and look at the pictures in Section A.
2. Pupils discuss in pairs whether they do any of the activities during their free time and if not, how they spend
PRE-LESSON
their free time.
3. A few pairs share their discussion with the class.
4. The questions (Where, How and Who) are written on the board. Pupils turn to Close-Up page 10 and look at
the 3 sets of pictures in Section A and answer what they can see in each picture and match each of the picture
LESSON to the suitable question.
DEVELOPMENT 5. Pupils look at the pictures in A again and match them to 3 questions in Section B.
6. Pupils move on to Section C and listen to 3 conversations and circle the correct answers in Section B.
7. Pupils check and discuss answers in groups and later as a class. Pupils do corrections for any mistakes.
8. Pupils review their learning in this lesson by sharing 3 things they have learned in the lesson with the rest of
POST-LESSON
the class.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Values
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Think, Pair-Share
DIFFERENTIATION Strategy 4: Differentiate by the 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
outcome expected from pupils

PBD Not Applicable LEARNING DOMAIN Analyse

Pupils were able to comprehend the listening task and was able to identify the main
idea in the text after listening for 3 times. Pupils completed the listening task easily.
REFLECTION ATTENDANCE 23 / 23

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 DAY Monday DATE 25/3/2024 WEEK 3 LESSON 4
SUBJECT English CLASS 3 Asean TIME 11.00AM-11.30AM 30 minutes
1 CLOSE-
FOCUS Listening UNIT THEME People and Culture TOPIC Family Ties
UP
LANGUAGE & GRAMMAR FOCUS Family-related vocabulary
Main Skill: Listening Main Skill: Listening

1.1 Understand meaning in a variety of familiar contexts

1.1.1 Understand independently the main
ideas in simple longer texts on an
Complementary Skill: Speaking
2.3 Use appropriate communication strategies
increased range of familiar topics
CONTENT LEARNING
STANDARD STANDARD Complimentary Skill: Speaking
2.3.1 Keep interaction going in longer
exchanges by asking a speaker to
slow down, speak up or to repeat
what they have said
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
3. Pupils can answer 3 correct listening
comprehension
1.1.1 Understand independently the main ideas in simple longer texts on an increased range ofquestions
familiar topics
by listening to a recording and 4. Pupils can discuss in groups to check answers
for 3 questions in Section B.
LEARNING answer 3 correct questions in Section B. SUCCESS
OBJECTIVES CRITERIA
2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said
by discussing in
groups to check answers for 3 questions in
Section B.

TEACHING AND LEARNING STRATEGIES

9. Pupils turn to Close Up page 10 and look at the pictures in Section A.
10. Pupils discuss in pairs whether they do any of the activities during their free time and if not, how they spend
PRE-LESSON
their free time.
11. A few pairs share their discussion with the class.
12. The questions (Where, How and Who) are written on the board. Pupils turn to Close-Up page 10 and look at
the 3 sets of pictures in Section A and answer what they can see in each picture and match each of the picture
LESSON to the suitable question.
DEVELOPMENT 13. Pupils look at the pictures in A again and match them to 3 questions in Section B.
14. Pupils move on to Section C and listen to 3 conversations and circle the correct answers in Section B.
15. Pupils check and discuss answers in groups and later as a class. Pupils do corrections for any mistakes.
16. Pupils review their learning in this lesson by sharing 3 things they have learned in the lesson with the rest of
POST-LESSON
the class.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Values
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Think, Pair-Share
DIFFERENTIATION Strategy 4: Differentiate by the 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
outcome expected from pupils

PBD Not Applicable LEARNING DOMAIN Analyse

Pupils were able to comprehend the listening task and was able to identify the main
REFLECTION idea in the text after listening for 3 times. Pupils completed the listening task with ATTENDANCE 16/18
teacher’s guidance.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

WEEK/LESSON NO. 3 LESSON 4 (Listening 1) FORM 5 Kesas 1

SUBJECT English DATE / DAY 25th March 2024 Monday

UNIT 1 TIME 12.00PM-1.00PM

TOPIC It’s Personal! Duration 60 minutes

THEME People And Culture

MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Values

21ST CENTURY LEARNING Gallery Walk LANGUAGE/GRAMMAR Words/phrases related to admirable

TECHNIQUE(S) FOCUS: qualities in people

CONTENT STANDARD(S)

Main: 1.1 Understand meaning in a variety of familiar contexts Complementary:

2.1 Communicate information, ideas, opinions and fe

LEARNING STANDARD(S)

Main: Complementary:
2.1.4 Explain and justify the point of view of classmate
1.1.3 Recognise independently attitudes or opinions in extended texts on a wide range of familiar topics and some unfamiliar topics

LEARNING OBJECTIVE(S)

By the end of the lesson, pupils should be able to:

 Listen to five short extracts and choose 5 qualities each speaker admires in the people described.
 Decide which out of 8 qualities that pupils find admirable.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Concept mapping MATERIAL(S) Student’s Book, p12
Teacher’s Book, p13-14
ACTIVITIES

 Ask pupils to look at Activity 1. First let pupils work alone and then discuss their answers in pairs.
PRE-LESSON
 When ready, ask pupils to share their answers with the class. Put pupils in pairs, give each pair two phrases from
Activity 1 and ask them to put them in sentences. (Student’s book p12 Activity 1)
1.
 Ask students to read the instructions and check that they understand what they have to do.
 Ask a strong student to explain the meaning of admire, admirable and qualities in his/her own words.
LESSON  Ask students to read the qualities and explain anything they don't understand.
(Student’s book p12 Activity 2)
DEVELOPMENT 2.
 Remind students to pay attention to the speakers' words and not to be led astray by the words they hear.
 Play the recording and ask students to mark their answers. Then ask students to discuss their answers with a partner
and to justify any answers that are different.
 Play the recording again if necessary, and check answers as a class. (Student’s book p12 Activity 3)
POST-LESSON  Have a class discussion.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

  Ask pupils which of the listed qualities they find most admirable and why? Are there any other qualities they think
are admirable which are not listed? What qualities do they admire most in their friends? If they could be given any
one quality, what would it be?
TEACHER’S Pupils were able to comprehend the listening task and was able to identify the main idea in the text after listening for 3 times.
REFLECTION Pupils completed the listening task with teacher’s guidance.

WEEK/LESSON NO. 3 LESSON 4 (Listening 1) FORM 5 Kesas 3

SUBJECT English DATE / DAY 25th March 2024 Monday

UNIT 1 TIME 1.00PM-2.00PM

TOPIC It’s Personal! Duration 60 minutes

THEME People And Culture

MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Values

21ST CENTURY LEARNING Gallery Walk LANGUAGE/GRAMMAR Words/phrases related to admirable

TECHNIQUE(S) FOCUS: qualities in people

CONTENT STANDARD(S)

Main: 1.1 Understand meaning in a variety of familiar contexts Complementary:

2.1 Communicate information, ideas, opinions and fe

LEARNING STANDARD(S)

Main: Complementary:
2.1.4 Explain and justify the point of view of classmate
1.1.3 Recognise independently attitudes or opinions in extended texts on a wide range of familiar topics and some unfamiliar topics

LEARNING OBJECTIVE(S)

By the end of the lesson, pupils should be able to:

 Listen to five short extracts and choose 5 qualities each speaker admires in the people described.
 Decide which out of 8 qualities that pupils find admirable.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Concept mapping MATERIAL(S) Student’s Book, p12
Teacher’s Book, p13-14
ACTIVITIES

 Ask pupils to look at Activity 1. First let pupils work alone and then discuss their answers in pairs.
PRE-LESSON
 When ready, ask pupils to share their answers with the class. Put pupils in pairs, give each pair two phrases from
Activity 1 and ask them to put them in sentences. (Student’s book p12 Activity 1)
LESSON 1.
DEVELOPMENT  Ask students to read the instructions and check that they understand what they have to do.
 Ask a strong student to explain the meaning of admire, admirable and qualities in his/her own words.
 Ask students to read the qualities and explain anything they don't understand.
(Student’s book p12 Activity 2)
2.
 Remind students to pay attention to the speakers' words and not to be led astray by the words they hear.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

  Play the recording and ask students to mark their answers. Then ask students to discuss their answers with a partner
and to justify any answers that are different.
 Play the recording again if necessary, and check answers as a class. (Student’s book p12 Activity 3)
 Have a class discussion.
POST-LESSON  Ask pupils which of the listed qualities they find most admirable and why? Are there any other qualities they think
are admirable which are not listed? What qualities do they admire most in their friends? If they could be given any
one quality, what would it be?
TEACHER’S Pupils were able to comprehend the listening task and was able to identify the main idea in the text after listening for 3 times.
REFLECTION Pupils completed the listening task with teacher’s guidance.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 DAY Tuesday DATE 26/3/2024 WEEK 3 LESSON 5
SUBJECT English CLASS 3 Wisdom TIME 7.30am-8.30am 60 minutes
1 CLOSE-
FOCUS Listening UNIT THEME People and Culture TOPIC Family Ties
UP
LANGUAGE & GRAMMAR FOCUS Family-related vocabulary
Main Skill: Listening Main Skill: Listening

1.1 Understand meaning in a variety of familiar contexts

1.1.2 Understand independently specific
information and details in longer
Complementary Skill: Writing
CONTENT LEARNING texts on an increased range of
STANDARD STANDARD
4.1 Communicate intelligibly through print and digital media on familiar topics familiar topics
Complimentary Skill: Speaking
4.1.1 Explain simple content from what
they have read or heard
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
1. Pupils can answer 6 correct listening
comprehension
1.1.2 Understand independently specific information and details in longer texts on questions
an increased range of familiar topics
by listening to a recording and 2. Pupils can write notes of about 50 words the
LEARNING SUCCESS differences, similarities or connections
answering 6 MCQ questions.
OBJECTIVES CRITERIA between 9 pictures
4.1.1 Explain simple content from what they have read or heard
by writing notes of about 50
words about the differences, similarities or
connections between the pictures in Section A

TEACHING AND LEARNING STRATEGIES

1. Pupils activate prior knowledge by using ABCD cars for multiple choice questions that have four choices.
2. Each pupil has four cards, each with one letter (A, B, C, or D) which corresponds to the four choices.
PRE-LESSON
3. Pupils use one of the cards to show their response to a series of questions that check pupils’ understanding of
the meaning of family-related vocabulary from previous lessons.
4. Pupils turn to Close-Up page 10 and read the Exam Close-up and then read the Exam Task and study 6 pictures
carefully.
5. Pupils write notes of about 50 words the differences, similarities or connections between them.
LESSON 6. Pupils listen to a recording and circle the correct answers for the 6 questions.
DEVELOPMENT 7. Pupils compare their answers with a partner before discussing as a class.
8. Pupils then listen again to the same recording to check their answers.
9. Pupils compare their answers with a partner before discussing as a class.

10. Pupils review their learning by working with a partner and try to recall the exam tips they read on page 10.
POST-LESSON 11. Pupils also share their ideas on other exam tips by writing on a piece of paper.
12. Pupils later share their own exam tips with the rest of the class by writing on the board.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Values
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Think, Pair-Share
DIFFERENTIATION Strategy 3: Differentiate by the type 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
and amount of support provided

PBD Not Applicable LEARNING DOMAIN Analyse

Pupils were able to comprehend the listening task and wrote a short essay on the
REFLECTION ATTENDANCE 23/23
similarities and differences between the pictures shown.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

WEEK/LESSON NO. 3 LESSON 5 (Speaking 1) FORM 5 Kesas 1

SUBJECT English DATE / DAY 26/3/2024 Tuesday

UNIT 1 TIME 9.30am-10.00am

TOPIC It’s Personal! Duration 30 minutes

THEME People And Culture

MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Values

21ST CENTURY LEARNING Brainstorming LANGUAGE/GRAMMAR Words/phrases related to giving advice;

TECHNIQUE(S) FOCUS: explaining advantages and disadvantages

CONTENT STANDARD(S)

Main: Complementary:
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
2.1 Communicate information, ideas, opinions and fe

LEARNING STANDARD(S)

Main: Complementary:
2.1.2 Ask about and explain advantages and disadvantages of ideas, plans, arrangements
2.1.4 Explain and justify the point of view of classmate

LEARNING OBJECTIVE(S)

By the end of the lesson, pupils should be able to:

 Talk about at least two possible solutions and discuss two advantages and disadvantages of the solutions.
 Determine whether 8 phrases used in Activity 2 are polite or not.
FORMATIVE ASSESSMENT
Four Corners MATERIAL(S) English Download
TECHNIQUE(S) Student’s Book, p13, p188 & p191(for Student A & B respectively)

ACTIVITIES

 Ask pupils to read the three questions and answer any queries they may have about them.
PRE-LESSON
 Pupils work in pairs to ask and answer the questions.
 (Student’s book p13 Activity 1)
1.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they
must determine if the phrases used to express an opinion are polite or not.
 Ask pupils to read the phrases and explain anything they don't understand. (Student’s book p13 Activity 2)
2.
LESSON DEVELOPMENT  Go through the Language Bank with the pupils and make sure they understand the phrases.
 Point out to Student A that they will have to make slight changes to some of the information on page 188.
 Pupils work in pairs to complete the task.
Time permitting, repeat until all pairs have had a turn. (Student’s book p13 Activity 3)
3.
 Ask one pair to demonstrate the task in front of the class.
 Time permitting, repeat until all pairs have had a turn. (Student’s book p13 Activity 4)
 Ask pupils to read the questions and explain anything they don't understand.
POST-LESSON  Pupils work in pairs to ask and answer the questions.
 Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go over
with the class afterwards. (Student’s book p13 Activity 5)
TEACHER’S REFLECTION Pupils speak on the topic given extensively after brainstorming on the points. Teacher provides her feedback on each

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 presentation. All pupils were able to speak, even with some help.

DAY Tuesday DATE 27/3/2024 WEEK 3 LESSON 5

SUBJECT English CLASS 3 Asean TIME 11.00am-12.30am 90 minutes
1 CLOSE-
FOCUS Listening UNIT THEME People and Culture TOPIC Family Ties
UP
LANGUAGE & GRAMMAR FOCUS Family-related vocabulary
Main Skill: Listening Main Skill: Listening

1.1 Understand meaning in a variety of familiar contexts

1.1.2 Understand independently specific
information and details in longer
Complementary Skill: Writing
CONTENT LEARNING texts on an increased range of
STANDARD STANDARD
4.1 Communicate intelligibly through print and digital media on familiar topics familiar topics
Complimentary Skill: Speaking
4.1.1 Explain simple content from what
they have read or heard
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
5. Pupils can answer 6 correct listening
1.1.2 Understand independently specific information and details in longer textscomprehension
on an increasedquestions
range of familiar topics
by listening to a recording and 6. Pupils can write notes of about 50 words the
LEARNING SUCCESS differences, similarities or connections
answering 6 MCQ questions.
OBJECTIVES CRITERIA between 9 pictures
4.1.1 Explain simple content from what they have read or heard
by writing notes of about 50
words about the differences, similarities or
connections between the pictures in Section A

TEACHING AND LEARNING STRATEGIES

17. Pupils activate prior knowledge by using ABCD cars for multiple choice questions that have four choices.
18. Each pupil has four cards, each with one letter (A, B, C, or D) which corresponds to the four choices.
PRE-LESSON
19. Pupils use one of the cards to show their response to a series of questions that check pupils’ understanding of
the meaning of family-related vocabulary from previous lessons.
20. Pupils turn to Close-Up page 10 and read the Exam Close-up and then read the Exam Task and study 6 pictures
carefully.
21. Pupils write notes of about 50 words the differences, similarities or connections between them.
LESSON 22. Pupils listen to a recording and circle the correct answers for the 6 questions.
DEVELOPMENT 23. Pupils compare their answers with a partner before discussing as a class.
24. Pupils then listen again to the same recording to check their answers.
25. Pupils compare their answers with a partner before discussing as a class.

26. Pupils review their learning by working with a partner and try to recall the exam tips they read on page 10.
POST-LESSON 27. Pupils also share their ideas on other exam tips by writing on a piece of paper.
28. Pupils later share their own exam tips with the rest of the class by writing on the board.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Values
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Think, Pair-Share
DIFFERENTIATION Strategy 3: Differentiate by the type 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
and amount of support provided

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 PBD Not Applicable LEARNING DOMAIN Analyse
Pupils were able to comprehend the listening task with teacher’s help. Teacher
REFLECTION provided a template on the short essay and pupils completed the task with the ATTENDANCE 16/18
help.

WEEK/LESSON NO. 3 LESSON 6 (Speaking 2) FORM 5 Kesas 1

SUBJECT English DATE / DAY 27/3/2024 Wednesday
UNIT 1 TIME 7.30am-8.30am
TOPIC Using Formal Register Duration 60 minutes
THEME People And Culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Values
ST
21 CENTURY LEARNING Brainstorming LANGUAGE/GRAMMAR Formal language; words/phrases related to:
TECHNIQUE(S) FOCUS: leisure time, likes/dislikes feelings (e.g. fear,
excitement), celebrations
CONTENT STANDARD(S)
Main: 2.2 Use register appropriately Complementary:
2.1 Communicate information, ideas, opinions and fe

LEARNING STANDARD(S)
Main: Complementary:
2.2.1 Use formal and informal registers appropriately in most familiar2.1.5
and Explain
some unfamiliar
and justifycontexts
own feelings or those of others

LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Use formal and informal registers in the mock speaking tests appropriately.
 Explain and justify their feelings about the speaking tests.
List of questions about likes and
FORMATIVE ASSESSMENT TECHNIQUE(S) The Exit Ticket MATERIAL(S)
dislikes and special occasions.
ACTIVITIES

 Talk about special occasions and functions.

PRE-LESSON
 Ask if anyone knows anything about these.
 When ready, collect pupils’ ideas.
LESSON 1.
DEVELOPMENT  Ask pupils to work in pairs and discuss the following question: What is the appropriate register to use when speaking
to an examiner in a speaking test? Why? Allow pupils to discuss in pairs or small groups.
2.
 Ask pupils to work in pairs: A and B. Pupil A takes on the role of the examiner to ask two questions from the likes and
dislikes.
 Pupil B answers the questions. The pairs then swap roles. Pupil B asks two questions from the remaining questions
and Pupil A answers. (Sample Paper 1 – Speaking Part 1)
3.
 At the end of the role play rounds, ask pupils to explain in pairs or small groups the feelings they experienced in

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 previous speaking tests.
 Select a few pupils to share with the rest of the class their feelings about past speaking tests and encourage the class
to ask them to justify these feelings.
 Ask pupils to complete this exit card:
POST-LESSON ‘What they were able to do well in the activities?’ and ‘What they found particularly challenging about the
activities?’
 Collect the cards and use them for planning subsequent lessons.
TEACHER’S Pupils were able to explain their feelings in front of the class. All pupils completed the speaking task on time.
REFLECTION

WEEK/LESSON NO. 3 LESSON 5 (Speaking 1) FORM 5 Kesas 3

SUBJECT English DATE / DAY 27/3/2024 Wednesday
UNIT 1 TIME 9.00am-10.00am
TOPIC It’s Personal! Duration 60 minutes
THEME People And Culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Values
ST
21 CENTURY LEARNING Brainstorming LANGUAGE/GRAMMAR Words/phrases related to giving advice;
TECHNIQUE(S) FOCUS: explaining advantages and disadvantages

CONTENT STANDARD(S)
Main: Complementary:
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
2.1 Communicate information, ideas, opinions and fe

LEARNING STANDARD(S)
Main: Complementary:
2.1.2 Ask about and explain advantages and disadvantages of ideas, plans, arrangements
2.1.4 Explain and justify the point of view of classmate

LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Talk about at least two possible solutions and discuss two advantages and disadvantages of the solutions.
 Determine whether 8 phrases used in Activity 2 are polite or not.
English Download
FORMATIVE ASSESSMENT
Four Corners MATERIAL(S) Student’s Book, p13, p188 & p191(for Student A & B respectively)
TECHNIQUE(S)
Teacher’s Book, p14-15
ACTIVITIES

 Ask pupils to read the three questions and answer any queries they may have about them.
PRE-LESSON  Pupils work in pairs to ask and answer the questions.
 Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go
 over with the class afterwards. (Student’s book p13 Activity 1)
LESSON DEVELOPMENT 1.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they
must determine if the phrases used to express an opinion are polite or not.
(Student’s book p13 Activity 2)
2.
 Go through the Language Bank with the pupils and make sure they understand the phrases and how to use
them.
 Ask pupils to read the instructions and check that they understand what they have to do.
 Point out to Student A that they will have to make slight changes to some of the information on page 188.
 Pupils work in pairs to complete the task.
(Student’s book p13 Activity 3)
3.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that Student
A will now play the role of Student B and vice versa. The pictures for the task are on page 188 and the
information about the problem is on page 191.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

  Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go over
with the class afterwards.
 Ask one pair to demonstrate the task in front of the class.
 Time permitting, repeat until all pairs have had a turn. (Student’s book p13 Activity 4)
 Ask pupils to read the questions and explain anything they don't understand.
POST-LESSON  Pupils work in pairs to ask and answer the questions.
 Monitor and help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go over
with the class afterwards. (Student’s book p13 Activity 5)
Pupils speak on the topic given extensively after brainstorming on the points. Teacher provides her feedback on each
TEACHER’S REFLECTION
presentation. All pupils were able to speak, even with some help.

DAY Wednesday DATE 27/3/2024 WEEK 3 LESSON 5

SUBJECT English CLASS 3 Wisdom TIME 10.00am-10.30am 30 minutes
1 CLOSE-
FOCUS Speaking UNIT THEME People and Culture TOPIC Family Ties
UP
LANGUAGE & GRAMMAR FOCUS Words and expressions for showing emotions/ prepositions of position
Main Skill: Speaking Main Skill: Speaking
2.1.5 Express and respond to common
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
deelings such as happiness, sadness,
CONTENT Complementary Skill: Writing LEARNING
STANDARD STANDARD surprise and interest
4.2 Communicate with appropriate language, form and style Complimentary Skill: Writing
4.2.2 Spell written work with moderate
accuracy
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
7. Pupils can discuss in pairs 2 questions
2.1.5 Express and respond to common deelings such as happiness, sadness,
8. surprise
Pupilsand
caninterest
spell correctly 7 words/phrases
by
LEARNING SUCCESS
working in pairs and discussing 2 questions
OBJECTIVES CRITERIA
4.2.2 Spell written work with moderate accuracy by
spelling correctly 7 words/phrases in the yellow
wordbank

TEACHING AND LEARNING STRATEGIES

29. Pupils write down on a piece of paper all the words and expressions for showing emotions such as happiness,
PRE-LESSON sadness and interest.
30. Pupils compare their ideas with a partner before discussing as a class.
31. Pupils turn to Close-Up page 11 and work with a partner and answer 2 questions (Do you come from a big or a
small family?/ What do you enjoy doing with your family in your free time?)
32. A few pairs share their discussions with the rest of the class.
33. Pupils then move on to Section C. Pupils say all the words in the yellow wordbank to practice their
LESSON
pronunciation.
DEVELOPMENT
34. Pupils close their Close Up books for a while and spell the words in their Vocabulary book.
35. Pupils read the instructions and sentences 1-7 without filling in the gap.
36. Pupils work individually to complete 7 sentences about the 2 photos in the Exam Task.
37. Pupils compare their answers in pairs before discussing as a class.
38. Pupils review their learning by giving a one-minute verbal summary of the lesson.
POST-LESSON 39. Pupils discuss their ideas with their talk partners.
40. A few pairs share their summaries with the class.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Values
M/INTELLIGENCES Visual-Spatial ASSESSMENT Written Exercise
ST
DIFFERENTIATION Strategy 5: Differentiate by the time 21 CENTURY TEACHING & Cooperative Learning

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 -
STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Create

Pupils communicated well with each other and presented their topic at the front of
REFLECTION ATTENDANCE 23/23
the class confidently. All the pupils did a good job with well explained points.

DAY Wednesday DATE 27/3/2024 WEEK 3 LESSON 4

SUBJECT English CLASS 3 Noble TIME 12.00PM-12.30PM 30 minutes
1 CLOSE-
FOCUS Listening UNIT THEME People and Culture TOPIC Family Ties
UP
LANGUAGE & GRAMMAR FOCUS Family-related vocabulary
Main Skill: Listening Main Skill: Listening

1.1 Understand meaning in a variety of familiar contexts

1.1.1 Understand independently the main
ideas in simple longer texts on an
Complementary Skill: Speaking
2.3 Use appropriate communication strategies
increased range of familiar topics
CONTENT LEARNING
STANDARD STANDARD Complimentary Skill: Speaking
2.3.1 Keep interaction going in longer
exchanges by asking a speaker to
slow down, speak up or to repeat
what they have said
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
9. Pupils can answer 3 correct listening
comprehension
1.1.1 Understand independently the main ideas in simple longer texts on an increased range ofquestions
familiar topics
by listening to a recording and 10. Pupils can discuss in groups to check answers
for 3 questions in Section B.
LEARNING answer 3 correct questions in Section B. SUCCESS
OBJECTIVES CRITERIA
2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said
by discussing in
groups to check answers for 3 questions in
Section B.

TEACHING AND LEARNING STRATEGIES

41. Pupils turn to Close Up page 10 and look at the pictures in Section A.
42. Pupils discuss in pairs whether they do any of the activities during their free time and if not, how they spend
PRE-LESSON
their free time.
43. A few pairs share their discussion with the class.
44. The questions (Where, How and Who) are written on the board. Pupils turn to Close-Up page 10 and look at
the 3 sets of pictures in Section A and answer what they can see in each picture and match each of the picture
LESSON to the suitable question.
DEVELOPMENT 45. Pupils look at the pictures in A again and match them to 3 questions in Section B.
46. Pupils move on to Section C and listen to 3 conversations and circle the correct answers in Section B.
47. Pupils check and discuss answers in groups and later as a class. Pupils do corrections for any mistakes.
POST-LESSON 48. Pupils review their learning in this lesson by sharing 3 things they have learned in the lesson with the rest of

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 the class.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Values
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
Think, Pair-Share
DIFFERENTIATION Strategy 4: Differentiate by the 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
outcome expected from pupils

PBD Not Applicable LEARNING DOMAIN Analyse

REFLECTION MESYUARAT AGUNG KELAB DAN PERMAINAN SERTA RUMAH SUKAN ATTENDANCE -

DAY Wednesday DATE 27/3/2024 WEEK 3 LESSON 5

SUBJECT English CLASS 3 Asean TIME 12.30pm-1.30pm 60 minutes
1 CLOSE-
FOCUS Speaking UNIT THEME People and Culture TOPIC Family Ties
UP
LANGUAGE & GRAMMAR FOCUS Words and expressions for showing emotions/ prepositions of position
Main Skill: Speaking Main Skill: Speaking
2.1.5 Express and respond to common
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
deelings such as happiness, sadness,
CONTENT Complementary Skill: Writing LEARNING
STANDARD STANDARD surprise and interest
4.2 Communicate with appropriate language, form and style Complimentary Skill: Writing
4.2.2 Spell written work with moderate
accuracy
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
11. Pupils can discuss in pairs 2 questions
2.1.5 Express and respond to common deelings such as happiness, sadness,
12.surprise
Pupilsand
caninterest
spell correctly 7 words/phrases
by
LEARNING SUCCESS
working in pairs and discussing 2 questions
OBJECTIVES CRITERIA
4.2.2 Spell written work with moderate accuracy by
spelling correctly 7 words/phrases in the yellow
wordbank

TEACHING AND LEARNING STRATEGIES

49. Pupils write down on a piece of paper all the words and expressions for showing emotions such as happiness,
PRE-LESSON sadness and interest.
50. Pupils compare their ideas with a partner before discussing as a class.
51. Pupils turn to Close-Up page 11 and work with a partner and answer 2 questions (Do you come from a big or a
small family?/ What do you enjoy doing with your family in your free time?)
52. A few pairs share their discussions with the rest of the class.
53. Pupils then move on to Section C. Pupils say all the words in the yellow wordbank to practice their
LESSON
pronunciation.
DEVELOPMENT
54. Pupils close their Close Up books for a while and spell the words in their Vocabulary book.
55. Pupils read the instructions and sentences 1-7 without filling in the gap.
56. Pupils work individually to complete 7 sentences about the 2 photos in the Exam Task.
57. Pupils compare their answers in pairs before discussing as a class.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 58. Pupils review their learning by giving a one-minute verbal summary of the lesson.
POST-LESSON 59. Pupils discuss their ideas with their talk partners.
60. A few pairs share their summaries with the class.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Values
M/INTELLIGENCES Visual-Spatial ASSESSMENT Written Exercise
Cooperative Learning
DIFFERENTIATION Strategy 5: Differentiate by the time 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
pupils are given to complete the task

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION MESYUARAT AGUNG KELAB DAN PERMAINAN SERTA RUMAH SUKAN ATTENDANCE -

Khamis (28/3/2024)
Cuti umum

DAY Friday DATE 27/3/2024 WEEK 3 LESSON 5

SUBJECT English CLASS 3 Noble TIME 8.00am-9.30am 90 minutes
1 CLOSE-
FOCUS Speaking UNIT THEME People and Culture TOPIC Family Ties
UP
LANGUAGE & GRAMMAR FOCUS Words and expressions for showing emotions/ prepositions of position
Main Skill: Speaking Main Skill: Speaking
2.1.5 Express and respond to common
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
deelings such as happiness, sadness,
CONTENT Complementary Skill: Writing LEARNING
STANDARD STANDARD surprise and interest
4.2 Communicate with appropriate language, form and style Complimentary Skill: Writing
4.2.2 Spell written work with moderate
accuracy
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
13. Pupils can discuss in pairs 2 questions
2.1.5 Express and respond to common deelings such as happiness, sadness,
14.surprise
Pupilsand
caninterest
spell correctly 7 words/phrases
by
LEARNING SUCCESS
working in pairs and discussing 2 questions
OBJECTIVES CRITERIA
4.2.2 Spell written work with moderate accuracy by
spelling correctly 7 words/phrases in the yellow
wordbank

TEACHING AND LEARNING STRATEGIES

61. Pupils write down on a piece of paper all the words and expressions for showing emotions such as happiness,
PRE-LESSON sadness and interest.
62. Pupils compare their ideas with a partner before discussing as a class.
LESSON 63. Pupils turn to Close-Up page 11 and work with a partner and answer 2 questions (Do you come from a big or a
DEVELOPMENT small family?/ What do you enjoy doing with your family in your free time?)
64. A few pairs share their discussions with the rest of the class.
65. Pupils then move on to Section C. Pupils say all the words in the yellow wordbank to practice their
pronunciation.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE

 66. Pupils close their Close Up books for a while and spell the words in their Vocabulary book.
67. Pupils read the instructions and sentences 1-7 without filling in the gap.
68. Pupils work individually to complete 7 sentences about the 2 photos in the Exam Task.
69. Pupils compare their answers in pairs before discussing as a class.
70. Pupils review their learning by giving a one-minute verbal summary of the lesson.
POST-LESSON 71. Pupils discuss their ideas with their talk partners.
72. A few pairs share their summaries with the class.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Values
M/INTELLIGENCES Visual-Spatial ASSESSMENT Written Exercise
Cooperative Learning
DIFFERENTIATION Strategy 5: Differentiate by the time 21ST CENTURY TEACHING &
STRATEGIES LEARNING -
pupils are given to complete the task

PBD Not Applicable LEARNING DOMAIN Create

Pupils communicated well with each other and presented their topic at the front of
REFLECTION ATTENDANCE 27/27
the class confidently. All the pupils did a good job with well explained points.

WEEK 3 (JASMEET KAUR A/P UTUMBER SINGH) – ENGLISH LANGUAGE