RPH MINGGU 16 (05.08.2024 – 09.08.

2024)

MONDAY (05.07.2024)

DATE: 5/8/2024 DAY: Monday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

5 HIJAU

THEME Consumerism and Financial Awareness TOPIC Unit 9: Getting Away

MAIN SKILLS Speaking (Lesson 37)
(FOCUS):
Main Skill:
Speaking4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT
Complementary Skill:
STANDARD:
Listening4.2 Communicate with appropriate language, form and style

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Speaking4.1.1 Explain and evaluate (i) visual (ii) read (iii) heard information
LEARNING
Complementary Skill:
STANDARD:
Listening4.2.3 Produce a plan or draft and modify this appropriately independently

LANGUAGE/ GRAMMAR FOCUS:

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

LEARNING 1. Pupils can create a mind map as a plan for an article.
OBJECTIVES: 2. Pupils can choose which opening paragraph out of 2 given that is the most interesting and at
least 1 reason why.
3. Pupils can identify 3 points that must be included in the article and state at least 1 reason for
each.

LESS-ABLE PUPILS: Understand meaning in a variety of familiar contexts

SUCCESS INTERMEDIATE PUPILS: Pupils can answer 6 questions to evaluate the sample letter of
CRITERIA: application.
MORE-ABLE PUPILS: Pupils can produce a plan of about roughly 50 words for their application
letter.

English Download
Student’s Book, p104
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:

A 1. Pupils think what information should be given on a curriculum vitae and what information should
C PRE-LESSON they include in a letter of application.
T
Pupils discuss their ideas as a class.
I
V
LESSON 2. Pupils turn to page 104 English Download and read the information on formal letters of application.
DELIVERY 3. Pupils read the instructions and 12 pieces of information in Activity 1.
I
T 4. Based on the question, pupils tick 6 out of 12 pieces of information they would write about in their
I letter.
E
5. Pupils read 6 hobbies/experiences and 7 skills in Activity 2.
S
6. Pupils match the 6 hobbies/experiences with the 7 skills they require.
 7. Pupils compare their answers in pairs before discussing as a class.
8. Pupils read a job advertiement in Activity 3 and identify the key words in the task (ex: shop assistant,
arts and crafts)
9. Pupils discuss in pairs the experience and hobbies that could match the skills required for the job
described in the advertisement.
10. Pupils look at the following written on the board:
Summer holiday waiters/waitresses needed at our Rock Café. You need to:
 be good at working with people
 have a good knowledge of music
 be able to work under pressure during busy periods
Write saying why you would be suitable for the job to: Marc Bolan, Manager.
11. Pupils produce a plan of about roughly 50 words for their application letter in about 10 minutes.
(Complementary Skill)
12. Pupils read a letter in Activity 4 applying for the job in Activity 3 and also phrases for formal letters in
the Language Bank on page 105.
13. Pupils fill in 3 gaps in the letter using the job advertisement in Activity 3.
14. Pupils compare answers in pairs before checking as a class.
15. Pupils evaluate the sample letter of application in Activity 4 by answering 6 questions. (Main Skill)

1. Pupils review their learning in this lesson by discussing in pairs how they would modify their letter
POST-LESSON
plans/rough drafts.
A few pairs share their discussion with the class
CIVIC ELEMENT: Responsibility
Less proficient pupils: Pupils are grouped together in small groups with at least 1 more proficient pupil to
DIFFERENTIATION
aid them.
STRATEGIES:
More proficient pupils: -
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.
 TUESDAY (06.08.2024)
DATE: 6/8/2024 DAY: Tuesday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

4 INDIGO

THEME Consumerism and Financial Awareness TOPIC Unit 7: Mother Nature

MAIN SKILLS Speaking (Lesson 80)
(FOCUS):
Main Skill:
Speaking
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct mean

CONTENT
Complementary Skill:
STANDARD:
Listening
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct mean

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Speaking3.1.4 Use independently a range of familiar print

LEARNING Complementary Skill:

STANDARD: Listening
3.1.1 Understand the main points in extended texts on a wide range of familiar topics and some unfam

LANGUAGE/ GRAMMAR FOCUS:

LEARNING By the end of the lesson, pupils will be able to:

OBJECTIVES: 1. Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
2. Communicate information, ideas, opinions and feelings intelligibly on familiar topics

LESS-ABLE PUPILS: Understand meaning in a variety of familiar contexts

SUCCESS INTERMEDIATE PUPILS: Understand meaning in a variety of familiar context and communicate
CRITERIA: information, ideas, opinions and feelings intelligibly on familiar topics
MORE-ABLE PUPILS: Understand meaning in a variety of familiar context and communicate
information, ideas, opinions and feelings intelligibly on familiar topics

English Download
Student’s Book, p51
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:

Students pay attention to the title of the module and the picture on the page.
Students asked what they can see. Students deduce that the phrase mother
A

nature refers to nature in general as the force that controls the world and all
C
T
living things. Students relate the title of the module to the content of the
I PRE-LESSON

picture and ask them what they think the module will be about. Students are
V

asked the first two questions in the Discuss section and elicit answers.
I

Activity A (Student Book page 98)

T

1.Students are asked the questions and a short discussion are initiated.
I LESSON

Activity B (Student Book page 98)

E DELIVERY
S
1.Students pay attention to the layout of the text and the pictures
accompanying it and they tell what kind of text it is and where it can be
found. Students tell what the pictures show. Students pay attention to the
 main title as well as to the titles of the three texts. They relate the titles to
the pictures that accompany the texts and have them answer the question in
the rubric. Students read through the text and underline unknown words at
the same time.
Activity C (Student Book page 99)
1.Students read through the questions 1-8 and check understanding.
Students do the activity.
Activity D (Student Book page 99)
1.Students refer to the highlighted words / phrases in the text. Students
read through the meanings a-l and check understanding
Students do the activity.

Students complete Activity E in small groups. When ready students share

their amazing animal facts and clever animal stories with the class.
POST-LESSON

CIVIC ELEMENT: Responsibility

Less proficient pupils: Pupils work in small groups, with at least 1 more proficient pupil in the
group.
DIFFERENTIATION
More proficient pupils: Identify the meaning of other words related to jobs and work and putting
STRATEGIES:
them into a sentence. For example: co-creation; collaboration; delegation; employability; job
security; livelihood; off site; probation.
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.
DATE: 6/8/2024 DAY: Tuesday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

3 OREN

THEME Health and Environment TOPIC Unit 7: Time To Spare

MAIN SKILLS Reading (Lesson 48)
(FOCUS):
Main Skill:
Reading
3.2 Explore and expand ideas for personal development by reading independently and widely
CONTENT
STANDARD: Complementary Skill:
Speaking2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Reading3.1.2 Understand specific details and information in
LEARNING
Complementary Skill:
STANDARD:
Speaking2.1.4 Explain and justify the point of view of classmates or others

LANGUAGE/ GRAMMAR FOCUS:

LEARNING
By the end of the lesson, pupils will be able to:
OBJECTIVES:
2. Understand the main points in longer texts on an increased range of familiar topics
1. Summarise the main points and explain key details of a story, text or plot

LESS-ABLE PUPILS: Begin to use formal and informal registers appropriate to

the target audience in familiar situations

INTERMEDIATE PUPILS: Understand specific details and information in longer texts on an

increased range of familiar topics
SUCCESS

MORE-ABLE PUPILS: Begin to use formal and informal registers appropriate to

CRITERIA:

the target audience in familiar situations and understand specific details and
information in longer texts on an increased range of familiar topics

English Download
Student’s Book, p44
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:

Students asked what they think Time to Spare means. Students asked to turn
page 95 and they asked what they think the unit will be about. Students
A PRE-LESSON

asked what they like to do when they have time to spare. Students asked to
C
T
work in pairs or small groups to discuss the picture and accompanying
I

caption on page 95. They encouraged to say what their reaction is to the
V

activity.
I
 Activity A(page 96)
1. Students asked to read the instructions and make sure they
understand that they have to put the free-time activities in order of
popularity among young people in the UK and not according to their
own habits. Students asked to do the task on their own and then to
compare their answers with a partner. They encouraged to justify
their answers.
Activity B (page 96)
1. Students asked to read the instructions and work in pairs or small
groups to discuss activities people do that are dangerous and talk
about what makes the activities dangerous. Each pair asked to tell the
LESSON
class one of their ideas and to say why the activity is dangerous.
T DELIVERY

Students in other groups encouraged to add their reasons for why it

I

might be dangerous. Continue until students have told the class all
E

their ideas.
S

Activity C(page 96)

1. Students asked to look at the pictures that accompany the text as well
as the title to help them decide where the activity takes place. Then
they asked to skim through the text to find out if they were correct.
They encouraged to change to ‘skim’ as they have just been told to
skim the text.

Students asked to identify with their talk partner at least one new word
or expression that they have learned in relation to the lesson topic.
POST-LESSON

CIVIC ELEMENT: Responsibility

DIFFERENTIATION Differentiate by the outcome expected from pupils
STRATEGIES: 
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.
DATE: 6/8/2024 DAY: Tuesday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

5 HIJAU

THEME Consumerism and Financial Awareness TOPIC Unit 9: Getting Away

MAIN SKILLS Speaking (Lesson 37)
(FOCUS):
Main Skill:
Speaking4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT
Complementary Skill:
STANDARD:
Listening4.2 Communicate with appropriate language, form and style

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Speaking4.1.1 Explain and evaluate (i) visual (ii) read (iii) heard information
LEARNING
Complementary Skill:
STANDARD:
Listening4.2.3 Produce a plan or draft and modify this appropriately independently

LANGUAGE/ GRAMMAR FOCUS:

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

LEARNING 4. Pupils can create a mind map as a plan for an article.
OBJECTIVES: 5. Pupils can choose which opening paragraph out of 2 given that is the most interesting and at
least 1 reason why.
6. Pupils can identify 3 points that must be included in the article and state at least 1 reason for
each.

LESS-ABLE PUPILS: Understand meaning in a variety of familiar contexts

SUCCESS INTERMEDIATE PUPILS: Pupils can answer 6 questions to evaluate the sample letter of
CRITERIA: application.
MORE-ABLE PUPILS: Pupils can produce a plan of about roughly 50 words for their application
letter.

English Download
Student’s Book, p104
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:

A 16. Pupils think what information should be given on a curriculum vitae and what information should
C PRE-LESSON they include in a letter of application.
T
Pupils discuss their ideas as a class.
I
V
LESSON 17. Pupils turn to page 104 English Download and read the information on formal letters of application.
DELIVERY 18. Pupils read the instructions and 12 pieces of information in Activity 1.
I
 19. Based on the question, pupils tick 6 out of 12 pieces of information they would write about in their
letter.
20. Pupils read 6 hobbies/experiences and 7 skills in Activity 2.
21. Pupils match the 6 hobbies/experiences with the 7 skills they require.
22. Pupils compare their answers in pairs before discussing as a class.
23. Pupils read a job advertiement in Activity 3 and identify the key words in the task (ex: shop assistant,
arts and crafts)
24. Pupils discuss in pairs the experience and hobbies that could match the skills required for the job
described in the advertisement.
25. Pupils look at the following written on the board:
Summer holiday waiters/waitresses needed at our Rock Café. You need to:
 be good at working with people
 have a good knowledge of music
 be able to work under pressure during busy periods
T
I Write saying why you would be suitable for the job to: Marc Bolan, Manager.
E 26. Pupils produce a plan of about roughly 50 words for their application letter in about 10 minutes.
S (Complementary Skill)
27. Pupils read a letter in Activity 4 applying for the job in Activity 3 and also phrases for formal letters in
the Language Bank on page 105.
28. Pupils fill in 3 gaps in the letter using the job advertisement in Activity 3.
29. Pupils compare answers in pairs before checking as a class.
30. Pupils evaluate the sample letter of application in Activity 4 by answering 6 questions. (Main Skill)

2. Pupils review their learning in this lesson by discussing in pairs how they would modify their letter
POST-LESSON
plans/rough drafts.
A few pairs share their discussion with the class
CIVIC ELEMENT: Responsibility
Less proficient pupils: Pupils are grouped together in small groups with at least 1 more proficient pupil to
DIFFERENTIATION
aid them.
STRATEGIES:
More proficient pupils: -
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.
 WEDNESDAY 07.08.2024

DATE: 7/8/2024 DAY: Wednesday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

4 INDIGO

THEME Consumerism and Financial Awareness TOPIC Unit 7: Mother Nature

MAIN SKILLS Speaking (Lesson 80)
(FOCUS):
Main Skill:
Speaking
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct mean

CONTENT
Complementary Skill:
STANDARD:
Listening
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct mean

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Speaking3.1.4 Use independently a range of familiar print

LEARNING Complementary Skill:

STANDARD: Listening
3.1.1 Understand the main points in extended texts on a wide range of familiar topics and some unfam

LANGUAGE/ GRAMMAR FOCUS:

LEARNING By the end of the lesson, pupils will be able to:

OBJECTIVES: 3. Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
4. Communicate information, ideas, opinions and feelings intelligibly on familiar topics

LESS-ABLE PUPILS: Understand meaning in a variety of familiar contexts

SUCCESS INTERMEDIATE PUPILS: Understand meaning in a variety of familiar context and communicate
CRITERIA: information, ideas, opinions and feelings intelligibly on familiar topics
MORE-ABLE PUPILS: Understand meaning in a variety of familiar context and communicate
information, ideas, opinions and feelings intelligibly on familiar topics

English Download
Student’s Book, p51
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:

Students pay attention to the title of the module and the picture on the page.
Students asked what they can see. Students deduce that the phrase mother
A PRE-LESSON

nature refers to nature in general as the force that controls the world and all
C
T
 living things. Students relate the title of the module to the content of the
picture and ask them what they think the module will be about. Students are
asked the first two questions in the Discuss section and elicit answers.
Activity A (Student Book page 98)
1.Students are asked the questions and a short discussion are initiated.
Activity B (Student Book page 98)
1.Students pay attention to the layout of the text and the pictures
accompanying it and they tell what kind of text it is and where it can be
found. Students tell what the pictures show. Students pay attention to the
main title as well as to the titles of the three texts. They relate the titles to
I

the pictures that accompany the texts and have them answer the question in
V

the rubric. Students read through the text and underline unknown words at
I
LESSON
the same time.
T
DELIVERY

Activity C (Student Book page 99)

I
E
1.Students read through the questions 1-8 and check understanding.
S
Students do the activity.
Activity D (Student Book page 99)
1.Students refer to the highlighted words / phrases in the text. Students
read through the meanings a-l and check understanding
Students do the activity.

Students complete Activity E in small groups. When ready students share

their amazing animal facts and clever animal stories with the class.
POST-LESSON

CIVIC ELEMENT: Responsibility

Less proficient pupils: Pupils work in small groups, with at least 1 more proficient pupil in the
group.
DIFFERENTIATION
More proficient pupils: Identify the meaning of other words related to jobs and work and putting
STRATEGIES:
them into a sentence. For example: co-creation; collaboration; delegation; employability; job
security; livelihood; off site; probation.
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.
DATE: 7/8/2024 DAY: Wednesday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

3 OREN

THEME Health and Environment TOPIC Unit 7: Time To Spare

MAIN SKILLS Reading (Lesson 48)
(FOCUS):
Main Skill:
Reading
3.2 Explore and expand ideas for personal development by reading independently and widely
CONTENT
STANDARD: Complementary Skill:
Speaking2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Reading3.1.2 Understand specific details and information in
LEARNING
Complementary Skill:
STANDARD:
Speaking2.1.4 Explain and justify the point of view of classmates or others

LANGUAGE/ GRAMMAR FOCUS:

LEARNING
By the end of the lesson, pupils will be able to:
OBJECTIVES:
4. Understand the main points in longer texts on an increased range of familiar topics
3. Summarise the main points and explain key details of a story, text or plot

LESS-ABLE PUPILS: Begin to use formal and informal registers appropriate to

the target audience in familiar situations

INTERMEDIATE PUPILS: Understand specific details and information in longer texts on an

increased range of familiar topics
SUCCESS

MORE-ABLE PUPILS: Begin to use formal and informal registers appropriate to

CRITERIA:

the target audience in familiar situations and understand specific details and
information in longer texts on an increased range of familiar topics

English Download
Student’s Book, p44
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:

Students asked what they think Time to Spare means. Students asked to turn
page 95 and they asked what they think the unit will be about. Students
asked what they like to do when they have time to spare. Students asked to
work in pairs or small groups to discuss the picture and accompanying
PRE-LESSON

caption on page 95. They encouraged to say what their reaction is to the
activity.
Activity A(page 96)
2. Students asked to read the instructions and make sure they
understand that they have to put the free-time activities in order of
popularity among young people in the UK and not according to their
own habits. Students asked to do the task on their own and then to
compare their answers with a partner. They encouraged to justify
A
their answers.
C

Activity B (page 96)

T

2. Students asked to read the instructions and work in pairs or small

I

groups to discuss activities people do that are dangerous and talk

V

about what makes the activities dangerous. Each pair asked to tell the
I
LESSON
class one of their ideas and to say why the activity is dangerous.
T
I DELIVERY

Students in other groups encouraged to add their reasons for why it

E

might be dangerous. Continue until students have told the class all
S

their ideas.
Activity C(page 96)
2. Students asked to look at the pictures that accompany the text as well
as the title to help them decide where the activity takes place. Then
they asked to skim through the text to find out if they were correct.
They encouraged to change to ‘skim’ as they have just been told to
skim the text.

Students asked to identify with their talk partner at least one new word
or expression that they have learned in relation to the lesson topic.
POST-LESSON

CIVIC ELEMENT: Responsibility

DIFFERENTIATION Differentiate by the outcome expected from pupils
STRATEGIES: 
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.
 RANCANGAN PENGAJARAN MINGGU KE
KELAB BAHASA INGGERIS (KELAB DAN PERSATUAN)

Nama Aktiviti : TAYANGAN VIDEO DOKUMENTARI BAHASA INGGERIS

Tarikh : 07 OGOS 2024
Masa : 12.15 – 2.15 petang
Kemahiran : KETEKUNAN

KOMPONEN/
AKTIVITI/ KETERANGAN
MASA

Pengenalan
 Pelajarberkumpul di dewan bersama-samadengan guru penasihat
 Pelajarmendengartaklimatdaripada guru bertugas/ pengawasbertugas
(10 minit)  Hal-hal yang berkaitan

 Guru memberi taklimat tentangaktiviti yang akandijalankan

 Pelajarberbarismengikuttingkatan,
Pengisian pelajardipilihmengikuttingkatanuntukmenjadiketuaplatun
(40 minit)  Aktivitipemilihan yang
seterusnyadikendalikanolehpengerusidandibantusetiausaha

Perbincanganaktivi  Aktivitisepanjangdicadangkanolehpelajar
titahunan (30  Guru memantauaktivitidenganmemberibimbingankepadapelajar
minit)
Penutup  Kehadiran di ambilsebelumbersurai
 Senamanringkasdanbersurai
(10 minit)
 Refleksi :

THURSDAY (08.08.2024)

DATE: 8/8/2024 DAY: Thursday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

5 HIJAU

THEME Consumerism and Financial Awareness TOPIC Unit 8: A Hard Day’s Work
MAIN SKILLS Speaking (Lesson 37)
(FOCUS):
Main Skill:
Speaking4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT
Complementary Skill:
STANDARD:
Listening4.2 Communicate with appropriate language, form and style

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Speaking4.1.1 Explain and evaluate (i) visual (ii) read (iii) heard information
LEARNING
Complementary Skill:
STANDARD:
Listening4.2.3 Produce a plan or draft and modify this appropriately independently

LANGUAGE/ GRAMMAR FOCUS:

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

LEARNING 7. Pupils can create a mind map as a plan for an article.
OBJECTIVES: 8. Pupils can choose which opening paragraph out of 2 given that is the most interesting and at
least 1 reason why.
9. Pupils can identify 3 points that must be included in the article and state at least 1 reason for
each.

LESS-ABLE PUPILS: Understand meaning in a variety of familiar contexts

SUCCESS INTERMEDIATE PUPILS: Pupils can answer 6 questions to evaluate the sample letter of
CRITERIA: application.
MORE-ABLE PUPILS: Pupils can produce a plan of about roughly 50 words for their application
letter.

English Download
Student’s Book, p104
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:

31. Pupils think what information should be given on a curriculum vitae and what information should
PRE-LESSON they include in a letter of application.
Pupils discuss their ideas as a class.
32. Pupils turn to page 104 English Download and read the information on formal letters of application.
33. Pupils read the instructions and 12 pieces of information in Activity 1.
34. Based on the question, pupils tick 6 out of 12 pieces of information they would write about in their
letter.
35. Pupils read 6 hobbies/experiences and 7 skills in Activity 2.
36. Pupils match the 6 hobbies/experiences with the 7 skills they require.
37. Pupils compare their answers in pairs before discussing as a class.
38. Pupils read a job advertiement in Activity 3 and identify the key words in the task (ex: shop assistant,
arts and crafts)
A 39. Pupils discuss in pairs the experience and hobbies that could match the skills required for the job
C described in the advertisement.
T
40. Pupils look at the following written on the board:
I LESSON
V Summer holiday waiters/waitresses needed at our Rock Café. You need to:
DELIVERY
I  be good at working with people
T  have a good knowledge of music
I  be able to work under pressure during busy periods
E
S Write saying why you would be suitable for the job to: Marc Bolan, Manager.
41. Pupils produce a plan of about roughly 50 words for their application letter in about 10 minutes.
(Complementary Skill)
42. Pupils read a letter in Activity 4 applying for the job in Activity 3 and also phrases for formal letters in
the Language Bank on page 105.
43. Pupils fill in 3 gaps in the letter using the job advertisement in Activity 3.
44. Pupils compare answers in pairs before checking as a class.
45. Pupils evaluate the sample letter of application in Activity 4 by answering 6 questions. (Main Skill)

3. Pupils review their learning in this lesson by discussing in pairs how they would modify their letter
POST-LESSON
plans/rough drafts.
A few pairs share their discussion with the class
CIVIC ELEMENT: Responsibility
Less proficient pupils: Pupils are grouped together in small groups with at least 1 more proficient pupil to
DIFFERENTIATION
aid them.
STRATEGIES:
More proficient pupils: -
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.
DATE: 8/8/2024 DAY: Thursday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

4 INDIGO

THEME Consumerism and Financial Awareness TOPIC Unit 7: Mother Nature

MAIN SKILLS Speaking (Lesson 80)
(FOCUS):
Main Skill:
Speaking
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct mean

CONTENT
Complementary Skill:
STANDARD:
Listening
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct mean

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Speaking3.1.4 Use independently a range of familiar print

LEARNING Complementary Skill:

STANDARD: Listening
3.1.1 Understand the main points in extended texts on a wide range of familiar topics and some unfam

LANGUAGE/ GRAMMAR FOCUS:

LEARNING By the end of the lesson, pupils will be able to:

OBJECTIVES: 5. Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
6. Communicate information, ideas, opinions and feelings intelligibly on familiar topics

LESS-ABLE PUPILS: Understand meaning in a variety of familiar contexts

SUCCESS INTERMEDIATE PUPILS: Understand meaning in a variety of familiar context and communicate
CRITERIA: information, ideas, opinions and feelings intelligibly on familiar topics
MORE-ABLE PUPILS: Understand meaning in a variety of familiar context and communicate
information, ideas, opinions and feelings intelligibly on familiar topics

English Download
Student’s Book, p51
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:
 Students pay attention to the title of the module and the picture on the page.
Students asked what they can see. Students deduce that the phrase mother
nature refers to nature in general as the force that controls the world and all
living things. Students relate the title of the module to the content of the
PRE-LESSON

picture and ask them what they think the module will be about. Students are
asked the first two questions in the Discuss section and elicit answers.
Activity A (Student Book page 98)
1.Students are asked the questions and a short discussion are initiated.
Activity B (Student Book page 98)
1.Students pay attention to the layout of the text and the pictures
A
accompanying it and they tell what kind of text it is and where it can be
C

found. Students tell what the pictures show. Students pay attention to the
T

main title as well as to the titles of the three texts. They relate the titles to
I

the pictures that accompany the texts and have them answer the question in
V

the rubric. Students read through the text and underline unknown words at
I
LESSON
the same time.
T
I DELIVERY

Activity C (Student Book page 99)

E

1.Students read through the questions 1-8 and check understanding.

S

Students do the activity.

Activity D (Student Book page 99)
1.Students refer to the highlighted words / phrases in the text. Students
read through the meanings a-l and check understanding
Students do the activity.

Students complete Activity E in small groups. When ready students share

their amazing animal facts and clever animal stories with the class.
POST-LESSON

CIVIC ELEMENT: Responsibility

Less proficient pupils: Pupils work in small groups, with at least 1 more proficient pupil in the
group.
DIFFERENTIATION
More proficient pupils: Identify the meaning of other words related to jobs and work and putting
STRATEGIES:
them into a sentence. For example: co-creation; collaboration; delegation; employability; job
security; livelihood; off site; probation.
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.
 FRIDAY (09.08.2024)

DATE: 9/8/2024 DAY: Friday

CLASS: SUBJECT: English Language TIME:2~3, 7.15- 8.15a.m. (60 min)

3 OREN

THEME Health and Environment TOPIC Unit 7: Time To Spare

MAIN SKILLS Reading (Lesson 48)
(FOCUS):
Main Skill:
Reading
3.2 Explore and expand ideas for personal development by reading independently and widely
CONTENT
STANDARD: Complementary Skill:
Speaking2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics

LANGUAGE/ GRAMMAR FOCUS:

Main Skill:
Reading3.1.2 Understand specific details and information in
LEARNING
Complementary Skill:
STANDARD:
Speaking2.1.4 Explain and justify the point of view of classmates or others

LANGUAGE/ GRAMMAR FOCUS:

LEARNING
By the end of the lesson, pupils will be able to:
OBJECTIVES:
6. Understand the main points in longer texts on an increased range of familiar topics
5. Summarise the main points and explain key details of a story, text or plot

LESS-ABLE PUPILS: Begin to use formal and informal registers appropriate to

SUCCESS

the target audience in familiar situations

CRITERIA:

INTERMEDIATE PUPILS: Understand specific details and information in longer texts on an

increased range of familiar topics

MORE-ABLE PUPILS: Begin to use formal and informal registers appropriate to

the target audience in familiar situations and understand specific details and
information in longer texts on an increased range of familiar topics
 English Download
Student’s Book, p44
MATERIALS/
Teacher’s Book, -
REFERENCES:
Teaching Aids:
Textbook, YouTube video, WhatsApp
PAK-21 N/A
CROSS Values
CURRICULAR
ELEMENTS:

Students asked what they think Time to Spare means. Students asked to turn
page 95 and they asked what they think the unit will be about. Students
asked what they like to do when they have time to spare. Students asked to
work in pairs or small groups to discuss the picture and accompanying
PRE-LESSON

caption on page 95. They encouraged to say what their reaction is to the
activity.
Activity A(page 96)
3. Students asked to read the instructions and make sure they
understand that they have to put the free-time activities in order of
popularity among young people in the UK and not according to their
own habits. Students asked to do the task on their own and then to
compare their answers with a partner. They encouraged to justify
A
their answers.
C

Activity B (page 96)

T

3. Students asked to read the instructions and work in pairs or small

I

groups to discuss activities people do that are dangerous and talk

V

about what makes the activities dangerous. Each pair asked to tell the
I
LESSON
class one of their ideas and to say why the activity is dangerous.
T
I DELIVERY

Students in other groups encouraged to add their reasons for why it

E

might be dangerous. Continue until students have told the class all
S

their ideas.
Activity C(page 96)
3. Students asked to look at the pictures that accompany the text as well
as the title to help them decide where the activity takes place. Then
they asked to skim through the text to find out if they were correct.
They encouraged to change to ‘skim’ as they have just been told to
skim the text.

Students asked to identify with their talk partner at least one new word
or expression that they have learned in relation to the lesson topic.
POST-LESSON

CIVIC ELEMENT: Responsibility

DIFFERENTIATION Differentiate by the outcome expected from pupils
STRATEGIES: 
Written Exercise .
LEARNING
 Pupils’ written answers on their exercise books.
ASSESSMENT:

_____/_____ of the pupils were able to achieve the learning objectives.

REFLECTIONS: _____/_____ of the pupils were able to complete the assigned task(s).
_____/_____ of the pupils needed extra guidance/reinforcement.