31st May 2022

Subject: English Class: 4 Rhazes Time: 7.30am – 8.00am Duration: 30 mins

Theme: World of CCE: Global Date: 31 May 2020
Focus skill: Reading
Knowledge Sustainability (Tuesday)
Language/Grammar Focus: Review of present
Topic: Social Studies (CLIL 1)
simple to describe and talk about routine.
Teaching aids: Pictures, flashcards, audios, 21st Century Learning: Collaboration, pair work,
worksheet. group work.
Differentiation strategy: Support, time. Assessment: Task
CONTENT STANDARD
3.2 -Understand a variety of linear and non- 3.2 -Understand a variety of linear and non-
M linear print and digital texts by using C linear print and digital texts by using
appropriate reading strategies appropriate reading strategies
LEARNING STANDARDS
3.2.2 Understand specific information and 3.2.4 Recognize and use with little or no
M details of simple texts of one or two C support key features of a simple monolingual
paragraphs dictionary
Learning Objectives
By the end of the lesson, pupils should be able to understand specific information and details of
M
simple texts by identifying at least 3 true or false sentences correctly.
By the end of the lesson, pupils should be able to use simple monolingual dictionary to find the
C
meaning of at least 3 words correctly.
Success Criteria
Students can understand specific information and details of simple texts by identifying at least 3 true or false
sentences correctly.
Students can use simple monolingual dictionary to find the meaning of at least 3 words correctly.
1. Ask pupils to look at the pictures on the board or tell them the title of the text. (SB pg.
193)
Pre-lesson 2. Ask pupils to work in small groups to predict words they might read.
3. Give groups a fixed time, e.g. 2 minutes.
4. Review their answers and provide correct spelling by writing the words on the board.
Lesson 5. Activity 1:
delivery a. Show pictures of different schools in Malaysia and ask pupils to talk about them.
b. Write the new words (library, country, special, strange, forest) on the board.
c. Have pupils work in pairs or small groups to check one or more of these in the
dictionary.
d. Pupils check their understanding of the words by looking at the pictures in the
student’s book at the top of the Page.
e. Stick the flashcards of the lesson on the board.
f. Play CD track 35 and have pupils point and repeat.
6. Activity 2:
a. Tell pupils that you are going to play the CD and that they must find out what is
strange about these schools.
b. Play CD track 36 and then discuss pupils’ answers.
c. Ask questions to check comprehension. (Refer to TB pg. 193 Activity 1)
7. Activity 3:
g. Distribute worksheet. Pupils tick Yes or No according to what they have read in the
text. (Assessment)
h. Follow up by asking pupils to re-read the sentences and, in pairs, create four ‘true’
statements about their school.
 i. This could be done orally and/or in writing.
Post lesson 8. Ask pupils to tell the class or a partner one fact they remember from the text.
REFLECTION
a. 70% pupils are able to achieve the stipulated learning objective. Lesson postpones:
b. 30% pupils are not able to achieve the stipulated learning a. Course c. CRK
objectives and they are given remedial activities / enrichment
b. Sick leave d. Meeting
activities.
Other:
 WEEK DAY DATE CLASS TIME SUBJECT

8.30am – 9.00am/
9 Tuesday 24/5/2022 6 Rhazes English Language
30 minutes
ENGLISH FOCUS THEME
LANGUAGE Writing/ Working with words World of Knowledge
YEAR 6 TOPIC Life in the past
CONTENT STANDARD 2.3 By the end of the 6-year primary schooling, pupils will be able to communicate information, events and
stories clearly to an audience.
LEARNING
2.3.1 Narrate short basic stories, events and experiences
STANDARDS
21ST CENTURY SKILLS Communication Information Productivity
By the end of the lesson, pupils should be able to:
1. Sequent 7 events in the story in order.
OBJECTIVE 2. Answer 6 comprehension questions based on the story.
3. Make 6 nouns from verbs.

1. Students can sequent 7 events in the story in order.

2. Students can answer at least 4 out of 6 comprehension questions correctly based on the extracts from
SUCCESS CRITERIA
the diary.
3. Students can make at least 4 out of 6 nouns from verbs correctly.
Task 1 (Read the diary on pages 22-23 again. Number the events of Samuel’s life in order)
1. Teacher elicits what the children can remember from Samuel Pepys’ diary.
2. Teacher reads out the example and elicits which event the students think would be the last one (a:
Samuel and Elisabeth buried the cheese)
3. The students are asked to read the rest of the sentences. Then, they are asked to read the diary again
quickly and number the rest of the events in order.
4. Teacher and students check the answers as a class.
ACTIVITIES
Task 2 (Work out the answers to the questions. Be a star!)
1. Teacher reads out the examples and explains that the -ing word refers to the thing that causes the
feeling and the -ed word refers to the person and how the person and how they feel.
2. Teacher asks the students why is ‘surprised’ the correct answer.
3. Students are asked to complete the activity individually.
4. Teacher checks the answers as a class.
5. Then students are asked to complete the exercises from 1-5.
VOCABULARY Build, burn down, bury (buried), dig (dug), freezing, office, portrait, possession, servant, soldier
VALUE respect THINKING TOOLS Extracts from a diary
CCE/CE
EMK Language
TEACHING AIDS Unit2, Lesson 2, Working with words worksheet, Working with words activity for Unit 2
LEVEL OF LEARNING BAND 1 (Knowledge)
ASSESSMENT Writing a newspaper article Teacher asseses students’ writing skills by letting them to write a
newspaper based on the notes and exercises
Attendance :
90% of the students achieved the LO and given enrichment exercise (s).
REFLECTION 10% of the students did not achieve the LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson :
Lesson is postponed due to :
Meeting Sick Leave ( MC )
Course Other :
CRK

HOMEWORK Lesson 2 Workbook page 26

Subject : English Class: 4 Ibn Khaldun Time: 10.00am – 11.00am Duration: 60 mins
Theme : World Of Self,
Focus skill: Writing CCE: Language Date: 24/5/2022
Family and Friends
Language/Grammar Focus: Have to (present simple
Topic : My Week
questions, 3rd person) to ask about obligation
Teaching aids: blank cards, worksheet, audio, textbook, 21st Century Learning: Communication, collaboration, hot
flashcards. card pantomime, pair work.

Differentiation strategy: Support, time. Assessment: Task, observation.

CONTENT STANDARD
4.3-Communicate with appropriate language form
1.2 – Understand meaning in a variety of familiar
M and style for a range of purposes in print and digital C
contexts
media
LEARNING STANDARDS
4.3.2 Spell most high frequency words accurately in
M C 1.2.5 Understand longer supported questions
guided writing
Learning Objectives
M By the end of the lesson, pupils should be able to spell at least 5 high frequency words correctly.

C By the end of the lesson, pupils should be able to listen and respond to at least 2 longer supported questions correctly.

Success Criteria

Students can spell at least 5 high frequency words correctly

Students can listen and respond to at least 2 longer supported questions correctly.

Pre-lesson 1. Review spelling of key vocabulary in this lesson and other related vocabulary words/phrases which are
useful for pupils to review
2. Activity 1:
a. Pupils play ‘hot card pantomime’ in groups. (see instructions in the TB pg 38 – Revision)
b. Note: Instead of preparing the cards yourself, have pupils write their own cards. Focus on accurate
spelling at this point.
3. Activity 2:
a. Introduce the new vocabulary by showing flashcards.
b. Say the words, pupils listen and repeat.
c. Distribute worksheet to pairs and draw their attention to the pictures.
Lesson delivery d. Pupils choose and complete either John’s or Mandy’s weekly schedules. (Assessment)
e. Direct pupils’ attention to the pictures and elicit what they can see. (SB pg 20 Act 2)
f. Play CD track 29 and have pupils to follow along.
g. Grammar box: Point out the questions and answers. Explain them to the pupils.
h. Refer pupils to the Grammar Reference pg 162 Module 2.
i. In pairs, pupils will hide their answers from each other and ask one another questions in order to fill in
the other schedule in their books. (Assessment)
j. Invite a few pairs to do the activity in front of the class.
k. Play the ‘hopscotch’ game, if time allows. (Optional Act TB pg 39)
4. Display flashcards of housework on the board. (with misspelled words)
Post lesson 5. Pupils identify words with spelling errors.
6. Call a few pupils to write the correct spelling. Pupils spell and say the words aloud.
REFLECTION
a. 70% pupils are able to achieve the stipulated learning objective. Lesson postpone:
b. 30% pupils are not able to achieve the stipulated learning objectives and a. Course c. CRK
they are given remedial activities / enrichment activities.
b. Sick leave d. Meeting
Other :
 WEEK DAY DATE CLASS TIME SUBJECT

12.00pm – 1.00pm
9 Tuesday 24/5/2022 6 Rhazes English Language
60 minutes
ENGLISH FOCUS THEME
LANGUAGE Writing/ Working with words World of Knowledge
YEAR 6 TOPIC Life in the past
CONTENT STANDARD 2.3 By the end of the 6-year primary schooling, pupils will be able to communicate information, events and
stories clearly to an audience.
LEARNING
2.3.1 Narrate short basic stories, events and experiences
STANDARDS
21ST CENTURY SKILLS Communication Information Productivity
By the end of the lesson, pupils should be able to:
4. Sequent 7 events in the story in order.
OBJECTIVE 5. Answer 6 comprehension questions based on the story.
6. Make 6 nouns from verbs.

4. Students can sequent 7 events in the story in order.

5. Students can answer at least 4 out of 6 comprehension questions correctly based on the extracts from
SUCCESS CRITERIA
the diary.
6. Students can make at least 4 out of 6 nouns from verbs correctly.
Task 1 (Read the diary on pages 22-23 again. Number the events of Samuel’s life in order)
5. Teacher elicits what the children can remember from Samuel Pepys’ diary.
6. Teacher reads out the example and elicits which event the students think would be the last one (a:
Samuel and Elisabeth buried the cheese)
7. The students are asked to read the rest of the sentences. Then, they are asked to read the diary again
quickly and number the rest of the events in order.
8. Teacher and students check the answers as a class.
ACTIVITIES
Task 2 (Work out the answers to the questions. Be a star!)
1. Teacher reads out the examples and explains that the -ing word refers to the thing that causes the
feeling and the -ed word refers to the person and how the person and how they feel.
2. Teacher asks the students why is ‘surprised’ the correct answer.
3. Students are asked to complete the activity individually.
4. Teacher checks the answers as a class.
5. Then students are asked to complete the exercises from 1-5.
VOCABULARY Build, burn down, bury (buried), dig (dug), freezing, office, portrait, possession, servant, soldier
VALUE respect THINKING TOOLS Extracts from a diary
CCE/CE
EMK Language
TEACHING AIDS Unit2, Lesson 2, Working with words worksheet, Working with words activity for Unit 2
LEVEL OF LEARNING BAND 1 (Knowledge)
ASSESSMENT Writing a newspaper article Teacher asseses students’ writing skills by letting them to write a
newspaper based on the notes and exercises
Attendance :
90% of the students achieved the LO and given enrichment exercise (s).
REFLECTION 10% of the students did not achieve the LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson :
Lesson is postponed due to :
Meeting Sick Leave ( MC )
Course Other :
CRK

HOMEWORK Workbook Pages 26-27