DAY & NUM.

OF
SUBJECT WEEK CLASS TIME LESSON
DATE PUPILS
11.00am-
English Language 2 Sun 17/3/24 4PA 26 11.50am 1

Science & TOPIC: Unit 1 – Let’s Chat

THEME:
Technology

FOCUS SKILL: Reading LANGUAGE/ Words/phrases related to free-time activities;

L/S/R/W/LA/LiA GRAMMAR FOCUS: phrases expressing likes and dislikes; phrases
expressing opinion
Main Skill:
3. Reading
CONTENT 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
STANDARD: meaning
Complementary Skill:
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Main Skill:
3. Reading
LEARNING 3.1.1 Understand the main points in extended texts on a wide range of familiar topics
STANDARD:
Complementary Skill:
2. Speaking
2.1.4 Explain and justify own point of view
By the end of the lesson, pupils will be able to:
LEARNING 1. understand the main ideas in extended texts by deciding the importance of 6 words and their
OBJECTIVES: meanings as well as identifying specific information in the texts by matching 4 names to 6
different opinions.
2. Explain and justify own point of view by discussing with their partners 3 questions.
Pupils can:
SUCCESS 1) match 4 names to 6 different opinions.
CRITERIA 2) discuss with their partners 3 questions.

CROSS 8.Information and Strategy 1: Differentiate by instruction and

DIFFERENTIATION
CURRICULAR Communications feedback
STRATEGIES:
ELEMENTS: Technology
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1.Pupils are asked whether they have heard the term “social networking sites”.
2.Pupils name a few popular social networking sites and a few share how many hours they spend on the social media.
3.Pupils work in pairs and discuss with their partners whether they are members of any social networking site and what they
use it for. A few pairs share their discussions with the rest of the class.

LESSON DEVELOPMENT: (40 minutes)

1.Pupils turn to page 8 and read the headline of the articles and then a few pupils share with the class what they think the texts
will be about (four people expressing their opinions about social networking sites).
2.Pupils are read the TIPS corner at the upper right corner of the page and listen to teacher’s explanation about the tips.
3.Pupils read through the text and underline any unknown words at the same time.
4.Pupils decide which words are important for understanding the text and try to guess what they mean by working in pairs. (Main
Skill)
5.A few pairs share their answers with the class.
6.Pupils read through questions 1-7 and answer 7 questions in Section D and then discuss as class. (Main Skill)
7.Pupils need to provide justifications for their answers. Pupils move on to Section E.
8.Pupils discuss with their partners 3 questions (what do you think of social networking sites?/with which writer do you share the
same opinion?/have you had a similar experience?) A few pairs share their discussions with the class. (Complementary skill)

POST-LESSON: (10 minutes)

1. In pairs, pupils discuss at least one new word/phrase that they have learnt today. (Self/Peer Assessment)
2. Teacher collects responses from pupils. (Lollipop sticks)
3. Teacher sums up today’s lesson.
TEACHER’S REFLECTION: 29 students did the activities. 22 out of 29 answered correctly. 7 students had to make
corrections.
 DAY Sunday DATE 17/3/24 WEEK 2 LESSON 1
SUBJECT English CLASS 3UM TIME 11.50am-12.40pm
People and
FOCUS Reading UNIT 1 CLOSE-UP THEME TOPIC Family Ties
Culture
LANGUAGE & GRAMMAR
Family-related vocabulary, including collocations and expressions
FOCUS
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using a range of 3.1.1 Understand the main points in longer
CONTENT appropriate reading strategies to construct meaning LEARNING texts on an increased range of familiar
STANDARD Complementary Skill: Speaking STANDARD topics
2.1 Communicate information, ideas, opinions and feelings Complimentary Skill: Speaking
intelligibly on familiar topics 2.1.4 Explain own point of view
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
3.1.1 Understand the main points in longer texts on an 1. Pupils can match 3 headings with 3
increased range of familiar topics by answering at sections in the text.
LEARNING least 6/10 questions correctly SUCCESS 2. Pupils can state 1 relation that
OBJECTIVES 2.1.4 Explain own point of view by answering 4/6 CRITERIA they have a strong bond with and
questions correctly another that they don’t get along
well with.

TEACHING AND LEARNING STRATEGIES

1.Pupils are asked to look at the title of the unit and to explain what it means
2.Pupils state which other words they know that can mean ties in this context
3.Pupils tell the rest of the class about a relation that they have a strong bond with and another that they don’t
PRE-LESSON get on so well with by writing on a piece of paper and putting them into a box anonymously. Teacher randomly
picks a few and read aloud.

4.Pupils turn to Close Up page 6 and read the instructions in A. Pupils have 1 minute to write down as many
words as they can think of that describe family members.
5.Pupils compare their lists with a partner and all the words thought by the pupils are written on a board.
6.Pupils read the title of the reading passage and ask them the meaning of the word “ancestors”.
LESSON
7.Pupils write down the different ways to learn about their family’s past. A few pupils are asked to read aloud
DEVELOPMENT
their ideas.
8.Pupils quickly scan through the text to compare their ideas.
9.Pupils read a text about family history and match the headings with the correct sections in the text.
10.Pupils discuss answers as a class.
11.Pupils discuss with their partners why it is important to preserve family ties.
POST-LESSON
12.Pupils list one word they have learned throughout the lesson and share with the class.
CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Discussion
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 3: Differentiate by the type and -
TEACHING &
STRATEGIES amount of support provided
LEARNING
LEARNING
PBD Not Applicable Analyse
DOMAIN

31 students carried out the task and did the task excellently.
REFLECTION ATTENDANCE 31/31

Prepared by, Approved by,

(NUR HAFIZA BINTI BANI) ( )

Date: 14 March 2024 Date:
 RANCANGAN PENGAJARAN HARIAN
PENDIDIKAN SENI VISUAL 2023
TINGKATAN 3
BIDANG : Sejarah dan Apresiasi Seni Visual MINGGU : 2 KELAS : 3UUM

HARI : Ahad

TARIKH : 17/3/2024 MASA : 10.10am-11.00am

TAJUK : Sejarah dan Apresiasi Seni Visual BIL MURID :

OBJEKTIF PEMBELAJARAN Pada akhir pembelajaran murid dapat :

i. Menjelaskan jenis pakaian tradisional dan perhiasan diri
ii. Memperihalkan pengkaji pakaian tradisional dan perhiasan diri

STRATEGI PEMBELAJARAN DAN PEMUDAHCARAAN STANDARD PEMBELAJARAN

Set Induksi : Hidden Items
Murid mendengar penerangan guru tentang objektif TAHAP PENGUASAAN :
pembelajaran dan kriteria kejayaan
TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
Aktiviti utama :
1. Murid diterangkan mengenai fungsi pakaian dalam /
aspek kepelbagaian potongan dan gaya, sosial, dan
REFLEKSI
identiti budaya.
2. Murid membincangkan definisi pakaian dan jenis- 32/32 Pelajar berjaya menguasai topik pembelajaran.
jenis pakaian tradisional dan perhiasan diri. ____/____ Pelajar sedang menguasai topik pembelajaran.
3. Murid menghasilkan peta minda secara ____/____ Pelajar tidak menguasai topik pembelajaran.
berpasangan bagi mencerakinkan maklumat Aktiviti Pembelajaran ditangguhkan kerana:
berikut:
 Jenis pakaian tradisional dan perhiasan
diri mengikut kaum dan etnik di Malaysia.
 Motif perhiasan diri mengikut kaum.
 Membanding beza jenis pakaian
tradisional mengikut kaum dan etnik di
Malaysia
 Jenis pakaian tradisional melalui
penerokaan motif pada perhiasan diri
4. Murid membentangkan hasil dapatan di hadapan
kelas.
5. Murid bersoal jawab dengan rakan mengenai
maklumat yang dikumpulan antara satu kumpulan
dengan kumpulan yang lain.
Penutup :
1. Murid menampal hasil dapatan pada sudut mata
pelajaran.
2. Murid mendengar kesimpulan pembelajaran oleh
guru.
 DAY Monday DATE 18/3/2024 WEEK 2 LESSON 2
Civic: Malaysia
SUBJECT English CLASS 3UM TIME 7.20am – 8.20am
Free Bribe Country
People and
FOCUS Speaking UNIT 1 CLOSE-UP THEME TOPIC Family Ties
Culture
LANGUAGE & GRAMMAR
Family-related vocabulary, including collocations and expressions
FOCUS
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using a range of 3.1.2 Understand specific details and
appropriate reading strategies to construct meaning information in longer texts on an
Complementary Skill: Reading increased range of familiar topics
CONTENT LEARNING
3.1 Understand a variety of texts by using a range of Complimentary Skill: Reading
STANDARD STANDARD
appropriate reading strategies to construct meaning 3.1.3 Guess the meaning of unfamiliar words
from clues provided by other words and
by context on an increased range of
familiar topics
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
3.1.2 Understand specific details and information in longer 1. Pupils can identify 6 true or false
texts on an increased range of familiar topics by statement from the text
LEARNING answering at least 6/10 questions correctly SUCCESS 2. Pupils can guess the meaning of 4
OBJECTIVES3.1.3 Guess the meaning of unfamiliar words from clues CRITERIA unfamiliar words
provided by other words and by context on an increased
range of familiar topics by answering 4/6 questions
correctly

TEACHING AND LEARNING STRATEGIES

1. Teacher asks students to not have any lessons today because she is lazy. Teacher wants to give RM1 per
person to make sure they keep it as a secret.
PRE-LESSON
2. Teacher sees who agrees and who don’t. Explain about bribery. Students write on the board what they
should do to avoid bribery.
1. Pupils read the Exam Close-Up text on page 7. After that, pupils proceed to read the Exam Task and
underline the key words in the text.
2. Pupils answer 10 True/False questions in the Exam Task.
LESSON 3. Pupils find 6 underlined words in the text and circle their correct meanings.
DEVELOPMENT 4. Pupils discuss answers in pairs and later as a class.
5. Pupils look at Idea Focus on page 7. Pupils work in pairs and answer 2 questions (If you can go back in
time, which one of your ancestors would you like to meet? Why? Why not)
6. A few pairs share their discussion with the rest of the class.
1. Pupils review their learning in this lesson by recalling with their talk partners the exam tips they read on
POST-LESSON page 7.
2. A few pairs share what they recall with the class.
CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 3: Differentiate by the type and amount -
TEACHING &
STRATEGIES of support provided
LEARNING
LEARNING
PBD Not Applicable Evaluate
DOMAIN

31/31 did not agree to receive RM1 for the bribe. 27 out of 31
answered the questions correctly. 4 students had to make
REFLECTION corrections. ATTENDANCE 31/31
 SUBJECT WEEK DAY & DATE CLASS NUM.OF PUPILS TIME LESSON

8.20am-
English Language 2 Mon 18/03/2024 4PA 29 2
9.50am
Science & Technology TOPIC: Unit 1 – Let’s Chat
THEME:
Civic: Malaysia Free Bribe Country

FOCUS SKILL: Language Awareness LANGUAGE/ Present Simple vs Present Progressive /

L/S/R/W/LA/LiA GRAMMAR FOCUS: computer-based vocabulary
By the end of the lesson, pupils will be able to:
LEARNING 1. understand the difference between present simple and present continuous by filling in the
OBJECTIVES: gaps of 4 dialogues
2. understand computer-based vocabulary by matching 6 verbs to 6 nouns to form phrases.
Pupils can:
SUCCESS CRITERIA 1) fill in the gaps in 4 dialogues
2) match 6 verbs to 6 nouns to form phrases.

CROSS 8.Information and Strategy 3: Differentiate by the type and

DIFFERENTIATION
CURRICULAR Communications Technology amount of support provided
STRATEGIES:
ELEMENTS:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Teacher asks students to not have any lessons today because she is lazy. Teacher wants to give RM1 per person to make sure they
keep it as a secret.
Teacher sees who agrees and who don’t. Explain about bribery. Students write on the board what they should do to avoid bribery.
LESSON DEVELOPMENT: (40 minutes)
1. Pupils turn to Full Blast page 9 and read through the examples.
2. Pupils classify the sentences using either Present Simple or Present Continuous.
3. Pupils discuss in pairs to come up with 3 examples and a few pairs share their examples with the class.
4. Pupils then proceed to the grammar activity and fill in the blanks of 4 dialogues.
5. Pupils check answers with their partners before discussing as a class.
6. Pupils turn to page 10 and read through 6 verbs and the nouns.
7. Pupils use their background knowledge on computers and match the verbs with the nouns to form phrases.
8. Pupils check answers with their partners before discussing as a class.
POST-LESSON: (10 minutes)
1. Pupils write 6 sentences, 3 of which are stative while the other 3 are action verbs in the present continuous.
2. Pupils make 2 deliberate mistakes. Pupils then swap sentences and see if they can spot the sentences which are wrong.
(Self-Peer Assessment)
3. Teacher sums up today’s lesson.
Application √ Evaluation ☐ TEACHING & Cooperative Learning
HOTS: ☐ ☐ LEARNING
Analysis Creation
STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING Written Work
MATERIALS: English Dictionary/Thesaurus ASSESSMENT:

TEACHER’S REFLECTION: 8 out of 29 students answered all of the questions correctly. 21 students answered some
questions correctly. They had to make corrections.
 DAY Monday DATE 18/3/24 WEEK 2 LESSON 1
SUBJECT English CLASS 3USM TIME 10.35am-11.25am
People and
FOCUS Reading UNIT 1 CLOSE-UP THEME TOPIC Family Ties
Culture
LANGUAGE & GRAMMAR
Family-related vocabulary, including collocations and expressions
FOCUS
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using a range of 3.1.1 Understand the main points in longer
CONTENT appropriate reading strategies to construct meaning LEARNING texts on an increased range of familiar
STANDARD Complementary Skill: Speaking STANDARD topics
2.1 Communicate information, ideas, opinions and feelings Complimentary Skill: Speaking
intelligibly on familiar topics 2.1.4 Explain own point of view
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
3.1.1 Understand the main points in longer texts on an 1. Pupils can match 3 headings
increased range of familiar topics by answering at with 3 sections in the text.
LEARNING least 6/10 questions correctly SUCCESS 2. Pupils can state 1 relation that
OBJECTIVES 2.1.4 Explain own point of view by answering 4/6 questions CRITERIA they have a strong bond with and
correctly another that they don’t get along
well with.

TEACHING AND LEARNING STRATEGIES

1.Pupils are asked to look at the title of the unit and to explain what it means
2.Pupils state which other words they know that can mean ties in this context
3.Pupils tell the rest of the class about a relation that they have a strong bond with and another that they don’t
PRE-LESSON get on so well with by writing on a piece of paper and putting them into a box anonymously. Teacher randomly
picks a few and read aloud.

4.Pupils turn to Close Up page 6 and read the instructions in A. Pupils have 1 minute to write down as many
words as they can think of that describe family members.
5.Pupils compare their lists with a partner and all the words thought by the pupils are written on a board.
6.Pupils read the title of the reading passage and ask them the meaning of the word “ancestors”.
LESSON
7.Pupils write down the different ways to learn about their family’s past. A few pupils are asked to read aloud
DEVELOPMENT
their ideas.
8.Pupils quickly scan through the text to compare their ideas.
9.Pupils read a text about family history and match the headings with the correct sections in the text.
10.Pupils discuss answers as a class.
11.Pupils discuss with their partners why it is important to preserve family ties.
POST-LESSON
12.Pupils list one word they have learned throughout the lesson and share with the class.
CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Discussion
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 3: Differentiate by the type and -
TEACHING &
STRATEGIES amount of support provided
LEARNING
LEARNING
PBD Not Applicable Analyse
DOMAIN

26 students carried out the task and 23 students answered correctly.

3 students had to be guided and they made corrections.
REFLECTION ATTENDANCE 26/30
 DAY Tuesday DATE 19/03/24 WEEK 2 LESSON 1
SUBJECT English CLASS 3UUM TIME 7.20am-8.20am
People and
FOCUS Reading UNIT 1 CLOSE-UP THEME TOPIC Family Ties
Culture
LANGUAGE & GRAMMAR
Family-related vocabulary, including collocations and expressions
FOCUS
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using a range of 3.1.1 Understand the main points in longer
CONTENT appropriate reading strategies to construct meaning LEARNING texts on an increased range of familiar
STANDARD Complementary Skill: Speaking STANDARD topics
2.1 Communicate information, ideas, opinions and feelings Complimentary Skill: Speaking
intelligibly on familiar topics 2.1.4 Explain own point of view
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
3.1.1 Understand the main points in longer texts on an 1. Pupils can match 3 headings
increased range of familiar topics by answering at with 3 sections in the text.
LEARNING least 6/10 questions correctly SUCCESS 2. Pupils can state 1 relation that
OBJECTIVES 2.1.4 Explain own point of view by answering 4/6 questions CRITERIA they have a strong bond with and
correctly another that they don’t get along
well with.

TEACHING AND LEARNING STRATEGIES

1.Pupils are asked to look at the title of the unit and to explain what it means
2.Pupils state which other words they know that can mean ties in this context
3.Pupils tell the rest of the class about a relation that they have a strong bond with and another that they don’t
PRE-LESSON get on so well with by writing on a piece of paper and putting them into a box anonymously. Teacher randomly
picks a few and read aloud.

4.Pupils turn to Close Up page 6 and read the instructions in A. Pupils have 1 minute to write down as many
words as they can think of that describe family members.
5.Pupils compare their lists with a partner and all the words thought by the pupils are written on a board.
6.Pupils read the title of the reading passage and ask them the meaning of the word “ancestors”.
LESSON
7.Pupils write down the different ways to learn about their family’s past. A few pupils are asked to read aloud
DEVELOPMENT
their ideas.
8.Pupils quickly scan through the text to compare their ideas.
9.Pupils read a text about family history and match the headings with the correct sections in the text.
10.Pupils discuss answers as a class.
11.Pupils discuss with their partners why it is important to preserve family ties.
POST-LESSON
12.Pupils list one word they have learned throughout the lesson and share with the class.
CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Discussion
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 3: Differentiate by the type and -
TEACHING &
STRATEGIES amount of support provided
LEARNING
LEARNING
PBD Not Applicable Analyse
DOMAIN
Class postponed due to meetings for Rumah Sukan and Sukan
REFLECTION Permainan. ATTENDANCE -
 DAY Tuesday DATE 19/3/24 WEEK 2 LESSON 3
SUBJECT English CLASS 3UM TIME 8.20am-9.20am
Language Awareness 1 CLOSE- People and
FOCUS UNIT THEME TOPIC Family Ties
(Grammar/Vocabulary) UP Culture

LANGUAGE & GRAMMAR FOCUS Present simple, present continuous and stative verbs
Main Skill: Reading Main Skill: Reading
CONTENT N/A LEARNING N/A
STANDARD Complementary Skill: Reading STANDARD Complimentary Skill: Reading
N/A N/A
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
N/A choose correct form of tenses 1. Pupils can answer 8 gap fill
N/A questions
LEARNING 2. Pupils can complete an incomplete
SUCCESS CRITERIA text with 10 gap fills using either
OBJECTIVES
Present Simple or Present
Continuous.

TEACHING AND LEARNING STRATEGIES

1. 2 sentences with different tenses (Present Simple and Present Continuous) are written on the board.
Pupils are asked to identify the difference between the 2 sentences.
PRE-LESSON 2. Pupils compare their answers in pairs before discussing as a class.

3. Pupils turn to Close-Up page 9 and read the 4 sentences in Section A. Pupils work in pairs to match each
sentence with one use of the Present Simple and discuss answers as a class.
4. Pupils are reminded that adverbs of frequency are often used with Present Simple.
5. Pupils proceed to Section B and read the 5 sentences. Pupils remain in their pairings and match each
sentence with one use of the Present Continuous. Pupils discuss answers as a class.
6. Pupils proceed to Section C and read 4 sentences and underline the verbs and later discuss answers as a
class.
LESSON DEVELOPMENT 7. Pupils complete the rule with Present Simple or Present Continuous for Section D and then move on to
Section E and identify the difference between “think” and “thinking”. Pupils then discuss answers for D and
E.
8. Pupils move on to Section F and G and choose the correct answers for 8 gap fill questions and complete
an incomplete text with 10 gap fills using either Present Simple or Present Continuous.
9. Pupils discuss answers to F and G as a class and do corrections for any mistakes.

10. Pupils write 2 sentences using vocabulary introduced in the unit. One sentence using a stative verb and
the other using an action verb in the present continuous.
POST-LESSON 11. Pupils work in pairs to assess each other’s sentences.

CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Individual/Pair work
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 2: Differentiate by the task -
TEACHING &
STRATEGIES pupils are given
LEARNING
LEARNING
PBD Not Applicable Apply
DOMAIN

Class postponed due to meetings for Rumah Sukan and Sukan

REFLECTION Permainan. ATTENDANCE 28/29
 DAY Tuesday DATE 19/3/2024 WEEK 2 LESSON 1
SUBJECT English CLASS 3UTM TIME 11.00am-11.50am
People and
FOCUS Reading UNIT 1 CLOSE-UP THEME TOPIC Family Ties
Culture
LANGUAGE & GRAMMAR
Family-related vocabulary, including collocations and expressions
FOCUS
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using a range of 3.1.1 Understand the main points in longer
CONTENT appropriate reading strategies to construct meaning LEARNING texts on an increased range of familiar
STANDARD Complementary Skill: Speaking STANDARD topics
2.1 Communicate information, ideas, opinions and feelings Complimentary Skill: Speaking
intelligibly on familiar topics 2.1.4 Explain own point of view
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
3.1.1 Understand the main points in longer texts on an 1. Pupils can match 3 headings
increased range of familiar topics by answering at with 3 sections in the text.
LEARNING least 6/10 questions correctly SUCCESS 2. Pupils can state 1 relation that
OBJECTIVES 2.1.4 Explain own point of view by answering 4/6 questions CRITERIA they have a strong bond with and
correctly another that they don’t get along
well with.

TEACHING AND LEARNING STRATEGIES

1.Pupils are asked to look at the title of the unit and to explain what it means
2.Pupils state which other words they know that can mean ties in this context
3.Pupils tell the rest of the class about a relation that they have a strong bond with and another that they don’t
PRE-LESSON get on so well with by writing on a piece of paper and putting them into a box anonymously. Teacher randomly
picks a few and read aloud.

4.Pupils turn to Close Up page 6 and read the instructions in A. Pupils have 1 minute to write down as many
words as they can think of that describe family members.
5.Pupils compare their lists with a partner and all the words thought by the pupils are written on a board.
6.Pupils read the title of the reading passage and ask them the meaning of the word “ancestors”.
LESSON
7.Pupils write down the different ways to learn about their family’s past. A few pupils are asked to read aloud
DEVELOPMENT
their ideas.
8.Pupils quickly scan through the text to compare their ideas.
9.Pupils read a text about family history and match the headings with the correct sections in the text.
10.Pupils discuss answers as a class.
11.Pupils discuss with their partners why it is important to preserve family ties.
POST-LESSON
12.Pupils list one word they have learned throughout the lesson and share with the class.
CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Discussion
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 3: Differentiate by the type and amount -
TEACHING &
STRATEGIES of support provided
LEARNING
LEARNING
PBD Not Applicable Analyse
DOMAIN

32 students carried out the task and did the task excellently with full
guide from teacher.
REFLECTION ATTENDANCE 32/32
 DAY Tuesday DATE 19/3/24 WEEK 2 LESSON 2
Civic: Malaysia Free
SUBJECT English CLASS 3USM TIME 11.50am-12.40pm
Bribe Country
People and
FOCUS Speaking UNIT 1 CLOSE-UP THEME TOPIC Family Ties
Culture
LANGUAGE & GRAMMAR
Family-related vocabulary, including collocations and expressions
FOCUS
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using a range of 3.1.2 Understand specific details and
appropriate reading strategies to construct meaning information in longer texts on an
Complementary Skill: Reading increased range of familiar topics
CONTENT LEARNING
3.1 Understand a variety of texts by using a range of Complimentary Skill: Reading
STANDARD STANDARD
appropriate reading strategies to construct meaning 3.1.3 Guess the meaning of unfamiliar words
from clues provided by other words and
by context on an increased range of
familiar topics
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
3.1.2 Understand specific details and information in longer 3. Pupils can identify 6 true or false
texts on an increased range of familiar topics by statement from the text
LEARNING answering at least 6/10 questions correctly SUCCESS 4. Pupils can guess the meaning of 4
OBJECTIVES3.1.3 Guess the meaning of unfamiliar words from clues CRITERIA unfamiliar words
provided by other words and by context on an
increased range of familiar topics by answering 4/6
questions correctly

TEACHING AND LEARNING STRATEGIES

3. Teacher asks students to not have any lessons today because she is lazy. Teacher wants to give RM1 per
person to make sure they keep it as a secret.
PRE-LESSON
4. Teacher sees who agrees and who don’t. Explain about bribery. Students write on the board what they
should do to avoid bribery.
7. Pupils read the Exam Close-Up text on page 7. After that, pupils proceed to read the Exam Task and
underline the key words in the text.
8. Pupils answer 10 True/False questions in the Exam Task.
LESSON 9. Pupils find 6 underlined words in the text and circle their correct meanings.
DEVELOPMENT 10. Pupils discuss answers in pairs and later as a class.
11. Pupils look at Idea Focus on page 7. Pupils work in pairs and answer 2 questions (If you can go back in
time, which one of your ancestors would you like to meet? Why? Why not)
12. A few pairs share their discussion with the rest of the class.
3. Pupils review their learning in this lesson by recalling with their talk partners the exam tips they read on
POST-LESSON page 7.
4. A few pairs share what they recall with the class.
CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 3: Differentiate by the type and amount -
TEACHING &
STRATEGIES of support provided
LEARNING
LEARNING
PBD Not Applicable Evaluate
DOMAIN

20/28 did not agree to receive RM1 for the bribe. 8 students agreed
to be bribed. 23 out of 28 answered the questions correctly. 5
REFLECTION students had to make corrections. ATTENDANCE 28/30
 TIME &
SUBJECT WEEK DAY & DATE CLASS NUM.OF PUPILS LESSON
DURATION
8.20am-
English Language 2 Wed 20/3/2024 4PA - 3
8.50am
THEME: Science & Technology TOPIC: Unit 1 – Let’s Chat
FOCUS SKILL: Listening LANGUAGE/ Computer-related vocabulary; words/phrases
L/S/R/W/LA/LiA GRAMMAR FOCUS: related to communication
By the end of the lesson, pupils will be able to:
1. understand independently the main ideas in extended texts on a wide range of familiar topics
LEARNING by listening to a phone conversation and answer 2 questions and answer 8 True/False
OBJECTIVES: sentences.
2. explain simple content on familiar topics from what they read and hear by predicting about 2
pictures in pairs.
Pupils can:
SUCCESS 1) answer 2 questions
CRITERIA 2) answer 8 True/False sentences.
2) predict about 2 pictures in pairs.

CROSS 8.Information and Strategy 1: Differentiate by instruction and

DIFFERENTIATION
CURRICULAR Communications Technology feedback
STRATEGIES:
ELEMENTS:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils answer a short quiz to elicit their prior knowledge of computer-related vocabulary covered in the previous lesson.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils turn to Full Blast page 11 and look at Section A. Pupils guess what is happening. A few pupils share their predictions.
(Complementary Skill)
2. Pupils discuss in pairs how often they use a computer, how they use it and do they know about computers more than their
parents.
3. A few pairs share their discussion with the rest of the class.
4. Pupils proceed to Section B and read through the questions. (Main Skill)
5. Pupils listen to a phone conversation between Wayne and his dad and answer 2 questions.
6. Pupils check and discuss their answers in groups before checking answers as a class.
7. Pupils move on to Activity C and read through the sentences 1-8. Any unknown words are clarified at this stage. (Main
Skill)
8. Pupils listen to the same conversation and write T for True and F for False for the 8 sentences.
9. Pupils listen to the same conversation again.
10. Pupils check their answers in the same group before checking answers as a class.

POST-LESSON: (10 minutes)

1. In pairs, pupils discuss at least one new word/phrase that they have learnt today. (Self/Peer Assessment)
2. Teacher collect responses from pupils. (Lollipop sticks)
3. Teacher sums up today’s lesson.
Application √ Evaluation ☐ TEACHING & Pupil-Centredness
HOTS: ☐ Creation ☐ LEARNING
Analysis
STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING Discussion
MATERIALS: English Dictionary/Thesaurus ASSESSMENT:

TEACHER’S REFLECTION: Class postponed due to meetings for PBB and Kelab Persatuan.
 DAY Wednesday DATE 20/3/24 WEEK 2 LESSON 3
SUBJEC
English CLASS 3USM TIME 10.10am-11.00am
T
Language Awareness 1 CLOSE-
FOCUS UNIT THEME People and Culture TOPIC Family Ties
(Grammar/Vocabulary) UP

LANGUAGE & GRAMMAR FOCUS Present simple, present continuous and stative verbs
Main Skill: Reading Main Skill: Reading
CONTENT N/A LEARNING N/A
STANDARD Complementary Skill: Reading STANDARD Complimentary Skill: Reading
N/A N/A
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
N/A choose correct form of tenses 3. Pupils can answer 8 gap fill
N/A questions
LEARNING 4. Pupils can complete an
SUCCESS CRITERIA incomplete text with 10 gap fills
OBJECTIVES
using either Present Simple or
Present Continuous.

TEACHING AND LEARNING STRATEGIES

3. 2 sentences with different tenses (Present Simple and Present Continuous) are written on the board.
Pupils are asked to identify the difference between the 2 sentences.
PRE-LESSON 4. Pupils compare their answers in pairs before discussing as a class.

3. Pupils turn to Close-Up page 9 and read the 4 sentences in Section A. Pupils work in pairs to match each
sentence with one use of the Present Simple and discuss answers as a class.
4. Pupils are reminded that adverbs of frequency are often used with Present Simple.
5. Pupils proceed to Section B and read the 5 sentences. Pupils remain in their pairings and match each
sentence with one use of the Present Continuous. Pupils discuss answers as a class.
6. Pupils proceed to Section C and read 4 sentences and underline the verbs and later discuss answers as a
class.
LESSON DEVELOPMENT 7. Pupils complete the rule with Present Simple or Present Continuous for Section D and then move on to
Section E and identify the difference between “think” and “thinking”. Pupils then discuss answers for D and
E.
8. Pupils move on to Section F and G and choose the correct answers for 8 gap fill questions and complete
an incomplete text with 10 gap fills using either Present Simple or Present Continuous.
9. Pupils discuss answers to F and G as a class and do corrections for any mistakes.

10. Pupils write 2 sentences using vocabulary introduced in the unit. One sentence using a stative verb and
the other using an action verb in the present continuous.
POST-LESSON 11. Pupils work in pairs to assess each other’s sentences.

CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Individual/Pair work
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 2: Differentiate by the task -
TEACHING &
STRATEGIES pupils are given
LEARNING
LEARNING
PBD Not Applicable Apply
DOMAIN

19 out of 28 students managed to answer all questions correctly

REFLECTION with guidance. 9 students had to make corrections. ATTENDANCE 28/30
 DAY Thursday DATE 21/3/24 WEEK 2 LESSON 3
SUBJECT English CLASS 3USM TIME 10.10am-11.00am
Language Awareness 1 CLOSE- People and
FOCUS UNIT THEME TOPIC Family Ties
(Grammar/Vocabulary) UP Culture

LANGUAGE & GRAMMAR FOCUS Present simple, present continuous and stative verbs
Main Skill: Reading Main Skill: Reading
CONTENT N/A LEARNING N/A
STANDARD Complementary Skill: Reading STANDARD Complimentary Skill: Reading
N/A N/A
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
N/A choose correct form of tenses 5. Pupils can answer 8 gap fill
N/A questions
LEARNING 6. Pupils can complete an incomplete
SUCCESS CRITERIA text with 10 gap fills using either
OBJECTIVES
Present Simple or Present
Continuous.

TEACHING AND LEARNING STRATEGIES

5. 2 sentences with different tenses (Present Simple and Present Continuous) are written on the board.
Pupils are asked to identify the difference between the 2 sentences.
PRE-LESSON 6. Pupils compare their answers in pairs before discussing as a class.

3. Pupils turn to Close-Up page 9 and read the 4 sentences in Section A. Pupils work in pairs to match each
sentence with one use of the Present Simple and discuss answers as a class.
4. Pupils are reminded that adverbs of frequency are often used with Present Simple.
5. Pupils proceed to Section B and read the 5 sentences. Pupils remain in their pairings and match each
sentence with one use of the Present Continuous. Pupils discuss answers as a class.
6. Pupils proceed to Section C and read 4 sentences and underline the verbs and later discuss answers as a
class.
LESSON DEVELOPMENT 7. Pupils complete the rule with Present Simple or Present Continuous for Section D and then move on to
Section E and identify the difference between “think” and “thinking”. Pupils then discuss answers for D and
E.
8. Pupils move on to Section F and G and choose the correct answers for 8 gap fill questions and complete
an incomplete text with 10 gap fills using either Present Simple or Present Continuous.
9. Pupils discuss answers to F and G as a class and do corrections for any mistakes.

10. Pupils write 2 sentences using vocabulary introduced in the unit. One sentence using a stative verb and
the other using an action verb in the present continuous.
POST-LESSON 11. Pupils work in pairs to assess each other’s sentences.

CROSS
RESOURCES Close Up Textbook, Whiteboard, - - CURRICULAR Values
ELEMENTS
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Individual/Pair work
21 CENTURY
ST Think, Pair-Share
DIFFERENTIATION Strategy 2: Differentiate by the task -
TEACHING &
STRATEGIES pupils are given
LEARNING
LEARNING
PBD Not Applicable Apply
DOMAIN
Class postponed due to teacher on CRK.
REFLECTION ATTENDANCE -
RUJUKAN WAKTU PERSEKOLAHAN SESI AKADEMIK 2024/2025
SMK BANDAR KOTA TINGGI

WAKTU PDP
MASA WAKTU
1 7.20-7.50
2 7.50-8.20
3 8.20-8.50
4 8.50-9.20
5 9.20-9.50
REHAT 9.50-10.20
6 10.20-10.50
7 10.50-11.20
8 11.20-11.50
9 11.50-12.20
10 12.20-12.50
11 12.50-1.20

WAKTU PDP BULAN RAMADHAN

MASA WAKTU
1 7.20-7.50
2 7.50-8.20
3 8.20-8.50
4 8.50-9.20
5 9.20-9.50
REHAT 9.50-10.10
6 10.20-10.35
7 10.35-11.00
8 11.00-11.25
9 11.25-11.50
10 11.50-12.15
11 12.15-12.40