LESSON PLAN WEEK 6 2024/2025: Content Standard Code: Learning Standard Code: Moral Values CCE

LESSON PLAN WEEK 6 2024/2025
DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Self, Family and Friends CLASS: 5C WEEK: 6
TOPIC: FREE TIME TIME: 8.00-9.00AM DATE: 15/4/2024
SKILL(S) FOCUS: Language Awareness LESSON: 16 (Language Awareness 1) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 2.2 Main: 2.2.1
Complementary: 1.2 Complementary: 1.2.2 Respect others Values
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Read and answer the questions.
2. Produce a plan or draft of one or two paragraph for a familiar topic and modify this appropriately in response to feedback
SUCCESS CRITERIA (SC):
Pupils can:
1. Complete the dialogue with the correct forms of have got in Activity 4.
2. Role play the new dialogues.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
English Plus 1 Activities 1, 2, 4, 5 p.9, Audio 1.10, Assessment
This, that, these, those and have got
Worksheet (1)
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
With the book closed, hold up a pencil dan say: This pen is (blue). Ask a student at
the back of the class to hold up a pen. Say: That pen is (black). Elicit the meaning if
this and that.
Lesson development:-
1. Pupils look at the four drawings and identify differences between the use of
this, that, these, those. Pupils answer Activity 2 in their exercise book. 34/37 pupils were able to achieve the
2. Pupils in pairs place 6 classroom objects on a desk. One object on its own and learning objectives with guidance and
two or three objects near the front of desk; one object and two or three given reinforcement exercise.
objects at the back of desk. Pupils stand up and take turns to say either: This
__ is near us. That __ isn’t near us. These __s are near us. Those __s aren’t
near us. (21st CA) TODAY’S LESSON:
3. Pupils complete the dialogue with the correct forms of have got in Activity 4.
Excellent
Pupils then listen to CD1-10 and check. (HOTS)
Need improvement /
4. Pupils work in pair for Activity 5. Pupils look at the mini-dialogue. Pupils
prepare and practice new dialogues then role play. (CBA)
Post-lesson:-
Ask pupils to think about their learning and performance in this unit. They then
complete the self -assessment worksheet given. Collect the worksheets from
pupils and review them to note pupils’ responses. If there are any areas of
concern, prepare a review of these in upcoming lessons.
HOTS Analysis 21st CA I See, I Think, I Wonder
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
/ The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________
THEME: World of Knowledge CLASS: 5C WEEK: 6
TOPIC: 1: TOWNS AND CITIES TIME: 7.30-8.30 AM DATE: 17/4/2024
SKILL(S) FOCUS: Listening LESSON: 17 ( Listening4) DAY: Wednesday
Main: 1.2 Main: 1.2.1
Complementary: 4.2 Complementary: 4.2.4 Friendship Language
Knowledge / Thinking skills / Leadership skills /
1. Describe appropriately about the places they live.
2. Listen and fill in the blanks correctly.
Pupils can:
1. Describe the places they live in using at least 1 sentence.
2. Listen and fill in at least 8 blanks in exercise 1.
there’s, there are; a, an; some, any English Plus 1 Student’s Book Activities 1, 2, 3, 4 p.12 and 13
Pre-lesson:
Write on board: ‘Town’, ‘City’. Elicit which is bigger and names of towns and cities
in Malaysia. Ask: Do you live in a town or a city? If neither, ask where e.g. a village,
the countryside. Pupils say if there is something famous in the place where they
live. (21st CA)
1. Pupils look at photos and drawings of famous places in London Guide p.12–
13 of the Student’s Book. Find out if pupils have been to London and if they
went to any places in the Guide. 25 / 37 pupils were able to achieve the
2. Read the 14 sentences aloud and say ‘mmm’ for gap in each sentence. Read learning objectives with guidance and
aloud the vocabulary in the box on Activity 1. Pupils repeat each word. Check given reinforcement exercise (s)
meaning of vocabulary pupils don’t know. In pairs, they do Activity 1, CD-
1.13. Check answers. (CBA) TODAY’S LESSON:
3. Pupils do Activity 2, CD-1.14. Check answers then play CD track again. Ask:
Excellent
How many places do the people say? (10)
Need improvement /
4. Pupils read sentence starters in Activity 3. Give pupils clues to help them
listen for answers e.g. In sentence 2, does the person live in a town or a city?
What’s the adjective in sentence 3? Pupils listen to CD-1.14 again and
complete the sentences. (HOTS)
5. Pupils look at the blue words in the exercise 3. Elicit which nouns are singular
and plural.
Post-lesson:-
Do Post-lesson Task 6: Make a Word Ladder, to review and consolidate topic
vocabulary.
HOTS Application 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 12
REFLECTION

TOPIC: 1: TOWNS AND CITIES TIME: 9.00-10.00 AM DATE: 18/4/2024
SKILL(S) FOCUS: Speaking LESSON: 18 ( Speaking4) DAY: Thursday
Main: 2.1 Main: 2.1.5 Kindness and
Language
Complementary: 4.2 Complementary: 4.2.1 obedience
1. Describe places using suitable statement.
2. Write detailed information correctly.
Pupils can:
1. Describe the place using at least 3 sentences.
2. Write at least 3 sentences to describe the place.
there’s, there are; a, an; some, any English Plus 1 Student’s Book Activities 5, 6 p. 13
Pre-lesson:
Pupils in groups brainstorm words in a mind map about towns and cities. A pupil
from each group says two words from mind map and writes words on board. Help
pupils with spelling of e.g. square, restaurant, theatre, building. (HOTS)
1. Write on board as a model: ‘There’s a…’, ‘There isn’t a/an …’, ‘There are
some…’, ‘There aren’t any…’. Elicit sentence endings about places in London
e.g. There’s a river. There isn’t a space station. There are some theatres.
There aren’t any Malaysian markets. 31/37 pupils were able to achieve the
2. Pupils do p.13, Activity 5. Pupils compare with a partner. Ask: Are your learning objectives with guidance and
sentences the same or different? Choose pupils to read a sentence to whole given reinforcement exercise (s)
class.
3. Pupils read Key Phrases. Choose two pupils to read speech bubbles. They do TODAY’S LESSON:
Activity 6 (Use It!) and tell their partner the sentences they think of. They Excellent
should try to produce 5 sentences each (fast finishers could do more). Need improvement /
Choose pupils to read a sentence aloud. (21st CA)
4. Pupils in small groups agree on 2 or 3 good things about where they live,
then agree on something that’s not good. Draw a line down centre of board.
Write good things as a heading on left; not good things on right. One pupil
from each group gives an example of each. (CBA)
Post-lesson:-
Pupils in same small groups agree on one sentence from Step 5 with a good thing
about where they live and write it clearly. Display sentences on wall.
HOTS Application 21st CA Make Predictions
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Task
REFLECTION

TOPIC: 1: TOWNS AND CITIES TIME: 11.20-12.20pm DATE: 19/4/2024
SKILL(S) FOCUS: Reading LESSON: 19 ( Reading4) DAY: Friday
Main: 3.2 Main: 3.2.4 Kindness and
Language
Complementary: 2.1 Complementary: 2.1.5 obedience
1. Use a familiar print and digital resources to check meaning.
2. Describe the places using suitable statements.
Pupils can:
1. Use a dictionary and pictures to check meaning
2. Describe the place for a holiday using a least 2 sentences.
Present simple tense interrogatives: Is it...? Is / Are there… How English Plus 1 Student’s Book Activities 1, 2, 3 p.14, Dictionaries,
many…? Workbook p16.
Pre-lesson:
Pre-lesson Task 4: I’m Going To…. Pupils write 2 or 3 goals for the lesson. (HOTS)
1. Write on board as a model: ‘There’s a…’, ‘There isn’t a/an …’, ‘There are
some…’, ‘There aren’t any…’. Elicit sentence endings about places in London
e.g. There’s a river. There isn’t a space station. There are some theatres.
There aren’t any Malaysian markets.
2. Pupils do p.13, Activity 5. Pupils compare with a partner. Ask: Are your
sentences the same or different? Choose pupils to read a sentence to whole
31/37 pupils were able to achieve the
class.
learning objectives with guidance and
3. Pupils read Key Phrases. Choose two pupils to read speech bubbles. They do
given reinforcement exercise.
Activity 6 (Use It!) and tell their partner the sentences they think of. They
TODAY’S LESSON:
should try to produce 5 sentences each (fast finishers could do more).
Excellent
Choose pupils to read a sentence aloud. (21st CA)
Need improvement /
4. Pupils in small groups agree on 2 or 3 good things about where they live,
then agree on something that’s not good. Draw a line down centre of board.
Write good things as a heading on left; not good things on right. One pupil
from each group gives an example of each. (CBA)
Post-lesson:-
Pupils in small groups decide if they think the cruise ship is a good place for a
holiday and say why or why not.
HOTS Analysis 21st CA Make Predictions
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
REFLECTION

THEME: World of Knowledge CLASS: 6E WEEK: 6
UNIT: 2. Life in the past TIME: 10.50-11.50 AM DATE: 15/4/2024
SKILL(S) FOCUS: Reading LESSON: 17 (Reading 4) DAY: Monday
Main: 3.2 Main: 3.2.3
Complementary: 3.2 Complementary: 3.2.2 Friendship Global Sustainability
LEARNING OBJECTIVES (LO): SUCCESS CRITERIA (SC):
By the end of the lesson, most of the pupils will be able:
Pupils can:
1. Guess the meaning of unfamiliar words from clues
1. Read extract from a diary and can ask questions to elicits
provided by other known words and by context
answer.
2. Understand specific information and details of simple
2. Use the context to work out what they mean.
longer texts
Academy Stars Year 6 Pupil’s Book: Page(s): 22–23, Exercise(s): 1–4,
Pictures / illustrations of 17th century London, the Great Fire of
Used to / didn’t use to
London and Samuel Pepys, Pictures / illustrations of any similar well-
known events from local or national history
Pre-lesson:
1. Show the pictures of London in the 17th century and ask pupils what they can see,
where they think it is, which century it is in, etc. (HOTS)
2. Pupils look at the pictures on pages 22-23. Use the picture of Samuel Pepys
(pronounced: /piːps/) as you introduce pupils to him. (Activity 1)
3. Pupils look at each picture and talk about what they see. Discuss and compare 20/34 pupils able to achieve learning
different ideas. (Activity 2)(21st CA)
objectives with guidance and given
4. Pupils read the diary to check their answers to activitiy 2 and to gain a global
understanding of the text. (Activity 3) reinforcement exercise.
5. Pupils scan the text to find the words in vocabulary panel. Support and guide pupils as
they develop the skill of guessing meaning from context. (Activity 4) TODAY’S LESSON:
6. Talk to pupils about how they record new vocabulary. Encourage pupils to write Excellent
definitions of new words in English and avoid translations unless necessary, especially Need improvemnt /
in the case of more proficient pupils.
7. The Great Fire of London was a tragic event, but it helped eradicate the plague. Ask
pupils to reflect on positive and negative outcomes of these events. (CCE: Global
Sustainability). Support pupils in expressing their ideas in English by helping them with
vocabulary and language if they speak in their home language. (CBA)
Post-lesson:-
8. Post-Lesson Task 3: Test My Friends - Review new vocabulary in the lesson.
HOTS Analysis 21st CA Pair / Group Discussion
Pupils complete the worksheet with Pupils complete the worksheet for Pupils complete the worksheet for
teacher’s guidance reinforcement enrichment.
REFLECTION
The next lesson plan will be improved on ___________________________________________________________

UNIT: 2. Life in the past TIME: 8.30-9.30AM DATE: 16/4/2024
SKILL(S) FOCUS: Reading LESSON: 18 (Writing 4) DAY: Tuesday
Main: 4.3 Main: 4.3.3
Complementary: 3.2 Complementary: 3.2.1 Friendship Patriotism Creativity and Innovation
Pupils can:
1. Infer at least 5 meanings and draw conclusions correctly
1. Infer meaning and draw conclusions.
2. Write at least 3 similarities and differences between lives in
2. Understand the main idea of simple longer texts
the past.
Academy Stars Year 6 Pupil’s Book: Page(s): 22–24 Exercise(s): 1–3
Used to / didn’t use to Teacher’s Book: Page(s): 44–45, Pictures from Lesson 17
Computers or posters, stationery and dictionaries
Pre-lesson:
1. Use the pictures from Lesson 17 (both those from the UK and from Malaysia) to review
vocabulary and historical content through a guessing game or another lively activity.
2. Ask pupils to remember the text in the Pupil’s Book pp.22–3 to order the sentences in
Activity 1 in the Pupil’s Book, p.24.
3. Pupils read the questions individually and think about the answer. Pupils will need to
think carefully to answer the questions. (Activitty 2)
4. Pupils discuss the questions comparing life in the past with now. Ask pupils to focus on
life in London at this stage. (Activity 3) 21/34 pupils able to achieve learning
5. Ask pupils if the same differences can be found in their hometown or in Kuala Lumpur, objectives with guidance and given
as the capital city. Ask pupils in pairs to brainstorm similarities and differences reinforcement exercise.
between life in the past (e.g. 50 or 100 years ago) and life now.
6. Working on a computer, where available, ask pupils to create a table to show the TODAY’S LESSON:
similarities and differences. They could colour their table and find some illustrations to Excellent
support their ideas. Encourage them to use an online dictionary to check spelling or to Need improvemnt /
find words they don’t know, or they can ask for your help (in English). If you are not
using a computer, encourage pupils to use printed dictionaries.
7. Put two pairs together to read and review each other’s work. They should make
changes and corrections as necessary. (HOTS)
8. Pupils can create posters and display them in the classroom. (CBA)
Post-lesson:-
9. Conduct a gallery walk for pupils to give each other feedback on their work – pupils
move around the classroom, look at each other’s work and comment on it. Collect
pupils’ work at the end of the lesson to review it. (21st CA)
HOTS Analysis 21st CA Gallery Walk
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

UNIT: 2. Life in the past TIME: 11.50-12.50PM DATE: 18/4/2024
SKILL(S) FOCUS: Listening LESSON: 19 (Listening 4) DAY: Thursday
Main: 1.1 Main: 1.1.1
Complementary: 1.2 Complementary: 1.2.5 Friendship Patriotism Language
Pupils can:
1. Recognise and reproduce independently a wide range of
1. Ask and answer questions with used to.
target language phonemes
2. Use prompts to make a new dialogue.
2. Understand more complex supported questions
Academy Stars Year 6 Pupil’s Book: Page(s): 24 & 26
Exercise(s): 1–4, workbook page 21.
Pre-lesson:
1. Play a whole class or large group game using the nouns and verbs from Working With
Words (Pupil’s Book, p.24). Ask pupils if they remember Samuel Pepys’ job (he was a
writer).
2. Elicit some ideas from pupils about how people lived in London in Pepys’ time. Elicit
more ideas about how pupils’ grandparents lived. Note useful ideas on the board.
3. Refer pupils to the vocabulary panel at the top of the page to introduce vocabulary. 19/34 pupils able to achieve learning
4. Refer pupils to the picture in Activity 1. Pupils listen to the dialogue then practice th objectives with guidance and given
edialogue in pairs. When asking questions to model used to, ask about pupils’ reinforcement exercise.
grandparents and/or Samuel Pepys. (CCE: Patriotism, finding out about local heritage).
5. Play the recording of the dialogue again. Have pupils listen for the pronunciation of TODAY’S LESSON:
used to (/'juːstə/). Point out that the pronunciation is different for use as a verb on its
Excellent
own. Drill several times chorally and individually, having pupils focus on their
Need improvemnt /
pronunciation while saying full positive and negative sentences and questions. Have
pupils repeat in different voices to review whisper, shout, scream etc.
6. Pupils use prompts to make a new dialogue. (Activity 2)
7. Pupils form questions using used to. (Activity 3)
8. Drill the questions and check pupils’ pronunciation of used to again before having
them practice the questions and answers (Activity 4, Pupil’s Book, p.26).
Post-lesson:-
9. Play Cooler Tic-tac-toe activity. Give the pupils promts to make questions with used to.
REFLECTION

SKILL(S) FOCUS: Speaking LESSON: 20 (Speaking 4) DAY: Friday
Main: 2.1 Main: 2.1.1
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Give detailed information about themselves and others 1. Talk to their partner about when they were three years old.
2. Give detailed information about themselves and others 2. Write a short paragraph about their life in the past
Academy Stars Year 6 Pupil’s Book: Page(s): 25
Exercise(s): 1–3
Pre-lesson:
1. Using the examples from pupils’ work from Lesson 18, say some sentences in the form
they are written (pupils may have used present simple, past simple, or some may have
used used to). In small groups, pupils listen and write a full sentence using used to
when suitable. Repeat three or four times. Review and check as a whole class.
2. Pupils open their Pupil’s Book on pages 22-23. Give pupils 15 seconds to look at the
pictures and then close their book. Have them write down all the things they can
rememberthat were dissferent in the past, 18/34 pupils able to achieve learning
3. Teacher guide pupils to notice the target language form and meaning. (Activity 1) objectives with guidance and given
4. Pupils complete the text using the target language. (Activity 2) reinforcement exercise.
5. Give pupils back their writing from Lesson 18. Have pupils use their similarities and
differences to say sentences using used to/didn’t use to. (HOTS) TODAY’S LESSON:
6. Pupils talk to their partner about when they were three years old. Extend the activity
Excellent
by asking pupils to give one incorrect piece of information about themselves. Partners
Need improvemnt /
should guess which information is incorrect. (Activity 3) (21st CA)
7. Individually, pupils write a short paragraph about their life in the past (e.g. when they
were three years old). Set a word limit (see differentiation strategies) and consider
having pupils finish for homework. Collect their work to evaluate their writing and
language progress; adjust your upcoming teaching plans if you need to review
particular areas or work more with individuals. (CBA)
Post-lesson:-
8. Consolidate learning with a speaking activity from the post-lesson tasks in Section 3
HOTS Evaluation 21st CA Share Experiences
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Homework
REFLECTION

THEME: World of Knowledge CLASS: 6I WEEK: 6
SKILL(S) FOCUS: Reading LESSON: 17 (Reading 4) DAY: Tuesday
Main: 3.2 Main: 3.2.3
Complementary: 3.2 Complementary: 3.2.2 Friendship Global Sustainability
Pupils can:
1. Guess the meaning of unfamiliar words from clues
1. Read extract from a diary and can ask questions to elicits
provided by other known words and by context
answer.
2. Understand specific information and details of simple
2. Use the context to work out what they mean.
longer texts
Academy Stars Year 6 Pupil’s Book: Page(s): 22–23, Exercise(s): 1–4,
Pictures / illustrations of 17th century London, the Great Fire of
London and Samuel Pepys, Pictures / illustrations of any similar well-
known events from local or national history
Pre-lesson:
1. Show the pictures of London in the 17th century and ask pupils what they can see,
where they think it is, which century it is in, etc. (HOTS)
2. Pupils look at the pictures on pages 22-23. Use the picture of Samuel Pepys
(pronounced: /piːps/) as you introduce pupils to him. (Activity 1)
3. Pupils look at each picture and talk about what they see. Discuss and compare 16/30 pupils able to achieve learning
different ideas. (Activity 2)(21st CA)
objectives with guidance and given
4. Pupils read the diary to check their answers to activitiy 2 and to gain a global
understanding of the text. (Activity 3) reinforcement exercise.
5. Pupils scan the text to find the words in vocabulary panel. Support and guide pupils as
they develop the skill of guessing meaning from context. (Activity 4) TODAY’S LESSON:
6. Talk to pupils about how they record new vocabulary. Encourage pupils to write Excellent
definitions of new words in English and avoid translations unless necessary, especially Need improvemnt /
in the case of more proficient pupils.
7. The Great Fire of London was a tragic event, but it helped eradicate the plague. Ask
pupils to reflect on positive and negative outcomes of these events. (CCE: Global
Sustainability). Support pupils in expressing their ideas in English by helping them with
vocabulary and language if they speak in their home language. (CBA)
Post-lesson:-
8. Post-Lesson Task 3: Test My Friends - Review new vocabulary in the lesson.
REFLECTION

UNIT: 2. Life in the past TIME: 10.50-11.50AM DATE: 16/4/2024
SKILL(S) FOCUS: Reading LESSON: 18 (Writing 4) DAY: Tuesday
Main: 4.3 Main: 4.3.3
Complementary: 3.2 Complementary: 3.2.1 Friendship Patriotism Creativity and Innovation
Pupils can:
1. Infer at least 5 meanings and draw conclusions correctly
1. Infer meaning and draw conclusions.
2. Write at least 3 similarities and differences between lives
2. Understand the main idea of simple longer texts
in the past.
Academy Stars Year 6 Pupil’s Book: Page(s): 22–24 Exercise(s): 1–3
Used to / didn’t use to Teacher’s Book: Page(s): 44–45, Pictures from Lesson 17
Computers or posters, stationery and dictionaries
Pre-lesson:
1. Use the pictures from Lesson 17 (both those from the UK and from Malaysia) to review
vocabulary and historical content through a guessing game or another lively activity.
2. Ask pupils to remember the text in the Pupil’s Book pp.22–3 to order the sentences in
Activity 1 in the Pupil’s Book, p.24.
3. Pupils read the questions individually and think about the answer. Pupils will need to
think carefully to answer the questions. (Activitty 2)
4. Pupils discuss the questions comparing life in the past with now. Ask pupils to focus on
life in London at this stage. (Activity 3) 16/30 pupils able to achieve learning
5. Ask pupils if the same differences can be found in their hometown or in Kuala Lumpur, objectives with guidance and given
as the capital city. Ask pupils in pairs to brainstorm similarities and differences reinforcement exercise.
between life in the past (e.g. 50 or 100 years ago) and life now.
6. Working on a computer, where available, ask pupils to create a table to show the TODAY’S LESSON:
similarities and differences. They could colour their table and find some illustrations to Excellent
support their ideas. Encourage them to use an online dictionary to check spelling or to Need improvemnt /
find words they don’t know, or they can ask for your help (in English). If you are not
using a computer, encourage pupils to use printed dictionaries.
7. Put two pairs together to read and review each other’s work. They should make
changes and corrections as necessary. (HOTS)
8. Pupils can create posters and display them in the classroom. (CBA)
Post-lesson:-
9. Conduct a gallery walk for pupils to give each other feedback on their work – pupils
move around the classroom, look at each other’s work and comment on it. Collect
pupils’ work at the end of the lesson to review it. (21st CA)
HOTS Analysis 21st CA Gallery Walk
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

SKILL(S) FOCUS: Listening LESSON: 19 (Listening 4) DAY: Wednesday
Main: 1.1 Main: 1.1.1
Pupils can:
1. Recognise and reproduce independently a wide range of
1. Ask and answer questions with used to.
target language phonemes
2. Use prompts to make a new dialogue.
2. Understand more complex supported questions
Academy Stars Year 6 Pupil’s Book: Page(s): 24 & 26
Exercise(s): 1–4, workbook page 21.
Pre-lesson:
1. Play a whole class or large group game using the nouns and verbs from Working With
Words (Pupil’s Book, p.24). Ask pupils if they remember Samuel Pepys’ job (he was a
writer).
2. Elicit some ideas from pupils about how people lived in London in Pepys’ time. Elicit
more ideas about how pupils’ grandparents lived. Note useful ideas on the board.
3. Refer pupils to the vocabulary panel at the top of the page to introduce vocabulary. 19/34 pupils able to achieve learning
4. Refer pupils to the picture in Activity 1. Pupils listen to the dialogue then practice th objectives with guidance and given
edialogue in pairs. When asking questions to model used to, ask about pupils’ reinforcement exercise.
grandparents and/or Samuel Pepys. (CCE: Patriotism, finding out about local heritage).
5. Play the recording of the dialogue again. Have pupils listen for the pronunciation of TODAY’S LESSON:
used to (/'juːstə/). Point out that the pronunciation is different for use as a verb on its
Excellent
own. Drill several times chorally and individually, having pupils focus on their
Need improvemnt /
pronunciation while saying full positive and negative sentences and questions. Have
pupils repeat in different voices to review whisper, shout, scream etc.
6. Pupils use prompts to make a new dialogue. (Activity 2)
7. Pupils form questions using used to. (Activity 3)
8. Drill the questions and check pupils’ pronunciation of used to again before having
them practice the questions and answers (Activity 4, Pupil’s Book, p.26).
Post-lesson:-
9. Play Cooler Tic-tac-toe activity. Give the pupils promts to make questions with used to.
REFLECTION

SKILL(S) FOCUS: Speaking LESSON: 20 (Speaking 4) DAY: Friday
Main: 2.1 Main: 2.1.1
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Give detailed information about themselves and others 1. Talk to their partner about when they were three years old.
2. Give detailed information about themselves and others 2. Write a short paragraph about their life in the past
Academy Stars Year 6 Pupil’s Book: Page(s): 25
Exercise(s): 1–3
Pre-lesson:
1. Using the examples from pupils’ work from Lesson 18, say some sentences in the form
they are written (pupils may have used present simple, past simple, or some may have
used used to). In small groups, pupils listen and write a full sentence using used to
when suitable. Repeat three or four times. Review and check as a whole class.
2. Pupils open their Pupil’s Book on pages 22-23. Give pupils 15 seconds to look at the
pictures and then close their book. Have them write down all the things they can
rememberthat were dissferent in the past, 17/30 pupils able to achieve learning
3. Teacher guide pupils to notice the target language form and meaning. (Activity 1) objectives with guidance and given
4. Pupils complete the text using the target language. (Activity 2) reinforcement exercise.
5. Give pupils back their writing from Lesson 18. Have pupils use their similarities and
differences to say sentences using used to/didn’t use to. (HOTS) TODAY’S LESSON:
6. Pupils talk to their partner about when they were three years old. Extend the activity
Excellent
by asking pupils to give one incorrect piece of information about themselves. Partners
Need improvemnt /
should guess which information is incorrect. (Activity 3) (21st CA)
7. Individually, pupils write a short paragraph about their life in the past (e.g. when they
were three years old). Set a word limit (see differentiation strategies) and consider
having pupils finish for homework. Collect their work to evaluate their writing and
language progress; adjust your upcoming teaching plans if you need to review
particular areas or work more with individuals. (CBA)
Post-lesson:-
8. Consolidate learning with a speaking activity from the post-lesson tasks in Section 3
HOTS Evaluation 21st CA Share Experiences
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Homework
REFLECTION
RANCANGAN PENGAJARAN HARIAN
MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN
9.00-10.00 AM
Pendidikan
6 Rabu 17/4/2024 5C
60 minit Seni Visual
UNIT 2. Sayangilah Habitat Kita

TAJUK Eksplorasi Poster dan Montaj Choose an item.
BIDANG 1 : MENGGAMBAR
STANDARD KANDUNGAN 1.1 Bahasa Seni Visual 2.1 Kemahiran Seni Visual
1.1.1(ii) Menginterpretasi bahasa seni visual yang ada pada karya dalam
bidang menggambar poster dan montaj
STANDARD PEMBELAJARAN 2.1.2(i-iii) Meneroka penghasilan karya gabungan poster dan montaj dalam
bidang menggambar dari aspek bahasa seni visual, pelbagai media dan
teknik dan proses.
Pada akhir PdPC murid dapat :
OBJEKTIF PEMBELAJARAN Meneroka penghasilan karya gabungan poster dan montaj dalam bidang menggambar dari
aspek bahasa seni visual, pelbagai media, teknik dan proses.
Murid berjaya menghasilkan karya gabungan poster dan montaj dalam bidang
KRITERIA KEJAYAAN
menggambar.
Pengenalan:
1. Guru menunjukkan contoh beberapa karya yang telah dihasilkan dan bersoal jawab
mengenai bahasa seni yang ada pada contoh karya.
Aktiviti:
2. Murid dibimbing menginterpretasikan bahasa seni visual (ruang, rupa, penegasan,
imbangan) pada contoh karya.
3. Murid mengenal pasti ciri-ciri utama karya gabungan poster dan montaj melalui
contoh-contoh yang ditunjukkan.
AKTIVITI
4. Murid bersoal jawab dengan guru mengenai penggunaan bahasa seni visual dalam
PDPC
karya. (KBAT)
5. Murid meneroka pelbagai media dan teknik untuk menghasilkan karya gabungan
poster dan montaj. (PAK-21)
6. Secara berpasangan, murid berbincang dan bercerita tentang karya gabungan poster
dan montaj yang ditunjukkan oleh guru. (PBD)
Penutup:
7. Guru membuat rumusan pelajaran hari ini dan PdPC akan disambung pada sesi
pembelajaran akan datang.
BBB Buku teks m/s: 14-17, Contoh karya.
KBAT Mengaplikasi PAK-21 Mix-n-Match (Suai Padan)

NILAI Kerjasama EMK TMK
TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Bercerita

32/37 murid dapat mencapai objektif yang ditetapkan dan murid yang tidak mencapai
REFLEKSI / IMPAK
objektif diberi bimbingan.
RANCANGAN PENGAJARAN HARIAN
MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN
8.00-9.00 AM
Pendidikan
6 Khamis 18/4/2024 5D
60 minit Seni Visual
UNIT 2. Sayangilah Habitat Kita

TAJUK Eksplorasi Poster dan Montaj Choose an item.
BIDANG 1 : MENGGAMBAR
STANDARD KANDUNGAN 1.1 Bahasa Seni Visual 2.1 Kemahiran Seni Visual
1.1.1(ii) Menginterpretasi bahasa seni visual yang ada pada karya dalam
bidang menggambar poster dan montaj
STANDARD PEMBELAJARAN 2.1.2(i-iii) Meneroka penghasilan karya gabungan poster dan montaj dalam
bidang menggambar dari aspek bahasa seni visual, pelbagai media dan
teknik dan proses.
Pada akhir PdPC murid dapat :
OBJEKTIF PEMBELAJARAN Meneroka penghasilan karya gabungan poster dan montaj dalam bidang menggambar dari
aspek bahasa seni visual, pelbagai media, teknik dan proses.
Murid berjaya menghasilkan karya gabungan poster dan montaj dalam bidang
KRITERIA KEJAYAAN
menggambar.
Pengenalan:
1. Guru menunjukkan contoh beberapa karya yang telah dihasilkan dan bersoal jawab
mengenai bahasa seni yang ada pada contoh karya.
Aktiviti:
2. Murid dibimbing menginterpretasikan bahasa seni visual (ruang, rupa, penegasan,
imbangan) pada contoh karya.
3. Murid mengenal pasti ciri-ciri utama karya gabungan poster dan montaj melalui
contoh-contoh yang ditunjukkan.
AKTIVITI
4. Murid bersoal jawab dengan guru mengenai penggunaan bahasa seni visual dalam
PDPC
karya. (KBAT)
5. Murid meneroka pelbagai media dan teknik untuk menghasilkan karya gabungan
poster dan montaj. (PAK-21)
6. Secara berpasangan, murid berbincang dan bercerita tentang karya gabungan poster
dan montaj yang ditunjukkan oleh guru. (PBD)
Penutup:
7. Guru membuat rumusan pelajaran hari ini dan PdPC akan disambung pada sesi
pembelajaran akan datang.
BBB Buku teks m/s: 14-17, Contoh karya.
KBAT Mengaplikasi PAK-21 Mix-n-Match (Suai Padan)

NILAI Kerjasama EMK TMK
TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Bercerita
29/36 murid dapat mencapai objektif yang ditetapkan dan murid yang tidak mencapai
REFLEKSI / IMPAK
objektif diberi bimbingan.

LESSON PLAN WEEK 6 2024/2025: Content Standard Code: Learning Standard Code: Moral Values CCE

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LESSON PLAN WEEK 6 2024/2025: Content Standard Code: Learning Standard Code: Moral Values CCE

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LESSON PLAN WEEK 6 2024/2025

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DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

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DAILY LESSON PLAN TS25

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DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

RANCANGAN PENGAJARAN HARIAN

MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN

UNIT 2. Sayangilah Habitat Kita

KBAT Mengaplikasi PAK-21 Mix-n-Match (Suai Padan)

TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Bercerita

RANCANGAN PENGAJARAN HARIAN

MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN

UNIT 2. Sayangilah Habitat Kita

KBAT Mengaplikasi PAK-21 Mix-n-Match (Suai Padan)

TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Bercerita

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