WEEK: 5 DAY: Monday DATE: 17 March 2025

SUBJECT: ENGLISH LESSON: 9 TIME: 8.30-9.00 am

FORM/CLASS: 3 Delima Choose an item.
DURATION: 30 minutes Choose an item.
THEME: People and Culture
TOPIC: FAMILY TIES RESOURCES:
FOCUS SKILLS: Writing 2 Textbook
LANGUAGE/ Useful expressions for an invitation email
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Writing Flow
4.1 Communicate intelligibly through print and digital media on familiar
topics CROSS CURRICULAR
CONTENT ELEMENTS:
STANDARD/S: Moral Values
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics LEARNING DOMAIN:
Main Skill: Writing Evaluate
4.1.5 Organise, sequence and develop ideas within short texts on familiar
LEARNING topics ASSESSMENT:
STANDARD/S: Written Exercise
Complementary Skill: Speaking
2.1.3 Describe future plans and ambitions MORAL VALUES:
Main Writing Tidiness
By the end of the lesson, pupils will be able to organise, sequence and
develop ideas by providing all information required in an email between 35
to 45 words
LEARNING
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to describe future plans and
ambitions by using at least 3 expressions provided in the ‘Useful
Expressions’ box
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils review how they would go about planning a piece of writing
(group work – mini white board) FA: Mini-whiteboard
b. Pupils present their ideas to the class (flow map) I-Think Map: Flow Map
c. Pupils compare ideas to other groups (teacher link to Task E in
previous lesson)
II. LESSON d. Pupils prepare a plan based on the information in ‘Exam Close-up’
DEVELOPMENT e. Pupils share their plan (mini white board)
– GIST- TASK f. Pupils read ‘Useful Expressions’ and practice saying out aloud the
expressions that can be used in their writing task FA: Mini-whiteboard
g. Pupils reread the ‘Exam Close-up’ and ‘Exam Task’
h. Pupils underline the information that they need to include in the email
III. DETAILED TASK i. Pupils write the email individually
j. Pupils provide feedback on whether all the information required are in
the email written by their partner
k. Pupils complete an ‘exit card’ on 1. What went well in my learning and
2. My learning would have been even better if…
l. Pupils hand in their exit card at the end of the lesson to be used by
IV. POST-LESSON teacher to plan the next writing lesson for Unit 2
REFLECTION: Number: 30/32 pupils were able to describe future plans and ambitions by using at least 3
expressions provided in the ‘Useful Expressions’ box
WEEK: 5 DAY: Monday DATE: 17 March 2025
SUBJECT: ENGLISH LESSON: 9 TIME: 9.00-10.00 am
FORM/CLASS: 3 Berlian Choose an item.
DURATION: 60 minutes Choose an item.
THEME: People and Culture
TOPIC: FAMILY TIES RESOURCES:
FOCUS SKILLS: Writing 2 Textbook
LANGUAGE/ Useful expressions for an invitation email
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Writing Flow
4.1 Communicate intelligibly through print and digital media on familiar
topics CROSS CURRICULAR
CONTENT ELEMENTS:
STANDARD/S: Moral Values
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics LEARNING DOMAIN:
Main Skill: Writing Evaluate
4.1.5 Organise, sequence and develop ideas within short texts on familiar
LEARNING topics ASSESSMENT:
STANDARD/S: Written Exercise
Complementary Skill: Speaking
2.1.3 Describe future plans and ambitions MORAL VALUES:
Main Writing Tidiness
By the end of the lesson, pupils will be able to organise, sequence and
develop ideas by providing all information required in an email between 35
to 45 words
LEARNING
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to describe future plans and
ambitions by using at least 3 expressions provided in the ‘Useful
Expressions’ box
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils review how they would go about planning a piece of writing
(group work – mini white board) FA: Mini-whiteboard
b. Pupils present their ideas to the class (flow map) I-Think Map: Flow Map
c. Pupils compare ideas to other groups (teacher link to Task E in
previous lesson)
II. LESSON d. Pupils prepare a plan based on the information in ‘Exam Close-up’
DEVELOPM e. Pupils share their plan (mini white board)
ENT – GIST- f. Pupils read ‘Useful Expressions’ and practice saying out aloud the
TASK expressions that can be used in their writing task FA: Mini-whiteboard
g. Pupils reread the ‘Exam Close-up’ and ‘Exam Task’
h. Pupils underline the information that they need to include in the email
i. Pupils write the email individually
III. DETAILED TASK j. Pupils provide feedback on whether all the information required are in
the email written by their partner
k. Pupils complete an ‘exit card’ on 1. What went well in my learning and
IV. POST-LESSON 2. My learning would have been even better if…
l. Pupils hand in their exit card at the end of the lesson to be used by
teacher to plan the next writing lesson for Unit 2
REFLECTION: Number: 32/32 pupils were able to describe future plans and ambitions by using at least 3
expressions provided in the ‘Useful Expressions’ box
WEEK: 5 DAY: Monday DATE: 17 March 2025
SUBJECT: ENGLISH LESSON: 9 TIME: 11.20-12.20 pm
FORM/CLASS: 3 Intan Choose an item.
DURATION: 60 minutes Choose an item.
THEME: People and Culture
TOPIC: FAMILY TIES RESOURCES:
FOCUS SKILLS: Writing 2 Textbook
LANGUAGE/ Useful expressions for an invitation email
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Writing Flow
4.1 Communicate intelligibly through print and digital media on familiar
topics CROSS CURRICULAR
CONTENT ELEMENTS:
STANDARD/S: Moral Values
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics LEARNING DOMAIN:
Main Skill: Writing Evaluate
4.1.5 Organise, sequence and develop ideas within short texts on familiar
LEARNING topics ASSESSMENT:
STANDARD/S: Written Exercise
Complementary Skill: Speaking
2.1.3 Describe future plans and ambitions MORAL VALUES:
Main Writing Tidiness
By the end of the lesson, pupils will be able to organise, sequence and
develop ideas by providing all information required in an email between 35
to 45 words
LEARNING
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to describe future plans and
ambitions by using at least 3 expressions provided in the ‘Useful
Expressions’ box
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils review how they would go about planning a piece of writing
(group work – mini white board) FA: Mini-whiteboard
b. Pupils present their ideas to the class (flow map) I-Think Map: Flow Map
c. Pupils compare ideas to other groups (teacher link to Task E in
previous lesson)
LESSON d. Pupils prepare a plan based on the information in ‘Exam Close-up’
DEVELOPMENT – e. Pupils share their plan (mini white board)
GIST- TASK f. Pupils read ‘Useful Expressions’ and practice saying out aloud the
expressions that can be used in their writing task FA: Mini-whiteboard
g. Pupils reread the ‘Exam Close-up’ and ‘Exam Task’
h. Pupils underline the information that they need to include in the email
II. DETAILED TASK i. Pupils write the email individually
j. Pupils provide feedback on whether all the information required are in
the email written by their partner
III. POST-LESSON k. Pupils complete an ‘exit card’ on 1. What went well in my learning and
2. My learning would have been even better if…
l. Pupils hand in their exit card at the end of the lesson to be used by
teacher to plan the next writing lesson for Unit 2
REFLECTION: Number: 28/30 pupils were able to describe future plans and ambitions by using at least 3
expressions provided in the ‘Useful Expressions’ box
WEEK: 5 DAY: Monday DATE: 17 March 2025
SUBJECT: ENGLISH LESSON: 9 TIME: 12.20-12.50 pm
FORM/CLASS: 3 Nilam Choose an item.
DURATION: 30 minutes Choose an item.
THEME: People and Culture
TOPIC: FAMILY TIES RESOURCES:
FOCUS SKILLS: Writing 2 Textbook
LANGUAGE/ Useful expressions for an invitation email
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Writing Flow
4.1 Communicate intelligibly through print and digital media on familiar
topics CROSS CURRICULAR
CONTENT ELEMENTS:
STANDARD/S: Moral Values
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics LEARNING DOMAIN:
Main Skill: Writing Evaluate
4.1.5 Organise, sequence and develop ideas within short texts on familiar
LEARNING topics ASSESSMENT:
STANDARD/S: Written Exercise
Complementary Skill: Speaking
2.1.3 Describe future plans and ambitions MORAL VALUES:
Main Writing Tidiness
By the end of the lesson, pupils will be able to organise, sequence and
develop ideas by providing all information required in an email between 35
to 45 words
LEARNING
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to describe future plans and
ambitions by using at least 3 expressions provided in the ‘Useful
Expressions’ box
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils review how they would go about planning a piece of writing
(group work – mini white board) FA: Mini-whiteboard
b. Pupils present their ideas to the class (flow map) I-Think Map: Flow Map
c. Pupils compare ideas to other groups (teacher link to Task E in
previous lesson)
II. LESSON d. Pupils prepare a plan based on the information in ‘Exam Close-up’
DEVELOPMENT – e. Pupils share their plan (mini white board)
GIST- TASK f. Pupils read ‘Useful Expressions’ and practice saying out aloud the
expressions that can be used in their writing task FA: Mini-whiteboard
g. Pupils reread the ‘Exam Close-up’ and ‘Exam Task’
h. Pupils underline the information that they need to include in the email
III.DETAILED TASK i. Pupils write the email individually
j. Pupils provide feedback on whether all the information required are in
the email written by their partner
IV.POST-LESSON k. Pupils complete an ‘exit card’ on 1. What went well in my learning and
2. My learning would have been even better if…
l. Pupils hand in their exit card at the end of the lesson to be used by
teacher to plan the next writing lesson for Unit 2
REFLECTION: Number: 25/30 pupils were able to describe future plans and ambitions by using at least 3
expressions provided in the ‘Useful Expressions’ box
WEEK: 5 DAY: Wednesday DATE: 19 March 2025
SUBJECT: ENGLISH LESSON: 10 TIME:7.30-8.00 am
FORM/CLASS: 3 Nilam Choose an item.
DURATION: 30 minutes Choose an item.
THEME: Not applicable for a LiA lesson
TOPIC: The Day the Bulldozer Came RESOURCES:
FOCUS SKILLS: LiA 1 Textbook
LANGUAGE/ Useful expressions for an invitation email
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Literature in Action Circle
5.1 Engage with, respond to and intrepret a variety of literary text types
CONTENT CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Choose an item.
Choose an item. Global Sustainability
Main Skill: Literature in Action
5.1.1 Explain why a part or aspect of a text interests them LEARNING DOMAIN:
LEARNING Analyse
STANDARD/S:
Complementary Skill: Choose an item.
Choose an item. ASSESSMENT:
Main Literature in Action Written Exercise
By the end of the lesson, pupils will be able to explain to their talk partner
LEARNING one reason an aspect of the poem that interest them in 2 to 3 sentences MORAL VALUES:
OBJECTIVES: Love for Nature
Complementary Choose an item.
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils explain what the topic “The Day the Bulldozer Came”
means to them
b. Pupils present their ideas to the class I-Think Map: Circle Map
II. LESSON c. Pupils read the poem silently and list two ideas from the poem FA: Mini-whiteboard
DEVELOPM d. Pupils share their answers to their group
ENT – GIST- e. Pupils answer 3 comprehension questions about the poem FA: Think-Pair-Share
TASK f. Pupils compare answers to other groups
g. Pupils read the poem again and find an aspect they find interesting
III. DETAILED TASK h. FA: Think-Pair-Square-Share
Pupils find an aspect that is interesting and write in 3 or 4 sentences
i. Pupils share their writing with their partner
j. Pupils read out a few sentences Moral Value: Love for Nature
k. Pupils state a moral value they learnt in the lesson
IV. POST-LESSON
REFLECTION: Number: 24/30 pupils were able to explain to their talk partner one reason an aspect of the
poem that interest them in 2 to 3 sentences.
WEEK: 5 DAY: Wednesday DATE: 19 March 2025
SUBJECT: ENGLISH LESSON: 10 TIME:9.00-10.00 am
FORM/CLASS: 3 Intan Choose an item.
DURATION: 60 minutes Choose an item.
THEME: Not applicable for a LiA lesson
TOPIC: The Day the Bulldozer Came RESOURCES:
FOCUS SKILLS: LiA 1 Textbook
LANGUAGE/ Useful expressions for an invitation email
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Literature in Action Circle
5.1 Engage with, respond to and intrepret a variety of literary text types
CONTENT CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Choose an item.
Choose an item. Global Sustainability
Main Skill: Literature in Action
5.1.1 Explain why a part or aspect of a text interests them LEARNING DOMAIN:
LEARNING Analyse
STANDARD/S:
Complementary Skill: Choose an item.
Choose an item. ASSESSMENT:
Main Literature in Action Written Exercise
By the end of the lesson, pupils will be able to explain to their talk partner
LEARNING one reason an aspect of the poem that interest them in 2 to 3 sentences MORAL VALUES:
OBJECTIVES: Love for Nature
Complementary Choose an item.
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils explain what the topic “The Day the Bulldozer Came”
means to them
b. Pupils present their ideas to the class I-Think Map: Circle Map
II. LESSON c. Pupils read the poem silently and list two ideas from the poem FA: Mini-whiteboard
DEVELOPM d. Pupils share their answers to their group
ENT – GIST- e. Pupils answer 3 comprehension questions about the poem FA: Think-Pair-Share
TASK f. Pupils compare answers to other groups
g. Pupils read the poem again and find an aspect they find interesting
III. DETAILED TASK h. FA: Think-Pair-Square-Share
Pupils find an aspect that is interesting and write in 3 or 4 sentences
i. Pupils share their writing with their partner
j. Pupils read out a few sentences Moral Value: Love for Nature
k. Pupils state a moral value they learnt in the lesson
IV. POST-LESSON
REFLECTION: Number: 31/32 pupils were able to explain to their talk partner one reason an aspect of the
poem that interest them in 2 to 3 sentences.
WEEK: 5 DAY: Wednesday DATE: 19 March 2025
SUBJECT: ENGLISH LESSON: 10 TIME:10.20-10.50 am
FORM/CLASS: 3 Berlian Choose an item.
DURATION: 30 minutes Choose an item.
THEME: Not applicable for a LiA lesson
TOPIC: The Day the Bulldozer Came RESOURCES:
FOCUS SKILLS: LiA 1 Textbook
LANGUAGE/ Useful expressions for an invitation email
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Literature in Action Circle
5.1 Engage with, respond to and intrepret a variety of literary text types
CONTENT CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Choose an item.
Choose an item. Global Sustainability
Main Skill: Literature in Action
5.1.1 Explain why a part or aspect of a text interests them LEARNING DOMAIN:
LEARNING Analyse
STANDARD/S:
Complementary Skill: Choose an item.
Choose an item. ASSESSMENT:
Main Literature in Action Written Exercise
By the end of the lesson, pupils will be able to explain to their talk partner
LEARNING one reason an aspect of the poem that interest them in 2 to 3 sentences MORAL VALUES:
OBJECTIVES: Love for Nature
Complementary Choose an item.
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils explain what the topic “The Day the Bulldozer Came”
means to them
b. Pupils present their ideas to the class I-Think Map: Circle Map
II. LESSON c. Pupils read the poem silently and list two ideas from the poem FA: Mini-whiteboard
DEVELOPM d. Pupils share their answers to their group
ENT – GIST- e. Pupils answer 3 comprehension questions about the poem FA: Think-Pair-Share
TASK f. Pupils compare answers to other groups
g. Pupils read the poem again and find an aspect they find interesting
III. DETAILED TASK h. FA: Think-Pair-Square-Share
Pupils find an aspect that is interesting and write in 3 or 4 sentences
i. Pupils share their writing with their partner
j. Pupils read out a few sentences Moral Value: Love for Nature
k. Pupils state a moral value they learnt in the lesson
IV. POST-LESSON
REFLECTION: Number: 30/32 pupils were able to explain to their talk partner one reason an aspect of the
poem that interest them in 2 to 3 sentences.
WEEK: 5 DAY: Wednesday DATE: 19 March 2025
SUBJECT: ENGLISH LESSON: 10 TIME:11.50-12.50 pm
FORM/CLASS: 3 Delima Choose an item.
DURATION: 60 minutes Choose an item.
THEME: Not applicable for a LiA lesson
TOPIC: The Day the Bulldozer Came RESOURCES:
FOCUS SKILLS: LiA 1 Textbook
LANGUAGE/ Useful expressions for an invitation email
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Literature in Action Circle
5.1 Engage with, respond to and intrepret a variety of literary text types
CONTENT CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Choose an item.
Choose an item. Global Sustainability
Main Skill: Literature in Action
5.1.1 Explain why a part or aspect of a text interests them LEARNING DOMAIN:
LEARNING Analyse
STANDARD/S:
Complementary Skill: Choose an item.
Choose an item. ASSESSMENT:
Main Literature in Action Written Exercise
By the end of the lesson, pupils will be able to explain to their talk partner
LEARNING one reason an aspect of the poem that interest them in 2 to 3 sentences MORAL VALUES:
OBJECTIVES: Love for Nature
Complementary Choose an item.
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils explain what the topic “The Day the Bulldozer Came”
means to them
b. Pupils present their ideas to the class I-Think Map: Circle Map
II. LESSON c. Pupils read the poem silently and list two ideas from the poem FA: Mini-whiteboard
DEVELOPM d. Pupils share their answers to their group
ENT – GIST- e. Pupils answer 3 comprehension questions about the poem FA: Think-Pair-Share
TASK f. Pupils compare answers to other groups
g. Pupils read the poem again and find an aspect they find interesting
III. DETAILED TASK h. FA: Think-Pair-Square-Share
Pupils find an aspect that is interesting and write in 3 or 4 sentences
i. Pupils share their writing with their partner
j. Pupils read out a few sentences Moral Value: Love for Nature
k. Pupils state a moral value they learnt in the lesson
IV. POST-LESSON
REFLECTION: Number: 28/30 pupils were able to explain to their talk partner one reason an aspect of the
poem that interest them in 2 to 3 sentences.
WEEK: 5 DAY: Thursday DATE: 20 March 2025
SUBJECT: ENGLISH LESSON: 11 TIME: 7.30-8.30 am
FORM/CLASS: 3 Nilam Choose an item.
DURATION: 60 minutes Choose an item.
THEME: People and Culture
TOPIC: FOOD, FOOD, FOOD (UNIT 2) RESOURCES:
FOCUS SKILLS: Reading 3 Textbook
LANGUAGE/ Food related vocabulary
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Reading Tree
3.1 Understand a variety of text by using a range of appropriate reading
CONTENT strategies to construct meaning CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Writing Global Sustainability
4.2 Communicate with appropriate language, form and style
Main Skill: Reading LEARNING DOMAIN:
3.1.6 Recognise with support typical features at word, sentence and text Analyse
LEARNING levels of a range of genres
STANDARD/S: ASSESSMENT:
Complementary Skill: Writing Written Exercise
4.2.2 Spell written work with moderate accuracy
Main Reading MORAL VALUES:
By the end of the lesson, pupils will be able to recognise typical features at Thrifty
word, sentence and text levels by choosing the best answers for the 10
LEARNING gaps in a text
OBJECTIVES:
Complementary Writing
By the end of the lesson, pupils will be able to write 2 sentences with
correct spelling with moderate accuracy
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils list as many food-related words (mini whiteboard). FA: Mini-whiteboard
b. Pupils categorize the words they have written into 3 headings on the I-Think Map: Tree Map
board – Savoury, Sweet and Drinks.
c. Pupils look at the picture on page 17 and discuss what they think is FA: Think-Pair-Share
going on (group work)
d. Pupils read words 1 – 5 in Activity D and teacher correct their Moral Value: Thrifty
II. LESSON pronunciation where necessary
DEVELOPM e. Pupils write a sentence for each of the words; ‘liquid’ and ‘disease’ on
ENT – GIST- their mini white-board
TASK f. Pupils read the information in the ‘Exam Close-up’ box and explain
using their own words
III. DETAILED TASK g. Pupils read the text in the Exam Task and understand what the text is
about
h. Pupils read the Exam Task instructions and follow the steps mentioned
in the Exam Close-up to help them choose the best answer
i. Pupils in pairs identify one new word or expression that they learnt in
IV. POST-LESSON this lesson
j. Pairs share their answers

REFLECTION: Number: 29/30 pupils were able to write 2 sentences with correct spelling with moderate
accuracy.
WEEK: 5 DAY: Thursday DATE: 20 March 2025
SUBJECT: ENGLISH LESSON: 11 TIME: 8.30-9.00 am
FORM/CLASS: 3 Intan Choose an item.
DURATION: 30 minutes Choose an item.
THEME: People and Culture
TOPIC: FOOD, FOOD, FOOD (UNIT 2) RESOURCES:
FOCUS SKILLS: Reading 3 Textbook
LANGUAGE/ Food related vocabulary
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Reading Tree
3.1 Understand a variety of text by using a range of appropriate reading
CONTENT strategies to construct meaning CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Writing Global Sustainability
4.2 Communicate with appropriate language, form and style
Main Skill: Reading LEARNING DOMAIN:
3.1.6 Recognise with support typical features at word, sentence and text Analyse
LEARNING levels of a range of genres
STANDARD/S: ASSESSMENT:
Complementary Skill: Writing Written Exercise
4.2.2 Spell written work with moderate accuracy
Main Reading MORAL VALUES:
By the end of the lesson, pupils will be able to recognise typical features at Thrifty
word, sentence and text levels by choosing the best answers for the 10
LEARNING gaps in a text
OBJECTIVES:
Complementary Writing
By the end of the lesson, pupils will be able to write 2 sentences with
correct spelling with moderate accuracy
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils list as many food-related words (mini whiteboard). FA: Mini-whiteboard
b. Pupils categorize the words they have written into 3 headings on the I-Think Map: Tree Map
board – Savoury, Sweet and Drinks.
c. Pupils look at the picture on page 17 and discuss what they think is FA: Think-Pair-Share
going on (group work)
d. Pupils read words 1 – 5 in Activity D and teacher correct their Moral Value: Thrifty
II. LESSON pronunciation where necessary
DEVELOPM e. Pupils write a sentence for each of the words; ‘liquid’ and ‘disease’ on
ENT – GIST- their mini white-board
TASK f. Pupils read the information in the ‘Exam Close-up’ box and explain
using their own words
III. DETAILED TASK g. Pupils read the text in the Exam Task and understand what the text is
about
h. Pupils read the Exam Task instructions and follow the steps mentioned
in the Exam Close-up to help them choose the best answer
i. Pupils in pairs identify one new word or expression that they learnt in
IV. POST-LESSON this lesson
j. Pairs share their answers

REFLECTION: Number: 29/32 pupils were able to write 2 sentences with correct spelling with moderate
accuracy.
WEEK: 5 DAY: Friday DATE: 21 March 2025
SUBJECT: ENGLISH LESSON: 11 TIME: 8.00-9.00 am
FORM/CLASS: 3 Berlian Choose an item.
DURATION: 60 minutes Choose an item.
THEME: People and Culture
TOPIC: FOOD, FOOD, FOOD (UNIT 2) RESOURCES:
FOCUS SKILLS: Reading 3 Textbook
LANGUAGE/ Food related vocabulary
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Reading Tree
3.1 Understand a variety of text by using a range of appropriate reading
CONTENT strategies to construct meaning CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Writing Global Sustainability
4.2 Communicate with appropriate language, form and style
Main Skill: Reading LEARNING DOMAIN:
3.1.6 Recognise with support typical features at word, sentence and text Analyse
LEARNING levels of a range of genres
STANDARD/S: ASSESSMENT:
Complementary Skill: Writing Written Exercise
4.2.2 Spell written work with moderate accuracy
Main Reading MORAL VALUES:
By the end of the lesson, pupils will be able to recognise typical features at Thrifty
word, sentence and text levels by choosing the best answers for the 10
LEARNING gaps in a text
OBJECTIVES:
Complementary Writing
By the end of the lesson, pupils will be able to write 2 sentences with
correct spelling with moderate accuracy
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils list as many food-related words (mini whiteboard). FA: Mini-whiteboard
b. Pupils categorize the words they have written into 3 headings on the I-Think Map: Tree Map
board – Savoury, Sweet and Drinks.
c. Pupils look at the picture on page 17 and discuss what they think is FA: Think-Pair-Share
going on (group work)
d. Pupils read words 1 – 5 in Activity D and teacher correct their Moral Value: Thrifty
II. LESSON pronunciation where necessary
DEVELOPM e. Pupils write a sentence for each of the words; ‘liquid’ and ‘disease’ on
ENT – GIST- their mini white-board
TASK f. Pupils read the information in the ‘Exam Close-up’ box and explain
using their own words
III. DETAILED TASK g. Pupils read the text in the Exam Task and understand what the text is
about
h. Pupils read the Exam Task instructions and follow the steps mentioned
in the Exam Close-up to help them choose the best answer
i. Pupils in pairs identify one new word or expression that they learnt in
IV. POST-LESSON this lesson
j. Pairs share their answers

REFLECTION: Number: 32/32 pupils were able to write 2 sentences with correct spelling with moderate
accuracy.
WEEK: 5 DAY: Friday DATE: 21 March 2025
SUBJECT: ENGLISH LESSON: 11 TIME: 11.20-12.20 pm
FORM/CLASS: 3 Delima Choose an item.
DURATION: 60 minutes Choose an item.
THEME: People and Culture
TOPIC: FOOD, FOOD, FOOD (UNIT 2) RESOURCES:
FOCUS SKILLS: Reading 3 Textbook
LANGUAGE/ Food related vocabulary
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Reading Tree
3.1 Understand a variety of text by using a range of appropriate reading
CONTENT strategies to construct meaning CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Writing Global Sustainability
4.2 Communicate with appropriate language, form and style
Main Skill: Reading LEARNING DOMAIN:
3.1.6 Recognise with support typical features at word, sentence and text Analyse
LEARNING levels of a range of genres
STANDARD/S: ASSESSMENT:
Complementary Skill: Writing Written Exercise
4.2.2 Spell written work with moderate accuracy
Main Reading MORAL VALUES:
By the end of the lesson, pupils will be able to recognise typical features at Thrifty
word, sentence and text levels by choosing the best answers for the 10
LEARNING gaps in a text
OBJECTIVES:
Complementary Writing
By the end of the lesson, pupils will be able to write 2 sentences with
correct spelling with moderate accuracy
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils list as many food-related words (mini whiteboard). FA: Mini-whiteboard
b. Pupils categorize the words they have written into 3 headings on the I-Think Map: Tree Map
board – Savoury, Sweet and Drinks.
c. Pupils look at the picture on page 17 and discuss what they think is FA: Think-Pair-Share
going on (group work)
d. Pupils read words 1 – 5 in Activity D and teacher correct their Moral Value: Thrifty
II. LESSON pronunciation where necessary
DEVELOPM e. Pupils write a sentence for each of the words; ‘liquid’ and ‘disease’ on
ENT – GIST- their mini white-board
TASK f. Pupils read the information in the ‘Exam Close-up’ box and explain
using their own words
III. DETAILED TASK g. Pupils read the text in the Exam Task and understand what the text is
about
h. Pupils read the Exam Task instructions and follow the steps mentioned
in the Exam Close-up to help them choose the best answer
i. Pupils in pairs identify one new word or expression that they learnt in
IV. POST-LESSON this lesson
j. Pairs share their answers

REFLECTION: Number: 27/30 pupils were able to write 2 sentences with correct spelling with moderate
accuracy.