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RANCANGAN PELAJARAN HARIAN

MINGGU : 3 HARI: Monday TARIKH: 15-Jan-18


DOMAIN(S) FOR LANGUAGE USE SUBJECT: English THEME: People
Personal / FORM: Form 4 PVMA Grammar Items: Modals-should,; present tense
Public / TOPIC: Friends, Countrymen TIME/DURATION : 80 mins
Educational / Learning Outcome(s):
Occupational 1.0 LANGUAGE FOR INTERPERSONAL USE
SKILL(S)/ELEMENT(S) 1.1 Make friends and keep friendships by
Listening c. talking about self, family and friends, interests, part
events, feelings,
ii. Offering advicepersonal experiences
in simple language. and understanding
Speaking / when others talk about themselves;
Reading 2.0 LANGUAGE FOR INFORMATIONAL USE
Writing / 2.3 Present information to different audiences by:
Grammar f. composing, revising and editing drafts; and checking accuracy of spelling, punctuation and grammar;
Literature in Action vii. Suggesting ways to solve a problem
Action-oriented task(s)
TEACHING & LEARNING STRATEGIES
Inquiry-Based Learning
Project-Based Learning
Pupil-Centredness /
Cooperative Learning / LEARNING OBJECTIVES Students should be able to:
CROSS-CURRICULAR ELEMENTS 1 Discuss in group how to solve ones' problem
Language / 2. Write a letter offering advices on how to solve ones problems
Environmental Sustainability
Values / SUCCESS CRITERIA (SMART):
Science & Technology 1. produce at least one main idea and at least rwo details for that main ideas either orally or in writing
Patriotism & Citizenship 2. Write at least three complete senteces to form a paragraph
Creativity & Innovation ACTIVITIES:
Entrepreneurship Set Induction : teacher remind students on previous lesson on reading about Azurah's problems
Information & Communication Technolog 1. Students in group are asked to discuss one of Azurah's problems and come out with at least one solution for
Global Sustainability the problem with at least two details for every main idea
Financial Education / 2. Every group present their findings to other groups
COGNITIVE LEVEL 3. Groups collaborate to form a letter to Azurah suggesting ways to solve her problems
Knowledge 4. discussion and assessment
Understanding /
Application /
Analysis
Evaluation / FORMATIVE ASSESSMENT Moral Values :
Synthesis/Creativity 1. griup discussion (speaking) politeness
2. presentation cooperation
3. Final writings
TLA:
I-THINK MAP: mahjong paper
VLE FROG:
REFLECTION:
1.1 Listening and Speaking People Language
2.1 Reading Environment Conservation of the environment
3.1 Writing Values Values
4.1 Grammar Health Science and Technology
5.1 Literature in Action Social Issues Patriotism/Citizenship
Action-Oriented Task(s) Science and Technology Creativity and Innovation
Entrepreneurship
Information Technology and Communications
Multiple Intelligences
Learning How to Learn Skills
Form 1 Project-Based Learning (PBL)
on of the environment Form 2 Inquiry-Based Learning
Form 3 Pupils-Centredness
d Technology Form 4 Collaborative Learning
Form 5
and Innovation Form 6
Remove
n Technology and Communications (ICT)

How to Learn Skills


Personal Friends, Countrymen
Public Lion Dance
Educational Wildlife Warriors
Occupational Environmental Degradation
Dare to Dream
Special People
Good Health
Random Acts of Kindness
Wired Youth
Airbags
Active Ageing
A Mother's Sacrifice
Helping Hands
For the Common Good
Recycling
A Rainbow Nation
The Missing Handbag
Future Gazing
CONTENT STANDARDS
1.1
Listen and use correct pronunciation, stress, rhythm and intonation patterns to communicate accurately and appropriately.
1.2
Listen, engage and interpret meaningful conversations
1.3
Listen and respond critically to a wide range of spoken, audio and visual texts.
1.4
Speak intelligibly, eloquently and appropriately for different purposes, audiences, contexts and cultures.
2.1
Demonstrate understanding of a variety of texts using a range of strategies to construct meaning.
2.2
Apply a range of strategies to comprehend texts related to everyday living.
2.3
Analyse and evaluate various texts.
2.4
Read independently and extensively to explore and expand ideas for personal development.
3.1 Apply appropriate writing skills and strategies effectively.
3.2 Produce a variety of texts for creative, personal, academic and functional purposes.
4.1 Identify and use language structures appropriately according to context.
4.2 Apply grammatical rules at word, phrase and sentence levels correctly and meaningfully.
4.3 Use various forms of language to create meaning in a variety of texts.
5.1 Engage and respond to a variety of literary texts to express understanding of the broader world of ideas and concepts.
5.2 Use a wide range of literary texts to convey views for different purposes and audiences, and relate them to real life situations.
1.1.1 listen, discriminate and pronounce accurately : (i) long and short vowels
1.1.1 listen, discriminate and pronounce accurately : (ii) diphthongs
1.1.2 speak with correct intonation, stress and sentence rhythm.
1.2.1 listen and respond to simple directions, instructions and procedures.
1.2.2 listen to text of different genres and classify the grammar items and vocabulary.
1.3.1 listen to spoken, audio and visual texts to: (i) retrieve main ideas
1.3.1 listen to spoken, audio and visual texts to: (ii) retrieve supporting details
1.3.2 listen and respond to spoken, audio and visual texts to: (i) compare and contrast
1.3.2 listen and respond to spoken, audio and visual texts to: (ii) identify cause and effect
1.3.2 listen and respond to spoken, audio and visual texts to: (iii) paraphrase and summarise
1.3.2 listen and respond to spoken, audio and visual texts to: (iv) identify and organise
1.3.2 listen and respond to spoken, audio and visual texts to: (v) solve problems
1.4.1 express feeling and give simple descriptions of personal experiences orally.
1.4.2 participate in simple conversations using speech acts: (i) greeting
1.4.2 participate in simple conversations using speech acts: (ii) invitation
1.4.2 participate in simple conversations using speech acts: (iii) request
1.4.2 participate in simple conversations using speech acts: (iv) refusal
1.4.2 participate in simple conversations using speech acts: (v) apologies
1.4.2 participate in simple conversations using speech acts: (vi) compliment
1.4.2 participate in simple conversations using speech acts: (vii) complaint
2.1.1 read and develop vocabulary skills by understanding (i) similes
2.1.2 understand meanings of words from print media by using (i) dictionary
2.2.1 demonstrate understanding by (i) identifying main ideas in given texts
2.2.2 locate and organise information by (i) using graphic organizers
2.2.2 locate and organise information by (ii) creating their own graphic organizers
2.2.3 analyse and infer information by: (i) using textual clues to predict outcomes or conclusions
2.2.3 analyse and infer information by: (ii) finding meaning of unfamiliar words
2.3.1 read various texts and retrieve information by: (i) skimming and scanning
2.3.2 read various texts and select information for specific purposes
2.4.1 read a variety of texts from various media to obtain information to solve simple problems.
3.1.1 write simple sentences correctly.
3.1.2 organise and write ideas in a paragraph : (i) titles for a paragraph
3.1.2 organise and write ideas in a paragraph : (ii) captions for illustrations, posters and cartoons.
3.1.3 apply pre-writing strategies: (i) brainstorming (mind-maps, bubble maps, etc)
3.1.3 apply pre-writing strategies: (ii) note-taking
3.1.3 apply pre-writing strategies: (iii) outlining
3.1.4 select relevant information and elaborate/extend/explain ideas using appropriate cohesive devices.
3.1.5 use a variety of sentence structures to elaborate, extend ideas in paragraphs / organizational structures: (i) Topic sentences
3.1.5 use a variety of sentence structures to elaborate, extend ideas in paragraphs / organizational structures: (ii) Thesis statement
3.2.1 write for academic and functional purposes: (i) email / messages
3.2.1 write for academic and functional purposes: (ii) process and procedures
3.2.1 write for academic and functional purposes: (iii) letters
3.2.2 write for creative and personal expressions: (i) e-diary
3.2.2 write for creative and personal expressions: (ii) journals
3.2.2 write for creative and personal expressions: (iii) posters and slogans
4.1.1 identify and use nouns appropriately according to context. (i) common nouns
4.1.1 identify and use nouns appropriately according to context. (ii) proper nouns
4.1.1 identify and use nouns appropriately according to context. (iii) countable nouns
4.1.1 identify and use nouns appropriately according to context. (iv) uncountable nouns
4.1.1 identify and use nouns appropriately according to context. (v) singular nouns
4.1.1 identify and use nouns appropriately according to context. (vi) plural nouns
4.1.1 identify and use nouns appropriately according to context. (vii) subject-verb agreement (SVA)
4.1.2 identify and use pronouns appropriately according to context (i) possessive
4.1.2 identify and use pronouns appropriately according to context (ii) demonstrative
4.1.2 identify and use pronouns appropriately according to context (iii) interrogative
4.1.3 identify and use adjectives appropriately according to context (i) adjective of quality
4.1.3 identify and use adjectives appropriately according to context (ii) possessive
4.1.3 identify and use adjectives appropriately according to context (iii) comparison adjectives
4.1.4 identify and use articles appropriately according to context (i) indefinite article ‘a’ & ’an’
4.1.5 identify and use verbs appropriately according to context (i) regular verbs
4.1.5 identify and use verbs appropriately according to context (ii) irregular verbs
4.1.5 identify and use verbs appropriately according to context (iii) auxiliary verbs
4.1.6 identify and use adverbs appropriately according to context (i) manner
4.1.6 identify and use adverbs appropriately according to context (ii) time
4.1.6 identify and use adverbs appropriately according to context (iii) place
4.1.7 identify and use tenses appropriately according to context (i) simple present tense
4.1.7 identify and use tenses appropriately according to context (ii) simple past tense
4.1.7 identify and use tenses appropriately according to context (iii) future tense
4.1.8 identify and use prepositions appropriately according to context (i) place
4.1.8 identify and use prepositions appropriately according to context (ii) time
4.1.8 identify and use prepositions appropriately according to context (iii) directions
4.1.8 identify and use prepositions appropriately according to context (iv) positions
4.1.8 identify and use prepositions appropriately according to context (v) phrasal verbs
4.1.9 identify and use modals appropriately according to context (i) can
4.1.9 identify and use modals appropriately according to context (ii) may
4.1.9 identify and use modals appropriately according to context (iii) might
4.1.10 identify and use conjunctions appropriately according to context (i) and
4.1.10 identify and use conjunctions appropriately according to context (ii) but
4.1.10 identify and use conjunctions appropriately according to context (iii) so
4.1.10 identify and use conjunctions appropriately according to context (iv) or
4.1.10 identify and use conjunctions appropriately according to context (v) because
4.1.11 identify and use question forms appropriately according to context (i) positive and negative questions / statements
4.1.11 identify and use question forms appropriately according to context (ii) yes/no questions/ statements
4.1.11 identify and use question forms appropriately according to context (iii) choice question
4.1.12 identify and use punctuation appropriately according to context (i) capital letters
4.1.12 identify and use punctuation appropriately according to context (ii) comma/full stop
4.1.12 identify and use punctuation appropriately according to context (iii) question mark
4.1.12 identify and use punctuation appropriately according to context (iv) exclamation mark
4.2.1 construct simple sentences correctly and meaningfully
4.3.1 use similes in context appropriately
5.1.1 listen and respond orally to various literary works.
5.1.2 read and understand various literary works.
5.1.3 share personal responses of issues related to literary works and develop new ideas or solve problems.
5.2.1 identify meaning of words based on context.
5.2.2 produce a new genre from the literary text read.
5.2.3 create and produce linear and/or graphic presentation in a fun manner.
5.2.4 share personal responses to literary works through performances.
tures: (i) Topic sentences
tures: (ii) Thesis statement
tions / statements
1.0 LANGUAGE FOR INTERPERSONAL USE 1.1 Make friends and keep friendships by

1.2 Take part in social interaction by

1.3 Obtain goods and services by


2.0 LANGUAGE FOR INFORMATIONAL USE 2.1 Obtain information for different
purposes
by

2.2 Process information by:


2.3 Present information to different
audiences by:

3.0 LANGUAGE FOR AESTHETIC USE 3.1 Listen to, read, view and respond to
literary works by:
3.2 Express themselves creatively and
imaginatively by
a. taking part in conversations and discussions; Level 1

b. introducing oneself;

c. talking about self, family and friends, interests, part events, feelings, personal
experiences and understanding when others talk about themselves;
d. exchanging ideas , information and opinions on topics of interest

Level 2

Level 3

a. carrying out a variety of language functions; and Level 1

b. discussing plans and arrangements, solving problems, and making decisions;

Level 2

Level 3

a. making enquiries and ordering goods and services; Level 1

b. making complaints and responding to complaints. Level 2

Level 3
a. listening to spoken texts such as talks, speeches and viewing television
documentaries and multimedia;
b. interviewing and using questionnaires; and Levels 1, 2 & 3

c. reading materials in print such as reports and articles and using other
electronic media such as the Internet.

a. skimming and scanning for specific information and ideas; Level 1

b. extracting main ideas and details;

c. discerning sequence of ideas;

d. getting the explicit and implicit meaning of the text; Level 2

e. predicting outcomes; Level 3

f. drawing conclusions; Level 1

g. identifying different points of view;

h. using print and electronic dictionaries;

i. interpreting non-linear texts such as maps, charts, diagrams, tables, graphs;


and
j. making short notes and mapping out ideas

Level 2
Level 3

a. writing recounts, descriptions, explanations, speeches, reports, and articles;

b. instructing, describing, narrating, explaining, and reporting orally;

c. responding to questions orally and in writing; Level 1

d. presenting information in non- linear forms including tables, graphs,


diagrams, charts, and vice-versa;
e. expanding notes and outlines; Level 2

f. composing, revising and editing drafts; and checking accuracy of spelling,


punctuation and grammar;
g. summarising information;

h. reading aloud written materials such as reports clearly and fluently; Level 3

i. using appropriate format, conventions and grammar when presenting


information.

a. understanding and telling in one’s own words the story and poem heard and Level 1
read, and giving one’s own opinion of the text;
b. recognizing elements in a story such as characters and setting;

c.explaining the message the writer is trying to convey and discussing how this
relates to one’s life;
d. understanding other people’s cultures, traditions, customs and beliefs; Level 2

e. reciting poems with feeling and expression.


Level 3

a. Dramatizing texts and role-playing characters; Level 1

b. Retelling a story form a different point of view, and presenting it in another


genre;
c. Composing simple poems, stories and dialogues.

Level 2

Level 3
i. Talking about oneself to others, sharing information
about each other that is of interest to both parties.
ii. Responding to questions politely by giving the
required information.
ii. Relating personal experiences.

iv. Keeping a journal of daily activities.

iv. Listening to and discriminating between


consonants, vowels, diphthongs, consonant clusters,
homophones, homographs, contractions.
vi. Pronouncing words clearly and correctly and
asking questions and making statements with the
correct intonation, word stress and sentence rhythm.
vii. Reading topics of current interest and exchange
ideas.
viii. Reading articles and giving opinions in the
following ways: - agreeing with the writer -
disagreeing with the writer and giving reasons.
i. Disagreeing politely in simple language.

ii. Offering advice in simple language.

iii. Expressing concern in simple language.

v. Persuading someone to do something in simple


language.
v. Carrying on a conversation with people one meets
for the first time.
vi. Making a decision regarding an action to be taken
based on agreement of all members of a group.
vii. Suggesting ways to solve a problem

viii. Initiating and keeping a conversation going.

i. Making enquiries about a product in simple


language.
ii. Making enquiries about a product (orally and in
writing) of different brand names, making
comparisons, and choosing the one that gives value
iii.
forPlacing
money an
andorder forreasons.
giving a product orally and in
writing.
iv. Giving feedback about a product or service as a
consumer.
v. Making a complaint about services and products
orally and in writing.
vi. Respond to a complaint orally and in writing.
Obtaining information by:

i. Listening to and understanding a variety of texts.

ii. Reading silently and aloud with understanding a


variety of texts.
A. Processing texts listened to by:

i. Stating what the text is about.

ii. Noting important details (e.g. place, time, date).

iii. Asking and answering questions.

iv. Identifying main ideas and jotting down key


words and phrases.
v. Taking notes of the text heard

. Processing texts read by:

i. Identifying simple texts.

ii. Skimming for gist and stating what the text is


about.
iii. Scanning for details.

iv. Following sequence of ideas.

v. Taking note of main ideas.

vi. Using the dictionary to find the meanings of


words.
vii. Identifying main ideas in a simple text.

viii. Identifying supporting details in a simple text.

viii. Reading and interpreting non-linear texts such as


diagrams, tables, graphs
C. Acquiring the meaning of words by

ix. Understanding word formation through the use of


prefixes and suffixes;
x. Understanding contextual clues such as
synonyms, antonyms and word equivalents.
xi. Identifying and writing down in full abbreviations
and vice versa.
xii. Predicting outcomes that are obvious in a text,
giving reasons.
xiii. Identifying simple cause and effect.

xiv. Drawing conclusions that are obvious from the


facts given.
xv. Identifying points of view in simple texts.

A. Presenting information by:

i. Drawing tables, graphs, charts, diagrams, etc.

ii. Converting information into tables, graphs,


diagrams, etc.
iii. Responding to questions and comments
spontaneously (oral).
iv. Expanding notes and outlines.

v. Summarizing and paraphrasing the main ideas in a


simple text.
vi. Presenting reports with the aid of diagrams,
graphs:
- on specific topics researched

-from interviews (field work) and responding


appropriately to questions and comments from the
floor.
vii. Writing brief reports, descriptions.

viii. Applying process writing skills.

i. Reciting poems with feeling and expressions and


with correct pronunciation, intonation, stress, and
rhythm.
ii. Finding out the meaning of unfamiliar words by
using contextual clues and the dictionary.
iii. Retelling the story or poem in one’s own words.

iv. Narrating sequence of events.

v. Describing the place and time the story took place.


vi. Describing characters and writing simple
descriptions.
vii. Making predictions as to what might happen
next in the story.
viii. Talking about values in the text and whether
they are meaningful to one’s life and writing out a
simple paragraph on this.
ix. Talking about how events, characters and in the
texts remind one of people and events in real life.
x. Talking about the theme in a story and writing a
simple paragraph on it.
xi. Talking about the message the poet is trying to
put across in his/her poem and writing a simple
paragraph on it.
xii. Saying orally what one thinks about the text and
writing a simple paragraph stating one’s opinion.
xiii. Understanding some of the figurative language
of the text.
i. Writing short and simple dialogues and staging it in
class.
ii. Role playing characters.

iii. Writing a short paragraph to recount an event in


the story.
iv. Retelling the story from another character’s point
of view.
v. Writing the story in another genre.

vi. Composing simple poems, stories and dialogues.