Subject:

Class:
Day:
Time
Theme:
Topic:
Focus:

English
2 Mega/2 Fajar
Wednesday
2.40-3.40p.m/4.30-6.00p.m
World of Knowledge
Feeling Happy, Feeling Sad
Listening & Speaking

Learning Standard:1.1.2, 1.1.4,1.3.1

Objectives: By the end of the lesson, pupils should be able to respond to the story heard by identifying the feelings
of the characters in the story.
1.
2.

3.
4.
5.
6.
7.
8.
9.

Activity
Teacher asks pupils about the
pictures in the textbook.
Pupils describe how the
children in the picture feel
with guidance from the
teacher.
Teacher read the story ( The
Grey Duckling) to the pupils.
Ask inference questions
about the story.
Discuss the moral values in
the story.
Pupils reread the story
together.
Teacher shows picture cards
on feelings.
Different colours symbolizes
different feelings.
Pupils draw the smiley icons
in their book.
.

Teaching and Learning Strategy

Induction

Notes
Textbook page 139-142
Story The Grey Duckling

Wh Questions

Retelling the story

Picture cards

Closure

Subject: English
Class: 2 Mega
Day:
Tuesday
Time: 4.00-5.30p.m
Theme: World of Knowledge
Topic: Myths
Focus: Writing
Learning Standards: 3.1.1
Objective: By the end of the lesson, pupils should be able to transfer information from the
thinking map into proper sentences.

Activity
Pupils sing My
Dream song as
induction.
Teacher lists all the
words learnt on the
board.
Pupils articulate the
words and teacher
checks.
Teacher asks
questions and pupils
try to identify the
items.
Teacher introduces
different wishes in
their life.
Pupils transfer the
contents accordingly
into a bubble map.
Pupils then write
sentences using the
information in the
map.

Teaching&Learning Strategy
Recalling

Notes
Contextual learning
Use of sentence structure
I wish I could...

Wh questions

Practice/Writing

Focus:
Learning Standard(s):

Objective(s):

Time:

Listening and Speaking

1.1.4, 1.2.2 (a) {SK & SJK}
By the end of the lesson, pupils will be able to:
i.
say the phoneme /w/ correctly; and
ii.
identify objects and words with the phoneme/w/.
30/60 minutes

Teaching Aid(s):
picture cards, jigsaw pieces
Cross Curricular
Element(s):
MI Verbal Linguistic
Set Induction:
a. Point to the wall, window and watch and ask pupils to identify them.
b. Say the words and pupils follow.
Step 1:
a. Introduce the action for /w/
Join two peace signs and say /w/.
b. Pupils say the sound and do the action.
c. Pupils use play dough to form the letter.
d. Demonstrate how to sound it out:
When you articulate the sound /w/, your lips
will form a small circle.
When you say /w/, air comes out of your mouth.
e. Pupils trace the letter in the air as they articulate the
sound /w/.
Step 2:
a. Show pictures of a worm, water, well and window. ( Appendix 1)
b. Point to the pictures and say the words.
c. Pupils repeat.
d. Get pupils to say the words individually.
Step 3:
a. Pupils work in pairs
b. Each pupil gets two picture cards.
c. Pupil A shows the picture. Pupil B says the word.
d. Reverse the pupils roles.

Pupils A
worm
water

Pupil B
well
window

Consolidation:
a. Distribute jigsaw pieces to groups. (Appendix 2)
b. Pupils assemble the pictures.
c. Pupils name the pictures.

Constructivism

Focus:
Learning Standard(s):

Objective(s):

Time:

Listening and Speaking

1.1.4, 1.2.2 (a) {SK & SJK}
By the end of the lesson, pupils will be able to:
iii.
say the phoneme /w/ correctly; and
iv.
identify objects and words with the phoneme/w/.
30/60 minutes

Teaching Aid(s):
picture cards, jigsaw pieces
Cross Curricular
Element(s):
MI Verbal Linguistic
Set Induction:
c. Point to the wall, window and watch and ask pupils to identify them.
d. Say the words and pupils follow.
Step 1:
f. Introduce the action for /w/
Join two peace signs and say /w/.
g. Pupils say the sound and do the action.
h. Pupils use play dough to form the letter.
i. Demonstrate how to sound it out:
When you articulate the sound /w/, your lips
will form a small circle.
When you say /w/, air comes out of your mouth.
j. Pupils trace the letter in the air as they articulate the
sound /w/.
Step 2:
e. Show pictures of a worm, water, well and window. ( Appendix 1)
f. Point to the pictures and say the words.
g. Pupils repeat.
h. Get pupils to say the words individually.
Step 3:
e. Pupils work in pairs
f. Each pupil gets two picture cards.
g. Pupil A shows the picture. Pupil B says the word.
h. Reverse the pupils roles.

Pupils A
worm
water

Pupil B
well
window

Consolidation:
a. Distribute jigsaw pieces to groups. (Appendix 2)
b. Pupils assemble the pictures. Pupils name the pictures.

Constructivism