Focus : Listening and speaking

Theme: World of Self, Family and Friends

Topic: 3. Family Ties

Content Standard : 1.1

Learning Standards: 1.1.3

DAY
Objectives: By the end of the lesson, pupils should be able to:
a. talk about the picture given
b. listen to a dialogue and complete the task given
c. talk about their nuclear family with guidance
DATE
Teaching Aids : task sheet, text book

CCE/EE: Multiple intelligences, thinking skills.

SUBJECT
English Activities :

a. Pre listening-speaking:
1. Teacher gets the pupils to talk about the picture. (TB page 21)
2. Teacher prompts questions to encourage active participation.
Class 3. E.g: What does the picture show? Talk about your family members? What do
Year 6 you think the quote means?
4. Teacher facilitates the discussion.

b. While listening-speaking:
Time 1. Teacher explains to pupils about nuclear family.
2. Teacher shows family members flashcards.
(60 minutes) 3. Teacher reads the dialogue. (TB page 22)
4. Pupils listen carefully.
5. Teacher distributes task sheet.
6. Teacher reads the dialogue again.
7. In pairs, pupils complete the task sheet.
8. Teacher goes through the answers.

c. Post listening and speaking:

1. Teacher shows example of sentence structures to talk about our nuclear
family.

My father’s name is Abu bin Ali. He is 29 years old. He is a teacher. My

mother’s name is Aminah binti Zali. She is 27 years old. She is a
housewife. I have one brother and one sister. My brother’s name is Zel
bin Abu. He is 9 years old. My sister’s name is Siti binti Abu. She is 7
years old.

2. Get the pupils to practise the structures in pairs.

3. Teacher randomly calls a few pupils to talk about their nuclear family in front
of the class.
 Attendance: Reflection:
_____ out of ____ a. ______ out of ___ pupils were able to talk about the picture given

Absent: b. ______ out of ___ pupils were able to listen to a dialogue and complete
the task given

c. ______ out of ___ pupils were able to talk about their nuclear family with
guidance

Task Sheet

Listen to the dialogue. Name the correct relationship between the people mentioned below. Use the words
below to help you.
 twin brother
father daughter wife

sons husband, wife sister

1. Tan Jia Shun is Tan Jia Shen’s

_____________ .

2. Tan Lee Ann’s brothers are Tan Meng Chong’s _____________.

3. Tan Meng Chong is Tan Lee Ann’s _____________.

4. Ong Lai Fong is the _____________ of Tan Meng Chong.

5. Tan Wei Ling is the _____________ of Ong Lai Fong.

6. Tan Lee Ann is Tan Wei Ling’s _____________.

7. Tan Meng Chong and Ong Lai Fong are _____________ and _____________ .

Focus : Reading

Theme: World of Self, Family and Friends

Topic: 3. Family Ties

Content Standard: 2.2

Learning Standards: 2.2.3(a)

Objectives: By the end of the lesson, pupils should be able

DAY a. read and understand the text and answer the questions given

Teaching Aids: text book, pictures, task sheet, power point slides

CCE/EE: Thinking skills, Multiple intelligences

DATE
Activities :

a. Pre reading:
SUBJECT 1. Teacher shows a few pictures of family reunion.
English 2. Teacher tells the pupils that a family reunion is when many members of an
extended family congregate.
 3. Teacher gets the pupils talk about the pictures.
4. Teacher prompts questions to encourage active participation.

Class b. While reading:

Year 6 1. Teacher shows power point slides. (TB page 24)
2. Pupils read the slides.
3. Teacher asks questions orally to check understanding.
4. Teacher distributes task sheet.
Time 5. Pupils work in groups and answer the questions.
6. Teacher discusses answers with pupils
(60 minutes)
c. Post reading:
1. Teacher tells the pupils that they are going to organise a family reunion.
2. Pupils work in groups and discuss which activities that they would choose.
3. Pupils give reasons for their answers.
4. Pupils take turns to present their work.
5. Teacher and peers give feedback.

Attendance: Reflection:
____ out of ____ a. ______ out of ___ pupils were able to read and answer the questions.

Absent:

Task Sheet 1

Answer the questions.

1. Name two activities that allow family members to share memories.

a. ______________________
b. ______________________

2. Which activity allows the family members to arrange a trip ?

___________________________

3. What is the purpose of memory T-shirts?

_____________________________________________________________________________________________________________
___

4. Name the activity that encourages the young and old family members to talk about themselves.
______________________________

5. What is the benefit of creating a heritage cookbook.

_____________________________________________________________________________________________________________
___
 Task Sheet 2

You plan to organise a family reunion. Choose two activites. Give reasons.

Activity: ____________________________________

Reason: ____________________________________

___________________________________

Activity: ____________________________________

Reason: ____________________________________

___________________________________

Focus :Writing

Theme: World of Self, Family and Friends

Topic: 3. Family Ties

 Content Standard : 3.2

Learning Standards: 3.2.2(d)

DAY
Objectives: By the end of the lesson, pupils should be able
a. write short descriptions of family members based on the information given
b. create family trees

DATE Teaching Aids : text book, task sheet, family tree template (if necessary)

CCE/EE: Constructivism, thinking skills.

SUBJECT Activities :
English
a. Pre writing:
1. Teacher shows a few examples of family trees.
2. Teacher tells the pupils what a family tree is.
3. Invite the pupils to share what they know about family trees.
Class 4. Ask pupils to give the purpose of having a family tree.
Year 6 5. Write pupils’ responses on the board.

b. While writing:
1. Get the pupils to look at Najmee’s family tree. (TB page 26)
Time 2. Pupils go through the details.
3. Teacher asks questions to check understanding.
(60 minutes) 4. Tell the pupils that they are going to write short descriptions of Najmee’s
family members based on the information given.
5. Teacher shows sentence structures.

____________ is Najmee’s ___________ . He/She is ______ years old.

He/ She lives in ____________ and is a _______________ . He/She
loves _____________ during his/her free time.

6. Pupils work in pairs.

7. Get the pupils to practice writing short descriptions of Najmee’s family
members by using the sentence structures given.
8. Teacher distributes task sheet.
9. When the task is completed, pupils display their task sheets on the wall.
10. Pupils walk around the class and edit mistakes on their friends' task sheets.
11. Check pupils' work and make corrections if necessary.

c. Post writing:
1. Pupils work in groups.
2. Each group creates a family tree with a short description of each family
members. (teacher may use the family tree template)
3. Pupils present their work.
4. Teacher and peers give feedback.
5. Sum up the lesson by emphasizing the importance of family values in our daily
lives.

Attendance: Reflection:
____ out of ____
Absent: a. _____ out of ____ pupils were able to write short descriptions of family
members based on the information given.
b. _____ out of _____ pupils were able to create family trees.

Task Sheet 1
Choose one of Najmee’s family members. Complete the description of that person based on the
information given. Then, rewrite your sentences.

____________ is Najmee’s ___________ . He/She is ______ years old. He/ She lives in

____________ and is a _______________ . He/She loves _____________ during his/her free time.

________________________________________________________________________________________

________________________________________________________________________________________

_________________________________________________

Focus :Grammar

Theme: World of Self, Family and Friends

Topic: 3. Family Ties

Content Standard : 5.1

 Learning Standards: 5.1.2

DAY Objectives: By the end of the lesson, pupils should be able to:
a. complete the sentences with suitable reflexive pronouns
b. underline the correct reflexive pronouns

Teaching Aids: text book, video, task sheet

DATE
CCE/EE: Thinking skills, constructivism

Activities :
SUBJECT
English a. Presentation:
1. Teacher writes two sentences on the board.
2. Teacher tells the pupils that the words in bold are called reflexive pronouns.
3. Teacher gives definition of reflexive pronouns.
4. Teacher shows a video of reflexive pronouns.
Class
Year 6 b. Practice:
1. Teacher gets the pupils to work in pairs.
2. Teacher distributes task sheet.
3. Task 1: Pupils look at the pictures and complete the sentences with the correct
Time reflexive pronoun.
4. Task 2: Pupils underline the correct reflexive pronouns.
(60 minutes) 5. Teacher discusses answers with pupils.

c. Production:
1. Pupils work in pairs.
2. Pupils complete the sentences with suitable reflexive pronouns. (TB page 28)
3. Go through the answers.

Attendance: Reflection:
____ out of ____ a. _____ out of ___ pupils were able to complete the sentences with suitable
reflexive pronouns.
Absent:
b. ____ out of ___ pupils were able to underline the correct reflexive pronouns.

Name: -------------------
Date: --------------------

Subject Reflexive
We use reflexive pronouns to show that we are talking about
Pronouns Pronouns
the same person or thing. They are used:
I Myself
after certain verbs (kill, cut, behave, burn, enjoy, hurt, look
You Yourself
at, teach, etc…) when the subject and the object of the
He Himself
verb are the same person.
I’ve cut myself with the knife.
 She Herself
It Itself
We Ourselves
You Yourselves
They Themselves

B. Underline the correct reflexive pronouns.

1. Lucy is making (himself / herself) a new dress.

2. Did you enjoy (ourselves / yourself) at the party?

3. I like to look at (themselves / myself) in the mirror when I try new clothes.

4. The cat locked (itself / themselves) in the closet.

5. Tom was drying (himself / herself) with a towel.

6. Can you all see (yourselves / ourselves) in the picture.

7. Don’t bother (yourself / yourselves). I’ll help (himself / myself) to the door.

8. Be careful when holding the knife, Bob, or you’ll hurt (himself / yourself).

9. We were enjoying (yourselves / ourselves) in the trip to the mountains.

10. People should always behave (ourselves / themselves) especially when in public places.
Task Sheet 2

Complete the sentences with suitable reflexive pronouns.

themselves myself himself

ourselves yourself myself
himself yourselves itself
herself
1. Yes, I wrote it ___________________ .

2. Asin made the T-shirt ___________________ .

3. I bought ___________________ a piece of chicken pie.

4. Kamini did the homework ___________________ .

5. Idith, did you write this poem ___________________ ?

6. The buffalo defended ___________________ bravely.

7. We helped ___________________ to the snacks at the party.

8. Encik Hakimi did all the preparation for the party ________________ .

9. “Children, if you need more milk, please help ___________________ to it.

10. They felt proud of ___________________ when they were announced as the winning team.
 Focus : Language Art

Theme: World of Self, Family and Friend

Topic: My Sister’s Eating Porridge (from Anthology Of Poems)

Content Standard : 4.1

Learning Standards: 4.1.2

DAY Objectives: By the end of the lesson, pupils should be able

a. recite the poem with correct stress, pronunciation, rhythm and intonation
b. write a poem with guidance

Teaching Aids: pictures, poem template

DATE
CCE/EE: multiple intelligences, creativity

Activities :
SUBJECT
English a. Activity 1:
 Part 1
1. Choose 2 pupils to recite the poem with different intonation.
http://www.youtube.com/watch?v=CGXUWAERywM
2. Ask the rest of the pupils within the group to create sound effects as the poem
Class is recited.
Year 6  Part 2
1. Divide pupils into three groups.
2. Assign one stanza to each group.
3. Ask the groups to discuss and decide on the actions that they will do for each
Time stanza.
4. Ask Group 1 to recite their stanza with suitable actions.
(60 minutes) 5. Tell the leader of the group to shout ‘Freeze’ at the end of their stanza.
6. Repeat steps 4 and 5 with Groups 2 and 3.
7. At the end of Group 3’s “Freeze” tell them to “Unfreeze”.
8. Discuss the activity with the pupils.

b. Activity 2:
1. Tell pupils to work in small groups.
2. Tell pupils to create a new poem entitled ‘My Brother’s Eating Porridge’ using
the template given.
3. Use the pictures given as clues if they want to.
4. Tell pupils to use the picture given as a guide if they want to.
5. Ask pupils to recite the poem
6. Teacher and peers give feedback.

Attendance: Reflection:
_____ out of ____ a. _____ out of ___ pupils were able to recite the poem with correct stress,
Absent: pronunciation, rhythm and intonation.

b. _____ out of ___ pupils were able to write a poem with guidance.
My Brother’s Eating Porridge

My brother’s eating porridge

It’s going everywhere.

_____________________________________________________

A splodge _____________________________________________

My brother’s eating porridge,

He’s missed his mouth again.

Now__________________________________________________

Like __________________________________________________

My brother’s eating porridge

And most is ___________________________________________

No wonder he is hungry

And crying out for, ‘More!’

Adapted from John Coldwell, “My Sister’s Eating Porridge”