Focus :Listening and speaking

Theme: World of Knowledge

Topic: 9.A Heart Of Gold
Content Standards : 1.1, 1.2
1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and
MONDAY speak confidently with the correct stress, rhythm and intonation.
1.2 By the end of the 6-year primary schooling, pupils will be able to listen and respond
appropriately in formal and informal situations for a variety of purposes.
Learning Standards: 1.1.2, 1.2.1(e)
1.1.2 Able to listen to and respond confidently to a given stimulus by using appropriate
DATE
words, phrases and expressions with the correct stress and intonation.
20 JULY 2020 1.2.1 Able to participate in conversations to: (e) express opinions
Objectives: By the end of the lesson, pupils should be able to:
a. talk about the poster given with guidance.
Subject b. listen to a conversation and complete the table with the correct information.
English c. talk about charity events.
Teaching Aids :text book, task sheet, audio recording.
CCE/EE: Multiple intelligences, I-think.
Class
6 AMANAH Activities :
a. Pre listening-speaking:
1. Get the pupils to look at the poster. (TB page 83)
Time 2. Go through the poster with the pupils.
7.00 – 8.00 A.M. 3. Prompt these questions to the pupils.
4. Examples:
(60 minutes)  Would you join the contest? Why?
 If you join the contest, how do you plan to win it?
 If you win, what would you do with the prize money?
5. Encourage pupils to share their responses.
. While listening-speaking:
1. Tell pupils that they are going to listen to a conversation between Kamini and
the manager of Serracakes. Distribute listening task sheet to pupils.
2. Explain to pupils how to do this activity. Play an audio recording.
3. Pupils listen carefully and complete the table with information based on the
conversation heard. Play the audio recording twice.
4. Remind pupils to check their answers. Go through the answers with pupils.
c. Post listening and speaking:
1. Divide pupils into groups.
2. Ask these questions to the pupils for group discussion.
 Should contests be used to promote charity events? Why?
 What are the other ways to encourage people to donate to the less
fortunate?
 If you were the person in charge of Mercy Orphanage, how would you use the
funds collected from the event?
3. Invite group leaders to present to the class.
Teacher and peer give feedback.
d. Closure:
1. Brainstorm on how to raise funds for the needy such as the orphans.
2. Write pupils’ responses on the board in circle map form.
Attendance: Reflection:
a. ____out of ____ pupils were able to talk about the poster given with
____ out of ____ guidance.
b. _________ out of ___ pupils were able to listen to a conversation and
complete the table with the correct information.
c. _________ out of ___ pupils were able to talk about charity events.
 Focus :Listening and speaking
Theme: World of Knowledge
Topic: 9.A Heart Of Gold
Content Standards : 1.1, 1.2
1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and
TUESDAY speak confidently with the correct stress, rhythm and intonation.
1.2 By the end of the 6-year primary schooling, pupils will be able to listen and respond
appropriately in formal and informal situations for a variety of purposes.
Learning Standards: 1.1.2, 1.2.1(e)
1.1.2 Able to listen to and respond confidently to a given stimulus by using appropriate
DATE
words, phrases and expressions with the correct stress and intonation.
21 JULY 2020 1.2.1 Able to participate in conversations to: (e) express opinions
Objectives: By the end of the lesson, pupils should be able to:
a. talk about the poster given with guidance.
Subject b. listen to a conversation and complete the table with the correct information.
English c. talk about charity events.
Teaching Aids :text book, task sheet, audio recording.
CCE/EE: Multiple intelligences, I-think.
Class
6 AMANAT Activities :
a. Pre listening-speaking:
6. Get the pupils to look at the poster. (TB page 83)
Time 7. Go through the poster with the pupils.
9.00 – 10.00 A.M. 8. Prompt these questions to the pupils.
9. Examples:
(60 minutes)  Would you join the contest? Why?
 If you join the contest, how do you plan to win it?
 If you win, what would you do with the prize money?
10. Encourage pupils to share their responses.
. While listening-speaking:
5. Tell pupils that they are going to listen to a conversation between Kamini and
the manager of Serracakes. Distribute listening task sheet to pupils.
6. Explain to pupils how to do this activity. Play an audio recording.
7. Pupils listen carefully and complete the table with information based on the
conversation heard. Play the audio recording twice.
8. Remind pupils to check their answers. Go through the answers with pupils.
c. Post listening and speaking:
4. Divide pupils into groups.
5. Ask these questions to the pupils for group discussion.
 Should contests be used to promote charity events? Why?
 What are the other ways to encourage people to donate to the less
fortunate?
 If you were the person in charge of Mercy Orphanage, how would you use the
funds collected from the event?
6. Invite group leaders to present to the class.
Teacher and peer give feedback.
d. Closure:
3. Brainstorm on how to raise funds for the needy such as the orphans.
4. Write pupils’ responses on the board in circle map form.
Attendance: Reflection:
d. ____out of ____ pupils were able to talk about the poster given with
____ out of ____ guidance.
e. _________ out of ___ pupils were able to listen to a conversation and
complete the table with the correct information.
f. _________ out of ___ pupils were able to talk about charity events.
Complete the table with information based on the conversation.

Contest

________________________________

Categories Type of contribution Contact information

___________________ ___________________ ___________________

___________________ ___________________ ___________________

___________________ ___________________ ___________________

Read these questions. Discuss in your group.

1. Should contests be used to promote charity events? Why?

_______________________________________________________

_______________________________________________________

2. What are the other ways to encourage people to donate to the less

fortunate?
 _______________________________________________________

_______________________________________________________

3. If you were the person in charge of Mercy Orphanage, how would you use

the funds collected from the event?

_______________________________________________________

_______________________________________________________

Discuss how to raise funds for the needy such as the orphans.

Ways To
Raise
Funds
For The
Orphans
Suggested answers:

a. Create crafts-handmade cards and gifts and sell them

b. Put away a portion of your allowance money
c. Bake cupcakes and muffins and sale them
d. Garage sales ( used toys and books)
e. Host talent nights
f. Host contests for charity
g. Set up a popsicle, juice, or lemonade stand
h. Donate the savings in your money box

Focus :Reading
Theme: World of Knowledge
Topic: 9.A Heart Of Gold

Content Standard:2.3
 2.3 By the end of the 6-year primary schooling, pupils will be able to read
independently for information and enjoyment.

TUESDAY Learning Standards: 2.3.1

2.3.1 Able to read for information and enjoyment :
(a) fiction (b) non-fiction

DATE Objectives: By the end of the lesson, pupils should be able to:
21 JULY 2020 a. Read and understand the recipe.
b. Complete the table using information from the recipe.

Subject Teaching Aids: text book, pictures, task sheet

English CCE/EE:Thinking Skills, entrepreneurship.

Activities :
Class a. Pre reading:
6 AMANAH 1. Show pupils a few pictures of cupcakes.
2. Get pupils to talk about the cake. Ask questions to generate ideas.
3. Sample questions:
Time  Do you like to eat cupcakes?
7.00 – 8.00 A.M.  Do they look delicious?
 Do you know how to bake cupcakes?
(60 minutes)  What do we need to bake cupcakes?
b. While reading:
1. Get the pupils to read the text. (TB page 86)
2. Go through the recipe with the pupils.
3. Divide pupils into groups.
4. Distribute task sheet to each group.
5. Pupils discuss and complete the table using information from the recipe read.
6. Discuss the answers with pupils.
c. Post reading:
1. Pupils work with the same groups.
2. If computers and internet connection is available in your school, get the
pupils to surf the Internet to find healthy cupcake recipes.
3. Get the pupils to print out the recipes.
4. Paste pupils’ work around the classroom wall.
5. Teacher provides feedback.
d. Closure:
1. Ask these questions to the pupils.
2. Questions: Do you think the residents at the home for the elderly will be
happy when they receive the cupcakes? Why?
3. Encourage pupils to share their responses to the class.
Attendance: Reflection:
_____ out of ____
a. _________ out of ___ pupils were able to read and understand the
recipe.

b. _________ out of ___ pupils were able to complete the table using
information from the recipe.

Focus :Reading
Theme: World of Knowledge
Topic: 9.A Heart Of Gold

Content Standard:2.3
 2.3 By the end of the 6-year primary schooling, pupils will be able to read
independently for information and enjoyment.

THURSDAY Learning Standards: 2.3.1

2.3.1 Able to read for information and enjoyment :
(a) fiction (b) non-fiction

DATE Objectives: By the end of the lesson, pupils should be able to:
23 JULY 2020 c. Read and understand the recipe.
d. Complete the table using information from the recipe.

Subject Teaching Aids: text book, pictures, task sheet

English CCE/EE:Thinking Skills, entrepreneurship.

Activities :
Class a. Pre reading:
6 AMANAT 4. Show pupils a few pictures of cupcakes.
5. Get pupils to talk about the cake. Ask questions to generate ideas.
6. Sample questions:
Time  Do you like to eat cupcakes?
9.00 – 10.00 A.M.  Do they look delicious?
 Do you know how to bake cupcakes?
(60 minutes)  What do we need to bake cupcakes?
b. While reading:
7. Get the pupils to read the text. (TB page 86)
8. Go through the recipe with the pupils.
9. Divide pupils into groups.
10. Distribute task sheet to each group.
11. Pupils discuss and complete the table using information from the recipe read.
12. Discuss the answers with pupils.
c. Post reading:
6. Pupils work with the same groups.
7. If computers and internet connection is available in your school, get the
pupils to surf the Internet to find healthy cupcake recipes.
8. Get the pupils to print out the recipes.
9. Paste pupils’ work around the classroom wall.
10. Teacher provides feedback.
d. Closure:
4. Ask these questions to the pupils.
5. Questions: Do you think the residents at the home for the elderly will be
happy when they receive the cupcakes? Why?
6. Encourage pupils to share their responses to the class.
Complete the table using information from the recipe.

Equipment Ingredients

 oven

 -------------------------  butter

 -------------------------  -------------------------

 -------------------------  -------------------------

 -------------------------  -------------------------

 -------------------------

 -------------------------
 -------------------------

 -------------------------
 Focus :Writing
Theme: World of Knowledge
Topic: 9.A Heart Of Gold
Content Standards :3.2
3.2 By the end of the 6-year primary schooling, pupils will be able to demonstrate
understanding of a variety of linear and non-linear texts in the form of print and non-
print materials using a range of strategies to construct meaning.
Learning Standards: 3.2.1 (b), 3.2.2(b)
3.2.1 Able to transfer information to complete: (b) non-linear texts
WEDNESDAY
3.2.2 Able to write with guidance: (b) formal letters
Objectives: By the end of the lesson, pupils should be able to:
a. transfer information to complete non-linear text.
b. write formal letter with guidance in neat cursive writing.
DATE Teaching Aids :text book, task sheet.
22 JULY 2020 CCE/EE:Thinking skills.

Activities :
Subject a. Pre writing:
English 1. Introduce formal letters to pupils. (refer to TB page 88)
2. Get the pupils to read the letter silently.
3. Ask a few questions pertaining to the letter to check understanding.
Class Examples:
6 AMANAH  Who wrote the letter?
 What was the letter about?
 Who do you think Encik Hakimi is?
4. Introduce and explain the elements of a formal letter to the pupils.
Time --- sender’s address, date, receiver’s address, salutation, subject, body,
complementary closure, signature, sender’s name.
7.30 – 8.30 A.M.
5. Give them a few examples of these elements.
b. While writing:
(60 minutes)
1. Give this situation to the pupils.
2. Situation: Imagine you are Asin’s mother. You would like to seek permission for
Asin to be absent from school for two days.
3. Distribute task sheet to each one. Guide pupils to write the letter.
4. Encourage pupils to refer to the letter in their textbooks as guidance.
5. For pupils with low proficiency, teacher may get them to complete a letter with
the correct words and phrases.
6. Once the task is done, paste pupils’ work on the classroom wall.
7. Allow peers feedback. Teacher gives feedback.
8. Teacher checks pupils’ work and make corrections if necessary.
c. Post writing:
1. Get the pupils to copy the edited letter into their exercise books.
2. Ask pupils to write the letter in neat cursive writing.
d. Closure:
1. Sum up the lesson by telling pupils that it is necessary for them or their parents
to inform their class teacher if they are not able to attend school.
2. Encourage pupils to tell their parents to use formal letter for teacher’s
reference.
3. Brainstorm other ways to inform their class teacher.
Examples: call, send text message, tell their class mates.
Attendance: Reflection:
____ out of ____ a. _________ out of _____ pupils were able to transfer information to
complete non-linear text.
b. _________ out of _____ pupils were able to write formal letter with
guidance in neat cursive writing.
 Focus :Writing
Theme: World of Knowledge
Topic: 9.A Heart Of Gold
Content Standards :3.2
3.2 By the end of the 6-year primary schooling, pupils will be able to demonstrate
understanding of a variety of linear and non-linear texts in the form of print and non-
print materials using a range of strategies to construct meaning.
Learning Standards: 3.2.1 (b), 3.2.2(b)
3.2.1 Able to transfer information to complete: (b) non-linear texts
FRIDAY
3.2.2 Able to write with guidance: (b) formal letters
Objectives: By the end of the lesson, pupils should be able to:
c. transfer information to complete non-linear text.
d. write formal letter with guidance in neat cursive writing.
DATE Teaching Aids :text book, task sheet.
24 JULY 2020 CCE/EE:Thinking skills.

Activities :
Subject a. Pre writing:
English 6. Introduce formal letters to pupils. (refer to TB page 88)
7. Get the pupils to read the letter silently.
8. Ask a few questions pertaining to the letter to check understanding.
Class Examples:
6 AMANAT  Who wrote the letter?
 What was the letter about?
 Who do you think Encik Hakimi is?
9. Introduce and explain the elements of a formal letter to the pupils.
Time --- sender’s address, date, receiver’s address, salutation, subject, body,
complementary closure, signature, sender’s name.
8.00 – 9.00 A.M.
10. Give them a few examples of these elements.
b. While writing:
(60 minutes)
9. Give this situation to the pupils.
10. Situation: Imagine you are Asin’s mother. You would like to seek permission for
Asin to be absent from school for two days.
11. Distribute task sheet to each one. Guide pupils to write the letter.
12. Encourage pupils to refer to the letter in their textbooks as guidance.
13. For pupils with low proficiency, teacher may get them to complete a letter with
the correct words and phrases.
14. Once the task is done, paste pupils’ work on the classroom wall.
15. Allow peers feedback. Teacher gives feedback.
16. Teacher checks pupils’ work and make corrections if necessary.
c. Post writing:
3. Get the pupils to copy the edited letter into their exercise books.
4. Ask pupils to write the letter in neat cursive writing.
d. Closure:
4. Sum up the lesson by telling pupils that it is necessary for them or their parents
to inform their class teacher if they are not able to attend school.
5. Encourage pupils to tell their parents to use formal letter for teacher’s
reference.
6. Brainstorm other ways to inform their class teacher.
Examples: call, send text message, tell their class mates.
Attendance: Reflection:
____ out of ____ c. _________ out of _____ pupils were able to transfer information to
complete non-linear text.
d. _________ out of _____ pupils were able to write formal letter with
guidance in neat cursive writing.
Imagine you are Asin’s mother. You would like to seek permission for Asin to be absent

from school for two days.

_____________________ Sender’s
address
_____________________

_____________________

_____________________

_____________________
date

_____________________

_____________________
receiver’s
_____________________
address

_____________________

_____________________ salutation

____________________________________________________ subject

__________________________________________________________

__________________________________________________________

__________________________________________________________
body
__________________________________________________________

__________________________________________________________
Imagine you are Asin’s mother. You would like to seek permission for Asin to be absent
__________________________________________________________
from school for two days.

Complementary
___________________
_____________________ closure
Sender’s
___________________ address
_____________________ signature

( __________________ )
_____________________ Sender’s name

_____________________
 Focus :Grammar

Theme: World of Knowledge

Topic: 9. A Heart Of Gold

Content Standard : 5.1

5.1 By the end of the 6-year primary schooling, pupils will be able to use
MONDAY different word classes correctly and appropriately.

Learning Standards: 5.1.4

5.1.4 Able to use conjunctions correctly and appropriately:
27 JULY 2020
Objectives: By the end of the lesson, pupils should be able to:
a. join sentences using correlative conjunction correctly.
b. use correlative conjunction in sentences correctly with pictures guidance.
Subject
English Teaching Aids: text book, task sheet, picture cards.

CCE/EE: Thinking skills, contextual learning.

Class
6 AMANAH Activities :
a. Presentation:
1. Teacher writes two sentences on the board.
 2. Get the pupils to read the sentences.
Time 3. Tell pupils that the words in bold ‘either.... or’ and ‘neither.... nor’ are
10.30 a.m. – 12.00 correlative conjunction.
p.m. 4. Explain more about correlative conjunction
5. Teacher may also get the pupils to refer to textbook page 90 for more
(90 minutes) examples.
b. Practice:
1. Pupils work in pairs.
2. Distribute task sheet to each pair.
3. Explain to pupils how to do this activity.
4. Pupils join the sentences using ‘either.......or’ or ‘neither.......nor’.
5. Discuss and check answers with pupils.
c. Production:
1. Pupils work with the same pair.
2. Distribute picture cards to each pair,
3. Pupils and their partner talk about the pictures using correlative conjunction
‘either.......or’ and ‘neither.......nor’.
4. Guide pupils if necessary.
5. Teacher randomly calls a few pair to do the activity in front of the class.
d.Closure:
1. Teacher gets the pupils to talk about their dislikes using ‘neither.......nor’ and
making choices between two options using ‘either...... or ‘.
2. Guide pupils if necessary.
Attendance: Reflection:
____ out of ____ a. _________ out of ___ pupils were able to join sentences using
correlative conjunction correctly.
b. _________ out of ___ pupils were able to use correlative conjunction
in sentences correctly with pictures guidance

Join the sentences using ‘either....... or’ or ‘neither.......nor’.

1. You can have tea.

You can have coffee.

___________________________________________________________

2. Najmee does not play football.

Najmee does not play badminton.

_____________________________________________________________ .

3. She plans to make paste for dinner.

4. He is not watching the movie on the television.

He is not watching the movie on the laptop.

______________________________________________________________.

5. My mother was not at home.

My father was not at home.

______________________________________________________________.

don’t like - eat - fast food – fruits play - indoors – outdoors

(neither…..nor) (either…..or)
 play – park – computer – home donate – books – clothes – Jumble Sale
(either…..or) (either…..or)

take - flight ferry – Langkawi Island don’t - choose – set A – set B – lunch
(either…..or) (neither…..nor)

Focus : Language Art

Theme: World of Knowledge

Topic: 9. A Heart Of Gold (Hansel and Gretel)

Content Standard : 4.2, 4.3

DAY Learning Standards: 4.2.1, 4.3.1

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

a. Identify true or false statements.
DATE b. Produce a chocolate house using recyclable materials.

Teaching Aids: textbook, pictures, task sheet, recyclable materials.

Subject CCE/EE: Multiple intelligences, creativity and innovation.

English
 Activities :

Class Pre-reading:
1. Recap previous lesson by asking pupils a few questions.
Examples:
 What were their father and step mother arguing about?
 What was their step mother’s plan?
Time  What did Hansel keep in his pocket?
 What did Hansel do with the breadcrumbs?

(60 minutes) While-reading:

1. Get the pupils to read the text aloud.
2. Divide pupils into groups.
Activity 1:
3. Distribute task sheet to each group.
4. Pupils identify true or false questions.
5. Go through the answers with the pupils.
Activity 2:
6. Put up a picture of the witch’s house on the board.
7. Get the pupils to talk about the picture.
8. Then, tell pupils that they are going to make their own chocolate house using
recyclable materials in groups.
Examples: boxes, empty plastic bottles.
9. Show a few samples to the pupils.
10. Guide pupils if necessary.
****teacher’s note:
Tell pupils to bring their own recyclable materials prior to the lesson.

Production:
1. Allow pupils to present their houses in a Gallery Walk.
2. Invite group leaders to talk about their chocolate houses.
3. Allow other pupils to give comments or feedbacks on the houses.

Closure:
1. Ask pupils whether they like to eat sweets and chocolates.
2. Ask pupils to give reasons for their answers.
3. Guide pupils if necessary.

Attendance: Reflection:
____ out of ____
Absent: a. _________ out of ___ pupils were able to identify true or false
statements.

b. _________ out of ___ pupils were able to produce a chocolate house

using recyclable materials.
Read the text. Then, state ‘True’ of ‘False’ for the sentences below.

1. Hansel and Gretel walked deeper into the forest.

2. Hansel and Gretel saw a beautiful cottage made of gold.

3. The old lady forced Hansel to do the house chores.

4. The old lady was actually a kind a loving witch.

5. The witch wanted to make Hansel and Gretel fat, as she planned to sell them.