RANCANGAN PENGAJARAN HARIAN

MINGGU 6

WEEK: 6 DAY: Tuesday DATE: 16 April 2024

SUBJECT: ENGLISH TIME:

FORM/CLASS: 5 GAMMA W4: 9.00 - 9.30 a.m.

DURATION: 60 minutes W5: 9.30 - 10.00 a.m.

THEME: People and Culture

TOPIC: UNIT 1: IT'S PERSONAL RESOURCES:

FOCUS SKILLS: Writing 2 Textbook

LANGUAGE/ Present Simple and present continuous to talk about daily routine and leisure Student’s Book, p14 – 15
time activities; informal connectives; email language
GRAMMAR FOCUS: Teacher’s Book, p15 –
16
Main Skill: Writing
iTHiNK MAPS:
CONTENT 4.1 Communicate intelligibly through print and digital media on familiar topics
STANDARD/S: Circle
Complementary Skill: Writing

4.2 Communicate with appropriate language, form and style

CROSS CURRICULAR
Main Skill: Writing ELEMENTS:

4.1.5 Organise, sequence and develop ideas within a text of several paragraphsValues
on familiar topics and some u
LEARNING (Kandungan Asas)
STANDARD/S: (FORM 4)a
Complementary Skill: Writing LEARNING DOMAIN:

Create
4.2.4 Use formal and informal registers appropriate to the target audience in most familiar and some unfamiliar
(Kandungan Asas)
Main Writing

By the end of the lesson, pupils will be able to organise, sequence and
develop ideas in an informal email to a friend about their normal family
routine at home using appropriate set phrases to introduce the topic of each ASSESSMENT:
LEARNING paragraph and linking words (minimum 4 words) to make the email flow well
OBJECTIVES: Written Exercise
Complementary Writing
Oral
By the end of the lesson, pupils will be able to use informal registers by using
appropriate phrases, vocabulary and punctuation (contractions) to write an
informal email to reply to a penfriend MORAL VALUES:
SUCCESS Main Writing

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

1. Pupils are able to organise, sequence and develop ideas in an informal Helping one another
email to a friend about their normal family routine at home.
CRITERIA:
Complementary Writing

1. Pupils are able to use informal registers.

ACTIVITIES : a. Pupils review what they have learned in the previous lesson by listing the FA/Differentiation Strategies
words that inform us the topic in a paragraph
I. PRE LESSON b. Pupils share answers as a class FA: Starter
c. Pupils read the instructions of Activity 5 and explain what they have to do
(They need to understand what linking words are and how they function) I-THINK: Circle Maps
d. Pupils with better proficiency provide some examples of linking words
II. LESSON (Teacher provide examples if there are no pupils who could)
DEVELOPM e. Pupils complete the task to find the linking words in paragraphs 2 and 3
ENT – GIST- individually
TASK f. Pupils read the instructions of Activity 6 and explain what they have to
do (They must decide if the linking words are formal or informal)
g. Pupils are told that they should not use formal language in informal FA: Plenary – Exit Card
writing and vice versa
III. DETAILED TASK h. Pupils complete the task individually
i. Pupils’ attention is drawn to the Language Bank box and go through the
words and phrases (Pupils or Teacher explains any difficult or unknown
words)
j. Pupils are reminded to use informal phrases in their email as they Moral Value: Cooperation
writing to a friend – Helping one another
IV. POST-LESSON k. Pupils read the task of Activity 7 and ask anything they don’t understand
l. Pupils answer the following questions posed by the teacher:
- Who has sent you the mail? (my penfriend, Tim)
- What does he have to do? (a project for college)
- Why are you replying? (to give him information)
- What is the main thing you have to write about? (my normal family
routine at home)
m. Pupils complete the final draft of their email at home and bring their
email to you to give individual feedback
n. Pupils review their learning in this lesson by completing an exit card:
‘What went well in my writing?’ and ‘My writing would have been even
better if…’
a. Pupils hand in the cards to be used for planning subsequent lessons
REFLECTION:

Attendance: /

Absent: /

Truant: /

School Activity: /

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

WEEK: 6 DAY: Tuesday DATE: 16 April 2024

SUBJECT: ENGLISH TIME:

FORM/CLASS: 5 GAMMA W8: 11.00 - 11.30 a.m.

DURATION: 60 minutes W9: 11.30 - 12.00 p.m.

THEME: People and Culture

TOPIC: UNIT 1: IT'S PERSONAL RESOURCES:

FOCUS SKILLS: Writing 2 Textbook

LANGUAGE/ Present Simple and present continuous to talk about daily routine and leisure Student’s Book, p14 – 15
time activities; informal connectives; email language
GRAMMAR FOCUS: Teacher’s Book, p15 –
16
Main Skill: Writing
iTHiNK MAPS:
CONTENT 4.1 Communicate intelligibly through print and digital media on familiar topics
STANDARD/S: Circle
Complementary Skill: Writing

4.2 Communicate with appropriate language, form and style

CROSS CURRICULAR
Main Skill: Writing ELEMENTS:

4.1.5 Organise, sequence and develop ideas within a text of several paragraphsValues
on familiar topics and some u
LEARNING (Kandungan Asas)
STANDARD/S: (FORM 4)a
Complementary Skill: Writing LEARNING DOMAIN:

Create
4.2.4 Use formal and informal registers appropriate to the target audience in most familiar and some unfamiliar
(Kandungan Asas)
Main Writing

By the end of the lesson, pupils will be able to organise, sequence and
develop ideas in an informal email to a friend about their normal family
routine at home using appropriate set phrases to introduce the topic of each ASSESSMENT:
LEARNING paragraph and linking words (minimum 4 words) to make the email flow well
OBJECTIVES: Written Exercise
Complementary Writing
Oral
By the end of the lesson, pupils will be able to use informal registers by using
appropriate phrases, vocabulary and punctuation (contractions) to write an
informal email to reply to a penfriend MORAL VALUES:
SUCCESS Main Writing

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

1. Pupils are able to organise, sequence and develop ideas in an informal Helping one another
email to a friend about their normal family routine at home.
CRITERIA:
Complementary Writing

2. Pupils are able to use informal registers.

ACTIVITIES : a. Pupils review what they have learned in the previous lesson by listing FA/Differentiation Strategies
the words that inform us the topic in a paragraph
I. PRE LESSON b. Pupils share answers as a class FA: Starter
c. Pupils read the instructions of Activity 5 and explain what they have to do
(They need to understand what linking words are and how they function) I-THINK: Circle Maps
d. Pupils with better proficiency provide some examples of linking words
II. LESSON (Teacher provide examples if there are no pupils who could)
DEVELOPM e. Pupils complete the task to find the linking words in paragraphs 2 and 3
ENT – GIST- individually
TASK f. Pupils read the instructions of Activity 6 and explain what they have to
do (They must decide if the linking words are formal or informal)
g. Pupils are told that they should not use formal language in informal FA: Plenary – Exit Card
writing and vice versa
III. DETAILED TASK h. Pupils complete the task individually
i. Pupils’ attention is drawn to the Language Bank box and go through the
words and phrases (Pupils or Teacher explains any difficult or unknown
words)
j. Pupils are reminded to use informal phrases in their email as they Moral Value: Cooperation
writing to a friend – Helping one another
IV. POST-LESSON k. Pupils read the task of Activity 7 and ask anything they don’t understand
l. Pupils answer the following questions posed by the teacher:
- Who has sent you the mail? (my penfriend, Tim)
- What does he have to do? (a project for college)
- Why are you replying? (to give him information)
- What is the main thing you have to write about? (my normal family
routine at home)
m. Pupils complete the final draft of their email at home and bring their
email to you to give individual feedback
n. Pupils review their learning in this lesson by completing an exit card:
‘What went well in my writing?’ and ‘My writing would have been even
better if…’
b. Pupils hand in the cards to be used for planning subsequent lessons
REFLECTION:

Attendance: /

Absent: /

Truant: /

School Activity: /

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

WEEK: 6 DAY: Wednesday DATE: 17 April 2024

SUBJECT: ENGLISH TIME:

FORM/CLASS: 5 GAMMA W5: 9.30 - 10.00 a.m.

DURATION: 60 minutes W6: 10.00 - 10.30 a.m.

THEME: People and Culture

TOPIC: POEM: A POISON TREE RESOURCES:

FOCUS SKILLS: LiA 1 Reference Book

LANGUAGE/ Adjectives describing feelings iTHiNK MAPS:

GRAMMAR FOCUS: Circle

CONTENT Main Skill: Literature in Action

STANDARD/S: 5.1 Engage with, respond to and intrepret a variety of literary text types

Main Skill: Literature in Action ASSESSMENT:

LEARNING
STANDARD/S: 5.1.1 Explain in detail the feelings and opinions a text provokes in them Written Exercise
(Kandungan Asas)
Oral
Main Literature in Action

LEARNING By the end of the lesson, pupils will be able to explain in detail the feelings
OBJECTIVES: and opinions the poem, A Poison Tree, provokes in them MORAL VALUES:

Helping one another

Main Literature in Action

SUCCESS
CRITERIA: 1. Pupils will be able to explain in detail the feelings and opinions the
poem.

ACTIVITIES : a. Pupils read the title of the poem, A Poison Tree, and list words that FA/Differentiation Strategies
come to their mind
I. PRE LESSON b. Pupils share answers as a class FA: Starter
c. Pupils are introduced to some vocabulary from the poem such as
wrath, foe, deceitful, wiles, sunned, bore, beheld, veiled, I-THINK: Circle Maps
outstretched
II. LESSON d. Pupils watch two videos to state what the poem is about:
DEVELOPM https://www.youtube.com/watch?v=9FHuBoRSZto and
ENT – GIST- https://www.youtube.com/watch?v=Wu4QW3gWrUM
TASK e. Pupils state what they understand about the poem (Teacher
accepts all answers and does not tell to pupils what the poem is

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

about yet) FA: Plenary – Exit Card

f. Pupils read a stanza the poem, A Poison Tree allotted to their group
III. DETAILED TASK (each group gets a different stanza)
g. Pupils compare the interpretation to the notes provided to them
h. Pupils share their answers to the class
i. Pupils, in their groups, share what feelings were provoked in them
when they read the stanza and justify them Moral Value: Cooperation
j. Pupils share their answers and justification as a class – Helping one another
IV. POST-LESSON k. Pupils share what they have learned in this lesson
l.

REFLECTION:

Attendance: /

Absent: /

Truant: /

School Activity: /

WEEK: 6 DAY: Wednesday DATE: 17 April 2024

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

SUBJECT: ENGLISH TIME:

FORM/CLASS: 5 NANO W10: 12.00 - 12.30

p.m.
DURATION: 60 minutes
W11: 12.30 - 1.00 p.m.
THEME: People and Culture

TOPIC: POEM: A POISON TREE

RESOURCES:
FOCUS SKILLS: LiA 1
Reference Book
LANGUAGE/ Adjectives describing feelings
iTHiNK MAPS:
GRAMMAR FOCUS:
Circle
CONTENT Main Skill: Literature in Action
STANDARD/S: 5.1 Engage with, respond to and intrepret a variety of literary text types

Main Skill: Literature in Action

LEARNING ASSESSMENT:
STANDARD/S: 5.1.1 Explain in detail the feelings and opinions a text provokes in them
(Kandungan Asas) Written Exercise

Main Literature in Action Oral

LEARNING By the end of the lesson, pupils will be able to explain in detail the feelings
OBJECTIVES: and opinions the poem, A Poison Tree, provokes in them
MORAL VALUES:

Helping one another

Main Literature in Action
SUCCESS
CRITERIA: 1. Pupils will be able to explain in detail the feelings and opinions the
poem.

ACTIVITIES : a. Pupils read the title of the poem, A Poison Tree, and list words that FA/Differentiation Strategies
come to their mind
I. PRE LESSON b. Pupils share answers as a class FA: Starter
c. Pupils are introduced to some vocabulary from the poem such as
wrath, foe, deceitful, wiles, sunned, bore, beheld, veiled, I-THINK: Circle Maps
outstretched
II. LESSON d. Pupils watch two videos to state what the poem is about:
DEVELOPM https://www.youtube.com/watch?v=9FHuBoRSZto and
ENT – GIST- https://www.youtube.com/watch?v=Wu4QW3gWrUM
TASK e. Pupils state what they understand about the poem (Teacher
accepts all answers and does not tell to pupils what the poem is
about yet) FA: Plenary – Exit Card
f. Pupils read a stanza the poem, A Poison Tree allotted to their group

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

(each group gets a different stanza)

III. DETAILED TASK g. Pupils compare the interpretation to the notes provided to them
h. Pupils share their answers to the class
i. Pupils, in their groups, share what feelings were provoked in them
when they read the stanza and justify them Moral Value: Cooperation
j. Pupils share their answers and justification as a class – Helping one another
k. Pupils share what they have learned in this lesson
IV. POST-LESSON l.

REFLECTION:

Attendance: /

Absent: /

Truant: /

School Activity: /

WEEK: 6 DAY: Thursday DATE: 18 April 2024

SUBJECT: ENGLISH TIME:

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

FORM/CLASS: 5 GAMMA W1: 7.30 - 8.00 a.m.

DURATION: 60 minutes W2: 8.00 - 8.30 a.m.

THEME: People and Culture RESOURCES:

TOPIC: UNIT 2: LIFE'S GREAT MYSTERIES Textbook

FOCUS SKILLS: Reading 3 Student’s Book, p17 – 19

LANGUAGE/ Words/phrases related to mystery and intrigue, collocations and expressions Teacher’s Book, p18 –
20
GRAMMAR FOCUS:

Main Skill: Reading

iTHiNK MAPS:

CONTENT 3.1 Understand a variety of text by using a range of appropriate reading strategies to construct meaning
Tree
STANDARD/S:
Complementary Skill: Speaking

2.4 Communicate appropriately to a small or large group on familiar topics CROSS CURRICULAR
ELEMENTS:
Main Skill: Reading
Values

3.1.5 Recognise independently the attitude or opinion of the writer in extended texts on a wide range of familia
LEARNING
(Kandungan Asas)
STANDARD/S:
LEARNING
3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended textsDOMAIN:
on a wide range o
(FORM 4)
Complementary Skill: Speaking Create
2.4.1 Explain the main points of an idea or argument (Kandungan Asas)
2.4.1 Summarise the main points of a story, text or plot (FORM 4)
Main Reading
ASSESSMENT:
By the end of the lesson, pupils will be able to recognise the attitude of the
writer in the text, A House of Mystery, by identifying the key phrases used Others (Pls specify):
LEARNING when skimming to answer 2 questions
Oral answers
OBJECTIVES: Complementary Speaking

By the end of the lesson, pupils will be able to explain the main points of the
idea paranormal creatures that they believe in to the group for Activity 1 and MORAL VALUES:
then reexplain the group’s answer for Activity 2 to a new partner Rationality – Able to
reason
1. Pupils will be able to
SUCCESS
CRITERIA:

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

ACTIVITIES : a. Pupils prior knowledge is activated in this lesson by asking pupils to FA/Differentiation Strategies
read the words Area 51, Teotihuacan and The Bermuda Triangle on the
I. PRE LESSON whiteboard FA: Starter
b. Pupils state if they know anything about these three places
c. Pupils look at the three pictures and state what they see then complete I-THINK: Circle Maps
activity 2, on p17 of the Student’s Book. (Answers: Picture A – an old
II. LESSON map, a compass, and a pirate ship (maybe); Picture B – seems to be a
DEVELOPM of a desert; Picture C – pyramids which have got steps)
ENT – GIST- d. Pupils read the instructions of Activity 1 on p18 of the Student’s Book
TASK and state what they have to do
e. Pupils read the words in Activity 1 and ask teacher to explain any words
they do not understand FA: Plenary – Exit Card
f. Pupils repeat after the teacher for each word pronounced
III. DETAILED TASK g. Pupils work individually to tick the creatures they believe in
h. Pupils read the instructions of Activity 3 and state what they have to do.
i. Pupils read the 2 questions written on the board (To focus on the main
skill):
 What is the writer’s attitude towards Sarah Winchester? Moral Value: Cooperation
 What is the writer’s attitude towards Winchester Mystery House? – Helping one another
IV. POST-LESSON j. Pupils skim ‘A house of mystery’ to answer the question in Activity 3 and
the questions on the whiteboard (Reading Strategy – skimming)
k. Pupils need to find evidence in the text to support their answers
Answers:
 What is the writer’s attitude towards Sarah Winchester?
The writer thinks Sarah Winchester was strange/eccentric.
Evidence: she never slept in the same room/she communicated with
good spirits/she had special robes to talk to the spirits/she asked for
construction guidance
l. Pupils have a discussion about haunted houses ( Do pupils believe the
Winchester Mystery House was really haunted by spirits or was Sarah
Winchester imagining ghosts?)
a. Pupils share their answers
REFLECTION:

Attendance: /

Absent: /

Truant: /

School Activity: /

WEEK: 6 DAY: Friday DATE: 18 April 2024

SUBJECT: ENGLISH TIME:

FORM/CLASS: 5 NANO

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________

 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

DURATION: 60 minutes W3: 8.30 - 9.00 a.m.

THEME: People and Culture W4: 9.00 - 9.30 a.m.

TOPIC: UNIT 2: LIFE'S GREAT MYSTERIES RESOURCES:

FOCUS SKILLS: Reading 3 Textbook

LANGUAGE/ Words/phrases related to mystery and intrigue, collocations and expressions Student’s Book, p17 – 19

GRAMMAR FOCUS: Teacher’s Book, p18 –

20
Main Skill: Reading

CONTENT 3.1 Understand a variety of text by using a range of appropriate reading strategies to construct meaning
iTHiNK MAPS:
STANDARD/S:
Complementary Skill: Speaking Tree

2.4 Communicate appropriately to a small or large group on familiar topics

Main Skill: Reading CROSS CURRICULAR

ELEMENTS:

3.1.5 Recognise independently the attitude or opinion of the writer in extended texts on a wide range of familia
Values
LEARNING
(Kandungan Asas)
STANDARD/S:
3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range o
(FORM 4)
Complementary Skill: Speaking LEARNING DOMAIN:
2.4.1 Explain the main points of an idea or argument (Kandungan Asas)
2.4.1 Summarise the main points of a story, text or plot (FORM 4) Create
Main Reading

By the end of the lesson, pupils will be able to recognise the attitude of the
writer in the text, A House of Mystery, by identifying the key phrases used ASSESSMENT:
LEARNING when skimming to answer 2 questions
Others (Pls specify):
OBJECTIVES: Complementary Speaking
Oral answers
By the end of the lesson, pupils will be able to explain the main points of the
idea paranormal creatures that they believe in to the group for Activity 1 and
then reexplain the group’s answer for Activity 2 to a new partner MORAL VALUES:
2. Pupils will be able to to recognise the attitude of the writer in the Rationality – Able to
SUCCESS text.
reason
CRITERIA:

ACTIVITIES : a. Pupils prior knowledge is activated in this lesson by asking pupils to FA/Differentiation Strategies
read the words Area 51, Teotihuacan and The Bermuda Triangle on the
GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________
 RANCANGAN PENGAJARAN HARIAN

MINGGU 6

I. PRE LESSON whiteboard FA: Starter

b. Pupils state if they know anything about these three places
c. Pupils look at the three pictures and state what they see then complete I-THINK: Circle Maps
activity 2, on p17 of the Student’s Book. (Answers: Picture A – an old
II. LESSON map, a compass, and a pirate ship (maybe); Picture B – seems to be a
DEVELOPM of a desert; Picture C – pyramids which have got steps)
ENT – GIST- d. Pupils read the instructions of Activity 1 on p18 of the Student’s Book
TASK and state what they have to do
e. Pupils read the words in Activity 1 and ask teacher to explain any words
they do not understand
f. Pupils repeat after the teacher for each word pronounced FA: Plenary – Exit Card
III. DETAILED TASK g. Pupils work individually to tick the creatures they believe in
h. Pupils read the instructions of Activity 3 and state what they have to do.
i. Pupils read the 2 questions written on the board (To focus on the main
skill):
 What is the writer’s attitude towards Sarah Winchester? Moral Value: Cooperation
 What is the writer’s attitude towards Winchester Mystery House?
– Helping one another
IV. POST-LESSON j. Pupils skim ‘A house of mystery’ to answer the question in Activity 3 and
the questions on the whiteboard (Reading Strategy – skimming)
k. Pupils need to find evidence in the text to support their answers
Answers:
 What is the writer’s attitude towards Sarah Winchester?
The writer thinks Sarah Winchester was strange/eccentric.
Evidence: she never slept in the same room/she communicated with
good spirits/she had special robes to talk to the spirits/she asked for
construction guidance
l. Pupils have a discussion about haunted houses ( Do pupils believe the
Winchester Mystery House was really haunted by spirits or was Sarah
Winchester imagining ghosts?)
b. Pupils share their answers
REFLECTION:

Attendance: /

Absent: /

Truant: /

School Activity: /

GB/Penolong Kanan/Penolong Kanan Petang: ____________________________________