Teacher : GOH MOH TENG
Date :
Day :
Week :
Certified by : PKHEM
Class :
Time : to
Comments :
Subject : English
Year :
Theme / Topic :
Skills :
1.Listening and speaking
2.Listening
3.Speaking
4.Reading
5.Written
6.Language Arts
Contents Std :
learning Std :
Objectives :
By the end of the lesson, pupils are able to
(T&L STRATEGIES)
/LEARNING ACTIVITIES
/LEARNING STRATEGIES
1. Multiple Intelligent Theory
2. Future studies.
3. Self-organing learning.
4. Self-access learning.
5. Mastery learning.
6. Contextual learning.
7. Constructivism learning.
8. Pupil centered approach.
9. Teacher centered approach.
10. Inductive and deductive approach.
OTHERS T&L STRATEGIES
1. Language games
2. Board games
(HOW TO T&L)
Learning Activities :
1. Debate2. Riddles
3. Match
4. Visits
5. Brainstorm
6. Project
7. Questionnaire
8. Acting
9. Quiz
10.Problem solving
11. Game
12. Discussion
13. Play roles
14. Exercise Tubi
15. Story telling
16. Designing language games, and play the games.
17. Teacher demonstrated the steps to design the language games.
18. Peer-competition.
19. Language tournament.
Materials / References :
1. Dictionary
2. speaker
3. laptop
4. picture
5. reference book
6. worksheet, stationery, textbook
7. Scanning cards, textbook, activitybook
8. Color pencils, papers, textbook
9. Laptops, LCD, pictures,slides, sheets
10. Rulers, pencils, measuring tape, activity book
11. Stationery, mini whiteboard, markers, marbles, skewers/ stones.
12.Picture card, wordcard and worksheets.
13. Computers, LCDs, DVDs, textbooks , exercise books, statineries.
14. Examples of finished materials, pictures, sheets ,glues, scissors.
15. Student training book.
16. A4 recycled papers.
17. Scissors / rulers / blunt pencils.
21st Century Competencies
1. Intercultural awareness
When learning a new language it is important to learn about the cultures associated with it as well. Our focus in this series is not only on vocabulary, grammar and communication. The writers have taken into consideration the need to provide learners with a deeper understanding of the target. language cultures as well as other cultures worldwide.
2. Critical thinking
Learners should be encouraged to think for themselves, solve problems, make decisions and express their opinions. Throughout the book there are activities which help learners enhance their critical thinking skills.
3. Autonomous learning
Learners should be able to take responsibility for their own learning in order to be successful inside and outside the language classroom. That is why the material is designed in a wag that allows learners to set their goals, check their progress and look for opportunities to practise outside the classroom.
4. Communication
Communication in the classroom means expressing oneself, exchanging ideas with others as well as presenting one's work. If communication is effective, it benefits both the learner and the teacher.
5. Cooperation :
Cooperation creates opportunities for achievement and promotes a positive self-concept. Learners working in pairs or groups offer help to each other and this facilitates the achievement of their goals. Further to this, cooperation promotes polite behaviour and respect towards others, which are important social skills..
6. Creativity :
Creativity is an important skill in real life. Learners become more motivated if they can create something. This series provides learners with activities that promote creative thinking and make classroom work more enjoyable.
7. ICT literacy :
Nowadays, it is vital for learners to use technology as a tool to research, organise, evaluate and communicate information in order to function in society. Since the value and the availability of information are constantly changing and this affects our lives, we have to train our students to use technological aids to their advantage.
8. Personal and social responsibility :
Educators play an important role in the development of the community. Students should understand that one of their roles is being active members of their community. That is why a sense of the common good as well as the need for an active involvement in the community should be reinforced in the classroom.
The above competencies are developed throughout the series and they are clearly highlighted in the corresponding activities in the Teacher's Book with the following symbols:
1. intercultural awareness
2. critical thinking
3. autonomous learning
4. communication
5. cooperation
6. creativity
7. personal and social responsibility
21st Century Learning Activities :
1. Travel file
2. Spin and think
3. Think-pair-share
4. Who am I?
5. Lyrical Lessons
6. Gallery walk
7. Mix-N-Match
8. Round Robin
9. Rally Robin
10. Fan-n-Pick
11. Team Stand-N-Share
12. Talking chip
13. Timed Pair Share
14. Same Difference
15. Rally Table
Steps :
SUCCESS CRITERIA
1. Success Criteria (Checkpoints):
A success criteria is a list of features that a teacher wants the children to include in their work during the course of a lesson. It is a really good way of making children aware of what is expected of them and can also encourage them to extend themselves during the course of the lesson.
SEE:
https://www.assessmentforlearning.edu.au/professional_learning/success_criteria_and_rubrics/success_criteria_landing_page.html
AND SEE THE BELOW LINK FOR DETAILS AND EXAMPLES OF SUCCESS CRITERIA:
https://www.theschoolrun.com/what-is-a-success-criteria
Success criteria and rubrics
This Professional Learning module explains the role played by success criteria (criteria for assessment) and explores rubrics as one example of success criteria.
The learning intention of a lesson or series of lessons tells students what they should know, understand and be able to do, and the success criteria help teachers to decide whether their students have in fact achieved the learning intention. Importantly, the success criteria also answer the same question from the point of view of the student:
How will I know whether I've achieved the learning intention?
The term 'success criteria' was coined in the UK. It is synonymous with 'assessment criteria' but, instead of reminding students of their (perhaps negative) experiences of being assessed, this term focuses (much more positively) on students' ability to succeed.
Sometimes the success criteria might be just a series of dot points.
For lengthy assessment tasks, however, teachers often use rubrics which will provide students with the success criteria and also with descriptions of a number of different levels of performance in relation to those criteria.
This is part of a rubric which shows one of the success criteria and describes the three levels of performance that relate to that criterion.
The following links explore success criteria in more detail.
Background
Uses of success criteria and rubrics
How to design rubrics
Reflection, practice and evaluation
CHECKPOINTS :
e.g:
CP1 : I am looking for A4 paper to fold and write the adjectives/ opposites.
CP2 : I am cutting the papers with adjectives / opposites
CP3 : I am playing the language game with friends.
2. Prelesson:
3. Lesson Developments:
4. Post lessons:
EMK:
Elemen Merentas Kurikulum
1. Environment conservation.
2. Global sustainbility. (Kelestarian Global)
3. Financial education.(Pendidikan Kewangan)
4. Patriotism.
5. Positive attitude, Virtues (Nilai Murni)
6. Environment education.
7. Science and technology.
8. Language.
9. Creative and innovation, entrepreneuship abd TMK.
10. Entrepreneuship.
11. Creative and innovation.
12. Mathematics
13. Science
(MORAL VALUES)
1. Love dear, respect
2. Responsible, maintain cleanliness
3. Keeping safety (Menjaga Keselamatan), Responsibilities, Prudence (berhemah), Glory(Mulia)
4. Collaborate, Maintain Cleanliness.
5. High pride (berhemah tinggi), respect, help me.(tolong menolong)
6. Appreciate the time.
7. Thrifty, grateful, self-reliant
8. Keep clean, please help (tolong menolong)
9. cherish love, responsibility.
OTHERS :
(1) trustworthiness;
(2) respect;
(3) responsibility;
(4) fairness;
(5) caring; and
(6) citizenship.
MORAL VALUES IN THE ISSC
Background
A Moral Education Committee (Jawatankuasa Pendidikan Akhlak) was formed in 1976 comprising prominent members respecting various religions in the country. This committee deliberated on moral values inherent in each religion and finally identified 16 universal moral values supported by all. In the ISSC, these 16 umbrella values have been expanded to 80 values.
1. KINDHEARTEDNESS
1.1 Compassionate
1.2 Considerate
1.3 Generous
1.4 Understanding
1.5 Forgiving
2. SELF-RELIANCE
2.1 Responsible
2.2 Independent
2.3 Industrious
2.4 Self-confident
3. HUMILITY
3.1 Polite
3.2 Admitting one's mistake
3.3 Friendly
4. MUTUAL RESPECT
4.1 Respect and loyal towards parents
4.2 Respect for the elderly, teachers, peers, leaders and neighbours
4.3 Respect for king and country
4.4 Respect for basic rights
4.5 Respect for beliefs and cultures of various races
4.6 Respect for individual rights
4.7 Adherence to the rule of law
4.8 Adherence to time (punctual)
4.9 Value wisdom, experience and deeds
4.10 Value manual labour
4.11 Value self-respect
5. LOVE
5.1 Love for life
5.2 Love for the environment
5.3 Love for the country
5.4 Love for peace and harmony
6. JUSTICE
6.1 Just
6.2 Fair
7. FREEDOM
7.1 Freedom within the law
7.2 Freedom within the democratic system
8. COURAGE
8.1 Brave
8.2 Stand up to the truth
8.3 Resolute
8.4 Responsible/Accountable
9. CLEANLINESS OF BODY AND MIND
9.1 Physical cleanliness
9.2 Environmental cleanliness
9.3 Well-mannered in words and actions
9.4 Healthy and constructive thoughts
10. HONESTY/INTEGRITY
10.1 Trustworthy
10.2 Speaking the truth
10.3 Sincere
11. DILIGENCE
11.1 Courageous
11.2 Pro-active/Resourceful
11.3 Dedicated to work
11.4 Determined
11.5 Hardworking
12. COOPERATION
12.1 Spirit of brotherhood
12.2 Collective responsibility
12.3 Helping one another
12.4 Tolerance
12.5 Common good
12.6 Unity
13. MODERATION
13.1 Moderation in reconciling personal needs with... (this part is missing, will update)
13.2 Not excessive in words and actions
14. GRATITUDE
14.1 Thankful
14.2 Grateful
14.3 Appreciative
15. RATIONALITY
15.1 Able to form judgements
15.2 Able to reason
15.3 Open minded and able to think logically
16. PUBLIC SPIRITEDNESS
16.1 Subscribing to consensus
16.2 Subscribing to the spirit of neighbourliness
16.3 Sensitive to social issues in the community
[Translated from the Malay version by:
Haji Abdul Aziz Sultan
Zainurin Abdul Rahman
Tunku Badariah Tunku Ahmad]
I-Think Maps :
1.circle map
2.bubble map
3.double map map (double bubble map)
4. tree map
5. Brace map
6. Multiflow map
7. Brace map
8. Bridge map
THINKING SKILLS
1. Make a connection
2. Compares and differs
3. Tp clarify
4. organize
5. Identify true and wrong statements
6. Identify statement based on facts and opinions.
7. Identify bias statements
8. Identify causes and expressing various causes.
9. Identify the consequenses and forecast various consequences.
10. Make inferences and initial conclusions
11. Make generalization and hypotheses.
12.Interpreting
13. Identify key ideas, support ideas and detailed details.
14. Formulate and summarize
15. Making decisions.
16. Trouble shooting.
MULTIPLE INTELLIGENCES
1.Linguistic intelligence (“word smart”)
2.Spatial intelligence (“picture smart”)
3. Musical intelligence (“music smart”)
4. Bodily-Kinesthetic intelligence (“body smart”)
5. Naturalist intelligence (“nature smart”)
6. Logical-mathematical intelligence (“number/reasoning smart”)
7. Interpersonal intelligence (“people smart”)
Formative assessments of the above learning standards have been carried out as stated below :
Written works / Worksheets :
1.
2.
3.
4.
5.
Teacher's observation:
1.
2.
3.
4.
5.
Pupils' Practical Works :
1.
2.
3.
4.
5.
Questions / Quizzes :
1.
2.
3.
4.
5.
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