scope

mara memograf

Kepada : Seperti di bawah (u.p Guru Kanan Bahasa lnggeris) Tarikh

Daripada : Pengarah Bahagian Pendidikan Menengah

Salinan Kepada : Tarikh Bilangan
27 Febru ari 2018 Rujuk Tuan
Rujuk Kami

BPM/PKIO2.O2

Pengetua
Maktab Rendah Sains MARA

Alor Gajah, Arau, Balik Pulau, Baling, Batu Pahat, Bentong, Beseri, Besut, Betong, Felda Trolak,
Gemencheh, Gerik, Jeli, Johor Bahru, Kepala Batas, Kota Kinabalu, Kota Putra, Kuala Berang,
Kuala Klawang, Kuala Krai, Kuala Kubu Bharu, Kuala Terengganu, Kuantan, Kubang Pasu,
Kuching, Langkawi, Lenggong, Merbok, Mersing, Muadzam Shah, Muar, Mukah, Parit, Pasir
Salak, Pasir Tumboh, PDRM Kulim, Pendang, Pengkalan Hulu, Semporna, Serting, Sultan Azlan

Shah, Sungai Besar, Terendak, Transkrian, Tumpat, Tun Abdul Razak, Tun Dr. lsmail, Tun

Ghazali Shafie, Tun Mohammad Fuad Stephens dan Tun Mustapha.

PELAKSANAAN SCoPE 2.0 2018

Dengan hormatnya perkara di atas dirujuk.

Sebagai maktuman, mesyuarat Remapping of SCoPE Z.O witn CEFR Aligned KSSM telah

diadakan pada22 hingga 23 Februari2018 bagi menggantikan modul SCoPE 2.0.

Hasil daripada mesyuarat, pemurniaan dan penyusunan semula Modul SCoPE 2.0 bagi
Kemahiran Asas Tingkatan 1 (KAT 1) telah diadakan bagi menyelaraskan modul dengan
keperluan KSSM arus perdana. Sehubungan dengan itu, ,Modul SCoPE 2.0 2018 boleh
digunakan bermula pada tarikh 05 Mac 2018. Bersama-sama,ini disertakan modul SCoPE 2.0
tuan/puan.2018 dalam bentuk softcopy untuk tindakan
' ,.,,

Semoga dengan usaha dan komitmen yang berterusan daripada tuan/puan akan meningkatkan
kecemerlangan MRSM

Kerjasama tuan/puan didahului dengan ucapan terima kasih.

.BERKHIDMAT UNTUK NEGARA
'Membandarkan Luar Bandar'

WAN AINIZAH BINTI ARIFFIN fwfi
Timbalan Pengarah 1 (Pembangunan Kurikulum)
b. p Pengarah
Bahagian Pendidikan Menengah
MARA

f,W,ffi{*tffi'ffi,1.mW,mW,ffi,W,*,,iif ,:ilr, - $
& W,ffir di d{km*'{**r'# ir;#l###rfi- $

SCHOOLWIDE COMMUNICATION PROGRAMME
FOR ENGLISH
(SCoPE 2.0)

2018

BAHAGIAN PENDIDIKAN MENENGAH
MARA

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0
2018

1.0 INTRODUCTION
SCoPE 2.0 is a 6-week programme that has 3 major project-based assessment cycles.
Each cycle will encompass enriched input and instruction, production and oral/written
progress reporting, and teacher/peer presentation. There will be no assessment at the
end of the 6 weeks as students are assessed in each cycle.
The SCoPE 2.0 2018 module has been remapped to fit the requirements of the Common
European Framework of References For Languages (CEFR) aligned KSSM Curriculum.
The modules have been designed to be used for the non-textbook based lessons.

1.1 COURSE OBJECTIVES
1.1.1 To prepare learners positively and culturally for language learning by:

 Developing a positive attitude towards language learning.
 Learning to communicate using the language.
 Developing sensitivity to social conventions and norms.
1.1.2 To acquire comprehension skills as a result of:
 Engaging with oral, visual and written language effectively in a range of

contexts.
1.1.3 To communicate effectively, using appropriate language by:

 Writing, speaking and listening on a wide range of topics for different
purposes and audiences (groups, class).

1.1.4 To develop presentation skills by:
 Using a range of Information and Communications Technology (ICT) tools

   1

 

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0

2.0 WHY SCoPE 2.0
SCoPE 2.0 applies project-based learning method as it centres on the learners. Through
the construction of a personally-meaningful artifact, which may be a play, a multimedia
presentation or a poem, learners represent what they've learned (Harel & Papert, 1991;
Kafai & Resnick, 1996)1. In addition, learners typically have more autonomy over what
they learn, maintaining interest and motivating learners to take more responsibility for
their learning (Tassinari, 1996; Wolk, 1994; Worthy, 2000)1. Hence, project-based
learning and the outcome of products enable the expression of diversity in learners, such
as interests, abilities and learning styles.
SCoPE 2.0 consists of activities that promote receptive skills (Listening and Reading)
which lead to productive skills (Speaking and Writing). Students present activities based
on the situations and resources which are intrinsically interesting, culturally embedded
and cognitively engaging. Effective use of Information & Communications in Technology
(ICT) is integrated in SCoPE 2.0 to promote 21st century learning skills.

Source: 1 https://www.ncsu.edu/meridian/win2002/514/project-based.pdf

   2

 

SCoPE 2.0
2018

COMMITTEE MEMBERS

NAME CENTRE
ANIZA MASBAH PARIT
NURAIEMY AHMAD
‘AINAA ABDUL RASHID LENGGONG
MARWATI MOHAMED SULTAN AZLAN SHAH
NURUL SAHARUDIN
BPM
BPM

2 
 

SCHOOLWIDE COMMUNICATIO
(SCoPE)

SCHEME OF WORK OF SCOPE 2

Learn

C

Lesson/ Name/ Topic Duration Outline o
Skill
One Period 1. Listeni
Disconnect to (One Hour) record
Connect Phone

18 2. Discus
Listening audio r

To Phone Or Not To One Period 1. Provid
19 Phone sugge
Speaking etique
mobile
20 Play Script One Period
Reading Cell phone Zombie One Period 1. Readi
Cellph
21 Language
Awareness 2. Answe
compr

1. Learnin
rules a

ON PROGRAMME FOR ENGLISH
2.0 2018
2.0 WITH CEFR ALIGNED KSSM

ning Activities

CYCLE 1

of the Activity Resources/ Assessment/
Media Notes

ing to 3 audio Appendix A
dings about Mobile Appendix B
e Etiquettes. Appendix C
ssion about the Audio:
recordings. (a)Using Phone
while driving
ding advice or (b) Is it Okay To Use
estions on the Phone At Dinner?
ettes of using (c)Be Kind Online
e phone in public.
Appendix D
ing a play script on Appendix E  
hone Zombies. Appendix F
ering Appendix G
rehension question Exit Cards

Appendix H
Appendix I

ng about grammar Note: Teacher use
and structures in own lesson.

My Pledge One Period using M
and mu
22
Writing 1. Askin
Socia
Literature In Action conc
23 mobi
settin
Lesson Name Duration
2. Crea
One Period 3. Dram

Cleanliness is next to pledg
godliness
1. Descri
24 from th
Listening (Refer

Learning

CYC

Outline o

1. Listing
relating

2. Listeni
on clea

3. Matchi
answe

4. Provid
the p
issues

Modal Verb: Must
mustn’t

ng students about Appendix J Assessment 1(a)
al Etiquettes Appendix K Assessment 1(b)
cerning usage of
ile phones in public
ng.
ating a pledge.
matisation of the
ge

ibing characters Appendix L
he play script

to Lesson 20)

g Activities

CLE 2

of the Activity Resources Assessment/
Progress

g down 5 words Cleanliness Video
g to cleanliness. Clip
ing to a video clip
anliness. Matching Question
ing questions with and Answer
ers.
ding solutions for
personal hygiene
s.

25 Table of The One Period 1. Asking
Speaking Undesirables One Period for the
One Period problem
26 Jigsaw Reading
Reading 1. Readin
Poster About answe
27 Questi
Writing Addressing Personal
1. Creatin
Hygiene. up with
person
Language Awareness One Period problem
(Gallery Walk)
1. Presen
28 addres
hygien
gramm
Verbs:

Should

Literature In Action One Period 1. Learni

29 Sad I

Millum

LESSON
TEXTBOOK B

LEARNING

Lesson Name Duration CYC
Outline o

g peers on solutions Appendix M

e personal hygiene Personal Hygiene
Clip
ms. Appendix N
Brit’s Personal
ng article(s) and Hygiene Poster
Appendix M
er Comprehension

ions.

ng a poster to come

h ways to address

nal hygiene

ms.

nting the poster Assessment 2(a):
Peer
ssing personal Assessment 2(b):
Teacher
ne by using the
Note: Teacher use
mar rules on Modal own lesson.

: Should and

dn’t

ing about the poem
I ams by Trevor
m.

N 30 – 40
BASED LESSON

G ACTIVITIES

CLE 3 Resources Assessment/
of the Activity Progress

41 To Shop Or Not to One Period 1. Learni
Listening Shop spendi

Cyber Shop Safely One Period 1. Learni
habits.
42
Reading 2. Compa
infogra
spendi
Malays

Language One Period 1. Learnin
Awareness rules
43 Basic Coordinating forming
Conjunctions questio
44
Writing When Dorothy Meets One Period 1. Learni
Lucy charac
habits.
One Period
2. Descri
45 How can you be a charac
Speaking good consumer? habits
paragr
46 Literature In Action One Period point s
Presen
and ba
using p

Teach

ng about good 1. Shopoholics
ing habits. Movie Trailer

ing about spending 2. How to be a
. good
aring data on consumer
aphics about online video
ing habits between
sia and India. 1. Appendix O
Info-graphics
ng about grammar on spending
and structures in habits.
g indirect
ons. 2. Online
Shopping
ng about different Video

cters’ spending 3. Power point
slides
.
1. Grammar
ibing two Rules Videos

cters spending 2. Power point
slides
in short
3. Appendix P
raphs on power 1. Becca and

slides. Lucy’s clip.
2. Clip on how
nting about good
to prepare
ad spending habits power point
slides.
power point slides.
Assessment 3(a):
Peer
Assessment 3(b):
Teacher

her use own lesson.

DATE: 8/1/2018  LESSON PLAN  Form 1
CLASS:1  
THEME/TOPIC:      
FOCUS SKILLS:  
CONTENT  DAY: Monday  TIME:
STANDARD:     
LEARNING  SUBJECT: English                                                                      LESSON:   18  DURATION: 
STANDARD:     
  
LANGUAGE/  Listening  RESOURCES: 
GRAMMAR FOCUS  Choose an item.    Others:(Pls specify) 
LEARNING     
OBJECTIVES:  Main Skill: Listening   CROSS 
1.1 Understand meaning in a variety of familiar context   CURRICULAR 
ACTIVITIES:  Complementary Skill: Listening  ELEMENTS: 
      1.1 Understand meaning in a variety of familiar context   Science and 
Main Skill: Listening  Technology 
TEACHER’S  1.1.2 Understand with little or no support specific information and details   
REFLECTION:   in simple longer texts on a range of familiar topics   LEARNING 
Complementary Skill: Listening  DOMAIN :  
  1.1.4 Understand longer sequences of supported classroom instructions   Apply 
3. Modal verbs to talk about rules and obligations (must, musn't, should,   
shouldn't)  ASSESSMENT: 
 By the end of the lesson, pupils will be able to: Presentation   
a. understand with little or no support specific information and details in   
simple longer texts on phone ethics  MORAL VALUES: 
b. understand longer sequences of supported classroom instructions on   
completing the graphic organisers 
 
PRE‐LESSON 
1. T shows his/her cellphones to the class and elicits pupils’ responses on 
the use of phone in daily life.  
2. Pupils respond verbally and T writes on the board. 
3. T introduces today’s topic which is “Disconnect to Connect”. 
LESSON 
1. T distributes the graphic organisers to pupils. 
2. T plays three audios on: 
a. Using Phone while driving 
b. Is It Okay To Use Phone At Dinner? 
c. Be Kind Online 
2. Based on the audios played, pupils need to complete the graphic 
organisers. 
3. T calls pupils randomly to share the answers. 
POST‐LESSON:  
1. Pupils are asked to list out 5 ethics of using social messaging applications 
(Whatsapp, Telegram, Face Time, Snapchat). 
  
 
 
 
 
 
 
 

 

APPENDIX A

Write keywords from the audio that you have listened.

USING
PHONE
WHILE
DRIVING

APPENDIX B

Write keywords from the audio that you have listened.

IS IT OKAY PHONE AT
TO USE DINNER?

APPENDIX C

Write keywords from the audio that you have listened.

BE KIND ONLINE

DATE: 8/1/2018  LESSON PLAN  Form 1

CLASS:1      
THEME/TOPIC:  
DAY: Monday  TIME:
   
SUBJECT: English                                                                      LESSON:   19  DURATION: 
To Phone or Not To Phone  
  
FOCUS SKILLS:   Speaking  RESOURCES: 
CONTENT  Choose an item.    Handout 
STANDARD:     
Main Skill: Speaking   CROSS 
LEARNING  2.1 Communicate information, ideas, opinions and feelings intelligibly on  CURRICULAR 
STANDARD:  familiar topics   ELEMENTS: 
LANGUAGE/  Complementary Skill: Speaking  Science and 
GRAMMAR FOCUS  2.1 Communicate information, ideas, opinions and feelings intelligibly on  Technology 
LEARNING  familiar topics    
OBJECTIVES:  Main Skill: Speaking  LEARNING 
2.1.2 Ask about and express rules and obligations   DOMAIN :  
ACTIVITIES:  Complementary Skill: Speaking  Apply 
      2.1.4 Explain and give reasons for simple advice    
3. Modal verbs to talk about rules and obligations (must, musn't, should,  ASSESSMENT: 
TEACHER’S  shouldn't)  Presentation   
REFLECTION:    By the end of the lesson, pupils will be able to:  
a. ask about and express rules and obligations on ethics of using social  MORAL VALUES: 
  media / social messaging apps   
b. explain and give reasons for simple advice to people who use phones 
excessively 
I. PRE‐LESSON 
1. T recites a poem entitled “Phone” by Marie Christie (refer to the 
Appendix) 
2. T questions pupils the effects of using social media / social messaging 
apps excessively. 
3. Pupils respond verbally. 
LESSON 
1. Pupils are asked to sit in groups. 
2. Each group is given a poem. 
3. T chooses pupils randomly to recite the poem. 
4. Based on the poems, in groups, pupils need to explain the rules of using 
phone in public places and give advice to those who use phone too much. 
5. Then, representative from each group needs to present the outcome.  
POST‐LESSON:  
1. Pupils fill in exit card on the moral values they get from the lesson. 
  
 
 
 
 
 
 
 

 

Appendix D

PHONE by Marie Christine

I wake up
Check my phone
There are no texts/calls/notifications

My sister wakes up
Checks her phone
She has to scroll down to see
All her messages

It is lunch break
I check my phone
There are no texts/calls/notifications

Sometimes my phone
Made for social acceptance

And interaction
Makes me more lonely
And it shows me that I am alone

I go to bed
I check my phone

I am alone

Appendix E

Cell Phone Clones by Del Maximo

Yo Terry, what’s up bro?
talking to yourself all the time now

oh, yeah?
is that a blue tooth or a blue ear?

is it surgically attached?
do you wear it to bed?
take it with you into the shower?
Man, you would never be so crazy

it can’t be you
it’s got to be your cell phone clone

hey lady, can you see that green arrow
it won’t last forever

what’s up…honk, honk
you’re on the phone?
We’re gonna to miss the left …turn
honey, you must be blind
how’d you get your license?

is that Lynne?
it can’t be you
got to be your cell phone clone

A. K., another call?
and we’re supposed to be having a conversation

kickin’ it
now you’re text messaging under the table

and you think I don’t notice?
Dude, I’m not that stupid

and you, my brother, would never be that rude to me
it can’t be you

got to be your cell phone clone

Leon, dude!
How many cell phones you need?
You’re talking on the one you got pressed onto your ear
There’s another on the table in front of you

Do you have one more?
You could be a juggler

Join the circus

Girlfriend, don’t you realize the light has changed
and you’re standing in the crosswalk in the middle of the street?

hang up the phone and step—yeah, you
I see cell phone clones
Are you one too?

Appendix F

It’s A Cell Phone World by Robert Blankenship

Our society is obsessed with the cell phone
That ever present handy little device
If we could just leave it behind
Sometimes that would be nice

I've observed people literally
Walk into a door

While looking down at their cell phone
As if gazing at the floor

A call a text or Instagram
Excuse me I have to check my mail

Oh my God!!!My batteries low!!
Please my phone do not fail

I know we're here for dinner
But I must text a friend
LOL and OMG
Now it's time to send

Cell phones have their place
I guess in today's society

But there would not be one in existence
If it were up to me

No one can communicate
As in talking face to face
This type of interaction
Has by the cell phone been replaced

I guess that's just the way it is today
O how I long for the days of old

When you had to find a pay phone
In the heat or rain or cold

Drop a quarter in the slot
Or maybe just a dime

Better say what you want
Your running out of time

I'm just a little old fashioned I guess
I like the way it used to be
When two would sit and talk

Without interruption from technology

Appendix G

Cell Phones Everywhere

Everywhere I look and everywhere I see
Everyone seems to have a cell phone at the ear!

It really drives me crazy!
It really drives me nuts!
When we are talking, don’t answer it,
No ifs, no ands, no buts!
And when we’re at the ballgame,
Or when we’re at the movie
Turn those cell phones off,
They aren’t the least bit groovy!
It’s just an electronic leash!
It’s just really too much!
Anyone can track you down,
Come, let’s keep in touch!

 
 
 
 
 

DATE: 8/1/2018  LESSON PLAN  Form 1

CLASS:1      
THEME/TOPIC:  
DAY: Monday  TIME:
   
SUBJECT: English                                                                      LESSON:   20  DURATION: 
   
  
FOCUS SKILLS:   Reading  RESOURCES: 
CONTENT  Choose an item.    Handout 
STANDARD:     
Main Skill: Reading   CROSS 
LEARNING  3.1 Understand a variety of texts by using a range of appropriate reading  CURRICULAR 
STANDARD:  strategies to construct meaning   ELEMENTS: 
Complementary Skill: Reading  Science and 
LANGUAGE/  3.1 Understand a variety of texts by using a range of appropriate reading  Technology 
GRAMMAR FOCUS  strategies to construct meaning    
LEARNING  Main Skill: Reading  LEARNING 
OBJECTIVES:  3.1.2 Understand specific details and information in simple longer texts   DOMAIN :  
Complementary Skill: Reading  Analyse 
ACTIVITIES:  3.1.3 Guess the meaning of unfamiliar words from clues provided by other   
      known words and by context   ASSESSMENT: 
3. Modal verbs to talk about rules and obligations (must, musn't, should,  Presentation   
TEACHER’S  shouldn't)   
REFLECTION:    By the end of the lesson, pupils will be able to: MORAL VALUES: 
a. understand specific details and information in simple longer drama   
  scripts on Cell Phones Zombies 
b. guess the meaning of unfamiliar words from clues provided by other 
known words and by context  
PRE‐LESSON 
1. T asks a question to pupils: What would happen to the world if cell 
phones were not invented ? 
2. Pupils respond verbally. T introduces today’s topic. 
LESSON 
1. Pupils sit in groups. Each group is given a play script entitled Cell Phones 
Zombies. 
2. Based on the play script, pupils are asked to do reader’s theater.  
3. Pupils present to the class.  
4. Then, T distributes worksheet to pupils. 
5. Pupils complete the worksheet individually and T checks the answers. 
POST‐LESSON:  
1. Pupils share with T the moral values they have learned from the activity. 
  
 
 
 
 
 
 
 

 

Appendix H
 

(Two time travelers, BAKER and JONES, are on stage. They can either be in a
spotlight with other people lumbering around in the darkness behind them or them

alone on stage with people moaning off stage)

BAKER
We have travelled back in time to a critical time in our history. This is a key moment

where our world was nearly destroyed by a mind numbing technology that turned
everyone into zombies. This is the zombie apocalypse!

(Lights come up and people - ZOMBIE JOE and MOE - wander around the stage
looking at their cell phones moaning as they walk not looking where they are going
and bumping into each other which causes more moaning. More Zombie Cell Phone

Users can be added if available)

JONES

It's horrible. What caused our ancestors to suffer this terrible fate?

BAKER

It's these strange devices they are all carrying around and staring at. They've all
been put into a trance by these things. They can't stop looking at them.

JONES

What's that strange sound they’re all making?

BAKER

We call it the iMoan.

JONES

This is too horrible. I can’t watch. Why did you bring me back to see all this?

BAKER

Because history tells us you are the one who stops it. You are our saviour, The
Chosen One. A time traveller with your name is the one who saves humanity.

JONES

Are you sure it was me? Jones is a pretty common name. I went to school with
someone with the same name first and last name even, that’s how common it is.

BAKER

I sure hope you're the right one. We've been planning this your entire life.

JONES

You mean you've been grooming me my whole life to travel back in time and save
the world?

Appendix H
 

BAKER
Yes.

JONES
So how am I supposed to save the world anyway?

BAKER
We're not sure.

JONES
Hey! Lookout! That zombie is driving a car while looking at one of those devices!

BAKER
This is bad. These are all manual vehicles. No self-driving cars in this time period.

JONES
It's headed right for us!

BAKER
I have to stop it. You have to be safe! You must complete your mission!

JONES
What are you doing?!

(BAKER runs off stage. There is a car screech and thump - or this can be staged in a
silly way with a zombie person driving a small kid car or a cut-out of a car and hits
BAKER)

ZOMBIES
(Zombies come and take pictures of Baker lying on the road. They are trying to post

them on the social media)

JONES (CONT.)

Oh no! Baker’s dead. What do I do? Okay, stay calm Jones. You were trained for
this kind of situation. Look in the emergency kit. We have a wound self-cleaning

bandage, common cold cure tablet, and unlimited credit instant currency card good
for any time period, instant shelter just add water, daily meal pill… a sonic
toothbrush...

(Turns it on. Zombie Joe, who is closest to JONES stops and moans louder. Phone
isn’t working anymore. Zombie Joe holds it up to the sky and tries to get reception)

JONES (CONT.)
Did the sonic toothbrush just disrupt your phone?

(JONES points it at another person, ZOMBIE MOE, and turns it on. That person’s
phone stops working. They moan too and hold it up too trying to get reception).

(More zombies stop and moan and hold up their phones. If more actors are not
available then the moaning can come from off stage. The first and second zombies,

JOE and MOE, are starting to turn back to normal)

Appendix H
 

ZOMBIE JOE
What’s going on?

ZOMBIE MOE
I don’t know.

ZOMBIE JOE
Where am I?

JONES
Welcome to the future, my good people. I have freed you of the terrible creature that

took over your world. Be free of this hideous device forever.

(Takes Zombie Moe’s phone and throws it)

ZOMBIE MOE
Hey! I don’t have insurance on that!

ZOMBIE JOE
I have another plan. I can drop it and get a new one. I do that monthly. I always have

to have the latest phone.

ZOMBIE MOE
Let’s go get new ones. I heard the new iPid is awesome.

ZOMBIE JOE
What’s an iPid?

ZOMBIE MOE
I have no clue but it’s new!

ZOMBIE JOE
I want one!

(ZOMBIE MOE and JOE exit)

JONES
It’s no good. They are obsessed. I will have to find a way to destroy all the phones.

(Turns sonic toothbrush on. More moaning)

JONES
Yes! This is it! The sonic toothbrush. Baker, wake up! I have found the way.

BAKER
What has happened? (Feeling dizzy)

JONES
This sonic toothbrush can disrupt the signal of the phones. This can save the world!

(BAKER and JONES use the sonic toothbrush to disrupt the signal of the phones
and they manage to save the world).

Appendix I
 

Cell Phones
Zombies

What did the Zombies do in
the play script?

DATE: 8/1/2018  LESSON PLAN  Form 1

CLASS:1      
THEME/TOPIC:  
DAY: Monday  TIME:
   
SUBJECT: English                                                                      LESSON:   21  DURATION: 
   
  
FOCUS SKILLS:   Language Awareness  RESOURCES: 
Choose an item.    Choose an item. 
CONTENT     
STANDARD:  CROSS 
Main Skill: Choose an item.   CURRICULAR 
LEARNING  Choose an item.   ELEMENTS: 
STANDARD:  Complementary Skill: Choose an item.  Science and 
Choose an item.   Technology 
LANGUAGE/   
GRAMMAR FOCUS  Main Skill: Choose an item.  LEARNING 
LEARNING  Choose an item.   DOMAIN :  
OBJECTIVES:  Complementary Skill: Choose an item.  Choose an item. 
ACTIVITIES:  Choose an item.    
      3. Modal verbs to talk about rules and obligations (must, musn't, should,  ASSESSMENT: 
shouldn't)  Presentation   
TEACHER’S   By the end of the lesson, pupils will be able to:  
REFLECTION:      MORAL VALUES: 
PRE‐LESSON   
   
LESSON 
 
POST‐LESSON:  
  
 
 
 
 
 
 
 

 

DATE: 8/1/2018  LESSON PLAN  Form 1
CLASS:1  
THEME/TOPIC:      
FOCUS SKILLS:  
DAY: Monday  TIME:
CONTENT     
STANDARD:  SUBJECT: English                                                                      LESSON:   22  DURATION: 
   
LEARNING    
STANDARD:  Writing  RESOURCES: 
Choose an item.    Others:(Pls specify) 
LANGUAGE/     
GRAMMAR FOCUS  Main Skill: Writing   CROSS 
LEARNING  4.1 Communicate intelligibly through print and digital media on familiar  CURRICULAR 
OBJECTIVES:  topics   ELEMENTS: 
Complementary Skill: Writing  Science and 
ACTIVITIES:  4.2 Communicate with appropriate language, form and style   Technology 
      Main Skill: Writing   
4.1.2 Describe future plans or events   LEARNING 
TEACHER’S  Complementary Skill: Writing  DOMAIN :  
REFLECTION:   4.1.5 Connect sentences into two coherent paragraphs or more using basic  Create 
coordinating conjunctions and reference pronouns    
  3. Modal verbs to talk about rules and obligations (must, musn't, should,  ASSESSMENT: 
shouldn't)  Presentation   
 By the end of the lesson, pupils will be able to:  
a. describe future plans or events on a No Phone Zone Pledge  MORAL VALUES: 
b. connect sentences into two coherent paragraphs or more using basic   
coordinating conjunctions and reference pronouns to write the pledge 
PRE‐LESSON 
1. T reads Oprah’s No Phone Zone Pledge. T informs pupils that they will 
come out with similar pledge for the lesson. 
LESSON 
1. Pupils sit in groups. Each group is given a template to write their pledge.  
2. T facilitates the process. 
3. Pupils present the pledge and the presentation is evaluated by T and 
their peers. 
POST‐LESSON:  
1. Pupils paste the pledges on the wall. 
  
 
 
 
 
 
 
 

 

Appendix J  
 

Appendix K

THE PLEDGE OF USING
MY CELLPHONE 

 
 

On this ___________________ in the year

_________________, I hereby pledge to:

 _________________________________________
_________________________________________

 _________________________________________
_________________________________________

 _________________________________________
_________________________________________

 _________________________________________
_________________________________________

 _________________________________________
_________________________________________

Signed: _____________________________________

Witness: _____________________________________

Lesson 22 : My pledge      Assessment 1a: Peer 
Group : _______________________ Date : _____________________

Peer Assessment Form

Now that you’ve watched your friends’ presentation, it’s time to give some feedback to the
group! Below is a list of reflections that you need to assess. Please tick in the suitable box
for each reflection.

Reflection

12345

1 We hear the presentation
clearly

2 We understand the
presentation

3 We enjoy the presentation

TOTAL /15

What we love about the presentation:
_________________________________________________________________________
_________________________________________________________________________

What can be improved:
_________________________________________________________________________
_________________________________________________________________________

Lesson 22 : My Pledge Assessment 1b : Teacher evaluation
  Date : _____________________

Group : _______________________

Assessment Form
Below is a list of reflections for teacher to assess. Please tick in the suitable box for each
reflection.

Reflection

1 23 4 5

Delivery – pronunciation, /15
1 intonation, word stress, /15

audibility

2 Content – exhibited good
understanding of the topic

Body language – eye
3 contact, hand gesture,

teamwork

TEACHER EVALUATION

PEER EVALUATION

GRAND TOTAL = /30

What I love about this group’s presentation:
_________________________________________________________________________
_________________________________________________________________________

What can be improved:
_________________________________________________________________________
_________________________________________________________________________

DATE: 8/1/2018  LESSON PLAN  Form 1

CLASS:1      
THEME/TOPIC:  
DAY: Monday  TIME:
   
SUBJECT: English                                                                      LESSON:   23  DURATION: 
   
  
FOCUS SKILLS:   LiA  RESOURCES: 
CONTENT  Choose an item.    Others:(Pls specify) 
STANDARD:     
LEARNING  Main Skill: Literature in Action CROSS 
STANDARD:  5.1 Engage with, respond to and intrepret a variety of literary text types   CURRICULAR 
LANGUAGE/  Complementary Skill: Choose an item.  ELEMENTS: 
GRAMMAR FOCUS  Choose an item.   Science and 
LEARNING  Main Skill: Literature in Action Technology 
OBJECTIVES:  5.1.2 Identify and describe in simple language the key characters in a text    
ACTIVITIES:  Complementary Skill: Choose an item.  LEARNING 
      Choose an item.   DOMAIN :  
3. Modal verbs to talk about rules and obligations (must, musn't, should,  Analyse 
TEACHER’S  shouldn't)   
REFLECTION:    By the end of the lesson, pupils will be able to: ASSESSMENT: 
a. identify and describe in simple language the key characters based on the  Presentation   
  drama script in Lesson 20   
PRE‐LESSON  MORAL VALUES: 
1. T elicits pupils’ responses on the drama they have acted out. Ss respond   
verbally. 
LESSON 
1. Pupils sit in groups. Each group is given a template to identify and 
describe the characters in the drama script. Pupils need to sketch the face 
of the characters.  
2. T facilitates the process. 
3. Pupils need to come up with 3 simple sentences to describe each 
character and write the sentences at the bottom of the sketch. 
4. Pupils present the outcome in the style of gallery walk. 
POST‐LESSON:  
1. Pupils can give stars or put stickers on the best sketch. 
  
 
 
 
 
 
 
 

 

Appendix L
 

Cell Phones
Zombies

Zombie Zombie
Moe Joe

DATE: 8/1/2018  LESSON PLAN  Form 1
CLASS:1  
THEME/TOPIC:      
FOCUS SKILLS:  
CONTENT  DAY: Monday  TIME:
STANDARD:     
SUBJECT: English                                                                      LESSON: 24    DURATION: 1 hour 
LEARNING  Health and Environment / Personal Hygiene  
STANDARD:    
LANGUAGE/  Listening  RESOURCES: 
GRAMMAR FOCUS  Choose an item.    Handout 
LEARNING     
OBJECTIVES:  Main Skill: Listening   CROSS 
1.1 Understand meaning in a variety of familiar context   CURRICULAR 
ACTIVITIES:  Complementary Skill: Speaking  ELEMENTS: 
      2.1 Communicate information, ideas, opinions and feelings intelligibly on  Values 
familiar topics    
TEACHER’S  Main Skill: Listening  LEARNING 
REFLECTION:   1.1.5 Understand more complex supported questions   DOMAIN :  
Complementary Skill: Speaking  Problem Solving 
2.1.4 Explain and give reasons for simple advice    
5. Modal verbs to give and talk about advice (can, could, should, shouldn't,  ASSESSMENT: 
might)  Choose an item.   
 By the end of the lesson, pupils will be able to  
MORAL VALUES: 
i. understand more complex supported questions by matching 10   
answers to 10 questions. 

ii. explain and give advice to each personal hygiene problem. 
 
I. PRE‐LESSON 

 Teacher writes/displays a few keywords on the board 
(cleanliness, hygiene, good habit). Pupils need to list down 
other words relating to the keyword. 

 Teacher plays a video on cleanliness. Asks whether pupils 
experience similar situation. 
https://www.youtube.com/watch?v=4PaaR1B0b2w 

•      While watching the clip, teacher asks pupils to tick or circle       
how many words they have on their list were mentioned in 
the cleanliness clip. 

 Pupils share their list with the class. 
II. LESSON 

 Teacher displays 10 questions and 10 answers (the answers 
are jumbled up). Instructs pupils to work in pairs and predict 
which answer goes with which question. 

 Teacher plays the video again so pupils can match the answers 
to the questions. 

 Teacher asks pupils to identify keywords or phrases in the 
answers that helped them work out which ones go together. 

 Pupils work in pairs and come up with a cleanliness related 
problem that they might face living in a hostel. Pupils will ask 
their partners for advice to each problem given  

III. POST‐LESSON:  
 Pupils shared briefly about taking care of their hostel room. 

  
 
 
 
 
 

Match these 10 questions to their answers.

1. What is the boy’s name?
2. Why was the kitchen sink at Sham’s house dirty?
3. What were found everywhere in his house?
4. Why can’t Sham eat inside his house?
5. What was Sham’s decision?
6. What did Sham do to get rid of mosquitoes and cockroaches?
7. How often should we clean our house?
8. What should we do if there are mosquitoes in our house?
9. Why should we protect our food with food cover?
10. Why should we keep ourselves from being bitten by mosquitoes?

· We should use mosquito coil, insecticides and mosquito net when sleeping.
· It may lead to many diseases.
· His name is Sham.
· He sprayed insecticides on them.
· He did not dispose of the rubbish.
· His house has become a breeding ground for flies and mosquitoes.
· We should do it every day.
· To keep it from being spoilt.

• He decided to clean his whole house.
• There were harmful insects in his house.

Form 1
 

DATE: 8/1/2018  LESSON PLAN   

CLASS:1     TIME:
THEME/TOPIC:    
DAY: Monday  DURATION: 1 hour 
   
SUBJECT: English                                                                      LESSON: 25      
Health and Environment / Personal Hygiene RESOURCES: 
Handout 
FOCUS SKILLS:   Speaking  Table ofThe 
CONTENT  Choose an item.    Undesirables 
STANDARD:     
Main Skill: Speaking   CROSS 
LEARNING  2.1 Communicate information, ideas, opinions and feelings intelligibly on  CURRICULAR 
STANDARD:  familiar topics   ELEMENTS: 
LANGUAGE/  Complementary Skill: Writing  Values 
GRAMMAR FOCUS  4.1 Communicate intelligibly through print and digital media on familiar   
LEARNING  topics   LEARNING 
OBJECTIVES:  Main Skill: Speaking  DOMAIN :  
2.1.3 Ask about and describe future plans or events   Problem Solving 
ACTIVITIES:  Complementary Skill: Writing   
      4.1.2 Describe future plans or events   ASSESSMENT: 
5. Modal verbs to give and talk about advice (can, could, should, shouldn't,  Choose an item.   
TEACHER’S  might)   
REFLECTION:    By the end of the lesson, pupils will be able to MORAL VALUES: 
 
  i. ask about and describe solutions for each personal hygiene 
problem by using the modal verbs, should and shouldn’t. 

ii. describe future plans to solve a personal hygiene problem. 
 
I. PRE‐LESSON 

 Teacher writes “Clean” on the board. Pupils work in pairs and 
talk about items they would clean daily, weekly and monthly. 

 Teacher relates to today’s lesson, i.e. about personal hygiene. 
II. LESSON 

 Teacher distributes Table of The Undesirables handout. 
 Pupils are to collect two solutions for each personal hygiene 

problem from other pupils. 
III. POST‐LESSON:  

 Recap lesson. 
  
 
 
 
 
 
 
 

 

Appendix M

Table of the Undesirables 
 
Provide suggestions to deal with these problems. 

 

  
  

  
  
 

  
  
 



  
 
 



 
 

 



 

 



 
 

 

 

Form 1

LESSON PLAN 

DATE: 8/1/2018     

CLASS:1   DAY: Monday  TIME:
THEME/TOPIC:      
SUBJECT: English                                                                      LESSON: 26   DURATION: 1 hour 
Health and Environment / Personal Hygiene  
  
FOCUS SKILLS:   Reading  RESOURCES: 
CONTENT  Choose an item.    Handout 
STANDARD:    Understanding 
Main Skill: Reading   Body Odour: No 
LEARNING  3.1 Understand a variety of texts by using a range of appropriate reading  Sweat! 
STANDARD:  strategies to construct meaning    
Complementary Skill: Reading  CROSS 
LANGUAGE/  3.1 Understand a variety of texts by using a range of appropriate reading  CURRICULAR 
GRAMMAR FOCUS  strategies to construct meaning   ELEMENTS: 
LEARNING  Main Skill: Reading  Values 
OBJECTIVES:  3.1.2 Understand specific details and information in simple longer texts    
Complementary Skill: Reading  LEARNING 
ACTIVITIES:  3.1.4 Use with some support familiar print and digital resources to check  DOMAIN :  
      meaning   Problem Solving 
5. Modal verbs to give and talk about advice (can, could, should, shouldn't,   
TEACHER’S  might)  ASSESSMENT: 
REFLECTION:    By the end of the lesson, pupils will be able to Written Exercise   
 
  i. understand specific details and information on the article,  MORAL VALUES: 
Understanding Body Odour: No Sweat!.   

ii. use dictionary to check meaning. 
 
I. PRE‐LESSON 

 Teacher plays a video on personal hygiene. 
https://www.youtube.com/watch?v=jQ2e0KH5WrI 

II. LESSON 
 Teacher distributes Understand Body Odour handout. 
 Pupils are to complete the tasks on the handout given. 

III. POST‐LESSON:  
 Pupils are to complete the Body Odour Survey. 

  
 
 
 
 
 
 
 

  

Appendix N

Understanding Body Odor: No Sweat!

Taking a bath during the Middle Ages was considered bad for you. In fact, they thought
being naked was evil and letting the water touch you could make you extremely ill. Queen
Isabella boasted that she only took two baths her entire life. Some colonial American leaders
said that bathing was impure since it promoted nudity. The truth is that it was pretty hard to
get a bath before the invention of running water. It had to be carried into the house in buckets
and heated on a fire or stove. Generally, everyone took a bath in the same water (yuck!), and
the youngest was usually last.

Naturally, all this changed when people found out that cleanliness improved their
health. However, despite improved bathing habits, body odour is still a problem for all of us,
even today. The human body has more than two million sweat glands. These glands actually
produce two kinds of sweat: eccrine (eck-ren) a clear, odourless sweat that appears all over
our bodies, which performs the vital role of controlling body temperature, and apocrine (app-
ah-kren), a thicker substance that is produced by glands in the underarm, scalp, and groin
areas. The apocrine glands don't really start working until you hit the teenage years, but then,
bring out the deodorant! These are the glands that produce the sweat that smells.

The actual sweat has almost no smell. Body odour comes when (you guessed it)
bacteria on the skin eats the sweat. Bacteria give off wastes, and things start to stink. That's
why a locker room smells so bad. Bacteria start growing on those sweaty uniforms and,
PHEW, it smells like a herd of sheep was camping out in there. (Bacteria are the culprits for
bad breath and stinky poop, too.)

How do we remedy this smelly situation? First, take a shower or bath. Taking a shower
regularly helps get rid of the bacteria wastes on your skin. Many people use antiperspirants
and deodorants, but not everyone can use these products. If you have sensitive skin, you can
try a homemade deodorant. (Mixing witch hazel, aloe vera, and mineral water with a little
glycerine and some sweet-smelling oil is one kind of homemade deodorant.) Next, change
your underclothes daily and wear loose, natural-fibre clothing that "breathes" and allows air to
circulate next to your skin. Put on clean clothing after showering, or you'll be right back where
you started.

Which part of your body do you think sweats the most? Did you guess your armpits?
Nope. It's your feet. Nobody wants to smell bad. So, if you're thinkin' you're stinkin,' take a
shower, and you'll smell like a flower. If you're always in motion, use some sweet-smelling
lotion, and after that, don't sweat it!

A. Answer the questions.

1. What did people of the Middle Ages think about taking a bath?

2. How many baths did Queen Isabella take over her lifetime?

A. ten B. three C. none D. two

3. Which kind of sweat gland controls our body temperature?

A. eccrine B. endocrine C. lymph D. adrenalin

4. What causes our sweat to smell bad?

5. How does taking a shower help get rid of body odour?

A. gets rid of hair B. washes away sweat glands

C. gets rid of bacteria wastes D. gets rid of dirt

6. Which part of our body sweats the most?

Appendix N

B. WHAT’S YOUR SAY?
1. Do you think having body odour is embarrassing? Why?
2. Have you ever been around someone who smells bad? What do you do?
3. How can you be polite when around someone who smells bad?
4. Is there a polite way to tell someone they have B.O.(body odour)?

C. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words
and use dictionaries to find their meanings.

D. BODY ODOUR SURVEY

Write five GOOD questions about body odour in the table. Do this in pairs. Each student

must write the questions on his / her own paper.

When you have finished, interview other students. Write down their answers.

STUDENT 1 STUDENT 2 STUDENT 3

_____________ _____________ _____________

Q.1.

Q.2.

Q.3.

Q.4.

Q.5.

Now return to your original partner and share and talk about what you found out. Change
partners often.

DATE: 8/1/2018  LESSON PLAN  Form 1
CLASS:1  
THEME/TOPIC:      
FOCUS SKILLS:  
CONTENT  DAY: Monday  TIME:
STANDARD:     
SUBJECT: English                                                                      LESSON: 27  DURATION: 1 hour 
LEARNING  Health and Environment / Personal Hygiene  
STANDARD:    
Writing  RESOURCES: 
LANGUAGE/  Choose an item.    Handout 
GRAMMAR FOCUS    The Undesirables 
LEARNING  Main Skill: Writing    
OBJECTIVES:  4.1 Communicate intelligibly through print and digital media on familiar  CROSS 
topics   CURRICULAR 
ACTIVITIES:  Complementary Skill: Writing  ELEMENTS: 
      4.2 Communicate with appropriate language, form and style   Values 
Main Skill: Writing   
TEACHER’S  4.1.3 Narrate factual and imagined events and experiences   LEARNING 
REFLECTION:   Complementary Skill: Writing  DOMAIN :  
4.2.3 Produce a plan or draft of two paragraphs or more and modify this  Create 
  appropriately in response to feedback    
5. Modal verbs to give and talk about advice (can, could, should, shouldn't,  ASSESSMENT: 
might)  Presentation   
 By the end of the lesson, pupils will be able to  
MORAL VALUES: 
i. prepare a poster on personal hygiene problems and ways to solve   
them. 

ii. produce a poster. 
 
I. PRE‐LESSON 

 Teacher displays Brit’s Personal Hygiene poster. Teacher elicits 
response from pupils. 

II. LESSON 
 In groups, pupils choose one personal hygiene problem from 
The Undesirables (Lesson 25). 
 Pupils to create a poster on the personal hygiene chosen and 
ways to solve the problem. Teacher can use Brit’s Personal 
Hygiene poster as a sample for the layout. 

III. POST‐LESSON:  
 Preparation for Gallery Walk. 

  
 
 
 
 
 
 
 

  

DATE: 8/1/2018  LESSON PLAN  Form 1

CLASS:1      
THEME/TOPIC:  
DAY: Monday  TIME:
   
SUBJECT: English                                                                      LESSON: 28  DURATION: 1 hour 
Health and Environment / Personal Hygiene  
  
FOCUS SKILLS:   Language Awareness  RESOURCES: 
CONTENT  Choose an item.    Not Applicable 
STANDARD:     
CROSS 
LEARNING  Main Skill: Choose an item.   CURRICULAR 
STANDARD:  Choose an item.   ELEMENTS: 
Complementary Skill: Choose an item.  Choose an item. 
LANGUAGE/  Choose an item.    
GRAMMAR FOCUS  LEARNING 
LEARNING  Main Skill: Choose an item.  DOMAIN :  
OBJECTIVES:  Choose an item.   Evaluate 
Complementary Skill: Choose an item.   
ACTIVITIES:  Choose an item.   ASSESSMENT: 
      5. Modal verbs to give and talk about advice (can, could, should, shouldn't,  Presentation   
might)   
TEACHER’S   By the end of the lesson, pupils will be able to MORAL VALUES: 
REFLECTION:    
i. present a poster on personal hygiene 
  ii. explain about personal hygiene using the modals should and 

shouldn’t. 
 
I. PRE‐LESSON 

 Recall on the modals (should and shouldn’t) learnt. 
II. LESSON 

 Each group displays their poster on personal hygiene. Each 
group will elect a representative to present their group’s 
poster while the rest of the members will visit other posters. 

 Teacher and pupils are to evaluate each poster. 
III. POST‐LESSON:  

 Nominate the best poster. 
  
 
 
 
 
 
 
 

 

 Table of The Undesirables                                                                            Assessment 2a: Peer evaluation 

Group : _______________________ Date : _____________________

Peer Assessment Form
Below is a list of components that you need to assess. Please tick the suitable box .

Component

1 234 5
/15
1 Content – sufficient
knowledge of the topic

Language – good use of
2 vocabulary, grammatically

accurate

Body language – eye
3 contact, hand gesture,

teamwork

TOTAL

What we love about this group’s poster:
_________________________________________________________________________
_________________________________________________________________________

What can be improved:
_________________________________________________________________________
_________________________________________________________________________

Table of The Undesirables Assessment 2b : Teacher evaluation
  Date : _____________________

Group : _______________________

Assessment Form
Below is a list of components for teacher to assess. Please tick in the suitable box.

Component

1 23 4 5

1 Content – sufficient /15
knowledge of the topic /15

Language – good use of
2 vocabulary, grammatically

accurate

Body language – eye
3 contact, hand gesture,

teamwork

TEACHER EVALUATION

PEER EVALUATION

GRAND TOTAL = /30

What I love about this group’s poster:
_________________________________________________________________________
_________________________________________________________________________

What can be improved:
_________________________________________________________________________
_________________________________________________________________________

LESSON PLAN Form 1

DATE: DAY: Monday TIME:
8/1/2018
CLASS:1 SUBJECT: English DURATION:
LESSON: 41 1 hour
THEME/TOPIC:
Consumerism & Financial Awareness – Listening RESOURCES:
FOCUS To shop or not to shop? That is the question! HEBAT
SKILLS: materials
CONTENT Listening
STANDARD: Choose an item. CROSS
CURRICULAR
LEARNING Main Skill: Listening ELEMENTS:
STANDARD: 1.1 Understand meaning in a variety of familiar context Financial
Complementary Skill: Speaking Education
LANGUAGE/ 2.1 Communicate information, ideas, opinions and feelings
GRAMMAR intelligibly on familiar topics LEARNING
FOCUS DOMAIN :
LEARNING Main Skill: Listening Problem Solving
OBJECTIVES: 1.1.6 Understand with support longer simple narratives on a
wide range of familiar topics ASSESSMENT:
Complementary Skill: Speaking Others (Pls
2.1.4 Explain and give reasons for simple advice specify):

Choose an item. MORAL
Words associated with shopping VALUES:

By the end of the lesson, pupils will be able to:
1. write at least 3 keywords taken from the 1st video
2. list 3 things they have learnt from the 2nd video
3. write an advice they would give to the characters who love
shopping in the videos and justify their advice with reasons.

ACTIVITIES: I. PRE-LESSON
1.T shows images of Lazada, 11street and Shopee and asks
the pupils what the logo represent.
2.T asks Ps what they know about shopping online and write
their responses on the board.
II. LESSON
3.T shows a video on spending habits (Confessions of a
Shopaholic movie trailer).
https://www.youtube.com/watch?v=kDmawiW_MXw
4.In their notebook, pupils write keywords taken from the video
they have watched. T asks for suggestions and writes them on
the board.
5.T and Ps discuss the keywords together.
6.T shows another video on spending habits.
7.T asks Ps what they have learnt from the video.
8.Ps write an advice they would give to the characters who
love shopping in the videos. Ps justify their advice with
reasons.
9.Ps talk to a partner to share their advice and reasons.
10.T asks for volunteers to share their advice and reasons.
III. POST-LESSON:
11.T recalls good spending habits from the video with the Ps.

TEACHER’S
REFLECTION:

LESSON PLAN Form 1

DATE: DAY: Monday TIME:
8/1/2018
CLASS:1 SUBJECT: English DURATION:
LESSON: 42 1 hour
THEME/TOPIC: Consumerism and Financial Awareness – Cyber shop safely!
FOCUS RESOURCES:
SKILLS: Reading HEBAT
CONTENT Choose an item. materials
STANDARD: Main Skill: Reading
3.2 Explore and expand ideas for personal development by CROSS
LEARNING reading independently and widely CURRICULAR
STANDARD: Complementary Skill: Choose an item. ELEMENTS:
Choose an item. Financial
LANGUAGE/ Main Skill: Reading Education
GRAMMAR 3.2.1 Read and enjoy fiction/non fiction and other suitable print
FOCUS and digital texts of interest LEARNING
LEARNING Complementary Skill: Reading DOMAIN :
OBJECTIVES: Choose an item. Create
Choose an item.
ACTIVITIES: ASSESSMENT:
Words associated with online shopping Written Exercise

By the end of the lesson, pupils will be able to MORAL
i.Scan and locate details to create a mind-map VALUES:
ii.Discuss the similarities and differences of online shopping in
Malaysia and India

I PRE-LESSON
1.T asks Ps some questions on online shopping.

 Nowadays, there’s a new trend in shopping. What is it
called?

 Why are consumers opting for online shopping?

 What kind of items can be purchased online?

 How do you make a purchase on the internet?
eg. How to order/ pay/ collect the product?

 What are the risks of online shopping? Name some
precautions a consumer should take.

II LESSON
Activity 1:
2.Ps watch a video on online shopping (Online shopping –
another cyber way to simplify life).
3.Ps work with a partner to produce a mind map on ‘Online
shopping’.
4.T plays the video 2 more times so that Ps can complete their
mind map.
5.Ps discuss with a partner to complete their mind map.
6.Ps take turn to go to the board to create a mind map for
everyone to see.
7.T discusses the difficult words and the topic.
Activity 2:
8.T distributes the graphic materials.
9.Quiz Time! – T divides Ps into groups of 4 for the activity.
10.T reads the questions twice and Ps find the answers in the
handout given. The first person to answer the question gets a
point for his/her group.
11.T discusses answers with the SS.

Form 1

12. In groups of 4, Ps discuss the similarities and differences of
online shopping in Malaysia and India.
13.T and Ps create a table for similarities and differences on
the board and groups mark their answers.
III POST-LESSON:
14.T recalls with Ps the pros and cons of shopping online with
Ps.

TEACHER’S
REFLECTION: