Focus

Listening and Speaking

Theme

World of Knowledge

Topic

Natural Disaster

Content Standard

Learning Standard

1.1 By the end of the 6-year primary schooling, pupils

will be
able to pronounce words and speak confidently
with the
correct stress, rhythm and intonation.

1.1.3 Able to listen to and respond to a given stimulus by

using appropriate words, phrases and expressions with
the correct stress, rhythm and intonation.
1.1.4 Able to talk about related topics with guidance

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

Learning
Objectives

1. listen and watch a video about natural

disaster and respond with appropriate
words and phrases.
2. talk about natural disaster

Educational
Emphases

Thinking skills, multiple intelligences

Time

60 minutes

Teaching Aids

Pictures, bubble map template, worksheet

ACTIVITIES

TEACHING AND
LEARNING
STRATEGIES

1. Teacher shows pictures of

natural disasters and
headlines.

Appendix 1
picture cards

Pupils talk about the

pictures and headlines.
Teacher guides pupils
to identify the natural
disaster in the pictures.

2. Pupils watch a video of

natural
disaster.

NOTES

URL
Multiple intelligences
https://youtu.be/66vAEXzW
MSg

Teacher leads
brainstorming activity.
Pupils respond to the
video
( QA session )

3. Teacher divides pupils into

groups.

Appendix 2
Multiple intelligences
Bubble map template

Pupils discuss and

complete the bubble
map .
Pupils present the
bubble map to the
class.

Creativity

Assessment
Pupils listen to the news read
by the teacher.
Pupils tick the correct
statement from the
news.

Appendix 3
Mastery learning
News text
Appendix 4
Worksheet

Remedial
Pupils complete worksheet by
identifying the natural disaster
(matching pictures with words)

Drilling

Worksheet (matching)

Enrichment
Pupils list down the disaster
planning for their family.

Pupils share their

findings with the class.

Appendix 5

HOTS

Appendix 1

Appendix 2

Appendix 3

Lipis, 15 June- Floods caused by the monsoon rain have

force 1500 people to evacuate their homes. News reported at
least 10 people had died while a mother and a daughter are
missing.

Volunteers are helping people to move their belongings

and food supplies on boats. All flood victims have been
advised to stay at the evacuation center at Post Pantos until
the situation is safe.

Appendix 4
Tick the correct statement based on the news read by the
teacher.

1. The flood happened in Lipis.

2. The flood was caused by the monsoon rain.

3. Only a mother and a daughter had died.

4. Volunteers used boats to help people to move their belongings.

5. Victims have been advised to stay at Post Pantos until the situation is
safe.

Appendix 5
Match pictures with the correct words.

1.

landslide

2.
flood

3.
earthquake

Focus

Reading

Theme

World of knowledge

Topic

Natural Disaster

Content Standard

2.2 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 Standard

2.2.2 Able to read and understand phrases and sentences from:

(a) linear texts
By the end of the lesson, pupils will be able to :

Learning Objectives

1. read and understand a linear texts about related topic.

2. read and arrange the words and sentences into
meaningful sentences and story.

Educational Emphases
Time

Teaching Aids

Contextual Learning, MI- intrapersonal, HOTS

60 minutes
word card, picture card, worksheet, slide show presentation.

ACTIVITIES

TEACHING AND
LEARNING STRATEGIES

Appendix 1
( picture)

1. Teacher shows picture of flood.

2. Teacher asks pupils to talk
about the picture.

Have you ever seen this

situation?
Have you experience this
situation?

3. Pupils response to the

question based on the picture.
4. Teacher introduces the
text about flood.
teacher display the text.

NOTES

Pre reading activity

Appendix 2
( text)

teacher reads the text

pupils read the text.

5. Teacher divides pupils into

groups.
Teacher gives pre reading
task to each group.
Teacher distributes the
bubble map template to
each group and asks
them to complete the
template.
Assessment
Teacher distributes the
worksheet. Pupils complete the
worksheet by reading the words
and arrange it into meaningful
sentence.

Intrapersonal
HOTS

Appendix 3

Contextual learning

Appendix 4

Contextual learning

Appendix 5

Remedial
Pupils read the statement given
and write true or false.

Enrichment
Teacher reads the text about

flood.
Pupils listen to the text and
complete the missing phrases in
the worksheet.

Contextual learning

Appendix 2

Appendix 6

Appendix 1

Appendix
2

Lipis, 15 June- Floods caused by the monsoon rain

have force 1500 people to evacuate their homes. News
reported at least 10 people had died while a mother and a
daughter are missing.

Volunteers are helping people to move their belongings

and food supplies on boats. All flood victims have been
advised to stay at the evacuation center at Post Pantos until
the situation is safe.

Appendix 3
Complete the bubble map below with information from the text.

Appendix 4
Read and rearrange the words into meaningful sentences.
danger.

Flood

is

1.

monsoon

flood

The

was

by

caused

the

rain.

2.

died.

Ten

had

people

3.

mother

are

missing

daughter

and

4.

evacuation

Post Pantos

the

is

safe

center.

the

5.

Appendix 5

Read the statement given. Then write TRUE or FALSE

1. Floods can be caused by hot season.

2. Floods victims need to stay at the

evacuation center until the situation is safe.

3. Volunteers are helping peoples to

move their belongings food supplies
by boats.

4. Heavy rain is one of the factor

to cause flood.

5. It is safe to play and swim

in the flood.

Appendix 6

Fill in the missing phrases based on the text read by the teacher.
1. Floods in Lipis was caused by ______________.
2. The flood has forced ___________________ to

evacuate their homes.

3. News reported at least ___________________

while a _____________________ are missing.

4. ____________ are helping people to move their

belongings and food supplies on boats.

5. All flood victims have been advised to stay at the

____________________.

Focus
Theme
Topic

Content Standards

Writing
World of Knowledge
Natural Disaster

3.2 By the end of the 6 year primary schooling, pupils will be

able to write using appropriate language form and style for
a range of purposes.
3.3 By the end of the 6 year primary schooling, pupils will be
able to write and present ideas through a variety of media
using appropriate language, form and style.

3.2.1 Able to transfer information with guidance to complete :

(b) non-linear texts
Learning Standards
3.3.1 Able to create text using a variety of media with guidance:
(a) non-linear

By the end of the lesson, pupils will be able to :

Learning Objectives

Educational Emphases
Time
Teaching Aids

1. transfer information from a brochure.

2. create a brochure from the information given

Creative and innovative, mastery learning, thinking skills

60 minutes
Worksheets, blank brochure template, sample of brochure

ACTIVITIES

TEACHING AND
LEARNING STRATEGIES

1. Teacher shows the example of

a brochure.
Teacher explains about
the details of the
brochure.
Teacher reads with the
pupils.
2. Pupils write down all the
information regarding the
brochure in a table.

NOTES

Appendix 1

Appendix 2
Thinking skills

3. Pupils discuss with the teacher

regarding the information that
has been transferred in the table.
Assessment
Pupils create a simple brochure

Creativity and innovative

Appendix 3

from the given information.

Pupils create a beautiful

brochure.
Remedial

Teacher pastes a few sentence

strips on the wall.
Pupils get into groups,
Each person from the group must
memorize a sentence and get
back in their groups.

Mastery learning

Appendix 4

The pupils write down the

sentence they have
memorised.

PREPARE YOURSELF
Enrichment

Pupils solve the word maze.

Thinking skills

Appendix 5

What to do before a flood?

Prepare an emergency kit.
Know your surroundings.
Save your important documents.
Appendix 1

What to do during a flood?

Save yourself first.
Lock all the doors and windows.
Stay away from power supply.

FLOOD

What to do after a flood?

Wait until it is safe to return.
Throw away food, medicine, and water that has had contact with flood water.

Appendix 2

Fill in
the

table.

What to do
before a flood?

What to do
during a flood?

What to do
after flood?

Appendix 3
Create a brochure. Use the information given. You can decorate your brochure
to make it attractive.

Landslide

What to do before a
landslide?

Understand how
landslide would happen.
Be aware of your
surroundings at all
times.
Stay alert and awake
during heavy rains.

What to do during a
landslide?

Move from your house

if the water increases
rapidly.
Move away as quickly
as possible.

Appendix 4

Jalal had lost their belongings during flood.

Pak Andak screamed loudly.

What to do after landslide?

Stay away from the

landslide area.
Do not enter your house if it
is not safe.

Mak Jenab cleaned their house after the flash flood.

Ubung repaired their house as soon as the storm stopped.
Baizura donated her used clothes to the flood victims.

Appendix 5

Focus

Grammar

C
Topic

E
A

Theme

J DisasterR
Natural

5.1 By
T the end of
H the 6-year
Q primaryUschooling,Apupils
will be able to use different word classes correctly
and appropriately.

Content Standard

World of Knowledge

K
V

5.1.6 Able to use adjectives correctly and appropriately:

Learning
Standard
M
Q

N
J

(a) comparative
(b) superlative

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

V
K
Learning
Objective

1. use adjective of comparative and superlative

correctly in speaking and writing.

Educational Emphases

Time

CLUES:
1. EARTHQUAKE
2. TSUNAMI
3. VOLCANO
4. HURRICANE
5. FLOOD
6. LANDSLIDE
7. STORM
8. HAZE

J
E
J
C
N
G
A

Multiple intelligences, Creativity, Mastery learning

60 minutes

Teaching Aids

chart, worksheet, real objects

B
H

ACTIVITIES
1. Teacher brings a box filled
with
a few object .
Pupils guess the objects
in the box and describe
the objects.
Teacher guides pupils to
describe the object by
using sentence patern.
This is a ruler. It is
long.
2. Teacher introduces the lesson
using a chart .
Pupils read the notes and
example from the chart.
3. Pupils sits in small group and
rearrange word cards to
construct correct sentence to
describe picture that each
group get.
Teacher checks pupils
answer
Assessment
Pupils works in pair and answer the
worksheet given.
Teacher leads discussion to
check the answer.

TEACHING AND
LEARNING
STRATEGIES

Multiple intelligences

Appendix 1
Chart -adjectives

Appendix 2
Multiple intelligences
picture cards
Group activity

Appendix 3
Mastery learning

Worksheet

Appendix 4
Mastery learning

Enrichment
Pupils choose things in
classroom and describe it with
correct adjective.

Real objects:
Ruler
Pencil
Book
sharpener

Mastery learning

Remedial
Pupils complete worksheet by
completing the table of adjective
(positive,comparative,superlative)

NOTES

Multiple intelligences

Worksheet

Appendix 1

Adjectives describe nouns.

We use this order when we describe using more
than one adjectives .
1.
2.
3.
4.
5.
6.

Quantity or number
Quality or opinion
Size
Age
Shape
Colour

POSITIVE ADJECTIVES
Some delicious noodles.
(quantity) (opinion)

A clever young girl.

(opinion) (age)

A small new car.

(size) (age)

A pair of round blue eyes.

(shape) (colour)
COMPARATIVE ADJECTIVES
compare two nouns
add er or wordmore
Rita is taller than Rani.
SUPERLATIVE ADJECTIVES
compare more than two nouns
add est or word the most
The brown yo-yo is the biggest
in Andens collection.
POSITIVE
Old
Thick
Famous
Hardworking

COMPARATIVE
older
thicker
more famous
more
hardworking

SUPERLATIVE
oldest
thickest
most famous
most hardworking

SOME comparatives and superlatives are

changed completely

POSITIVE
Good
Bad
a few / a little
many/much

COMPARATIVE
better
worse
less
more

SUPERLATIVE
best
worst
least
most
Appendix 2

Appendix 3
Write the correct adjectives.

1. Itam told himself to run _____________(fast) than the rest of people to get
to
safety.

2. Yesterday,the rain was the _______________(heavy) recorded all week.

3. Last waves are __________(high) than yesterday.

4. The hurricane which hit the city is the ___________(strong) ever

recorded.

5. This year, many of the flood victims are more ______________(prepare) to

face
the disaster than last year.

Appendix 4
Complete the table of adjectives

POSIITIVE

big

small

COMPARATIVE

SUPERLATIVE

biggest
smaller
sharper

sharpest

fast

good

best

beautiful

most beautiful

Focus

Language Arts

Theme

World of Stories

Topic

Gullivers Travel

Content Standard

4.2 By the end of the 6-year primary schooling, pupils will be

able to express personal response to literary texts.

Learning Standards

4.2.1 Able to respond to literary texts :

(a) characters

By the end of the lesson, pupils will be able to :

Learning Objectives

1. talk about the cover

2. complete the details of the cover

Educational
Emphases

Multiple intelligences, Knowledge Acquisition, i- Think (bubble

map)

Time

60 minutes

Teaching Aids

Graphic novel, worksheet

ACTIVITIES

TEACHING AND
LEARNING STRATEGIES

1. Teacher shows the cover of the

book.

NOTES
Appendix 1

2. Pupils guess the name of the

man on the cover and describe
his attire.
3. Pupils study the front and back
cover of the book carefully.

4. Teacher gets pupils to predict

the story from the title.

Q & A session
Knowledge acquisition

5. Teacher does question and

answer drills on the book cover.

Assessment
Teacher distributes worksheet to
pupils.

Pupils complete the

worksheet based on their
graphic novels

Teacher discusses the

correct answers.

Multiple intelligences

Appendix 2

Appendix 1
Talk about the cover

Source: Swift, J. (2010) Gullivers Travels. London: Raintree Publishers.

Appendix 2

Look at the cover of Gullivers Travels and complete the details below.

Ilustrator

Year of Publication

Publisher

Title

Retold by

Original Author