WEEK | THEME | SPECIFICATION(S) | ACTIVITIES | APPROACHES(S) | METHOD(S) | EXERCISES | 5 | PEOPLE | 1.0 LANGUAGE FOR INTERPERSONAL USE 2.1 MAKE FRIENDS AND KEEP FRIENDSHIPS BYWriting simple letters to friends and family members observing correct format with salutation and ending(Level 3) | -The teacher shows students a sample of informal letter written to a friend. (The prose model approach).-Teacher then pick a few random students and asks them to describe the activities that they did during the holidays. (eg: visiting relatives, vacation, attending parties etc) (The experiential approach)-Teacher then lists all the activities on whiteboard and then;-Students are to write a letter to their pen-pal describing the activities that they did during the holidays choosing at least three of the activities listed on the board.(content based approach) | - the prose model approach-the experiential approach | -content based approach | Appendix 1 | 6 | SOCIAL ISSUES | 3.0 LANGUAGE FOR AESTHETIC USE 3.2 EXPRESS THEMSELVES CREATIVELY AND IMAGINATIVELY BYComposing simple poems, stories and dialogues at a level suitable to learners.(Level 3) | -Teacher discusses the current social issues with the students such as bullying, drug abuse, identity crisis and truancy among students.-Teacher then divides the students into groups and ask them to discuss together why this issues occur (eg: peer pressure, no self-discipline, lack of attention from family). (The epistemic approach)- Students are asked to create a poem to highlight these issues to public and the preventative measures that can be taken to curb it. (The process-genre approach)- Students then must present their poem in the most creative way to the class.(communicative language teaching) | -the epistemic approach-the process-genre approach | -communicative language teaching | Appendix 2 | 7 | PEOPLE | 1.0 LANGUAGE FOR INTERPERSONAL USE1.1 MAKE FRIENDS AND KEEP FRIENDSHIPS BYWriting short messages to friends (such as birthday wishes, bits of news, etc.) to keep the friendship alive(Level 2) | -teacher bring a relia of a sample greeting card (get well soon) and show it to students.-students are introduced to a vocabulary list that they will use when writing greeting cards because different occasion requires different type of vocabularies. (eg: birthday wishes, condolences, get well soon etc). (the product approach)-students are asked to get into pairs and create a greeting card of their choice and write their wishes on it. (the linguistics system approach).-the greeting cards are pasted on the boards at the back of the classrooms. (community language learning) | -the product approach-the linguistics system approach | -community language learning | Appendix 3 | 8 | ENVIRONMENT | 2.0 LANGUAGE FOR INFORMATIONAL USE2.3 PRESENT INFORMATION TO DIFFERENT AUDIENCES BYGiving simple instructions orally and in writing(Level 1) | -teacher discusses the importance of recycling with the class as whole. (the epistemic approach)-students are then asked to get into groups of five and list out the ways to reduce pollution. (the process approach)-students are then asked to write steps and procedures on how to reuse the water bottle to create a pencil holder or some other decorative items using the water bottle.(task based language teaching) | -the epistemic approach-the process approach | Task based language teaching | Appendix 4 |