DAILY LESSON PLAN

WEEK/LESSON NO. W1 L2 CLASS 2 HAMBALI

SUBJECT ENGLISH VENUE Classroom

UNIT 6 PULSE 2 NTB DATE 3-Mac-20

TOPIC Money TIME 7.45-9.15 pm
THEME Consumerism and Financial Awareness
LESSON SKILL/FOCUS Listening/Speaking
CONTENT STANDARD(S)
Main Skill:
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics

Complementary Skill:
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main Skill:
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying

Complementary Skill:
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying
LEARNING OBJECTIVES
By the end of a) Construct at least 6 out of 8 sentences using the vocabulary.
the lesson, b) Complete 5 out of 6 questions in the template used for the interview.
pupils will be
able to:
SUCCESS CRITERIA
Pupils can/will 1. Use vocabulary correctly.
produce 2. Construct sentences using the correct vocabulary.
3. Take part in an interview.
4. Answer questions and list down the jobs.
CROSS CURRICULAR ELEMENTS Science and Technology
LANGUAGE/GRAMMAR FOCUS VOCABULARY RELATED TO JOBS AND CHORES
ACTIVITIES
1. Teacher plays a listening audio on words related to jobs and chores in Pulse 2 page 62.
2. Students listen to the audio and repeat the words.
PRE-LESSON 3. Teacher asks a few questions to the students: 1. Which jobs are the most enjoyable and
least enjoyable? 2. What are the other jobs and chores you know? 3. Who does which
chores in your house?
LESSON 4. Teacher explains about the words that have been taught earlier by using Exercise 2 to
DEVELOPMENT students.
5. Teacher then explains how to construct sentences using the words.
6. Individually, students complete the sentences in Exercise 4 using the vocabulary verbally.
7. Teacher distributes a template which consists of house chores list.
8. The students need to complete the questions in the template
9. In pairs, students need to interview two of their friends using the template given by the
teacher. (Differentiation strategies: Differentiate by the tasks people are given. Students
with different level of proficiency are given different template. Students with low
proficiency, are given a worksheet that is simpler compared to intermediate students. For
high proficiency students, they are not given any worksheet template. They need to
interview their friends using their own questions. The rationale for this is to guide low
proficiency students step by step so that they are able to interview their friends using the
Appendix 3 Appendix 4 – Template. For intermediate students, their worksheet only has
keywords to help them because they are able to speak in order to interview on their own
 DAILY LESSON PLAN
with a little bit of guidance. High proficiency students need to come up with their own
questions because they are able to speak without guidance. Co-operative learning: The
teacher instructs the students to work in pairs to find important information during the
interview in order to complete
10. Students will present the template at the front of the classroom.
11. Other students need to give feedback on their work.

12. Teacher asks students a question: a) Which of the activities they think people do for money
POST-LESSON and which they do to help around the home?
13. Students are instructed to list down jobs that are done for money and just to help people.
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES ASSESSMENT:
Internet Cooperative Oral test
Handouts
This is a continuation of the previous lesson.
TEACHER’S
REFLECTION