2021 FORM 5 ENGLISH LANGUAGE DAILY LESSON PLAN

ENGLISH LANGUAGE PANEL OF SMK…

SUBJECT WEEK LESSON DAY & DATE CLASS NUM.OF PUPILS TIME & DURATION

12:00 – 1:00
English Language 1 1 5? 30
60 Minutes

THEME: People and Culture TOPIC: Unit 1 – It’s Personal!

FOCUS SKILL: Reading LANGUAGE/ Words/phrases related to family

L/S/R/W/LA/LiA GRAMMAR members; collocations and expressions
FOCUS:
CONTENT STANDARD
Main Skill: Complementary Skill:
3. Reading 2. Speaking

3.1 Understand a variety of texts by using a range of appropriate reading strategies

2.1 Communicate
to constructinformation,
meaning ideas, opinions and feelings intelligibly on familia
LEARNIN STANDARD
Main Skill: Complementary Skill:
3. Reading 2. Speaking

3.1.1 Understand the main points in extended texts on a wide range of familiar 2.1.5
topicsExplain
and some
and justify
unfamiliar
owntopics
feelings or those of others

LEARNING OBJECTIVES
By the end of the lesson, pupils will be able to:
1. understand the main points in the article by choosing the best title for the article.
2. explain and justify own feelings or those of others by responding to questions related to household chores.
*Friendly reminder: L.Os should be based on the Learning Standards stated. Not ACTIVITIES
SUCCESS CRITERIA
What I’m Looking For (WILF):
1. Pupils can identify the differences between the five categories of family by completing the task on page 5.
2. Pupils can explain and justify their feelings about household chores.
3. Pupils can understand the main points in the article by deciding the best title for the article on page 6
CROSS CURRICULAR 3.Values DIFFERENTIATION Strategy 6: Differentiate by supporting individual learning p
ELEMENTS: STRATEGIES:
TEACHING & LEARNING ACTIVITIES
*The activities below are based on the Learning Outline suggested in the S.o.W.
PRE-LESSON (15 minutes)
1. Teacher writes down five different categories of a family on the whiteboard: adoptive family, blended family, extended
family, single-parent family and traditional family.
2. Pupils are given 5 minutes to discuss the terms together with each other.
3. Teacher calls out the pupils at random to share ideas with the rest in the classroom.
4. Pupils are given 5 minutes to complete Activity 1 on page 5 with a partner.
5. Once finished, the teacher instructs the pupils to share their answers with their tablemates. (Think-Pair-Share)
6. Teacher discusses the correct answers as a whole class and then introduces today’s lesson learning objectives and success
criteria to the pupils.

LESSON DEVELOPMENT (40 minutes) *Main&Comple.Skills should be addressed at this stage

1. Pupils are to read and understand the instructions in Activity 1 on page 6.
2. Teacher checks pupils’ understanding and gives them 5 minutes to complete the task on their own by writing down C for
Child and P for Parents.
3. Teacher calls out pupils at random to share their answers by asking a question from Activity 2. * Complementary Skill
4. Pupils are told to read and understand the instruction for Activity 3 on page 6.
5. Teacher writes down these open-end questions on the whiteboard for the pupils to think about:
i) What kind of chores mentioned in Paragraph 1?
ii) In Paragraph 2, what is the reason why teenagers refused to help their parents?
 2021 FORM 5 ENGLISH LANGUAGE DAILY LESSON PLAN
ENGLISH LANGUAGE PANEL OF SMK…

iii) In Paragraph 3, what did Stilwell decide to do?

6. Pupils are to work with a partner to read the article and understand the main points by choosing the best title. *Main Skill
7. Teacher calls out pupils at random to check their answers and discuss the correct answers as a whole class.
8. Teacher extends Activity 2 by asking questions related to the article that the pupils have read earlier.

POST-LESSON (15 minutes)

1. *I don’t have the Teacher’s Book yet so I leave it blank here
HOTS: Application √ Evaluation √ TEACHING & LEARNING Pupil-Centredness
Analysis √ Creation ☐ STRATEGIES:
TEACHING KSSM Form 5 Download Textbook LEARNING ASSESSMENT: Written Work
MATERIALS: Other printed and digital materials
TEACHER’S REFLECTION: