DAILY LESSON PLAN

WEEK
DATE DAY Monday TIME 12.00 pm- 1.00pm 4

1 CCE/ NO. OF
CLASS Bestari THEME People and Culture Language 44
EMK PUPILS

SUBJECT English Language TOPIC UNIT 1: What Do You Like? – Art (p.15) LESSON 13
ASSESSMENT

Written Report 

Quiz

MAIN SKILL(S) LANGUAGE/ Presentation

GRAMMAR
Language Awareness (Grammar/Vocabulary) Present Simple and Present Continuous
FOCUS FOCUS Q & A / Oral

Observation

Project

Main Skill:
CONTENT This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered
STANDARD Complimentary Skill:
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
LEARNING Main Skill:
STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered
Complimentary Skill:
3.1.2 Understand specific details and information in simple longer texts
SUCCESS By the end of the lesson, pupils are able to:
CRITERIA (SC)/ 1. contrast the present simple and the present continuous
LEARNING 2. read a text about art
OBJECTIVES

1. Text Book  6. ICT 21st LEARNING ACTIVITIES

TEACHING 2. Audio 7. Reference Book Round Table
LEARNING 3. Magazine 8. Newspaper Think Pair Share
Hot Seat
MATERIALS 4. Workbook 9. Lit. Component TB
Group Presentation
5. Handouts 10. Others: Role Play
1. Fill the gaps: Teacher writes the gapped sentences I___T-shirts in Gallery Walk
the summer and I’m__a jumper today. on the board, changing Three Stray, One Stay
PRE LESSON jumper as necessary so that the sentence is true for you. Peta i-THINK 
2. Pupils work in pairs and suggest words to fill the gaps. Teacher i-THINK
Circle Map (For Defining) 
checks answers as a class (wear, wearing)
Tree Map (For Classifying)
Activity 1 (SB page 15) Bubble Map (For Describing)
1. Think Pair Share: Pupils read the example sentences in the Double Bubble Map (For Comparing)
table and complete the rules. They compare answers in Flow Map (For Sequencing)
pairs and share with the whole class. Teacher highlights Multi-Flow Map (For Cause & Effect)
the difference between habits and activities in progress. Brace Map (Whole To Parts)
Activity 2 ( SB page 15) Bridge Map (For Analogies)
1. Teacher makes sure pupils understand all the time words. HOTs
Check their meaning by asking pupils to translate them Create
into their language. Evaluate
Analyse
2. Pupils complete the sentences with either present simple
Apply
or present continuous. Pupils compare answers in pairs.
DEVELOPMENT Understand
Teacher checks answers as a class (pull out names). Remember
Activity 3 (SB page 15)
1. Pupils work individually to complete the exercise. Pupils DIFFERENTATION STRATEGIES
compare answer in pairs. Teacher checks answers as a Differentiate by instruction and feedback.
class (pull out names). Differentiate by the task pupils are given.
Differentiate by the type and amount of
Activity 4 (SB page 15) support provided.
1. Teacher makes sure pupils understand they should use Differentiate by the outcome expected from
either the present simple or the present continuous to pupils.
Differentiate by the time pupils are given
complete the dialogue, using the verbs in brackets. to complete a task.
2. Pupils work individually and then compare answers in Differentiate by supporting individual
learning preferences and need.
pairs. Teacher checks answers as a class (pull out names). Differentiate by the types of question
1. Post-It: Pupils write and post their notes on the parking lot on asked.
POST LESSON Differentiate by the feedback given.
what they have learnt.
of the pupils were able to understand the lesson taught. FOLLOW-UP
REFLECTION of the pupils were able to complete the assigned task(s) REMEDIAL ENHANCEMENT ENRICHMENT
 of the pupils needed extra guidance/reinforcement.
of the pupils participate actively during the lesson.
NOTES/REMARKS:
ADMIN CHECK