LESSON PLAN

Lesson: 17 Week: 12 Day: Monday Date: 26th July 2021

Time: 7.40 am – 8.40 am Class : 2 Bestari Subject: English Language
Theme: Word of Self, Family and Friends Topic: Unit 5: Free Time
Language Focus : Simple sentence
Skills Main: Speaking Complimentary: Listening
Content Standard: 2.1 Communicate simple information 1.2 Understand meanings in variety of
intelligibly context
Learning standard: 2.1.1 Give simple personal information using 1.2.2 Understand with support specific
basic statements information and details of simple
sentences.
By the end of this lesson, pupils will be able to;

1. understand simple information of a sentence.

Objectives
2. Form a simple sentence with support

3. communicate simple information

Pupils are successful if they can;
Success Criteria/
1. form at least one complete simple sentence
Can do statements
2. Communicate using simple words without support

Level 3: Pupil can form or communicate simple sentence. Pupil achieve expectation from
Performance Level
the curriculum target.

Teaching aids Flashcards, worksheets, whiteboard/blackboard marker, worksheets.

CCE: Language & thinking skills
HOTS: Analysing, Applying

Differentiation Strategies: Strategy 2: Differentiate by the type and

amount of support provided. Different types and amount of support
can be given to less proficient pupils, depending on their needs, and
extra challenge can be provided for more proficient pupils. For 21 CL : Communicator
example; teacher can give hint of the answer like saying the first letter
if the answer, teacher can also show gestures and use of visuals such
as flashcards.
Teacher Activities Pupil Activities Rationale
Pre-Lesson Task 4: 1. Choose some flashcards of the 1. Pupils will guess the
Identify The topic. word that has been
Flashcards 2. Place the flashcards face down revealed.
 +- 5 mins on a table in front of the class.
3. Take one of the flashcards
making sure the pupils would not
see it. Cover the flashcards using
a piece of paper then slowly
revealing the flashcard.
4. The correct answer of the
flashcards will be put on the white
board.
Lesson 1. Review the flashcards on the
Development board from the pre lesson task by
(Presentation) checking pupils know these
expressions. Then mime each one
+- 5 mins
and ask pupils to guess what you
are doing.
Lesson 1. Write numbers 1 to 6
Development (one to six) on the
whiteboard/blackboard. If
(Practice) you have a number song,
+- 30mins could sing the sing.
2. Review the action
flashcards and put them
on the board. Next to a
number as the pupils say
them correctly.
3. Ask pupils to close their
eyes or turn around.
Remove an action card
from the board. Ask
pupils to tell you which
card you removed. They
can tell you the number or
action. Repeat.
4. Put the picture back on
the board and write the
phrase next to them. (you
can elicit spelling, ask
pupils to write it in their
notebook or ask pupils to
come and write it on the
whiteboard.)
5. Give out papers. Pupils
work in pairs to tell each
other what they do in the
week. They should
choose (if possible) from
the actions on the board 1
- 6. The partner listens
and writes in the table
Pupil will be
ready for the next
step of the lesson
and they will
perform better in
finishing their
task.
1. Pupils guess the actions
of flashcards being done
by teachers.
1. Say the flashcard that
has been pointed by the
teacher.
2. Close eyes and turn
around then find what
flashcard that is missing.
3. Fill in the blank of the
sentence that has been
Enhance the
written by teacher on the
students’ visual
board. The answer is
skills their ability
based on the flashcards
that has been pointed by in forming a
the teacher. sentence and their
4. Ask partner what they communicating
did in the weekend and skills.
write it on the board.
Choose a flashcard from
the board.
5. Compare the worksheet
with partner whether it is
did the same activity or
not. If it is the same,
propose on doing the
activity together. This
action will be formed by
teacher first then be
followed by students.
6. Stand up and walk
around the classroom,
find someone who has
the same activity with
you. If the person has the
 (they can write the words same activity with you,
or the number from the then partner you shall be.
board). 7. Tell teacher what you
6. Ask pupils to compare have in common with
their worksheets to find your friend.
any activity that they do
at the same time. If they
do, they should say Let’s
do it together! You will
need to model this and
explain together using
gesture and mime.
7. Tell pupils to stand up
and walk around the room
to talk to new partners.
They should try to find
something in common: A:
I play football on
Saturdays. B: I play
football on Saturdays,
too. A&B: Let’s do it
together! Model and
practice the dialogue
before beginning the
activity.
8. Feed back by asking
pupils to tell you what
they have in common,
e.g. We play football on
Saturdays.
9. Make notes on what
pupils say here, you will
need this to prepare the
next lesson.

Post Lesson TASK 3: GUESS THE WORD 1. Guess the flashcard that
was took out by teacher
(Production) I Choose about 7 words This is to enhance
with teacher giving hints
related to the lesson. their knowledge
+- 10 mins of what card he/she
II Prepare small cards with and making sure
pulled out. they really
the names or picture of
the items. understand the
lesson.
III Put the words in a bag
then take out a card
without letting the pupils
know see what it is.
IV Explain the word without
saying the name or mime
it.
V Invite pupils to guess the
 word.
VI Continue with the words
until there is none in the
box.

A POSSIBLE VARIATION IS;

1. Make 3 or 4 sets of the

card.
2. Explain or mime 1 or 2
words yourself. (step 4
above)
3. Divide pupils into groups.
4. Give each group a set of
cards, and ask pupils to
follow step 4 to 6 in their
own group.

1. Teacher discusses the

moral value with the
students; time 1. Tell teacher how they 1. To give
Closure
management. How they manage their free time. feedback
managed their free time
with their hobbies.

FORMATIVE ASSESMENT
Assessment
1. Identify pupils who have difficulties in forming a sentence.
2. For pupils who managed to form a sentence in short time, give them extra or side
task by the end of the class.
3. Ask for the pupils’ feedback on the lesson. What they love about the lesson and
what make it difficult or easy.

Reflection:
 Day Activity

Mondays

Tuesdays I play football

Wednesdays

Thursdays

Fridays

Saturdays

Sundays

Remarks

by Unknown Author is licensed under