LESSON NOTE

WEEK 33

MAIZATUL AMIRAH BINTI ADIMUNIR

 DAILY LESSON PLAN TS25
DAY Sunday DATE WEEK 33 LESSON 83
SUBJECT English CLASS 2 UITM TIME 8.30-10.00 90minutes
FOCUS Language Awareness (Grammar/Vocabulary)
UNIT Unit 9 - Take Care
THEME Health and Environment TOPIC Social Networking Sites

Learn and review should and shouldn’t and must and musn’t
LANGUAGE & GRAMMAR FOCUS
Main Skill: Grammar Main Skill: Grammar

This is a grammar focused lesson so listening, speaking, reading and writing skills
This isare
a grammar
not explicitly
focused
covered.
lesson so listening, speaking, re
CONTENT LEARNING
Complementary Skill: Choose an item.
STANDARD STANDARD
Complementary Skill: Choose an item.
Choose an item.
Choose an item.

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):

1. Pupils can complete 4 sentences with

1. complete 4 sentences with should or shouldn’t. should or shouldn’t.
LEARNING 2. construct 4 questions using should to ask for advice SUCCESS 2. Pupils can construct 4 questions using should
OBJECTIVES 3. change 5 sentences in the signboard with must and CRITERIA to ask for advice
musn’t. 3. Pupils can change 5 sentences in the
4. rewrite 5 sentences using should, shouldn’t, must signboard with must and musn’t.
and musn’t 4. Pupils can rewrite the 5 sentences using
should, shouldn’t, must and musn’t

TEACHING AND LEARNING STRATEGIES

1. Pupils look at the phrase “Improve your English” on the board.
PRE-LESSON 2. 2 columns are drawn with the headings “good advice” and “bad advice” and pupils work as a class to offer
good advice, e.g. always speak English in class and also bad advice e.g.speak your native language in class.
3. Pupils turn to Pulse 2 page 96 and copy the table into their notebooks.
4. Pupils discuss as a class which form of the main verb always follows should.
5. Pupils read the 4 sentences in Activity 2 and complete the sentences with should or shouldn’t.
6. Pupils compare answers in pairs before discussing as a class.
7. Pupils go on to Activity 3 and read the example question.
8. Pupils construct 4 questions using should to ask for advice.
9. Pupils compare answers in pairs before discussing as a class.
LESSON 10. Pupils move on to Activity 4 and copy the table into their exercise books.
DEVELOPMENT 11. Pupils look at a signboard and change 5 sentences in the signboard with must and musn’t.
12. Pupils compare answers in pairs before discussing as a class.
13. Pupils proceed to Activity 5 and study the 2 sentences.
14. Pupils decide which sentence is an obligation and which one is a piece of advice.
15. Pupils read the 5 social networking rules in Activity 6.
16. Pupils rewrite the 5 sentences using should, shouldn’t, must and musn’t without changing the meaning of the
sentences.
17. Pupils compare answers in pairs before discussing as a class.
POST-LESSON 18. Pupils review as a class the use and structure for should, shouldn’t, must and musn’t.

RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Individual/Pair work

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 2: Differentiate by the task pupils are given -
STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Apply

4/27 managed to join the lesson and submitted/attempted the given tasks
REFLECTION successfully with teacher’s guide. PPT has been attached in class telegram group ATTENDANCE ____ / ____
to assist the absentees with the lesson and tasks.
NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
 8.30-10.00
English Language 33 4 PVMA 25 80
90minutes
THEME: Health and Environment TOPIC: Unit 7 – Mother Nature
FOCUS SKILL: Reading LANGUAGE/ talking about animals; discussing facts, words
L/S/R/W/LA/LiA GRAMMAR FOCUS: and phrases connected with nature.
Main Skill:
3. Reading

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
CONTENT STANDARD:
Complementary Skill:
3. Reading

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
Main Skill:
3. Reading

LEARNING STANDARD: 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topi
Complementary Skill:
3. Reading

3.1.1 Understand the main points in extended texts on a wide range of familiar topics
By the end of the lesson, pupils will be able to:
1. Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of
LEARNING OBJECTIVES: familiar topics by matching 7 highlighted words/phrases in the text with their meanings.
2. Understand the main points in extended texts on a wide range of familiar topics by answering 8 questions by
writing E for elephant, C for crow or D for dolphin
Pupils can:
SUCCESS CRITERIA 1) match 7 highlighted words/phrases in the text to their meanings.
2) answer 8 comprehension questions
CROSS CURRICULAR 2.Environmental Sustainability DIFFERENTIATION Strategy 3: Differentiate by the type and amount of suppo
ELEMENTS: STRATEGIES:
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

1. Pupils activate prior knowledge by working in pairs to discuss 3 questions in the Unit opener of Student’s Book on page 97.
2. A few pairs share their discussions with the class.
LESSON DEVELOPMENT: (40 minutes)
1. Pupils turn to Full Blast page 98 and look at Section A. Pupils remain with their partners to discuss 2 questions in Section A (Are there any
animas that you would consider intelligent? Why?/What characteristics make humans different from animals?)
2. Pupils move on to Section B and look at the layout of the text and pictures accompanying it and state what kind of text it is and where it can
be found (a magazine article)
3. Pupils state what the pictures show (animals, a parrot, elephants, crows, a dolphin)
4. Pupils relate the main title to the titles of the three texts and also relate the titles to the pictures that accompany the texts.
5. Pupils predict what the text is about and a few pupils share their predictions with the class.
6. Pupils read through the text and identify unknown words at the same time.
7. Pupils proceed to Section C and read through the questions 1-8.
8. Pupils read the text again and answer 8 questions by writing E for elephant, C for crow or D for dolphin. (Complementary Skill)
9. Pupils discuss answers as a class.
10. Pupils go on to Section D and read the highlighted words/phrases in the text.
11. Pupils read through the meanings a-i.
12. Pupils match 7 highlighted words/phrases in the text with their meanings. (Main Skill)
13. Pupils compare their answers in pairs before discussing as a class.

POST-LESSON: (10 minutes)

1. Pupils work in small groups of about 3 or 4 and discuss 2 questions in Section E (Do you know of any other amazing facts about
animals?/Do you know of any other stories similar to these?)
2. A few groups share their discussions with the class.
Application ☐ Evaluation ☐ TEACHING & LEARNING Pupil-Centredness
HOTS:
Analysis √ Creation √ STRATEGIES:
Form 4 Full Blast Textbook LEARNING ASSESSMENT: Written Work
TEACHING
MATERIALS: English Dictionary/Thesaurus
TEACHER’S REFLECTION: 4/25 managed to join the lesson and submitted/attempted the given tasks successfully with teacher’s
guide. PPT and audio recording have been attached in class telegram group to assist the absentees with the lesson and tasks.
 DAILY LESSON PLAN TS25
DAY Monday DATE WEEK 33 LESSON 82
SUBJECT English CLASS 3 UTM TIME 11.50-1.20 90minutes
FOCUS Reading UNIT 9 CLOSE-UP THEME Science and Technology TOPIC High-Tech World

Technology-related vocabulary
LANGUAGE & GRAMMAR FOCUS
Main Skill: Reading
Main Skill: Reading
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
CONTENT LEARNING 3.1.5 Recognise with support the attitude or opinion of the
Complementary Skill: Speaking
STANDARD STANDARD Complimentary Skill: Speaking

2.1.4 Explain own point of view

2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
1. texts
3.1.5 Recognise with support the attitude or opinion of the writer in simple longer Pupils canincreased
on an answer 3range
True/False
of familiar topics
statements.
by answering 3 True/False statements, identifying key
2. Pupils can identify key words for 10
words for 10 statements and answering 10 True/False
statements.
statements.
LEARNING SUCCESS 3. Pupils can answer 10 True/False
OBJECTIVES CRITERIA statements.
2.1.4 Explain own point of view
4. Pupils can work in pairs to discuss what
by working in pairs to discuss what kind of information kind of information they think people
they think people doing surveillance could get from 5 doing surveillance could get from 5
devices devices

TEACHING AND LEARNING STRATEGIES

1. Pupils look at the phrase “High-Tech World” on the board and as a class brainstorm as many words of three
letters or more using the letters in high-tech world (e.g.height, get, got, hit, lord,etc)
2. Pupils turn to Close-up page 109 and look at the picture and its accompanying caption.
PRE-LESSON
3. Pupils describe the picture in pairs and discuss why the objects may be useful and also their reaction.
4. A few pairs share their discussion with the class.

1. Pupils turn to Close-up page 111 and state the name of the object in the foreground of the picture in the top
left-hand corner (a surveillance camera).
2. Pupils state where they might see a camera like that and how it makes them feel.
3. Pupils look at the instructions in Section A and read the words and phrases next to the bullet points and repeat
aloud.
4. Pupils work in pairs to discuss what kind of information they think people doing surveillance could get from the
following devices (a surveillance camera, a video camera, a computer, a mobile phone, a satnav)
5. A few pairs share their discussion with the class.
6. Pupils proceed to Section B and read the instructions and the sentences 1-3.
LESSON
DEVELOPMENT 7. Pupils skim through the text and identify information in the text that are related to each sentence.
8. Pupils answer 3 True/False questions.
9. Pupils compare their answers with a partner before discussing as a class.
10. Pupils move on to Section C and read the information in the Exam Close-up box and the statements 1-10 in the
Exam Task.
11. Pupils read the text and identify key words in them that they should look out for in the text.
12. Pupils go on to Section D and read the statements 1-10 in the Exam Task again.
13. Pupils answer 10 True/False statements.
14. Pupils check answers as a class.

1.Pupils identify with their talk partner(s) at least one new word or expression that they have learned in relation to
POST-LESSON
the topic for the lesson.
RESOURCES Close Up Textbook , CROSS CURRICULAR ELEMENTS Information and Communications Te

Whiteboard ,

-
 -
M/INTELLIGENCE
Verbal-Linguistic ASSESSMENT Written Exercise
S
Cooperative Learning
DIFFERENTIATIO 21ST CENTURY TEACHING &
Strategy 1: Differentiate by instruction and feedback -
N STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Analyse

12/27 managed to join the lesson and submitted/attempted the given tasks
REFLECTION successfully with teacher’s guide. Voice Chat recording and PPT have been attached ATTENDANCE ____ / ____
in class telegram group to assist the absentees with the lesson and task

DAILY LESSON PLAN TS25

DAY Tuesday DATE WEEK 33 LESSON 83
SUBJECT English CLASS 3UTM TIME 10.10-11.40 90minutes
FOCUS Reading UNIT 9 CLOSE-UP THEME Science and Technology TOPIC High-Tech World

Technology-related vocabulary
LANGUAGE & GRAMMAR FOCUS
Main Skill: Reading
Main Skill: Reading
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
CONTENT LEARNING 3.1.4 Use independently familiar print and digital resource
Complementary Skill: Speaking
STANDARD STANDARD Complimentary Skill: Speaking

2.1.4 Explain own point of view

2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
1. extend
3.1.4 Use independently familiar print and digital resources to check meaning and Pupils can circle the correct words for the
understanding
6 sentences using a dictionary.
by circling the correct words for the 6 sentences using
2. Pupils can work in pairs to discuss 3
a dictionary.
LEARNING SUCCESS questions.
OBJECTIVES CRITERIA
2.1.4 Explain own point of view
by working in pairs to discuss 3 questions.

TEACHING AND LEARNING STRATEGIES

1. Pupils play a game to review technology-related vocabulary from the previous lesson.
PRE-LESSON
1. Pupils turn to Close-up page 111 and read the text from the previous lesson again.
2. Pupils look at Section E and read the red words.
3. Pupils scan the text to find the words in red.
4. Pupils read through the 6 sentences in Section E.
5. Pupils circle the correct words for the 6 sentences using a dictionary to help them.
LESSON 6. Pupils check answers as a class.
DEVELOPMENT 7. Pupils move on to Ideas Focus and read the questions.
8. Pupils work in pairs to discuss 3 questions.
9. A few pairs share their discussions with the class.
10. Pupils work together as a class to make a list on the board of the advantages and disadvantages of public
surveillance.

1.Pupils identify with their talk partner(s) at least one new word or expression that they have learned in relation to
POST-LESSON
the topic for the lesson.
RESOURCES Close Up Textbook , CROSS CURRICULAR ELEMENTS Information and Communications Te

Whiteboard -
 Whiteboard ,

-
M/INTELLIGENCE
Verbal-Linguistic ASSESSMENT Written Exercise
S
Cooperative Learning
DIFFERENTIATIO 21ST CENTURY TEACHING &
Strategy 5: Differentiate by the time pupils are given to complete the task -
N STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Evaluate

14/27 managed to join the lesson and submitted/attempted the given tasks
REFLECTION successfully with teacher’s guide. Voice Chat recording and PPT have been attached ATTENDANCE ____ / ____
in class telegram group to assist the absentees with the lesson and tasks

DAILY LESSON PLAN TS25

DAY Tuesday DATE WEEK 33 LESSON 84
SUBJECT English CLASS 2 UITM TIME 11.50-1.20 90minutes
FOCUS Listening UNIT Unit 9 - Take Care
THEME Health and Environment TOPIC Health

Words related to health

LANGUAGE & GRAMMAR FOCUS
Main Skill: Listening Main Skill: Listening

1.1 Understand meaning in a variety of familiar context 1.1.2 Understand independently specific information and d
CONTENT LEARNING
Complementary Skill: Speaking
STANDARD STANDARD
Complementary Skill: Speaking
2.1.2 Ask for and respond appropriately to simple suggest
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
1. Pupils can complete 6 gap fills in the
1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics
doctor’s notes.
LEARNING by completing 6 gap fills in the doctor’s notes. SUCCESS 2. Pupils can choose a health problem and take
OBJECTIVES CRITERIA turns to ask for and give advice.
2.1.2 Ask for and respond appropriately to simple suggestions
by working in pairs to choose a health problem and take turns
to ask for and give advice.

TEACHING AND LEARNING STRATEGIES

1. Pupils revise asa class words for parts of the body.
PRE-LESSON
2. A list is made on the board.
3. Pupils turn to Pulse 2 page 96 and read an article about health advice.
4. Pupils listen to the CD and repeat the health problems in blue.
5. Pupils discuss as a class which of the health problems in blue they have had and never had.
6. Pupils compare answers in pairs before discussing as a class.
7. Pupils match pictures a-c with the health problems.
8. Pupils compare answers in pairs before discussing as a class.
LESSON
9. Pupils remain with their partners and choose a health problem and take turns to ask for and give advice.
DEVELOPMENT
10. A few pairs are chosen to act out the dialogue.
11. Pupils listen to 2 phone calls to the helpline and state who isn’t very active.
12. Pupils check answers as a class.
13. Pupils go on to Activity 6 and read the doctor’s notes.
14. Pupils listen to the same phone calls again and complete 6 gap fills in the doctor’s notes.
15. Pupils compare answers in pairs before discussing as a class.
16. Pupils discuss with their partners whether they ever heed any of the health advice stated in this lesson.
POST-LESSON
17. A few pairs share their discussion with the class.
RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Oral

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 8: Differentiate by the feedback given -
STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Analyse

14/27 managed to join the lesson and submitted/attempted the given tasks
REFLECTION successfully with teacher’s guide. Voice Chat recording and PPT have been ATTENDANCE ____ / ____
attached in class telegram group to assist the absentees with the lesson and tasks

LESSON PLAN FORM 5

DAY Wednesday DATE 29/9/2021 WEEK 33 LESSON 82
SUBJECT English CLASS 5 UTHM TIME 8.30-10.00 90minutes
FOCUS Language Awareness (Grammar/Vocabulary)
UNIT UNIT 7 ENGLISH DOWNLOADScience
THEME and Technology TOPIC The Media

LANGUAGE & GRAMMAR FOCUS Passive Structures

Main Skill: Language Awareness Main Skill: Language Awareness
CONTENT LEARNING
STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are
STANDARD Thisnot
is aexplicitly
grammar-focused
covered lesson so listening, speak

By the end of the lesson, pupils will be able to understand What I’m looking for (WILF)
modal verbs by completing 10 sentences with the correct 1. Pupils can complete 10 sentences
form of the passive, rewriting 7 sentences in the passive, with the correct form of the
categorizing 8 sentences as either impersonal passive passive.
2. Pupils can rewrite 7 sentences in the
structure or personal structure and completing 8 pairs of
passive.
LEARNING sentences using either impersonal or personal passive SUCCESS
3. Pupils can categorize 8 sentences as
OBJECTIVES structures. CRITERIA
either impersonal passive structure or
personal structure.
4. Pupils can complete 8 pairs of
sentences using either impersonal or
personal passive structures.

TEACHING AND LEARNING STRATEGIES

1. Pupils revise the paasive form by turning to page 84 and page 85 English Download and identify all the
PRE-LESSON examples of the passive voice (ex: ……has been hit hard…….is stolen…)
2. Pupils discuss as a class.
LESSON 3. Pupils turn to page 87 and read the Grammar box about the passive.
DEVELOPMENT 4. Pupils read 2 sentences in Activity 2 and identify which sentence talks about something unpleasant that
happened by accident or unexpectedly and which verb has been used.
5. Pupils check their answers in groups before discussing as a class.
6. Pupils read 10 sentences in Activity 3 and complete the sentences with the correct form of the passive.
7. Pupils check their answers in groups before discussing as a class.
8. Pupils read 7 sentences in Activity 4 and rewrite the sentences in the passive.
9. Pupils check their answers as a class.
10. Pupils turn to page 89 and read the Grammar box about impersonal and personal structures.
11. Pupils read 2 sentences in Activity 2 and identify which sentence uses an impersonal passive structure.
12. Pupils check their answers in groups before discussing as a class.
13. Pupils read 8 sentences in Activity 3 and categorize them as “I’ for impersonal passive structure or P for
personal structure.
14. Pupils read 8 pairs of sentences in Activity 4 and complete the sentences using either impersonal or personal
passive structures.
15. Pupils check the answers as a class.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more proficient pupil can help and support a less
proficient pupil.
More proficient pupils: Write sensational newspaper headings using passive form, e.g. ‘A painting worth 2 million is
 stolen from museum’.
1. Pupils review their learning in this lesson by writing sentences in the active form individually then swap them
POST-LESSON
with a partner and change the active sentences into the passive form.
Strategy 3: Differentiate by the type and amount of support provided
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Science and Technology
STRATEGIES
Strategy 4: Differentiate by the outcome expected from pupils

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

English Download Textbook ,

, - 21ST CENTURY TEACHING &

RESOURCES Whiteboard Think, Pair-Share
LEARNING
-

PBD Not Applicable LEARNING DOMAIN Apply

12/29 managed to join the lesson and submitted/attempted the given tasks
____ /
REFLECTION successfully with teacher’s guide. Voice Chat recording have been attached in class ATTENDANCE
____
telegram group to assist the absentees with the lesson and tasks.

DAILY LESSON PLAN TS25

DAY Wednesday DATE WEEK 33 LESSON 84
SUBJECT English CLASS 2 UTHM TIME 10.10-11.50 90minutes
FOCUS Listening UNIT Unit 9 - Take Care
THEME Health and Environment TOPIC Health

LANGUAGE & GRAMMAR FOCUS Words related to health

Main Skill: Listening Main Skill: Listening

1.1 Understand meaning in a variety of familiar context 1.1.2 Understand independently specific information and d
CONTENT LEARNING
Complementary Skill: Speaking
STANDARD STANDARD
Complementary Skill: Speaking
2.1.2 Ask for and respond appropriately to simple suggest
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
1. Pupils can complete 6 gap fills in the
1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics
doctor’s notes.
LEARNING by completing 6 gap fills in the doctor’s notes. SUCCESS 2. Pupils can choose a health problem and take
OBJECTIVES CRITERIA turns to ask for and give advice.
2.1.2 Ask for and respond appropriately to simple suggestions
by working in pairs to choose a health problem and take turns
to ask for and give advice.

TEACHING AND LEARNING STRATEGIES

1. Pupils revise asa class words for parts of the body.
PRE-LESSON
2. A list is made on the board.
LESSON 3. Pupils turn to Pulse 2 page 96 and read an article about health advice.
DEVELOPMENT 4. Pupils listen to the CD and repeat the health problems in blue.
5. Pupils discuss as a class which of the health problems in blue they have had and never had.
6. Pupils compare answers in pairs before discussing as a class.
7. Pupils match pictures a-c with the health problems.
8. Pupils compare answers in pairs before discussing as a class.
9. Pupils remain with their partners and choose a health problem and take turns to ask for and give advice.
10. A few pairs are chosen to act out the dialogue.
11. Pupils listen to 2 phone calls to the helpline and state who isn’t very active.
12. Pupils check answers as a class.
13. Pupils go on to Activity 6 and read the doctor’s notes.
14. Pupils listen to the same phone calls again and complete 6 gap fills in the doctor’s notes.
 15. Pupils compare answers in pairs before discussing as a class.
16. Pupils discuss with their partners whether they ever heed any of the health advice stated in this lesson.
POST-LESSON
17. A few pairs share their discussion with the class.
RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Oral

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 8: Differentiate by the feedback given -
STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Analyse

6/32 managed to join the lesson and submitted/attempted the given tasks
REFLECTION successfully with teacher’s guide. PPT has been attached in class telegram group ATTENDANCE ____ / ____
to assist the absentees with the lesson and tasks.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
11.50-1.20
English Language 33 4PVMA 25 81
90minutes
THEME: Health and Environment TOPIC: Unit 7 – Mother Nature
FOCUS SKILL: Language Awareness LANGUAGE/ The full and bare infinitive and –ing form
L/S/R/W/LA/LiA GRAMMAR FOCUS: / exclamatory sentences
Main Skill:
N/A

CONTENT This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
STANDARD: Complementary Skill:
N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Main Skill:
N/A
LEARNING
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
STANDARD:
Complementary Skill:
N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
By the end of the lesson, pupils will be able to:
LEARNING
1. Understand full and bare infinitive and –ing form / exclamatory sentences by answering 7 gap fill
OBJECTIVES:
questions using either to-infinitive/Infinitive without to and -ing form (gerund).
Pupils can:
SUCCESS CRITERIA
1) answer 7 gap fill questions
CROSS CURRICULAR 2.Environmental Sustainability DIFFERENTIATION Strategy 2: Differentiate by the task pupils are given
ELEMENTS: STRATEGIES:
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (15 minutes)

1. Pupils play a game to review vocabulary from the previous lesson.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils turn to Full Blast page 99 and look at the Grammar section.
2. Pupils read through the examples of To-infinitive/Infinitive without to and -ing form (gerund)
3. Pupils refer to the Grammar Reference on Full Blast page 166-167.
4. Pupils answer a PowerPoint quiz.
5. Pupils work in pairs and come up with 1 example for to-infinitive/Infinitive without to and -ing form (gerund).
6. Pupils read through sentences 1-7 on page 99 before answering 7 gap fill questions using either to-infinitive/Infinitive without to and
 -ing form (gerund).
7. Pupils compare their answers in pairs before discussing as a class.

POST-LESSON: (10 minutes)

3. Pupils review their learning in this lesson by answering 3 questions (what they have learnt today, what they have done well and what
their talk partner has done well).
4. A few pupils share their thoughts with the class.

Application √ Evaluation ☐ TEACHING & LEARNING Pupil-Centredness

HOTS:
Analysis √ Creation √ STRATEGIES:
Form 4 Full Blast Textbook LEARNING ASSESSMENT: Written Work
TEACHING
MATERIALS: English Dictionary/Thesaurus
TEACHER’S REFLECTION: 3/25 managed to join the lesson and submitted/attempted the given tasks successfully with teacher’s
guide. PPT and audio recording have been attached in class telegram group to assist the absentees with the lesson and tasks.

LESSON PLAN FORM 5

DAY Thursday DATE 30/9/2021 WEEK 33 LESSON 84
SUBJECT English CLASS 5 UTHM TIME 10.10-11.50 1 hour

FOCUS Listening UNIT UNIT 7 ENGLISH DOWNLOADScience

THEME and Technology TOPIC The Media

Recognising words and phrases talking about media and communication

LANGUAGE & GRAMMAR FOCUS
Main Skill: Listening
Main Skill: Listening
1.1 Understand meaning in a variety of familiar contexts
1.1.1 Understand independently the main ideas in ex
CONTENT LEARNING
Complimentary Skill:
STANDARD Complementary Skill: Listening STANDARD
Listening

1.1.2 Understand independently specific information

1.1 Understand meaning in a variety of familiar contexts
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
1. Pupils
1.1.1 Understand independently the main ideas in extended texts on a wide range of familiar topicscan
andstate
somewhich of thetopics
unfamiliar 6
questions could be asked after the
by answering 8 MCQ questions. conversation.
LEARNING SUCCESS
1.1.2 Understand independently specific information and details in extended texts on
2. a wide range
Pupils can of familiar
state which topics and in
pictures some unfamili
OBJECTIVES CRITERIA
Activity 1 answer the 6 questions in
by stating which of the 6 questions could be asked
Activity 2.
after the conversation and which pictures in Activity 1
3. Pupils can answer 8 MCQ questions.
answer the 6 questions in Activity 2.

TEACHING AND LEARNING STRATEGIES

1. Pupils work in pairs to discuss the 3 questions in the Let’s talk about it! Box on p78 of the Teacher’s Book.
PRE-LESSON
2. A few pairs share their discussion with the class.
LESSON 3. Pupils turn to page 90 English Download and look at the 3 pictures in Activity 1.
DEVELOPMENT 4. Pupils think what the 3 items in the pictures have in common and what the subject of a conversation about
them might be.
5. Pupils discuss their answers in pairs before discussing as a class.
6. Pupils read the instructions and 6 questions in Activity 2.
7. Pupils listen to a conversation related to the pictures in Activity 1 and decide which of the 6 questions could be
asked after the conversation.(Complementary Skill)
8. Pupils check the answer as a class.
9. Pupils listen to the same recording again and decide which pictures in Activity 1 answer the 6 questions in
Activity 2.(Complementary Skill)
10. Pupils check the answers as a class.
11. Pupils read the instructions and look at 8 sets of pictures in Activity 4.
12. Pupils listen to 8 short conversations and answer 8 MCQ questions. (Main Skill)
13. Pupils check the answers as a class.
 Differentiated Actvities:
Less proficient pupils: Read the audio text to them at a slightly slower speed.
More proficient pupils: -
14. Pupils review their learning in this lesson by playing a game such as word bingo or true/false definitions to
POST-LESSON
revise words and phrases connected with the media introduced in the unit so far.
DIFFERENTIATION
Strategy 2: Differentiate by the task pupils are given CROSS CURRICULAR ELEMENTS Science and Technology
STRATEGIES
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Oral

English Download Textbook ,

, - 21ST CENTURY TEACHING &

RESOURCES Whiteboard Think, Pair-Share
LEARNING
-

PBD Choose an item. LEARNING DOMAIN Analyse

14/29 managed to join the lesson and submitted/attempted the given tasks
____ /
REFLECTION successfully with teacher’s guide. Voice Chat recording have been attached in class ATTENDANCE
____
telegram group to assist the absentees with the lesson and tasks.

DAILY LESSON PLAN TS25

DAY Thursday DATE WEEK 33 LESSON 85
SUBJECT English CLASS 2 UTHM TIME 11.50-1.20 90minutes
FOCUS Enrichment Activity UNIT Unit 9 - Take Care
THEME Health and Environment TOPIC Australian Outback

Giving Advice
LANGUAGE & GRAMMAR FOCUS
Main Skill: Reading Main Skill: Reading

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

3.1.2 Understand
to construct
specific
meaning
details and information in simple
CONTENT LEARNING
Complementary Skill: Reading
STANDARD STANDARD
Complementary Skill: Reading
3.1.1 Understand the main points in simple longer texts on
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
1. Pupils can choose 5 correct answers.
3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
LEARNING by choosing 5 correct answers. SUCCESS
OBJECTIVES CRITERIA
3.1.1 Understand the main points in simple longer texts on a range of familiar topics
by choosing 5 correct answers.

TEACHING AND LEARNING STRATEGIES

1. Pupils look at the name “Australia” written on the board and brainstorm as a class other things they know
PRE-LESSON about the country, e.g. famous sights (Uluru, Sydney Opera House), things to do (surfing at Bondi Beach, diving
at the Great Barrier Reef).
2. Pupils turn to Pulse 2 page 98 and look at the picture and discuss as a class the danger it shows.
3. Pupils listen to the CD to check their answers.
4. Pupils read the Fact box.
5. Pupils go on to Activity 3 and read the questions and the possible answers carefully.
LESSON
6. Pupils read the text again and choose 5 correct answers.
DEVELOPMENT
7. Pupils compare answers in pairs before discussing as a class.
8. Pupils think about the advice they would give to visitors going to a remote area of their country and make
notes in their exercise books.
9. Pupils compare their ideas in pairs before discussing as a class.
10. Pupils discuss with their partners whether they think they can survive living in the Australian Outback.
POST-LESSON
11. A few pairs share their discussion with the class.
RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 8: Differentiate by the feedback given -
STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Analyse

Lesson had to be postponed for pupils involved with Covid-19 Vaccination
REFLECTION ATTENDANCE ____ / ____
Programme.
LESSON NOTE
WEEK 34

MAIZATUL AMIRAH BINTI ADIMUNIR

 DAILY LESSON PLAN TS25
DAY Sunday DATE WEEK 34 LESSON 85
SUBJECT English CLASS 2 UITM TIME 8.30-10.00 90minutes
FOCUS Enrichment Activity UNIT Unit 9 - Take Care
THEME Health and Environment TOPIC Australian Outback

Giving Advice
LANGUAGE & GRAMMAR FOCUS
Main Skill: Reading Main Skill: Reading

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

3.1.2 Understand
to construct
specific
meaning
details and information in simple
CONTENT LEARNING
Complementary Skill: Reading
STANDARD STANDARD
Complementary Skill: Reading
3.1.1 Understand the main points in simple longer texts on
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
1. Pupils can choose 5 correct answers.
3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
LEARNING by choosing 5 correct answers. SUCCESS
OBJECTIVES CRITERIA
3.1.1 Understand the main points in simple longer texts on a range of familiar topics
by choosing 5 correct answers.

TEACHING AND LEARNING STRATEGIES

1. Pupils look at the name “Australia” written on the board and brainstorm as a class other things they know
PRE-LESSON about the country, e.g. famous sights (Uluru, Sydney Opera House), things to do (surfing at Bondi Beach, diving
at the Great Barrier Reef).
2. Pupils turn to Pulse 2 page 98 and look at the picture and discuss as a class the danger it shows.
3. Pupils listen to the CD to check their answers.
4. Pupils read the Fact box.
5. Pupils go on to Activity 3 and read the questions and the possible answers carefully.
LESSON
6. Pupils read the text again and choose 5 correct answers.
DEVELOPMENT
7. Pupils compare answers in pairs before discussing as a class.
8. Pupils think about the advice they would give to visitors going to a remote area of their country and make
notes in their exercise books.
9. Pupils compare their ideas in pairs before discussing as a class.
10. Pupils discuss with their partners whether they think they can survive living in the Australian Outback.
POST-LESSON
11. A few pairs share their discussion with the class.
RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Language

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 8: Differentiate by the feedback given -
STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Analyse

REFLECTION ATTENDANCE ____ / ____