DAILY LESSON PLAN

SUBJECT AREA Advanced Language Program - Level2

LEVEL/SEM. 9th-10th / Semester 1
DATE August 28, 2021
ALLOCATED TIME 10:50-12:05, 3rd period, A days
TOPIC/UNIT
Units 4: Self-Help
OVERVIEW:
To develop in listening, reading, writing, and speaking English through asking, answering and exchanging ideas
and information on familiar topics in everyday situations.
OBJECTIVE Students can understand and summarize articles about the world of work and
understand motivational quotes related to work at a sophisticated level.
ACADEMIC Standard 1: English language learners communicate for social, intercultural, and
STANDARD instructional purposes within the school setting.
INDICATOR Students will be able to:
(Specific Learning ● Understand future forms with will, going to and Present continuous.
Objective) ● Identify the types future forms used in a text (quiz)
● Use future forms in sentences of different contexts correctly

RESOURCES/ Williams D., Cunningham S., Moor P., Bygrave J. (2014), Cutting Edge: New Edition, Advanced
Teacher’s Resource Book. Pearson.
TEACHING
Greene S., Bygrave J., Williams D. (2014), Cutting Edge: New Edition, Advanced Student’s Book.
AIDS Pearson.
Cunningham S., Moor, P., Bygrave J., Williams D. (2014), Cutting Edge: New Edition, Advanced
Student’s Workbook. Pearson.
LESSON/ (15 minutes) START ACTIVITY:
LEARNING
STEPS ● Ask students to take the “How ambitious are you?” quiz (pp. 48)
● Ask students to add up their scores and read out their ‘ambitious level’ category
from page 127.

(15 minutes) EXPLANATION

● Explain the 3 types of Future forms (slide 19-22)
● Ask each student to answer a question using the future form accordingly.
“When will you come back to Indonesia?” (for those who are still in their
countries)
“When will you come back to school (study onsite)?” (for those who are already in
Indonesia.

(30 minutes) : INDIVIDUAL TASK

● Assign students to do Grammar exercise 2 (pp. 49)

Find examples in the quiz of these phrases for expressing the future
● Discuss the answers
● Assign students to do Grammar practice 1 (pp.49)
Use the prompts to form sentences.
● Assign students to do Vocabulary exercise 1-2a (pp49)
1. Write down three jobs you’d love to do, three jobs you wouldn’t mind doing
 and three jobs you’d hate to do.
2. A. Write them in the groups below according to your preferences
(students choose the criteria of the jobs based on the list 1-15)

(15 minutes) : BREAKOUT ROOM / GROUP WORK

● Assign students to discuss their job preferences based on the list they’ve made in
pairs (breakout room).
They should come up with job suggestions for their partner
● Discuss their suggestions in the main room

(5 minutes) : HOMEWORK
● Assign students to do Grammar practice 2 as their homework (due Friday,
September 3)

ASSESSMENTS Formative: Contribution to class discussion.(5 pts), Practice exercises in

Pearson website.
Acknowledge by: ………….. …………..
Principal Teacher

DAILY LESSON PLAN

SUBJECT AREA Advanced Language Program - Level2
LEVEL/SEM. 9th-10th / Semester 1
DATE August 30, 2021
ALLOCATED TIME 10:50-12:05, 3rd period, A days
TOPIC/UNIT
Units 4: Self-Help
OVERVIEW:
To develop in listening, reading, writing, and speaking English through asking, answering and exchanging ideas
and information on familiar topics in everyday situations.
OBJECTIVE Students can understand and summarize articles about the world of work and
understand motivational quotes related to work at a sophisticated level.
ACADEMIC Standard 1: English language learners communicate for social, intercultural, and
STANDARD instructional purposes within the school setting.
INDICATOR Students will be able to:
(Specific Learning ● Understand word families and what their functions are in a sentence.
Objective) ● Understand what a quote is and discuss about it
● Make their own motivational quotes

RESOURCES/ Williams D., Cunningham S., Moor P., Bygrave J. (2014), Cutting Edge: New Edition, Advanced
Teacher’s Resource Book. Pearson.
TEACHING
Greene S., Bygrave J., Williams D. (2014), Cutting Edge: New Edition, Advanced Student’s Book.
AIDS Pearson.
Cunningham S., Moor, P., Bygrave J., Williams D. (2014), Cutting Edge: New Edition, Advanced
Student’s Workbook. Pearson.
LESSON/ (15 minutes) START ACTIVITY:
LEARNING
STEPS ● Ask students to share their quotes to the class and post them on the “We’ve Got
 Goals” Jam board.
● Ask them to explain their quotes and give examples (if applicable)

(10 minutes) REVIEW: Word Family

● Display slide 8-11 (examples and types of nouns)

(30 minutes) : BREAKOUT ROOM / GROUP ACTIVITY

● Divide the class in 2 groups (6-7 students) to play a game of Word Family.
● Ask them to list 10 different verbs that have a noun and an adjective on the
provided Jam board.
● They will challenge the other team to find the noun and adjectives of the 10 verbs
they have listed.
● The group that finishes first and gets most of the answers correct wins.
● Discuss the answers and make corrections

(15 minutes) INDIVIDUAL TASK

● Assign students to do exercise 2a (pp.47)

Can you guess which nouns from exercise 1 complete the famous quotes below?
● Discuss the answers together
● DIscuss exercise 2b with the class (pp.47)
Which quotes do you think are true?
Which don’t you agree with? Why?

REFLECTION: Good pace of alternating classwork and partner work/group work.

ASSESSMENTS Formative: Contribution to class discussion.(5 pts), Practice exercises in
Pearson website.
Acknowledge by: ………….. …………..
Principal Teacher