WEEK: DAY: Tuesday DATE:

SUBJECT: ENGLISH LESSON: 34 TIME: 0730-0800

FORM/CLASS: 3 Berlian Choose an item.
DURATION: 70 minutes Choose an item.
THEME: Health and Environment
TOPIC: SPECIAL RELATIONSHIP (UNIT 4) RESOURCES:
FOCUS SKILLS: Speaking 7 Textbook

LANGUAGE/ Vocabulary related to the topic of relationships

GRAMMAR FOCUS: 11. Word formation (from ‘root’ word) iTHiNK MAPS:
Circle
Main Skill: Listening

1.1 Understand meaning in a variety of familiar context CROSS CURRICULAR

CONTENT
STANDARD/S: ELEMENTS:
Complementary Skill: Speaking Values

2.3 Use appropriate communication strategies

Main Skill: LEARNING DOMAIN:
Listening
Evaluate
1.1.3 Recognise with little or no support attitudes or opinions in longer texts on an increased range of familiar topics
LEARNING
STANDARD/S: ASSESSMENT:
Complementary Skill: Speaking Written Exercise

2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said
Main MORAL VALUES:
Listening
Compassion
By the end of the lesson, pupils will be able to recognise attitudes or opinions
by listening to 4 people talking and match to the right feelings from the choices
LEARNING provided
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to keep interaction going by asking
their partner to slow down, speak up or repeat their explanation
ACTIVITIES : a. Pupils list as many words related to relationship that they have learnt in the FA/ Differentiation Strategies
I. PRE LESSON previous lesson in groups (Using I-Think Map drawn on mini whiteboard) FA Mini whiteboard
b. Pupils share their answers I-Think Map: Circle Map
c. Pupils work in pairs to describe the 2 pictures on page 48
II. LESSON d. Pupils A describe the picture on the top right, while Pupils B describe the FA: Think- Pair- Share
DEVELOPMENT – picture on the bottom. Pupils help each other to make the interaction going Differentiation: Organise talk
partners or grouping so that a more
GIST- TASK e. Pupils discuss the emotions they see in the pictures and complete Activity proficient pupil can help and support a
A less proficient pupil.
f. Pupils share the answers with the class Support can be given to less proficient
pupils during Activity A, depending on
their needs. For example, by providing
g. Pupils read the instruction in Activity B and explain what they understand vocabulary to use during the speaking
h. Pupils listen to the recording and complete the task task, or sentence starters and model
sentence constructions to help the pupil
III. DETAILED TASK i. Pupils check and compare answers in pairs produce sentences.
j. Pupils listen again to check their answers Moral Value: Compassion
k. Pupils check their answer as a class Differentiation: To support less
confident pupils, pause the listening track
at selected intervals to allow thinking
l. Pupils discuss with their talk partner(s) at least one new word or time..
expression that they have learned in relation to the lesson topic. FA: Think- Pair- Share
m. Pupils share words/expressions as a whole class.
IV. POST-LESSON FA: Lollipop
REFLECTION: Number: ___/___ pupils were able to
 DAILY LESSON PLAN
ENGLISH FORM 2
WEEK 14 TIME 0930-1000
DAY TUESDAY CLASS 2 Nilam
DATE LESSON 13
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Listening
TOPIC
THEME Consumerism dan Financial Awareness
LANGUANGE/GRAMMAR FOCUS Learn and review a set of future time expressions. Learn and review would like / wouldn’t
like
MAIN CONTENT STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
MAIN LEARNING STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Learn a set of future time expressions
2. Learn / revise would like / wouldn’t like
3. Read a short text about math problems.
ACTIVITIES PRE-LESSON Teacher writes the sentences It will grow a lot on the board with
the words in the wrong order: lot it a grow will. Students work in
pairs and write sentence with the words in the correct order.
Teacher reminds students that will can also be contarcted.
LESSON DELIVERY Activity 1 (SB page 67)
1. Students read the information in the table and answer the
question. They compare answers in pairs. Teacher checks
the answer as a class. Teacher points out that we never
use will after when.
Activity 2 (SB page 67)
1. Teacher completes the first sentence with the whole class
to demonstrate the activity. Teacher points out that not all
the sentences contain when so the present simple is not
always the correct form of the verb. Teacher highlights
that all the sentences are predictions about a trip to Paris.
2. Students work individually to complete the sentences with
the correct form of the verbs in brackets. They compare
answers in pairs. Teacher checks answers as a class.
Activity 3 (SB page 67)
1. Students read the information in the table and the
example sentences. Teacher explains the task. A tick
means an affirmative sentence and a cross means a
negative sentence.
2. Students work individually to complete the exercise. They
compare answers pairs. Check answers as a class
POST LESSON The Future! (refer SOW page 140)
TEACHING AIDS Whiteboard , Textbook , Marker Pen ,
Dictionary
21st CENTURY T&L STARTEGY Choose an item. iThink Map Tree Map
CCE/CE 21st Century Literacy Communicative
High Order Thinking Skills Creation
Teaching and Learning Strategy Knowledge Acquisition
Element Across the Curriculum (EMK) EMK -
 Languange
Moral Values –
Love
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA
REFLECTION Attendance:__/__

WEEK: DAY: Tuesday DATE:

SUBJECT: ENGLISH LESSON: 34 TIME: 0730-0800

FORM/CLASS: 3 Berlian Choose an item.
DURATION: 60 minutes Choose an item.
THEME: Health and Environment
TOPIC: SPECIAL RELATIONSHIP (UNIT 4) RESOURCES:
FOCUS SKILLS: Speaking 7 Textbook

LANGUAGE/ Vocabulary related to the topic of relationships

GRAMMAR FOCUS: 11. Word formation (from ‘root’ word) iTHiNK MAPS:
Circle
Main Skill: Listening

1.1 Understand meaning in a variety of familiar context CROSS CURRICULAR

CONTENT
STANDARD/S: ELEMENTS:
Complementary Skill: Speaking Values

2.3 Use appropriate communication strategies

Main Skill: LEARNING DOMAIN:
Listening
Evaluate
1.1.3 Recognise with little or no support attitudes or opinions in longer texts on an increased range of familiar topics
LEARNING
STANDARD/S: ASSESSMENT:
Complementary Skill: Speaking Written Exercise

2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said
Main MORAL VALUES:
Listening
Compassion
By the end of the lesson, pupils will be able to recognise attitudes or
opinions by listening to 4 people talking and match to the right feelings
LEARNING from the choices provided
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to keep interaction going by
asking their partner to slow down, speak up or repeat their explanation
ACTIVITIES : a. Pupils list as many words related to relationship that they have learnt FA/ Differentiation Strategies
I. PRE LESSON in the previous lesson in groups (Using I-Think Map drawn on mini FA Mini whiteboard
whiteboard) I-Think Map: Circle Map
b. Pupils share their answers
V. LESSON c. Pupils work in pairs to describe the 2 pictures on page 48 FA: Think- Pair- Share
DEVELOPMENT d. Pupils A describe the picture on the top right, while Pupils B describe Differentiation: Organise talk
partners or grouping so that a more
– GIST- TASK the picture on the bottom. Pupils help each other to make the proficient pupil can help and support a
interaction going less proficient pupil.
e. Pupils discuss the emotions they see in the pictures and complete Support can be given to less proficient
pupils during Activity A, depending on
Activity A their needs. For example, by providing
f. Pupils share the answers with the class vocabulary to use during the speaking
task, or sentence starters and model
VI. DETAILED TASK g. Pupils read the instruction in Activity B and explain what they sentence constructions to help the pupil
produce sentences.
understand
Moral Value: Compassion
h. Pupils listen to the recording and complete the task
Differentiation: To support less
i. Pupils check and compare answers in pairs confident pupils, pause the listening
j. Pupils listen again to check their answers track at selected intervals to allow
thinking time..
k. Pupils check their answer as a class
FA: Think- Pair- Share
VII. POST-LESSON l. Pupils discuss with their talk partner(s) at least one new word or
expression that they have learned in relation to the lesson topic. FA: Lollipop
m. Pupils share words/expressions as a whole class.
REFLECTION: Number: ___/___ pupils were able to