Daily lesson plan for teaching English

DAILY LESSON PLAN CEFR
WEEK DAY DATE CLASS TIME SUBJECT

9.10-10.10
English
6 Thursday 28.4.2022 5 Efektif
60 minutes Language Year
5
FOCUS THEME
Writing World of Knowledge

TOPIC UNIT 1 - Towns and cities ( consolidation 2 )
MAIN SKILL COMPLEMENTARY SKILL
4.3 Communicate with

CONTENT STANDARD appropriate language form and 2.2 Use appropriate communication
style for a range of purposes in strategies
print and digital media
LEARNING STANDARDS 4.3.2 Spell a range of high 2.2.1 Keep interaction going in short
frequency words accurately in exchanges by asking suitable
independent writing questions
By the end of the lesson, pupils able to write about present tense , continuous tense and comparative adjectives of places in
LEARNING OBJECTIVES
towns or cities.
By the end of the lesson, pupils able to write about present tense , continuous tense and comparative adjectives of places in
SUCCESS CRITERIA
towns or cities at least in 5 words independently.
21ST CENTURY SKILLS Communication Information Social
DIFFERENTIATION
STRATEGIES Strategy 1 : Differentiate by the task pupils are given
Pre-lesson
1.Play Memory Chain. Use vocabulary of things in towns and cities. Substitute shopping sentence with: I went to a
town / city and saw a cinema.
Lesson delivery
2. Pupils do Activity 2. Say that in two sentences ‘a’ and ‘an’ change. Pupils compare with a partner. Ask: What
word needs ‘an’? (ugly) Is number 6 new or modern? Check answers.
3. Pupils do Activity 5. Model the first sentence. When finished, they compare with a
different partner. Check answers. Choose 6 pupils to write the comparative forms on
board. Ask: Is the spelling correct? Which sentences are hard? Why?
ACTIVITIES 4. Show a paper or digital street map of local area on board. Elicit when pupils use a
map; how a map helps them; what type of map they use. Pupils complete the
dialogue in Activity 6. Check answers.
5. Pupils in pairs practise reading dialogue aloud. For pairs with a boy and girl, change Laura to Leo; for pairs of
boys, change names to Leo and Man. Choose pairs to read the dialogue to whole class.
Post-lesson
6. Pupils work in small groups. Hand out paper and cards with 6 adjectives ending in
-y (pretty, ugly, busy, friendly, noisy, dirty). Pupils take turns to write the comparative
form. The group that finishes first with correct spelling is winner.
There is a stadium in the city .

There are shopping centres in the town .
Is there a library?
VOCABULARY Are there any theatres?
How many theatres are there ?
Comparative adjectives :
quiet / quiter / quitest
there is/are…; Is/Are
LANGUAGE / GRAMMAR
there…? How many…?
FOCUS
Comparative adjectives
VALUE respect PAK21 TOOLS Round table
CCE/CE
CCE Language values
Student’s book p20 Activity 2 ,5 , 6
Teacher’s book p 34
TEACHING AIDS
A paper or digital map
Paper and six adjective cards for each group
PERFORMANCE LEVEL Level 3 - Satisfactory ability
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :
Meeting Sick Leave ( MC )
Course Other :
CRK
HOMEWORK No Page

8.40-9.40
English
6 Friday 29.4.2022 5 Efektif
5
FOCUS THEME
Listening World of Self, Family and Friends

TOPIC Options : Extra Listening and Speaking
4.3 Communicate with appropriate
CONTENT STANDARD 1.2 Understand meaning in a
language form and style for a range of
variety of familiar contexts
purposes in print and digital media
LEARNING STANDARDS 4.3.2 Spell a range of high frequency

1.2.5 Understand a sequence of
words accurately in independent
supported questions
writing
LEARNING OBJECTIVES By the end of the lesson, pupils able to listen and give personal information.
SUCCESS CRITERIA By the end of the lesson, pupils able to listen and give personal information at least in 5 words independently.

DIFFERENTIATION Strategy 4 : Differentiate by the time pupils are given to complete the
STRATEGIES
task
Pre-lesson
1.With book closed , write on the board :
-Name / Age / Birthday / Brothers and sisters
2.Elicit details from a confident pupils and complete the information on the board and elicit that it is personal
information .
3.Ask when we might give our personal information to someone , and elicit that we might do this when we meet
someone for the first time .
Lesson delivery
4.Pupils do p.92 Activity 1 CD3.02. They read the questions and look at words crossed out in the answers. Explain
the answers are wrong. Pupils listen to the dialogue between a man and a girl then write correct answers. Compare
ACTIVITIES with a partner. Check answers.
5. Pupils look at Key Phrases in Activity 2. Explain they’re going to listen to two boys, Luke and Tobias, then tick
the questions Luke asks Tobias. Play CD3.03. Pupils compare answers with a different partner.
6.Pupils do Activity 3. They listen to the conversation again and write words about Tobias in the second column in
the table. Play CD 3.03. Check answers.
7. Ask pupils about the conversation . Elicit few ideas, then play the audio again for pupils to listen and check their
ideas. Check answers with the class .
Post-lesson
8.Pupils in pairs ask and answer questions from Key Phrases about each other. When pupils describe their town or
city (Key Phrase 6) and then their sister or brother (Key Phrase 7), tell them to use quite, really or very before
adjectives.
Interrogative : What, Where , When ,How , Have

VOCABULARY
Adverbs : Quite ,really , very
Present simple tense
LANGUAGE / GRAMMAR
Interrogatives, e.g. When’s your birthday?;
FOCUS
Adverbs: quite,really, very
VALUE respect PAK21 TOOLS I-think Map
CCE/CE
CCE Language
Student’s book p92 Activity 1-3
TEACHING AIDS
Teacher’s book p106
PERFORMANCE LEVEL Level 4 - Good ability
ASSESSMENT Presentation Teacher uses presentation as the assessment based on the topic learnt today .
Attendance :
REFLECTION
Lesson is postponed due to :
Course Other :
CRK
HOMEWORK No Page

8.10-9.10
English
7 Monday 9.5.2022 % Efektif
5
FOCUS THEME
Speaking World of Knowledge

TOPIC Options : Extra Listening and Speaking
CONTENT STANDARD 2.2 Use appropriate 1.1 Recognise and reproduce target
communication strategies language sounds
LEARNING STANDARDS 2.2.1 Keep interaction going in 1.1.1 Recognise and reproduce with
short exchanges by asking little or no support a range of target
suitable questions language phonemes
LEARNING OBJECTIVES By the end of the lesson, pupils able to talk and give personal information.
SUCCESS CRITERIA By the end of the lesson, pupils able to talk and give personal information at least in 5 words independently.

DIFFERENTIATION Strategy 5 : Differentiate by supporting individual learning preferences
STRATEGIES
and needs
Pre-lesson
1. Write on board: Asking for and giving personal information. Hold up each flashcard with What’s…? How….?
Where…? When’s…? Have you…? and elicit examples of personal questions from previous lesson. Pupils look at
p.92 Key Phrases. How many questions did they remember?
Lesson delivery
2. Pupils do Activity 4 CD3.04. Follow instructions for Exercise 4 on p.106 of the Teacher’s Book. Make sure pupils
listen carefully to the five questions. Ask which question in the dialogue is different from the question in Key
Phrases.
3. After reading the dialogue, pupils find in the text ; four question words (What’s…?, How old…?, Where…?, Have
ACTIVITIES you…?); five adjectives (new, Chinese, English, big, noisy): two adverbs (very, really) Ask: Which question word in
the Key Phrases is not in the dialogue? (When’s?)
4. Pupils do Activity 5, Use it! Read instructions for activity aloud. Pupils read the information about A. Eriko (a girl)
and B. Liam (a boy) and use it to understand their partner’s questions. Pupils work with a different partner and decide
who is A and who is B. They prepare a new dialogue using dialogue in Activity 4 as a model. Say, Erika starts the
dialogue and asks the questions. In line 2, Liam changes ‘girl’ to ‘boy’.
5. Pupils change roles and repeat dialogue.
Post-lesson
6. Pupils repeat dialogue using their own names and personal information.

VOCABULARY
LANGUAGE / GRAMMAR
FOCUS
CCE/CE
CCE Language Creativity and Inovation
Student’s book p92 Activity 4 - 5
TEACHING AIDS Teacher’s book p106
flashcards with What’s…? How…? Where…? When’s…? Have you…?
Attendance :
REFLECTION
Course Other :
CRK
HOMEWORK No Page

11.40-12.40
English
7 Tuesday 10.5.2022 5 Efektif
5
FOCUS THEME
Reading World of Knowledge

TOPIC UNIT 1 - Towns and cities
3.2 Understand a variety of

4.2 Communicate basic information
CONTENT STANDARD linear and non-linear print and
intelligibly for a range of purposes in
digital texts by using
print and digital media
appropriate reading strategies
LEARNING STANDARDS 3.2.4 Use with support familiar

4.2.4 Describe people , places and
print and digital sources to
objects using suitable statements
check meaning
By the end of the lesson, pupils able to:
LEARNING OBJECTIVES
- read a description of a town or city.
By the end of the lesson, pupils able to:
SUCCESS CRITERIA
- read a description of a town or city at least in 5 words independently and 5 sentences with little guidance if needed .
STRATEGIES
task
Pre-lesson
1.Follow instructions for Warm-up in Teacher’s Book p.120. Tell pupils that London, Edinburgh, Cardiff and Belfast are the
capital cities of the four countries in the UK. Ask: What is the capital city of Malaysia?
Lesson delivery
2. Pupils do Activity 1. After reading, ask: Which city isn’t a capital? (Liverpool)
3. Pre-teach ‘football fan’ and find out who are fans of a football team. Draw a compass on board with north, south, east, west
ACTIVITIES on it. Elicit where north west, south west, north east and south east are on the compass. Pupils look at map. Ask: Where is
London on the map? (S.E England) Where is Cardiff? (South of Wales) etc.
4. Pupils do Activity 2, CD3.27. Pupils write answers and compare with a partner. Check answers.
5. In pairs, pupils write down three things Toby likes about Liverpool from the text. (it’s really friendly; a lot of interesting
things to see and do here; Anfield stadium is a fantastic place, people in Liverpool are friendlier)
Post-lesson
6.Pupils look at map of Malaysia. In small groups they describe where four main cities are e.g. Pekan is in the east of
Malaysia. Georgetown is in the north west.
VOCABULARY friendly, interesting, favourite, old, fantastic, different, exciting
LANGUAGE / GRAMMAR
Adjectives: friendly, interesting, favourite, old, fantastic, different, exciting
FOCUS
VALUE respect PAK21 TOOLS Timed pair share
CCE/CE
CCE Patriotism
TEACHING AIDS
A compass
A map of Malaysia
ASSESSMENT Describing Teacher uses pictures as the assessment based on the topic learnt today .
pictures
Attendance :
Course Other :
CRK
HOMEWORK No Page

9.10-10.10
English
7 Thursday 12.5.2022 5 Efektif
5
FOCUS THEME
Writing World of Knowledge

4.2 Communicate basic

CONTENT STANDARD information intelligibly for a 2.1 Communicate simple information
range of purposes in print and intelligibly
digital media
4.2.5 Connect sentences into

LEARNING STANDARDS one or two coherent paragraphs
2.1.5 Describe people , places and
using basic coordinating
objects using suitable statements
conjunctions and reference
pronouns
LEARNING OBJECTIVES By the end of the lesson, pupils able to write a description of a town or city that he / she like.
By the end of the lesson, pupils able to write a description of a town or city that he / she like at least in 5 words in a sentence
SUCCESS CRITERIA
with little guidance .
DIFFERENTIATION
STRATEGIES Strategy 2 : Differentiate by the type and amount of supprt provided
Pre-lesson
1.Play Sit Down, Stand Up. Choose 5–6 sentences from text on p.106 to write true/false sentences.
Lesson delivery
2. Pupils do Activity 3, Your Culture. Put map of Malaysia on board or show digital map. Follow instructions for Exercise 3
in Teacher’s Book, p.120. If there’s not a river in place where they live, ask: What’s the name of a river in Malaysia?
3. Pupils do Activity 4, Use it!, In pairs, they choose a city on the map of Malaysia to describe. Write on board Key Phrases
to describe a city from Activity 2. Pupils read them and the first paragraph in text in Activity 1 again. They use the phrases
ACTIVITIES and paragraph to help them write a description.
4. Hand out a list of criteria to each pair. Pupils read their description again. They put a tick in the box if they have the words
and phrases in their description.
A. places B. adjectives C. There’s a/There are D. It’s in the… E. conjunctions (and, but, or) Our favourite place
is…
5. Pupils read descriptions aloud and find out if any other pairs chose the same Malaysian city to describe.
Post-lesson
6.To review topic vocabulary, play : Correct the Mistake.
VOCABULARY friendly,interesting, favourite, old, fantastic, different, exciting

LANGUAGE / GRAMMAR
Adjectives: friendly, interesting, favourite, old, fantastic, different, exciting
FOCUS
CCE/CE VALUE respect PAK21 TOOLS Round table
CCE Patriotism Creativity and Inovation
TEACHING AIDS
A map of Malaysia
A list of criteria with tick boxes
ASSESSMENT
exercise
Attendance :
Course Other :
CRK
HOMEWORK No Page

8.40-9.40 English
7 Friday 13.5.2022 5 Efektif
5
FOCUS THEME
Language Arts World of Stories

TOPIC Starter Unit : Free time ( Serenade )
CONTENT STANDARD 5.3 Express an imaginative 2.1 Communicate simple information
response to literary texts intelligibly
5.3.1 Respond imaginatively

and intelligibly through
LEARNING STANDARDS
creating simple role-plays and 2.1.5 Describe people , places and
simple poems or other objects using suitable statements
imaginative responses as
appropriate
By the end of the lesson, pupils able to plan , prepare and produce creative work with a focus on language use
LEARNING OBJECTIVES
in texts in the poem.
By the end of the lesson, pupils able to plan , prepare and produce creative work with a focus on language use
SUCCESS CRITERIA
in texts in the poem independently or with a little guidance.
DIFFERENTIATION Strategy 5 : Differentiate by supporting individual learning preferences
STRATEGIES and needs
ACTIVITIES Pre-lesson
1. Review the poem by reading through it and look for the instruments that are
being mentioned in the poem.
Lesson delivery
2. Teacher asks pupils to choose a musical instrument to be made from the materials that they bring.
3. Pupils can work in groups or pairs depending on the materials that they have to make their own
musical instrument.
4. Upon completion, pupils will plan on how to describe their product (in terms of colour, materials and
suggested price if they want to sell it) (e.g It is _______, It has _________, We use _________, The
price is ________).
5. Do a gallery walk where pupils display and describe their created musical instruments. Then, a pupil
from the pair/group will describe their created musical instrument while the rest of the members will go
around and give feedback on others’ musical instruments.
Post-lesson
6.They will choose the Top 5 creative musical instrument by a simple voting ballot..
VOCABULARY Vocabulary (musical instruments – violin , drum , guitar , flute , piano , )
LANGUAGE / GRAMMAR
Describing objects ( Simple sentences )
FOCUS
VALUE caring PAK21 TOOLS Gallery tour
CCE/CE
CCE Language Creativity and imagination
TEACHING AIDS Anthology of Poems page 17
Contemporary Children’s Literature Teaching Guidebook (BPK) – Poetry – Activity 7 page 63
Attendance :
Course Other :
CRK
HOMEWORK No Page

8.10-9.10
English
7 Monday 16.5.2022 5 Efektif
5
FOCUS THEME
Language Awareness 2 World of Self, Family and Friends

CONTENT STANDARD 2.2 Use appropriate 1.2 Understand meaning in a variety of

communication strategies familiar contexts
LEARNING STANDARDS 2.2.1 Keep interaction going in

1.2.5 Understand a sequence of
short exchanges by asking
supported questions
suitable questions
LEARNING OBJECTIVES By the end of the lesson, pupils able to ask and answer questions about presents simple tense and interrogatives.
By the end of the lesson, pupils able to ask and answer questions about presents simple tense and interrogatives at least in 5
SUCCESS CRITERIA
sentences with little guidance .
STRATEGIES
task
Pre-lesson
1. Review language f om Starter Unit with an activity . ( Memory Chain )
Lesson delivery
2.Pupils do p.20, Activity 3. They compare phrases with a partner. Check answers.
3. Pupils in pairs do Activity 4. Explain they use the sentence starters to write questions about Max’s city in Activity 3 then
ACTIVITIES write the answers. Pairs ask and answer the questions orally.
4. Pupils do p.21, Activity 5. In groups of four, they play bingo.
Post-lesson
5. Pupils think about their learning and performance in this unit. They complete a self-assessment worksheet.
6. Collect worksheets from pupils and review them to note pupils’ responses. If there are any areas of concern, prepare a
review of these in future lessons.
VOCABULARY
LANGUAGE / GRAMMAR
FOCUS
CCE/CE
CCE Language
Student’s Book Activities 3 – 4 p.20
Student’s Book Activity 5 p. 21
Teacher’s Book p.34 - 35
Self –assessment worksheet ( as below )
How did I do in unit 1?

Put ✔ next to Great, OK, or A little.
TEACHING AIDS …talk about places in towns and cities Great ____ OK ____ A little____
…use adjectives, prepositions and adverbs to describe places Great ____ OK ____ A little____
…ask and answer questions about places in towns and cities Great ____ OK ____ A little____
…plan and write a description of a place Great ____ OK ____ A little____
 I’m proud of myself because I can ____________________________________ very well.

 In the next unit, I will ____________________________________ better / more.

ASSESSMENT
exercise
Attendance :
REFLECTION
Course Other :
CRK
HOMEWORK No Page

Daily lesson plan for teaching English

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Daily lesson plan for teaching English

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN CEFR

WEEK DAY DATE CLASS TIME SUBJECT

Writing World of Knowledge

4.3 Communicate with

There is a stadium in the city .

WEEK DAY DATE CLASS TIME SUBJECT

Listening World of Self, Family and Friends

LEARNING STANDARDS 4.3.2 Spell a range of high frequency

21ST CENTURY SKILLS Communication Information Social

Interrogative : What, Where , When ,How , Have

WEEK DAY DATE CLASS TIME SUBJECT

Speaking World of Knowledge

21ST CENTURY SKILLS Communication Information Social

Interrogative : What, Where , When ,How , Have

WEEK DAY DATE CLASS TIME SUBJECT

Reading World of Knowledge

3.2 Understand a variety of

LEARNING STANDARDS 3.2.4 Use with support familiar

WEEK DAY DATE CLASS TIME SUBJECT

Writing World of Knowledge

4.2 Communicate basic

4.2.5 Connect sentences into

VOCABULARY friendly,interesting, favourite, old, fantastic, different, exciting

WEEK DAY DATE CLASS TIME SUBJECT

Language Arts World of Stories

5.3.1 Respond imaginatively

WEEK DAY DATE CLASS TIME SUBJECT

Language Awareness 2 World of Self, Family and Friends

CONTENT STANDARD 2.2 Use appropriate 1.2 Understand meaning in a variety of

LEARNING STANDARDS 2.2.1 Keep interaction going in

How did I do in unit 1?

 I’m proud of myself because I can ____________________________________ very well.

PERFORMANCE LEVEL Level 3 - Satisfactory ability

You might also like