LESSON PLAN

16.05.2022
MONDAY
 LESSON PLAN FORM 5
DAY Monday DATE 16.05.2022 WEEK 9 LESSON 6
SUBJECT English CLASS 5 Al-Ghazali TIME 9.00-10.00 1 hour
UNIT 1
ENGLISH People and Using Formal
FOCUS S UNIT THEME TOPIC
DOWNLOA Culture Register
D
Formal language; words/phrases related to: leisure time, likes/dislikes feelings (e.g. fear,
LANGUAGE & GRAMMAR FOCUS excitement), celebrations
Main Skill: S Main Skill: S
U 2.2.1 Use formal and infor
registers appropriately in m
Complementary Skill: S familiar and some unfam
CONTENT LEARNING
STANDARD C STANDARD contexts
Complimentary Skill: S
2.1.5 Explain and justify own feeli
or those of others
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
Uu by working in pairs to take turns to ask each other 2 1. Pupils can take turns to ask each ot
questions about likes/dislikes and special occasions 2 questions about likes/dislikes and
LEARNING SUCCESS special occasions
OBJECTIVES E by justifying with at least 1 reason their feelings during CRITERIA 2. Pupils can justify with at least 1 rea
past speaking tests. their feelings during past speaking
tests.

TEACHING AND LEARNING STRATEGIES

1. Pupils brainstorm as a class words/phrases related to: leisure time, likes/dislikes feelings (e.g. fear,
PRE-LESSON excitement), celebrations
2. A list is written on the board so pupils can refer to it later.
3. Pupils work in pairs and discuss the following question: What is the appropriate register to use when speak
to an examiner in a speaking test? Why? (For example, respectful, quite formal – but not too formal, articul
fluent, coherent, no slang/colloquial language, etc.)
4. Pupils remain with their partners; Pupil A and Pupil B. Pupil A takes on the role of the examiner to ask 2
questions from the likes/dislikes or special occasions (refer to Cambridge English Part 1 Sample Paper 1). (M
Skill)
LESSON 5. Pupil B answers the questions. The pairs then swap roles.
DEVELOPMENT 6. Pupil B asks 2 questions from the remaining questions and Pupil A answers.
7. Pupils explain in pairs or small groups the feelings they experienced in previous speaking tests.
8. A few pupils are chosen to share with the rest of the class their feelings about past speaking tests and justif
these feelings. (Complementary Skill)
Differentiated Actvities:
Less proficient pupils: Provide feedback to the pairs that need support then ask them to repeat their role play.
More proficient pupils: Give new rounds of questions
9. Pupils review their learning in this lesson by completing an exit card about the speaking activities: ‘what the
POST-LESSON were able to do well in the activities?’ and ‘what they found particularly challenging about the activities?’
10. A few pupils share their cards with the class.
DIFFERENTIATION Strategy 8: Differentiate by the feedback
CROSS CURRICULAR ELEMENTS Values
STRATEGIES given
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Oral
RESOURCES E, W, Choose an item. Choose an item. 21ST CENTURY TEACHING & Problem Solving
 LEARNING
PBD Speaking LEARNING DOMAIN Evaluate
A fruitful lesson.The objectives are achieved

REFLECTION ATTENDANCE 20

NOTE

DAILY LESSON PLAN

ENGLISH FORM 1
WEEK 9 TIME 11.30-12.30
DAY MONDAY CLASS 1 Al-Ghazali
DATE 16.05.2022 LESSON 11
MAIN FOCUSED SKILL L COM. FOCUSED SKILL L
TOPIC Skills and Abilities
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Skills and Abilities / I can ... / I can’t … / I’m good at … / I’m not good at …
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of
familiar topics
COM. CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.1.2 Understand with little or no support specific information and details in simple longer
texts on a range of familiar topics
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Understand with little or no support the main ideas in simple longer texts on a
range of familiar topics
2. Understand with little or no support specific information and details in simple
longer texts on a range of familiar topics
ACTIVITIES PRE-LESSON 1. Teacher writes musical instrument on the board. Teacher
elicits examples of musical instruments from the class and
makes a list on the board, e.g. piano, guitar, violin, drums,
and keyboards.
LESSON DELIVERY Activity 1(SB page 13)
1. Teacher explains the task. Teacher plays the CD. Students
listen and repeat the words for the different skills chorally
and individually.Teacher makes sure they pronounce the
words correctly, especially joke and motorbike.
Activity 2 ( SB page 13)
1. Students read the information about the talent show
contestants carefully first.
2. Teacher plays the CD. Students copy and complete the
introductions in their notebook using the words from the
word pool in exercise 1.
3. They compare answers in pairs. Teacher plays the CD
again. Students listen and check their answers.
Activity 3 (SB page 13)
1. Teacher explains the task. Students work individually and
write a list of things they can /can’t do and things they are
good at/ not very good at. Teacher encourages them to
look at the word pool in exercise 1 for ideas.
 2. They work in pairs and compare their skills and abilities.
3. Teacher listens to their ideas as a class.
POST LESSON Making Decisions (see SOW page 134)
TEACHING AIDS Textbook, Audio CD, Whiteboard, Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Choose an item.
CCE/CE 21st Century Literacy Communicative
High Order Thinking Skills Application
Teaching and Learning Strategy Mastery Learning
Element Across the Curriculum (EMK) EMK - L
Moral Values – Love
ASSESSMENT Quiz
SUCCESS CRITERIA
REFLECTION Attendance:22/25
22pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
LESSON PLAN
17.05.2022
TUESDAY
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK 9 TIME 11.00-12.00
DAY TUESDAY CLASS 1 As-Syafie
DATE 17.05.2022 LESSON 11
MAIN FOCUSED SKILL L COM. FOCUSED SKILL L
TOPIC Skills and Abilities
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Skills and Abilities / I can ... / I can’t … / I’m good at … / I’m not good at …
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of
familiar topics
COM. CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.1.2 Understand with little or no support specific information and details in simple longer
texts on a range of familiar topics
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
3. Understand with little or no support the main ideas in simple longer texts on a
range of familiar topics
4. Understand with little or no support specific information and details in simple
longer texts on a range of familiar topics
ACTIVITIES PRE-LESSON 2. Teacher writes musical instrument on the board. Teacher
elicits examples of musical instruments from the class and
makes a list on the board, e.g. piano, guitar, violin, drums,
and keyboards.
LESSON DELIVERY Activity 1(SB page 13)
2. Teacher explains the task. Teacher plays the CD. Students
listen and repeat the words for the different skills chorally
and individually.Teacher makes sure they pronounce the
words correctly, especially joke and motorbike.
Activity 2 ( SB page 13)
4. Students read the information about the talent show
contestants carefully first.
5. Teacher plays the CD. Students copy and complete the
introductions in their notebook using the words from the
word pool in exercise 1.
6. They compare answers in pairs. Teacher plays the CD
again. Students listen and check their answers.
Activity 3 (SB page 13)
4. Teacher explains the task. Students work individually and
write a list of things they can /can’t do and things they are
good at/ not very good at. Teacher encourages them to
look at the word pool in exercise 1 for ideas.
5. They work in pairs and compare their skills and abilities.
6. Teacher listens to their ideas as a class.
POST LESSON Making Decisions (see SOW page 134)
TEACHING AIDS Textbook, Audio CD, Whiteboard, Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Choose an item.
CCE/CE 21st Century Literacy Communicative
High Order Thinking Skills Application
Teaching and Learning Strategy Mastery Learning
Element Across the Curriculum (EMK) EMK - L
Moral Values – Love
ASSESSMENT Quiz
SUCCESS CRITERIA
REFLECTION Attendance:21/30
21 pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
 DAILY LESSON PLAN
ENGLISH FORM 3
WEEK 9 TIME 2.00-3.00
DAY TUESDAY CLASS 3 Al-Ghazali
DATE 17.05.2022 LESSON 7
MAIN FOCUSED SKILL S COM. FOCUSED SKILL S
TOPIC Family Ties
THEME P
LANGUANGE/GRAMMAR FOCUS Language of description, including prepositions of position and adjectives; language for
formal register
MAIN CONTENT STANDARD 2.2 Use register appropriately
MAIN LEARNING STANDARD 2.2.1 Use formal and informal registers appropriately in some familiar contexts
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Explain own point of view
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Use formal and informal registers appropriately in some familiar contexts
2. Explain own point of view
ACTIVITIES PRE-LESSON Students receive read and green cards (red to show False, green to
show true). The lesson started verbally or with a series of
statements on the white board and each student has to tell
whether they think each statement is True of False using their
cards.
LESSON DELIVERY Activity B(page 11)
1. Students asked to read the instructions and make sure
they understand what they have to do. Students asked to
do the task on their own and then to check their answers
with a partner.
Activity D(page 11)
1. Students was told to read the information in the Exam
Close-up box. They asked why they should look at the
photos for a moment before speaking.
2. Students was told how the kind of details they give in their
answers will allow them to expand their answers.
Students reminded that they would describe the people
and activities that they see in photographs as fully as
possible. They can use adjectives to describe people and
things. Students should also use prepositions to say where
things are in the photograph.
Idea Focus (page 11)
1. Students read the questions quickly and deal with any
queries they may have. Students asked to work in pairs
and to take it in turns to answer the questions.
2. Each student asked to answer one-question until each pair
has had a turn.
POST LESSON Students asked to review their learning by getting students to
write down what was the most important thing they learned in the
lesson.
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Choose an item.
CCE/CE 21st Century Literacy Communicative
High Order Thinking Skills Application
 Teaching and Learning Strategy Mastery Learning
Element Across the Curriculum (EMK) EMK - V
Moral Values – Mutual Respect
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA
REFLECTION Attendance:22/27
22 students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
LESSON PLAN
18.05.2022
WEDNESDAY
 LESSON PLAN FORM 5
DAT 18.05.202 LESSO
DAY Wednesday WEEK 9 7
E 2 N
SUBJEC CLA 5 Al-
T
English
SS Ghazali
TIME 9.00-10.00 1 hour
UNIT 1
UNI ENGLISH THEM People and
FOCUS W TOPIC It's Personal
T DOWNL E Culture
OAD
LANGUAGE & GRAMMAR
Words/phrases related to leisure time; adverbs describing routine
FOCUS
Main Skill: W Main Skill: W
C 4.1.6 4.2.3 Produce a
plan or draft and
Complementary Skill: R modify this
Ua appropriately
CONTEN LEARNIN independently
T G
Complimentary Skill: R
STANDA STANDA
RD RD 3.1.6 Recognise with little or
no support typical
features at word,
sentences and text
levels of a wide range of
genres
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
LEARNIN P by writing a rough draft of about 80 words. 3. Pupils can write a rough draft
of about 80 words.
G R by identifying at least 2 typical features of SUCCESS
4. Pupils can identify at least 2
OBJECTI informal emails CRITERIA
typical features of informal
VES
emails

TEACHING AND LEARNING STRATEGIES

11. Pupils review their learning in the unit so far by explaining which famous person they
most admire.
PRE-LESSON
12. Pupils explain why they admire this person in groups and a few are chosen to share
their responses with the class.
LESSON 13. Pupils turn to English Download page 14 and read the information on email.
DEVELOPMENT 14. Pupils read the instructions in Activity 1 and the writing task.
15. Pupils discuss briefly if they think the email is formal or informal and justify their
answers by identifying at least 2 typical features of informal emails (e.g. no address at
the beginning, informal greeting (‘Hi’) or no greeting, informal language like ‘can you’,
use of contractions, exclamation marks) (Complementary Skill)
16. Pupils work individually to answer 7 questions about the email.
17. Pupils discuss answers as a class.
18. Pupils go on to Activity 2 and read the instructions and the task while identifying any
useful vocabulary and later discuss as a class why the second email is informal.
19. Pupils tick 2 writing skills they will need to reply to the email.
20. Pupils make a rough draft to reply to the email in Activity 2 in about 80 words. (Main
Skill)
21. Pupils move on to Activity 3 and read the instructions and the email.
22. Pupils identify which of the 2out of 4 phrases are the most suitable for ending the email.
 23. Pupils discuss answers as a class.
24. Pupils proceed to Activity 4 and read paragraphs 2 and 3 of the email in Activity 3 again.
25. Pupils identify 4 phrases used to introduce a newtopic in paragraphs 2 and 3.
26. Pupils compare answers as a class.
27. Pupils return to their rough draft in Activity 2 and make any necessary modifications.
Differentiated Actvities:
Less proficient pupils: Talk through the seven points, eliciting answers and asking pupils to
give explanations for their answers. Do the same for Activity 2.
More proficient pupils: Write a more detailed rough draft of what teenagers do in Malaysia in
their free time (Activity 2) using up to 250 words.
28. Pupils work in groups and discuss the easiest and most challenging part of creating a
POST-LESSON plan.
29. A few pairs share their discussion with the class.
Strategy 6:Differentiate by
supporting individual learning
DIFFERENTIATI
preferences and needs CROSS CURRICULAR
ON Values
ELEMENTS
STRATEGIES
Strategy 4: Differentiate by the
outcome expected from pupils
M/
Verbal-Linguistic ASSESSMENT Written Exercise
INTELLIGENCES
E, W, Choose an item. Choose an 21ST CENTURY TEACHING
RESOURCES Problem Solving
item. & LEARNING

PBD Writing LEARNING DOMAIN Create

ATTENDANC 20/
REFLECTION A fruitful lesson.The objectives are achieved.
E 20

NOTE

DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 9 TIME 12.00-1.00
DAY WEDNESDAY CLASS 3 Al-Ghazali
DATE 18.05.2022 LESSON 8
MAIN FOCUSED SKILL W COM. FOCUSED SKILL R
TOPIC Family Ties
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Abbreviations
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.1 Punctuate written work with moderate accuracy
COM. CONTENT STANDARD 1.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
COM. LEARNING STANDARD 3.1.2 Understand specific details and information in longer texts on an increased range of
 familiar topics
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Punctuate written work with moderate accuracy
2. Understand specific details and information in longer texts on an increased range of
familiar topics
ACTIVITIES PRE-LESSON Students explained what is meant by ‘abbreviation’ and provided
one or two examples that written on the board. Students asked to
identify abbreviations that they already know. Students allows to
discuss their ideas with their talk partner before collecting ideas as
a class. The student’s ideas wrote on the board and the compare
them with the abbreviations in ‘Learning Focus’.
LESSON DELIVERY Activity A(page 14)
1. Student asked to quickly read the Learning Focus on using
abbreviations. Students read through the information
together and students asked for examples of other
abbreviations.
2. Students asked to look at the instructions for task A and
make sure that they understand it. Students asked to read
each sentence carefully and to pay attention to the overall
meaning of the sentence to see how they can rewrite the
sentences.
Activity B(page 14)
1. Students asked to read the instructions and the writing
tasks in italics and make sure they understand what they
have to do. Students asked to do the task individually, but
check answers as a class.
Activity C (page 14)
1. Students asked to read the email quickly to answer the
questions. Students asked to read the instructions and
make sure they understand what they have to do.
Activity D(page 14)
1. Students asked to read 1-8 and answer any questions they
might have . Students do the first one together as a class.
POST LESSON Students asked to review their learning by describing what they
have learnt in the lesson and how they learnt it
TEACHING AIDS Textbook, Whiteboard, Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Choose an item.
CCE/CE 21st Century Literacy Thinker
High Order Thinking Skills Creation
Teaching and Learning Strategy Mastery Learning
Element Across the Curriculum (EMK) EMK - V
Moral Values – Kindheartedness
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA
REFLECTION Attendance:22/27
22 students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
 DAILY LESSON PLAN
ENGLISH FORM 1
WEEK 9 TIME 2.30pm-3.30pm
DAY WEDNESDAY CLASS 1 As-Syafie
DATE 18.05.2022 LESSON 12
MAIN FOCUSED SKILL R COM. FOCUSED SKILL R
TOPIC Tourist Attractions
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Vocabulary related to amusement and theme parks
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
MAIN LEARNING STANDARD 3.1.1 Understand the main points in simple longer texts
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
COM. LEARNING STANDARD 3.1.2 Understand specific details information in simple longer texts
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Understand the main points in simple longer texts
2. Understand specific details information in simple longer texts
ACTIVITIES PRE-LESSON Books closed. Teacher writes the word Disneyland on the board.
Teacher asks students what it is and where it is in Europe. Teacher
elicits that it is an amusement park and that is in France, just
outside Paris. Teacher asks students to read the Fact box about
amusement parks in the UK.
LESSON DELIVERY Activity 1 (SB page 14)
1. Students look at the pictures. They work in pairs and say
which attractions look the most fun and why.
2. Teacher listens to their ideas as a class.
Activity 2 ( SB page 14)
1. Teacher checks students understand the task. Teacher
plays the CD. Students follow the text in their books.
2. Students compare the answer in pairs. Teacher checks the
answer as a class.
POST LESSON Famous Places(see SOW page 135)
TEACHING AIDS Textbook, Whiteboard, Marker Pen, Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Choose an item.
CCE/CE 21st Century Literacy Thinker
High Order Thinking Skills Analysis
Teaching and Learning Strategy Mastery Learning
Element Across the Curriculum (EMK) EMK - L
Moral Values – Mutual Respect
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA
REFLECTION Attendance:27/28
27 pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
LESSON PLAN
19.05.2022
THURSDAY
 NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
9.00-10.00
Choose an
English Language 9 M 4 As-Syafie 11 60 item.
Minutes
THEME: Science & Technology TOPIC: Unit 1 – Let’s Chat

FOCUS SKILL: R LANGUAGE/ Words/phrases related to free-time

L/S/R/W/LA/LiA GRAMMAR FOCUS: activities; phrases expressing likes and
dislikes; phrases expressing opinion
Main Skill:
R
CONTENT 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
STANDARD: construct meaning
Complementary Skill:
S
2.3 Use appropriate communication strategies
Main Skill:
R
LEARNING 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by
STANDARD: context on a wide range of familiar topics
Complementary Skill:
S
2.3.1 Confirm understanding in discourse-level exchanges by repeating back what a speaker
has said
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
LEARNING wide range of familiar topics by guessing the meaning of 5 words in the text and matching them
OBJECTIVES: to 7 meanings in the box in Section C.
2. Confirm understanding in discourse-level exchanges by repeating back what a speaker has said
by working in groups of 4 to answer 2 questions and then share the discussion with the class.
Pupils can:
SUCCESS CRITERIA 1) match 5 words in the text to 7 meanings
2) work in groups of 4 to answer 2 questions

CROSS CURRICULAR 8.Information and DIFFERENTIATION Strategy 7: Differentiate by the types of

ELEMENTS: Communications Technology STRATEGIES: question asked
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils’ prior knowledge is activated with a few questions about the different activities a mobile phone can be used for.
2. Pupils turn to Full Blast Page 14 and discuss 2 questions in Section A with a partner and later share their discussions with the class.
LESSON DEVELOPMENT: (40 minutes)
1. Pupils proceed to Section B and look at the title of the text as well as the picture accompanying it.
2. Pupils predict out what the text is about (mobile phones) and look at the layout of the text and guess where it may be found.
3. Pupils look at the mobile phone held by the man and predict the model of the phone and then compare to the pictures of the
Smartphone on the same page. Pupils are asked to compare a few differences between mobile phone and the latest smartphone.
4. Pupils read through the text and write any unknown words in their vocabulary book at the same time.
5. Pupils read through the 4 summary sentences and choose the sentence that best summarises the text.
6. Pupils check the answers as a class and provide justifications for their answers.
7. Pupils move on to Section C and look at 5 highlighted words in the text and try to guess their meanings. They then match them with
7 meanings in the box. Pupils check their answers with a partner before discussing as a class (Main Skill).
8. Pupils proceed to Section E and work in groups of 4 to answer 2 questions. All groups share their discussion with the class.
(Complementary Skill)
POST-LESSON: (10 minutes)
1. In pairs, pupils discuss at least one new word/phrase that they have learnt today. (Self/Peer Assessment)
2. Teacher collect responses from pupils. (Lollipop sticks)
3. Teacher sums up today’s lesson.
HOTS: Application ☐ Evaluation ☐ TEACHING & LEARNING Cooperative Learning
Analysis ☐ Creation √ STRATEGIES:
TEACHING F LEARNING ASSESSMENT: W
MATERIALS: ED
TEACHER’S REFLECTION:
The objectives are achieved.A fruitful lesson.
 DAILY LESSON PLAN
ENGLISH FORM 1
WEEK 9 TIME 2.30pm-3.30pm
DAY WEDNESDAY CLASS 1 As-Syafie
DATE 19.05.2022 LESSON 12
MAIN FOCUSED SKILL R COM. FOCUSED SKILL R
TOPIC Tourist Attractions
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Vocabulary related to amusement and theme parks
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
MAIN LEARNING STANDARD 3.1.1 Understand the main points in simple longer texts
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
COM. LEARNING STANDARD 3.1.2 Understand specific details information in simple longer texts
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
3. Understand the main points in simple longer texts
4. Understand specific details information in simple longer texts
ACTIVITIES PRE-LESSON Books closed. Teacher writes the word Disneyland on the board.
Teacher asks students what it is and where it is in Europe. Teacher
elicits that it is an amusement park and that is in France, just
outside Paris. Teacher asks students to read the Fact box about
amusement parks in the UK.
LESSON DELIVERY Activity 1 (SB page 14)
3. Students look at the pictures. They work in pairs and say
which attractions look the most fun and why.
4. Teacher listens to their ideas as a class.
Activity 2 ( SB page 14)
3. Teacher checks students understand the task. Teacher
plays the CD. Students follow the text in their books.
4. Students compare the answer in pairs. Teacher checks the
answer as a class.
POST LESSON Famous Places(see SOW page 135)
TEACHING AIDS Textbook, Whiteboard, Marker Pen, Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Choose an item.
CCE/CE 21st Century Literacy Thinker
High Order Thinking Skills Analysis
Teaching and Learning Strategy Mastery Learning
Element Across the Curriculum (EMK) EMK - L
Moral Values – Mutual Respect
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA
REFLECTION Attendance:22/25
22 pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
LESSON PLAN
20.05.2022
FRIDAY
 NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION

Choo 9.00-10.00
Choose an
English Language se an M 4 As-Syafie 60 item.
item. Minutes
THEME: Science & Technology TOPIC: Unit 1 – Let’s Chat
FOCUS SKILL: L LANGUAGE/ Past simple, used to, be used to; use of
L/S/R/W/LA/LiA GRAMMAR FOCUS: suffixes
Main Skill:
N
This is a grammar focused lesson so listening, speaking, reading and writing skills are not
CONTENT explicitly covered.
STANDARD: Complementary Skill:
N
This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
Main Skill:
N
LEARNING This is a grammar focused lesson so listening, speaking, reading and writing skills are not
STANDARD: explicitly covered.
Complementary Skill:
N
This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES: 3. Understand the usage of “used to” and “be used to” by answering 8 MCQ questions on Full
Blast page 15
Pupils can:
SUCCESS CRITERIA 1) answer 8 MCQ questions

CROSS CURRICULAR 1.Language DIFFERENTIATION Strategy 4: Differentiate by the

ELEMENTS: STRATEGIES: outcome expected from pupils
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
3. Pupils work in groups of 3 or 4 and discuss about the habits they had in the past but don’t have now and habits that they have now.
4. Pupils’ ideas are collected and examples are written on the board that illustrate the difference between “used to” and “being used to”

LESSON DEVELOPMENT: (40 minutes)

9. Pupils listen to teacher’s explanation about the rules of Past Simple using “used to” structure and “be/get used to” structure.
10. Pupils answer a PowerPoint quiz based on these 2 structures.
11. Pupils work in pairs to come up with 3 sentences for “used to” and another 3 sentences for “be/get used to”.
12. All pairs share their sentences by reading aloud to the class.
13. Pupils work individually to answer 8 MCQ questions on Full Blast page 15.
14. Pupils compare their answers with their partners before discussing as a class.
15. Pupils do corrections for any mistakes.

POST-LESSON: (10 minutes)

4. Pupils write 1 sentence each for “used to” and “be/get used to” and make deliberate mistakes.
5. Pupils swap sentences with their partners and they spot which part of the sentence is wrong.
HOTS: Application √ Evaluation ☐ TEACHING & LEARNING Cooperative Learning
Analysis ☐ Creation ☐ STRATEGIES:
TEACHING F LEARNING ASSESSMENT: Q
MATERIALS: E
TEACHER’S REFLECTION: The objectives are achieved.A fruitful lesson.