DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 6 TIME 10-10.30
DAY FRIDAY CLASS 4 RAZI
DATE 29.04.2022 LESSON 8
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Speaking
TOPIC Teacher to select
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 5.1 Engage with, respond to and interpret a variety of literary text types
MAIN LEARNING STANDARD 5.1.1 Explain in simple language connections between characters, places, or events in texts
and their own lives
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.5 Express opinions or feelings about character or personality
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Explain in simple language connections between characters, places, or events in
texts and their own lives
Express opinions or feelings about character or personality
ACTIVITIES PRE-LESSON
LESSON DELIVERY For this activity you will need large poster paper, marker pens and
long pieces of string or ribbon.
1. Choose a text that pupils have read. Start by asking them to work
in threes and retell the story. Monitor and correct.
2. Elicit back the story.
3. Put pupils into groups of 6 - 8. Give each group a large piece of
poster paper and markers. Give each group a focus: a character / a
place / an event. Each group should have a different focus. Tell
them to create a mind map with us much information as they can
remember about their particular focus.
4. When they have finished tell each group to select a couple of
presenters and ask them to present their poster to the rest of the
class. Go around and let each group present for a minute or so.
5. Give each group 2 - 3 large pieces of ribbon or string – long
enough to stretch across the room. Tell pupils in the group to
decide how their particular focus (a person, place or event)
connects to one of the others in the room. Ask the first group to
select another group and explain how they connect, e.g. We have
looked at the main character. Our character went on a trek to the
mountain and got lost. This group is talking about the places in the
story and they talked about the mountain where our character
went. If they do this successfully they should hold one end of the
string and pass the other end to the other group. Both groups
should
continue to hold this physical symbol of the connection. Choose a
second group and repeat. Continue until you have created a web of
string or ribbon across the room connecting all the different
aspects of the story. It will get more difficult to pass the string as
more and more links are made and there is likely to be a tangled
web by the end. This is fine - the pupils enjoy the challenge of
passing the string and at the end you can point out how events,
people and places all interconnect in life.
Alternative: if this task is difficult, an alternative is to put the
pupils into new groups with one pupil from each of the original
groups. Ask them to find a connection between each of their
 original group ideas.
6. Once you have finished the activity ask the pupils to sit down
again. Tell them to think about the different places, people and
events in the story. Give them an example of how they connect to
you, e.g. I love the sea and in this story there is a beautiful beach.
The main character also loves the sea so we like the same place.
7. Tell the pupils to think about how the story connects to them.
Ask them to work in pairs and tell each other the connections.
POST LESSON
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA Pupils can explain in simple language connections between characters, places, or events in
texts and their own lives
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
WEEK/LESSON NO. 6 LESSON 8 (Reading 3) FORM 5 JABIR
SUBJECT English DATE / DAY 29-04-2022 FRIDAY
UNIT 2 TIME 9.00-10.00
TOPIC Life’s Great Mysteries Duration ONE HOUR
THEME People and Culture
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING Brainstorming LANGUAGE/GRAMMAR The conventions of story writing; words/phrases
TECHNIQUE(S) FOCUS: describing feelings
CONTENT STANDARD(S)
Main: 4.1 Communicate intelligibly through print and digital Complementary: 2.1 Communicate information, ideas, opinions
media on familiar topics and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main: 4.1.4 Express and respond to real or imagined opinions and Complementary: 2.1.5 Explain and justify own feelings or those of
feelings others
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Discuss five senses to be used in the writing description.
 Produce a Plan and write a story for an English language magazine series.
English Download Student’s Book p26-27,
FORMATIVE ASSESSMENT TECHNIQUE(S) Concept mapping MATERIAL(S)
Teacher’s Book p25-26
ACTIVITIES
 Ask pupils to read the instructions and check that they understand what they have to do.
 Elicit that they have to pair a verb and an adverb to complete the sentences. Point out that the pairs describe ways in which
different characters are speaking.
 Ask pupils to read the verbs, adverbs and the sentences and explain anything they don't understand.
 They then check their answers in pairs before
PRE-LESSON  Pupils work individually to complete the task. checking as a class. (Student’s book p26 activity 1)
 Ask pupils to read the instructions and check that they understand what they have to do.
 Ask pupils to read the words in the orange box and the sentences and explain anything they don’t understand.
 Pupils work individually to complete the task.
 They then check their answers in pairs before checking as a class. (Student’s book p26 activity 2)

LESSON 1.
DEVELOPMENT  Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must imagine they
are on a beach.
 Ask them what they can see, hear, smell, taste and feel there. Demonstrate by saying, 'I can hear the squawk of seagulls,
"The hot sand is burning my feet,’ etc.
 Pupils work in pairs to complete the task.
 Ask one pair to demonstrate the task in front of the class. Time permitting, repeat until all pairs have had a turn.
(Student’s book p27 Activity 6)
2.
 Read the task out to pupils and explain anything they don't understand. licit that they must write a story.
 Ask pupils the following question in order to analyse the task:
 What are the three things you must do when you write this story? (begin with the specific sentence; include a message or a
map; include a surprise)
 Go over the Plan with the pupils. Stress the importance of setting the scene. Remind them to use descriptive language for
feelings, ways of speaking and thinking, and the senses to make their characters lifelike.
 Ask pupils to write short notes for each paragraph and go round checking as they write.
 Assign the writing task for homework. (Student’s book p27 Activity 7)

 Ask pupils to complete an an exit card: ‘what went well in your writing?’ and ‘your writing would have been even better if…’
POST-LESSON  Collect the cards and use them for planning subsequent lessons.
DIFFERENTIATI By amount of teacher’s support:
 Low-proficiency pupils
- pupils complete the tasks(s) with teacher’s guidance
ON
High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
 DAILY LESSON PLAN
ENGLISH FORM 2
WEEK 6 TIME 10.30-11.00
DAY FRIDAY CLASS 2KRK
DATE 29.04.2022 LESSON 44
MAIN FOCUSED SKILL Reading, Listening, Writing and COM. FOCUSED SKILL Reading, Listening,
Speaking Writing and Speaking
TOPIC Transport
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Asking for travel information
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
1.1 Understand meaning in a variety of familiar contexts
4.1 Communicate intelligibly through print and digital media on familiar topics
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of
familiar topics
1.1.2 Understand independently specific information and details in simple longer texts on a
range of familiar topics
4.1.2 Make and respond to simple requests and suggestions
2.1.2 Ask for and respond appropriately to simple suggestions
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Work on all four skills
2. Read information about tram journeys
3. Listen to dialogues about travel
4. Write a personalized dialogue
5. Act out their dialogue
ACTIVITIES PRE-LESSON
LESSON DELIVERY Activity 5 (SB page 81)
1. Students read the dialogue first. Teacher plays the CD.
Students listen and follow the text in their books. They
write answers 1-4 in their notebooks. They compare
answers in pairs. Teacher check answers as a class.
Activity 7 (SB page 81)
1. Students work individually. They copy the questions in
bold into their notebooks. They look at the information on
page 80 again and choose a different place from Nina to
get to in Manchester. Students write answers to the
questions.
Activity 9 (SB page 81)
1. Students practise their dialogues in pairs. For extra
practise, they swap roles in both dialogues.
Activity 10(SB page 81)
1. Teacher chooses some pairs to act out their dialogue for
the class. Students raise their hand if another pair has the
same destination as they do. This will encourage them to
listen carefully to their classmates.
POST LESSON Order the Pictures (refer to SOW page 146)
TEACHING AIDS Marker Pen, Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Flow Map
CCE/CE 21st Century Literacy Team spirit
High Order Thinking Skills Evaluation
 Teaching and Learning Strategy Contextual Learning
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Kindheartedness
ASSESSMENT Speaking
SUCCESS CRITERIA Pupils can write a personalized dialogue
REFLECTION Attendance:__/__
_____ 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 4
WEEK 6 TIME 11.30-12.00
DAY FRIDAY CLASS 4 FARABI
DATE 29.04.2022 LESSON 8
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Speaking
TOPIC Teacher to select
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 5.1 Engage with, respond to and interpret a variety of literary text types
MAIN LEARNING STANDARD 5.1.1 Explain in simple language connections between characters, places, or events in texts
and their own lives
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.5 Express opinions or feelings about character or personality
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
2. Explain in simple language connections between characters, places, or events in
texts and their own lives
Express opinions or feelings about character or personality
ACTIVITIES PRE-LESSON
LESSON DELIVERY For this activity you will need large poster paper, marker pens and
long pieces of string or ribbon.
1. Choose a text that pupils have read. Start by asking them to work
in threes and retell the story. Monitor and correct.
2. Elicit back the story.
3. Put pupils into groups of 6 - 8. Give each group a large piece of
poster paper and markers. Give each group a focus: a character / a
place / an event. Each group should have a different focus. Tell
them to create a mind map with us much information as they can
remember about their particular focus.
4. When they have finished tell each group to select a couple of
presenters and ask them to present their poster to the rest of the
class. Go around and let each group present for a minute or so.
5. Give each group 2 - 3 large pieces of ribbon or string – long
enough to stretch across the room. Tell pupils in the group to
decide how their particular focus (a person, place or event)
connects to one of the others in the room. Ask the first group to
select another group and explain how they connect, e.g. We have
looked at the main character. Our character went on a trek to the
mountain and got lost. This group is talking about the places in the
story and they talked about the mountain where our character
went. If they do this successfully they should hold one end of the
string and pass the other end to the other group. Both groups
should
continue to hold this physical symbol of the connection. Choose a
second group and repeat. Continue until you have created a web of
string or ribbon across the room connecting all the different
aspects of the story. It will get more difficult to pass the string as
more and more links are made and there is likely to be a tangled
web by the end. This is fine - the pupils enjoy the challenge of
passing the string and at the end you can point out how events,
people and places all interconnect in life.
Alternative: if this task is difficult, an alternative is to put the
pupils into new groups with one pupil from each of the original
groups. Ask them to find a connection between each of their
 original group ideas.
6. Once you have finished the activity ask the pupils to sit down
again. Tell them to think about the different places, people and
events in the story. Give them an example of how they connect to
you, e.g. I love the sea and in this story there is a beautiful beach.
The main character also loves the sea so we like the same place.
7. Tell the pupils to think about how the story connects to them.
Ask them to work in pairs and tell each other the connections.
POST LESSON
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA Pupils can explain in simple language connections between characters, places, or events in
texts and their own lives
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.