LESSON PLAN

CLASS 2 KREATIF

VENUE Classroom

DATE 29 November 2023

TIME 5:05 p.m. – 6:15 p.m.

TOPIC What do you like?

THEME People and Culture

FOCUS
Reading skill
SKILL(S)

CONTENT STANDARDS

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS

□ 1.1 Understand □ 2.1 Communicate ✔ 3.1 Understand a □ 4.1 Communicate

meaning in a variety of
familiar contexts
information, ideas,
opinions and feelings
intelligibly on familiar
topics
variety of texts by
using a range of
appropriate reading
strategies to construct
meaning
intelligibly through
print and digital media
on familiar topics

□ 1.2 Use appropriate □ 2.2 Use register □ 3.2 Explore and expand ◻ 4.2 Communicate with
listening strategies in a appropriately ideas for personal appropriate language,
variety of contexts development by reading form and style
independently and
widely
□ 1.3 Recognise features □ 2.3 Use appropriate
of spoken genres on communication
familiar topics strategies

□ 2.4 Communicate
appropriately to a small
or large group on
familiar topics

LEARNING STANDARDS

□ 1.1.1 Understand □ 2.1.1 Paraphrase short □ 3.1.1 Understand the □ 4.1.1 Explain simple
independently the main simple texts main points in longer content from what
ideas in simple longer texts on an increased they have read or
texts on an increased range of familiar heard
range of familiar topics topics

□ 1.1.2 Understand □ 2.1.2 Ask about and ◻ 3.1.2 Understand □ 4.1.2 Explain simple
independently specific explain simple specific details and processes
information and details processes information in longer
in longer texts on an texts on an increased
increased range of range of familiar topics
familiar topics

□ 1.1.3 Recognise with □ 2.1.3 Describe future □ 3.1.3 Guess the □ 4.1.3 Summarise the
 little or no support plans and ambitions meaning of unfamiliar main points and explain
attitudes or opinions in words from clues key details in of a story,
longer texts on an provided by other words text or plot
increased range of and by context on an
familiar topics increased range of
familiar topics

□ 1.1.4 Understand □ 2.1.4 Explain own point □ 3.1.4 Use independently □ 4.1.4 Organise,
independently longer of view familiar print and digital sequence and develop
sequences of classroom resources to check ideas within short texts
instructions meaning and extend on familiar topics
understanding

□ 1.1.5 Understand □ 2.1.5 Express and
independently more respond to common
complex questions feelings such as
happiness, sadness,
surprise and interest
□ 3.1.5 Recognise with □ 4.1.5 Punctuate written
support the attitude or work with moderate
opinion of the writer in accuracy
simple longer texts on
an increased range of
familiar topics

□ 1.1.6 Understand □ 2.2.1 Use formal and □ 3.1.6 Recognise with ◻ 4.2.1 Spell written work
independently longer informal registers support the attitude or with moderate accuracy
simple narratives on a appropriately in some opinion of the writer in
range of familiar topics familiar contexts simple longer texts on
an increased range of
familiar topics

□ 1.2.1Guess the □ 2.3.1 Keep interaction □ 3.2.1 Read, enjoy and □ 4.2.2 Spell written work
meaning of unfamiliar going in longer give a personal with moderate accuracy
words from clues exchanges by asking a response to fiction or
provided by other words speaker to slow down, non-fiction and other
and by context on an speak up or to repeat suitable print and digital
increased range of what they have said texts of interest
familiar topics

□ 1.3.1 Recognise with □ 2.4.1 Summarise the □ 4.2.3 Produce a plan or

support typical features
at word, sentence and
text levels of a small
number of spoken
genres
main points of a story draft of two paragraphs
or more and modify this
appropriately
independently
□ 4.2.4 Begin to use
formal and informal
registers appropriate to
the target audience in
familiar situations

LEARNING GOALS

By the end of the

lesson, students are
1. Identify the correct answer for the comprehension questions.
able to:
(C2)

2. Identify true or false statements based on the reading passage

titled “Tourist Attractions in the United Kingdom.” (C2)

3. Students will be able to interpret the text titled “Tourist

Attractions in the United Kingdom” by answering the
 comprehension questions. (C3)

SUCCESS CRITERIA

1. Students can identify at least 4 correct definitions of the

words. (C2)

2. Students can at least identify 4 statements are true or false

Students can:
correctly. (C2)

3. Students can interpret the correct answers for at least 4

comprehension questions correctly. (C3)

CROSS
CURRICULAR Language
ELEMENTS

LANGUAGE/ Verbs related to tourism ( diving, swimming, experiencing,

GRAMMAR FOCUS viewing )

Open-mindedness and appreciation

MORAL VALUES

STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES

SET INDUCTION Teaching Aids:

(10 minutes) 1. Teacher share pictures of famous

tourists’ attractions.
● Whiteboard
2. Teacher asks some prompt questions
to the students.

*Suggestive questions:

● What can you see in the

picture?

● Out of these pictures, which

one do you like the most?

● Which country do you think

this picture is taken from?

3. Students share their answers.

 1. Teacher asks students to turn to page
14 of the Pulse 2 textbook.

2. Teacher shows a glossary about key Teaching Aids:

vocabulary words related to the text
on the text on the whiteboard using
the projector.
● Pulse
3. Teacher gives a worksheet to the
Textbook
students.
(Page 14)
PRE-LESSON
4. Students match the words to the
(10 Minutes) correct definitions. ● Laptop

5. Teacher checks whether their answer

is correct. ● Projector

● Worksheet
Formative assessment: Students are
assessed based on how many words they
are able to match with the correct definitions.

LESSON Teaching Aids:

DEVELOPMENT
1. Teacher provides a reading passage
● Reading
(20 Minutes) entitled “Tourist Attractions in the
United Kingdom”. passage

● Worksheet

2. Teacher picks random students to

read different parts of the passage.

3. Students sit in pairs. High-proficiency

students pair with low-proficiency
students.

Differentiation Strategy 3: Differentiate by

the type and amount of support provided -
High proficient students are paired with low
 proficient students.

4. Teacher provides a worksheet

containing retrieval questions based
on the reading passage to each pair.

5. The pairs work together to find key

facts or details from the text to
answer the retrieval questions.

6. While the students are answering the

questions, the teacher wanders
around the students to observe their
progress.

Formative assessment: Students are

evaluated based on how many
comprehension questions they can answer.

7. Teacher shares the answers with the

whole class.

POST-LESSON Teaching Aids:

(15 minutes ) 1. Students remain in pairs, in which,

● Worksheets
one of them has high English
proficiency and another has low
English proficiency.

2. Teacher provides a worksheet with

six statements based on the reading
passage, “Tourist Attractions in the
United Kingdom” to each pair.

3. Students discuss with their partner to

determine whether each of the
 statements is true or false.

4. Teacher discusses the correct answer

with the students.

Differentiation by type of support -

Students with high English proficiency will
solidify their understanding of the text when
helping their partners. Partners with low
English proficiency will gain input on how to
analyse the text to answer the worksheet.

1. Teacher asks the students to write

the most exciting places that they
wanted to visit. They are required to
write it down on a piece of paper.

Suggestive questions:

So, that will be the end of the lesson.

Before we end the class, I need you
to write the most exciting places that
you want to visit and state the Teaching Aids:
reasons why. Take a piece of paper
CLOSURE
and write it. Ok? ● Whiteboard
(5 Minutes)
● Paper
2. Teacher picks a representative from
the low profiency students and a
representative from the high
proficiency students to share their
reflections with the class.

So, I want two representatives from

the from this class to share what you
have wrote. I will choose the two
representatives ok?

EXTENDED 1. Teacher asks the students to list down 3 new verbs that
ACTIVITY they have learnt and share it in front of the class.
 RESOURCES/ ASSESSMENT
T&L STRATEGIES FOR LEARNING
TEACHING
MATERIALS Lesson
Development:
Main Strategy: e.g. Collaborative Learning
Working in pairs,
● Whiteboard students should be
21st Century Skills: able to answer fill-
in-the-blank
● Worksheet Think-
Pair- questions correctly.
Share
● Laptop
Mix-Pair-
Share
● Projector
Gallery
Walk

Numbered ●
Heads
Together

All Write
Round
Robin

Exit Cards

Others:
Pairs
Compare

i-Think Map:

Circle map Tree map

Bubble map Flow map

Double Multi flow

bubble map map

Brace map Bridge map

HOTS:

Apply

Analyse

Evaluate

Create
TEACHER’S REFLECTION