Week 36

(JEA5032) SMK PEKAN BARU MUAR
DAILY TEACHING AND LEARNING RECORD
WE
EK
36
10
DISEMB
Prepared by, ER 2023 Checked by,
…………………………… ….………………………..
(SITI HAJAR BINTI SULAIMAN)
-
14

DAILY LESSON PLAN
ENGLISH FORM 3
WEEK 36 TIME 900 AM – 1000 AM
DAY SUNDAY CLASS 3 ALFA
DATE 10.12.2023 LESSON 69
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Extreme Situations
THEME Health and Environment
LANGUANGE/GRAMMAR FOCUS Vocabulary related to extreme situations/past perfect simple and past perfect continuous.
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.2 Spell written work with moderate accuracy
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 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. Spell 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 play a game to review the past perfect simple and past
perfect continuous and/or vocabulary from previous lessons.
LESSON DELIVERY 1. Students asked to read through sentences 1-8 carefully
and to underline any other verb forms besides the missing
ones that are in them.
2. Students reminded to pay attention to the subject of the
verbs before each gap.
Activity B (page 92)
1. Students asked to read the writing task and to underline
any keywords before they start. Students asked to do task
on their own and then check their answers with a partner.
The answers checked as a class.
Activity C (page 92)
1. Students asked to skim through the story, without circling
any answers at this stage, to find out who ‘Everyone’ was
in the story and why they were scared to death.
2. Students reminded to pay attention to the words either
side of the options in red. They encouraged to look back at
the Grammar Reference if they need help with the task.
3. Students reminded to read the story again once they have
finished to check their answers.
POST LESSON Students posed the following question to the class: What’s the most
exciting thing you’ve ever done and why was it exciting? Students
asked to discuss in groups. Comments and feedback provided to
the whole class on points that came up in the discussions.
REFLECTION Attendance:__/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
Prepared by, Checked by,
…………………………… ….………………………..

DAILY LESSON PLAN
ENGLISH FORM 2
WEEK 36 TIME 1200 NOON -100PM
DAY SUNDAY CLASS 2 SIGMA
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL
Choose an item.
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Learn and review Present Perfect and the use of for and since. Make questions using How
long?
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.
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Use the present perfect with for and since
2. Make questions using How long?
ACTIVITIES PRE-LESSON Teacher writes the sentence He ate the same meal every night for 2
weeks on the board with the words in the wrong order: for meal
every two same nights the weeks he. Students work in pairs and
write the sentence with the words in the correct order.
LESSON DELIVERY Activity 1(SB page 86)
1. Students read the rules and example sentences in the table
carefully. They complete the sentences using for or since.
They compare answers in pairs. They check answers in the
article on page 85.
2. Teacher highlights the fact that for is used for a number of
minutes, hours, weeks, months, years, etc and that these
words are often in the plural. For is also used in the
expressions for a long time and for ages.
3. Since is used to refer to the point in time where the action
started and is usually a date or a phrase.
Activity 2 (SB page 86)
1. Teacher explains the task. Students copy the table into
their notebooks. They write the time expressions in the
correct column. They compare answers in pairs. Teacher
checks answers as a class.
1. Teacher makes sure students understand the task, they
complete the exercise individually. They compare answers
in pairs. Teacher check answers as a class.
POST LESSON Reviewing Language (refer to SOW page 149)
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
…………………………… ….………………………..
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 36 TIME 200 PM – 330 PM
DAY MONDAY CLASS 3 KAA1/KAA2
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
TOPIC Time to Spare
LANGUANGE/GRAMMAR FOCUS Useful expressions to talk about possibility
MAIN CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.3 Describe future plans and ambitions
COM. CONTENT STANDARD 2.3 Use appropriate communication strategies
COM. LEARNING STANDARD 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
1. Describe future plans and ambitions
2. Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or
to repeat what they have said
ACTIVITIES PRE-LESSON Students plays a game to review vocabulary related to free time
and/or modal verbs.
LESSON DELIVERY Activity C(page 101)
1. Students read the information in the Exam Close-up box
and any questions they might have answered.
2. Students explained that in this task one of the students
should talk about the possibility of the first item using
some of the Useful Expressions. The second student will
agree or disagree with a reason for their opinion and then
move on to the next item.
3. Students reminded it is important to talk about all the
items before reaching a decision. Now students asked to
red the Exam task and think of some advantages and
disadvantages of each items.
Activity D (page 101)
1. Students asked to read the instructions again and work
with a partner to complete the task. Students reminded to
use the Useful Expressions when they are discussing each
item. Each pair asked to discuss one of the items and
repeat until each pair has had a turn.
2. Students asked to correct any structural mistakes written
on the board.
POST LESSON Students asked to discuss in small groups the ‘Ideas Focus’
questions on page 101. Students provided comments and feedback
to the whole class on their use of expressions for talking about
possibility.
…………………………… ….………………………..
DAILY LESSON PLAN

ENGLISH FORM 2
WEEK 36 TIME 1030-1130
DAY TUESDAY CLASS 2 SIGMA
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL
Listening
TOPIC Verbs of movement (2)
LANGUANGE/GRAMMAR FOCUS Verbs of movement (2)
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.2 Understand independently specific information and details in simple longer texts on a
range of familiar topics
COM. CONTENT STANDARD 1.2 Use appropriate listening strategies in a variety of contexts
COM. LEARNING STANDARD 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by
context on a range of familiar topics
1. Learn a set of verb related to movement
2. Listen for specific information
ACTIVITIES PRE-LESSON Teacher writes a verb of movement from the word pool box on
page 77 on the board,
LESSON DELIVERY 1. Teacher plays the CD. Students listen and repeat the
words. Students repeat the words chorally and
individually. Teacher points out that the/ in walk are
silent. Teacher makes sure students understand all the
words. If necessary, teacher asks students to translate
then into their language.
2. Students read the article and complete the sentences using
the verbs from exercise 1. They compare answers in pairs.
3. Teacher plays the CD. Students listen and follow the text in
their books. They check their answers to exercise 2.
4. Teacher explains the task. Students work individually and
complete the sentences. They compare answers in pairs.
Teacher listens to their ideas as a class.
5. Teacher plays the CD. Students write the answers in their
notebooks. They compare answers in pairs. Teacher check
answers as a class.
6. Students read the 6 sentences carefully. Teacher plays the
CD. Students listen and decide if the sentences are true or
false. Teacher plays the CD again. Students correct the
false sentences. Check answers as a class.
POST LESSON Look and Think (refer to SOW page 149)
…………………………… ….………………………..
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 36 TIME 1130 AM – 1230 NOON
DAY TUESDAY CLASS 3 ALFA
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Extreme Situations
MAIN LEARNING STANDARD 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately independently
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
COM. LEARNING STANDARD 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an
increased range of familiar topics
1. Produce a plan or draft of two paragraphs or more and modify this appropriately
independently
2. Guess the meaning of unfamiliar words from clues provided by other words and by context
on an increased range of familiar topics
ACTIVITIES PRE-LESSON Students asked to read sentences 1-5 before they look at the text in C
again. Students asked to do task on their own and then compare their
answers with a partner. The answers checked as a class.
LESSON DELIVERY Activity E(page 93)
1. Students reminded that they should always make a plan for their
writing before they begin. They asked to skim through the text once
again and to write what the main idea of each paragraph in next to it.
Then they asked to read descriptions a-d to decide which ones are
closest to their notes before doing the matching task.
Activity F(page 93)
1. The students read in Useful Expressions. Their pronunciation
corrected where necessary and explained anything they don’t
understand.
2. Students asked to say which tenses they could complete each of
the expressions with. They asked to write sentences of their own
beginning with these expressions.
Activity G(page 93)
1. Students asked to read the instructions in the Exam Close-up box
and the Exam Task and to underline any key words and phrases.
Students explained that before they begin a piece of writing, they
should plan it carefully.
2. Students have time to make a plan for their story in class, but set
the writing task for homework. Students encouraged to use the
Writing Reference and checklist for stories on page 179.
POST LESSON Students asked to review their learning in this lesson by completing an
exit card: ‘what went well in your learning? And ‘your learning would have
been even better if..’.
…………………………… ….………………………..
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 36 TIME 900 AM – 1000 AM
DAY WEDNESDAY CLASS 3KAA1/KAA2
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Time to Spare
LANGUANGE/GRAMMAR FOCUS Linking words and phrases
MAIN CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
MAIN LEARNING STANDARD 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics
COM. CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
COM. LEARNING STANDARD 4.2.2 Spell written work with moderate accuracy
1. Organise, sequence and develop ideas within short texts on familiar topics
2. Spell written work with moderate accuracy
ACTIVITIES PRE-LESSON Students asked how often they write and send postcards to friends
or family when they are on holiday. If they do not send postcards,
they asked why not. Students explained that they are going to learn
how to write a postcard in this lesson.
LESSON DELIVERY Activity A (page 104)
1. Students asked to read the instructions and pointed out
that they can refer back to the Learning Focus box to help
them make their choices. Students reminded to read the
sentences before they circle their answers and to read
them again after making their choices to see each one
makes sense.
2. Students asked to do the task on their own and then to
compare it with a partner’s answer and justify any
differences.
Activity B (page 104)
1. Students asked to read the writing task and to underline
any keywords before doing the task. Students asked to
answer the questions on their own and then toc heck their
answers with a partner. The answers checked as class.
Activity C (page 104)
1. Students asked to read the example postcard again and
circle the linking words and phrases that Luke has used.
Students asked to do the task individually, but check
answers as class.
POST LESSON Students asked to review their learning by writing a postcard
about their learning in this lesson. Students need to re-use linking
words and phrases from the lesson. Students allowed to practise
reading their postcard to a talk partner before selecting students to
read their postcard to the class.
…………………………… ….………………………..

DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 36 TIME 800-900
DAY THURSDAY CLASS 3KAA1/KAA2
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Time to Spare
LANGUANGE/GRAMMAR FOCUS Linking words and phrases
MAIN LEARNING STANDARD 4.2.1 Punctuate written work with moderate accuracy
COM. CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
COM. LEARNING STANDARD 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics
1. Punctuate written work with moderate accuracy
2. Organise, sequence and develop ideas within short texts on familiar topics
ACTIVITIES PRE-LESSON Students play a game to review linking words and phrases.
LESSON DELIVERY Activity D (page 105)
1. Students asked if they have eaten any of the food
mentioned in the postcard. They asked if they have aver
tried water skiing or if they would like to and why.
2. Students asked to read points 1-8 and then to look back at
the postcards to help them find the answers. Students
asked to do the task individually, but check answers as a
class.
Activity E(page 105)
1. Students asked to read the instructions in the Exam Task
and underline the keywords. Students explained anything
they don’t understand. Students reminded that they
should always make a plan for their writing before they
begin. They asked to skim through the example postcard
again and complete the sentences with their own ideas
about a holiday.
Activity F (page 105)
1. Students read the information in the Exam Close-up box
and any questions they might have answered. Students
explained that it is important they write the correct
number of words for the task., so they could count them to
make sure.
2. Students asked to read the Exam Task again and they
reminded to use the Useful Expressions and their ideas
from E. They will not need to use all of them and they
reminded to be careful with the word limit.
POST LESSON Students asked to review their learning by completing exit card:
…………………………… ….………………………..

‘what went well in your learning? And ‘your learning would have
been even better if..’. The cards collected and use them for planning
the writing lessons in lesson cycle 9.
DAILY LESSON PLAN

ENGLISH FORM 2
DAY THURSDAY CLASS 2 SIGMA
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL
Listening
TOPIC Superstitions
LANGUANGE/GRAMMAR FOCUS Vocabulary related to superstitions
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of familiar
topics
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
COM. LEARNING STANDARD 3.1.1 Understand the main points in simple longer texts on a range of familiar topics
1. Read about Irish beliefs and superstitions
2. Compare superstitions in their country with superstitions in Ireland.
ACTIVITIES PRE-LESSON Teacher focuses students on the Fact box. Teacher writes Ireland on
the board and draws a shamrock (a four-leaf clover) next to the
name of the country. Teacher points out that the harp is another
symbol of Ireland. Teacher puts students into pairs and asks them to
make a list of as many countries and their symbols as they can.
Teacher sets a time limit of 2 minutes. Teacher listens to their ideas
as a class and makes a list on the board.
LESSON DELIVERY 1. Teacher makes sure students understand the task. Students
read the text and match the pictures with the subheadings.
They compare answers in pairs. Teacher checks answers as
a class.
2. Teacher reads the question aloud to the class. Teacher plays
the CD. Students listen and follow the text in their books.
They compare their answer in pairs. Teacher checks the
answer as a class.
3. Students read the sentences carefully. They read the text
again and choose the correct words. Students compare
answers in pairs. Teacher checks answers as a class.
4. Teacher explains the task. Students work individually and
think about their answers. They make notes in their
…………………………… ….………………………..

notebooks. They compare ideas in pairs. Teacher listens to
their ideas as a class.
POST LESSON Poster (refer to SOW page 150)
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 36 TIME 1200- 130
DAY THURSDAY CLASS 3 ALFA
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Literature in Action
MAIN CONTENT STANDARD 5.2 Analyse and evaluate a variety of literary text types
MAIN LEARNING STANDARD 5.2.1 Identify key stylistic features of a text and explain briefly why the author uses them
1. Identify key stylistic features of a text and explain briefly why the author uses them
ACTIVITIES PRE-LESSON Students read the information on clauses of purpose and explained
anything they don’t understand.
LESSON DELIVERY 1. Students asked to read the instructions and make sure they
understand what they have to do. Students asked to read the
sentences carefully first and pay attention to the words before or
after the gaps without filling in any answers at this stage.
2. Students asked to read the instructions and check that they
understand what they have to do. Students asked to read the
instructions for the writing task and explained anything they
don’t understand.
.
POST LESSON Asking questions.
…………………………… ….………………………..
WE
EK
37
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(SITI HAJAR BINTI SULAIMAN) 02 ….………………………..
JANUAR
DAILY LESSON PLAN

ENGLISH FORM 2
WEEK 37 TIME 1030-1130
DAY TUESDAY CLASS 2 SIGMA
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL
Choose an item.
TOPIC History of superstitions
LANGUANGE/GRAMMAR FOCUS Learn and review difference between the use of the Present Perfect and Past Simple
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.
1. Study the difference between the use of the present perfect and the past simple
2. Read a short text about the history of superstitions
ACTIVITIES PRE-LESSON Teacher writes the sentence The modern Olympic Games have
existed since 1896 on the board with the words in the wrong
order: existed modern since Games they have Olympic 1896.
Students work in pairs and write the sentence in the correct order.
Teacher invites students to come to the board and writes their
sentence. If there are mistakes, teacher asks other students to
correct them.
LESSON DELIVERY Activity 1(SB page 89)
1. Teacher asks the class to say which sentence has a verb in
the past simple (sentence 2) and which has verb in the
present perfect (sentence 1)
1. Students read the information carefully in the table. They
copy the table into their notebooks and complete the rules.
They compare answers in pairs.
2. Teacher check answers as a class. Teacher highlights the
fact that we use the present perfect to talk about past
actions when no time is mentioned, eg I’ve been to Paris,
and the past simple when an action is completed in the
past, eg I went to Paris in 2013.
1. Teacher explains the tasks. Students work individually and
choose the correct words. They compare answers in pairs.
Teacher checks answers as a class.
…………………………… ….………………………..

1. Teacher does the first example with the whole class to
demonstrate the activity. Teacher elicits that it is present
perfect because it is followed by since Saturday. Students
work individually and fill the gaps using either the past
simple or the present perfect of the verbs in brackets.
POST LESSON Talking about a text (refer to SOW page 150)
DAILY LESSON PLAN

ENGLISH FORM 3
DAY TUESDAY CLASS 3 ALFA
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Time to Spare
LANGUANGE/GRAMMAR FOCUS Vocabulary related to free time
MAIN CONTENT STANDARD 3.2 Explore and expand ideas for personal development by reading independently and
widely
MAIN LEARNING STANDARD 3.2.1 Read enjoy and give a personal response to fiction / non-fiction and other suitable
print and digital texts of interest
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
1. Read enjoy and give a personal response to fiction / non-fiction and other suitable
print and digital texts of interest
2. Explain own point of view
ACTIVITIES PRE-LESSON Students asked what they think Time to Spare means. Students
asked to turn page 95 and they asked what they think the unit will
be about. Students asked what they like to do when they have time
to spare. Students asked to work in pairs or small groups to discuss
the picture and accompanying caption on page 95.
LESSON DELIVERY 1. Students asked to read the instructions and make sure
they understand that they have to put the free-time
activities in order of popularity among young people in the
UK and not according to their own habits. Students asked
to do the task on their own and then to compare their
answers with a partner. They encouraged to justify their
answers.
2. Students asked to read the instructions and work in pairs
or small groups to discuss activities people do that are
dangerous and talk about what makes the activities
dangerous. Each pair asked to tell the class one of their
ideas and to say why the activity is dangerous. Students in
…………………………… ….………………………..

other groups encouraged to add their reasons for why it
might be dangerous. Continue until students have told the
class all their ideas.
3. Students asked to look at the pictures that accompany the
text as well as the title to help them decide where the
activity takes place. Then they asked to skim through the
text to find out if they were correct. They encouraged to
change to ‘skim’ as they have just been told to skim the
text.
POST LESSON Students asked to identify with their talk partner at least one new
word or expression that they have learned in relation to the lesson
topic.
…………………………… ….………………………..

Week 36

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(JEA5032) SMK PEKAN BARU MUAR

DAILY TEACHING AND LEARNING RECORD

DAILY TEACHING AND LEARNING RECORD

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

DAILY TEACHING AND LEARNING RECORD

DAILY LESSON PLAN

Prepared by, Checked by,

DAILY TEACHING AND LEARNING RECORD

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