DAILY LESSON PLAN

ENGLISH FORM 5
WEEK 4 TIME 9.00-10.00
DAY MONDAY CLASS 5SK5
DATE 11.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Reading UNIT UNIT 2 ENGLISH DOWNLOAD
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Words/phrases related to mystery and intrigue, collocations and expressions
Main Skill: Reading
3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
CONTENT STANDARD

Complementary Skill: Speaking

2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Main Skill: Reading
3.1.2 Understand specific details and information in extended texts on a wide range of
LEARNING STANDARD familiar topics and some unfamiliar topics
Complimentary Skill: Speaking
2.1.5 Explain and justify own feelings or those of others
By the end of the lesson, pupils will be able to:
3.1.2 Understand specific details and information in extended texts on a wide range of
LEARNING OBJECTIVES familiar topics and some unfamiliar topics by answering 5 MCQ questions.
2.1.5 Explain and justify own feelings or those of others by justifying their choice with at least 1
reason.
What I’m looking for (WILF)
1. Pupils can answer 5 MCQ questions.
SUCCESS CRITERIA
2. Pupils can justify their choice with at least 1 reason.

ACTIVITIES
1. Pupils discuss the questions in Let’s talk about it!, p19 Teacher’s Book.
PRE-LESSON
2. Pupils discuss their ideas in groups before discussing as a class.
3. Pupils turn to page 18 English Download and read the article again about Winchester Mystery House
again.
4. Pupils answer 5 MCQ questions about the text. (Main Skill)
5. Pupils compare answers in pairs before discussing as a class.
6. Pupils move on to Activity 5 and read the instructions and the 6 sentences to clarify any difficult
vocab.
7. Pupils circle 6 correct words for 6 sentences.
8. Pupils compare answers in pairs before discussing as a class.
LESSON DEVELOPMENT 9. Pupils proceed to Activity 6 and read the instructions, the short text and 3 possible endings.
10. Pupils work individually to choose an ending out of the 3 choices given and justify their choice with at
least 1 reason.
11. A few pupils share their choices with the rest of the class.
Differentiated Actvities:
Less proficient pupils: Provide vocabulary to be used in the speaking activity. In the reading activity narrow
the options for each question to two or three possible answers. Allow pupils to use a dictionary if they
struggle to find the meaning by context.
More proficient pupils: -
12. Pupils get into groups of four or five and sit in a circle.
13. Each pupil in the group a piece of A4 paper with the opening line.
POST-LESSON 14. Pupils in each group take turns to contribute a line to add on to the existing sentences without
looking at the opening line.
15. A few groups read aloud their completed story to the class.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
Strategy 3: Differentiate by the
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Values STRATEGIES
type and amount of support
provided
ASSESSMENT Written Exercise M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Analyse PBD Choose an item.
REFLECTION
1. 7/15 pupils can answer at least 3 MCQ questions.
2. 7/15 pupils can answer at least 1 MCQ questions.
3. 7/15 pupils need extra guidance.
 14/3/202
DAY Monday DATE WEEK 4 LESSON 4
2
SUBJECT English CLASS 3 Fasih TIME 10.30-11.00 60 minutes
People and
FOCUS Speaking UNIT 01 THEME TOPIC Unit 1: Family Ties
Culture
LANGUAGE & Family-related vocabulary, including collocations and expressions
GRAMMAR FOCUS
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.3 Narrate factual and imagined events
and digital media on familiar topics and experiences
Complementary Skill: Writing
CONTENT 4.2 Communicate with appropriate LEARNING Complimentary Skill: Writing
STANDARD STANDARD
language, form and style 4.1.1 Give detailed information about
themselves and others

By the end of the lesson, students can: By the end of the lesson, students should be
1. Write an essay on a wedding they had able to:
attended 4.1 Communicate intelligibly through print
LEARNING 2. Describe what they saw and felt during SUCCESS and digital media on familiar topics
OBJECTIVES the wedding. CRITERIA
4.2 Communicate with appropriate
language, form and style

TEACHING AND LEARNING STRATEGIES

TP3-TP4 TP5-TP6
TP1 – TP2
Students answer the exercises Students facilitate others in
LEVEL Students answer the exercises
given learning
given with teacher’s guidance

1. Students read the writing 1. Students read the writing 1. Students read the
task and look at the task and look at the pictures writing task and look at
pictures as a guide. as a guide. the pictures as a guide.
2. Students choose the 2. Students make a list
words of a list of things 2. Students choose the of things that they see
PRE-LESSON words of a list of things that
that they see (nouns) and (nouns) and do (verbs)
do (verbs) and write they see (nouns) and do in the ‘wedding words’
them into the correct (verbs) and write them into column.
correct. the correct column.

LESSON 3. Students fill in the 3. Students fill in the 3. Students use the
DEVELOPMENT blanks to complete 7 blanks to complete 7 words in the list to write
sentences. sentences. 7 sentences.
4. Students rewrite the 4. Students rewrite the 4. Students rewrite the 8
words in 8 sentences in words in 8 sentences in given sentences in the
the past tense. the past tense. past tense.
5. Students write an 5. Students write an 5. Students write an
 essay on a wedding they essay on a wedding they essay on a wedding they
had attended. (Some had attended. (Some had attended.
words are given to assist words are given to assist
students). students).

1. Peer assessment- Pupils exchange 1. Rally Robin- Pupils take turn to 1. Gallery walk- Students write their
their task with other pairs to check share their answers. essay in mini whiteboards and
POST-LESSON the answers. 2. Pupils write the guided essay in display them for other students(TP1-
2. Pupils copy the corrected task in their writing book. TP4) to read and reward stars.
their writing book. 2. Teacher corrects the
CROSS CURRICULAR
RESOURCES Worksheet, - Handout Values
ELEMENTS
M/INTELLIGENCES Intrapersonal ASSESSMENT Written Exercise
Presentation
DIFFERENTIATION Strategy 3: Differentiate by the type 21ST CENTURY
STRATEGIES and amount of support provided TEACHING & LEARNING Choose an item.

PBD Writing LEARNING DOMAIN Apply

10/23 pupils are able to complete the table of things they see and do
REFLECTION correctly. ATTENDANC
E
22/23
13/23 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 4 TIME 1.00-2.00
DAY MONDAY CLASS 4SK4
DATE 11.01.2021 LESSON 9
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Let’s chat
THEME Choose an item.
LANGUANGE/GRAMMAR FOCUS Words/phrases related to free-time activities; words/phrases related to body language.
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 extended texts on a wide
range of familiar topics
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Explain and justify own point of view
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Understand meaning in a variety of familiar contexts
2. Communicate information, ideas, opinions and feelings intelligibly on familiar topics

SUCCESS CRITERIA Pupils could:

1. Listen to an audio.
2. Complete 8 sentences with the words heard from the audio.

ACTIVITIES PRE-LESSON 1. Students play a game to review adverbs describing mood.

2. Students put an action on the board (e.g., digging the garden).
3. Students take it in turns to come to the front of the class to take a
mood card (i.e., happily) and mime the action in an appropriate
manner while the class guess the adverb.
LESSON DELIVERY Activity A (Students Book page 16)
1.Students asked to read through the sentences 1-8 and pay
attention to the verbs in the bold.
2. Students are asked to read through the definitions a-h and their
understanding are checked.
3. Students do the activity and the answers checked with the class.
Students produced their own sentences using the verbs.
Activity B (Students Book page 16)
1.Students asked to look at the 3 nouns and they work out the
verbs derived from.
2. Students tell the suffix that was added to each verb in order to
form the noun.
3. Students pay attention to the NOTE. Students asked to read
through the sentences 1-7.
4. Students pay attention to the words in brackets at the end of
each sentence and they do the activity. The answers checked with
the class.
Differentiated Actvities:
Less proficient pupils: To support less confident pupils i, pause the listening
track at selected intervals to allow thinking time.
More proficient pupils: Create a list of abstract nouns (such as patience,
 courage in Activity 2) and deciding whether they describe good/admirable
qualities or bad/less admirable qualities.
POST LESSON 1. Students are asked to review their learning in this lesson by
getting them to close their textbooks and then to recall with their
talk partner(s) what they have learnt about body language from
expert, Dr Susan Maddison.
2. When students are ready, collect and share ideas as a whole
class.
REFLECTION 15/30 pupils could complete a least 6 sentences with the words heard from the audio.
15/30 pupils could complete a least 4 sentences with the words heard from the audio.
15/30 pupils need extra guidance.
DAILY LESSON PLAN
ENGLISH FORM 5
WEEK 4 TIME 7.30-8.30
DAY TUESDAY CLASS 5SK3
DATE 12.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Language Awareness
UNIT UNIT 2 ENGLISH DOWNLOAD
(Grammar/Vocabulary)
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Past simple, past continuous; used to, would, be/get used to
Main Skill: Language Awareness
This is a grammar-focused lesson so listening, speaking, reading and writing skills are
CONTENT STANDARD
not explicitly covered

Language Awareness
Main Skill:
This is a grammar-focused lesson so listening, speaking, reading and writing skills are
LEARNING STANDARD
not explicitly covered

By the end of the lesson, pupils will be able to understand

LEARNING OBJECTIVES
past simple, past continuous; by circling 7 correct words to complete 7 sentences.
What I’m looking for (WILF)
3. Pupils can circle 7 correct words to complete 7 sentences.
SUCCESS CRITERIA 4. Pupils can complete 18 gap fills in the text.
5. Pupils can complete 6 gap fills in 6 sentences.

ACTIVITIES
16. Pupils play a short quiz orally with the teacher to review the uses of present simple vs present
PRE-LESSON continuous or revises stative verbs (e.g. hate, like, seem, understand, see, need, believe, imagine,
know) which do not usually take the continuous form.
LESSON DEVELOPMENT 17. Pupils read through the grammar theory.
18. Pupils look at 9 sentences (from Teacher’s Book page 21) written on the board and as a class, match
them with the uses of the past simple and past continuous tenses in the grammar theory box.
19. Pupils read 2 sentences in Activity 2 and identify which tense is used and why.
20. Pupils discuss answers as a class.
21. Pupils go on to Activity 3 and read the instructions and the 7 sentences.
22. Pupils discuss as a class which clues will help them to choose the correct tense (ex: at seven o’clock
yesterday) or time expressions as well as other clues.
23. Pupils circle 7 correct words to complete 7 sentences.
24. Pupils discuss answers in groups of 3 or 4 before discussing as a class.
25. Pupils move on to Activity 4 and read through the text once without writing their answers.
26. Pupils identify any clues that will help them to choose the correct answers.
27. Pupils use either past simple or the past continuous to complete 18 gap fills in the text.
28. Pupils discuss the answers as a class.
Differentiated Actvities:
 Less proficient pupils: Organise talk partners or grouping so that a more proficient pupil can help and
support a less proficient pupil.
More proficient pupils: Write a paragraph using simple past and past continuous. Tell pupils to imagine
they have left Malaysia to live in another country that is very different culturally. Swap paragraphs with a
partner to check for any mistakes of the targeted grammar
29. Pupils review their learning in this lesson by doing the extension activity on p23 in the Teacher’s
POST-LESSON Book.
30. Pupils discuss in pairs before discussing the answers as a class.
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
DIFFERENTIATION Strategy 2: Differentiate by the
CROSS CURRICULAR ELEMENTS Language STRATEGIES task pupils are given
ASSESSMENT Individual/Pair work M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Apply PBD Not Applicable
REFLECTION 1. 20/30 Pupils can circle at least 5 correct words to complete 7 sentences.
2. 20/30 pupils can complete at least 10 gap fills in the text.
3. 20/30 Pupils can complete at least 3 gap fills in 6 sentences.
4. 10/30 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 5
WEEK 4 TIME 9.30-10.00
DAY TUESDAY CLASS 5SK5
DATE 12.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Language Awareness
UNIT UNIT 2 ENGLISH DOWNLOAD
(Grammar/Vocabulary)
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Past simple, past continuous; used to, would, be/get used to
Main Skill: Language Awareness
This is a grammar-focused lesson so listening, speaking, reading and writing skills are
CONTENT STANDARD
not explicitly covered

Language Awareness
Main Skill:
This is a grammar-focused lesson so listening, speaking, reading and writing skills are
LEARNING STANDARD
not explicitly covered

By the end of the lesson, pupils will be able to understand

LEARNING OBJECTIVES
past simple, by circling 7 correct words to complete 7 sentences
What I’m looking for (WILF)
SUCCESS CRITERIA 6. Pupils can circle 7 correct words to complete 7 sentences.

ACTIVITIES
31. Pupils play a short quiz orally with the teacher to review the uses of present simple vs present
PRE-LESSON continuous or revises stative verbs (e.g. hate, like, seem, understand, see, need, believe, imagine,
know) which do not usually take the continuous form.
LESSON DEVELOPMENT 32. Pupils read through the grammar theory.
33. Pupils look at 9 sentences (from Teacher’s Book page 21) written on the board and as a class, match
them with the uses of the past simple and past continuous tenses in the grammar theory box.
34. Pupils read 2 sentences in Activity 2 and identify which tense is used and why.
35. Pupils discuss answers as a class.
36. Pupils go on to Activity 3 and read the instructions and the 7 sentences.
37. Pupils discuss as a class which clues will help them to choose the correct tense (ex: at seven o’clock
yesterday) or time expressions as well as other clues.
38. Pupils circle 7 correct words to complete 7 sentences.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more proficient pupil can help and
 support a less proficient pupil.
More proficient pupils: Write a paragraph using used to/would/be/get used to. Tell pupils to imagine they
have left Malaysia to live in another country that is very different culturally. Swap paragraphs with a partner
to check for any mistakes of the targeted grammar
39. Pupils review their learning in this lesson by doing the extension activity on p23 in the Teacher’s
POST-LESSON Book.
40. Pupils discuss in pairs before discussing the answers as a class.
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
DIFFERENTIATION Strategy 2: Differentiate by the
CROSS CURRICULAR ELEMENTS Language STRATEGIES task pupils are given
ASSESSMENT Individual/Pair work M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Apply PBD Not Applicable
REFLECTION 1. 9/15 pupils can circle 6 correct words to complete 7 sentences.
2. 6 pupils need extra guidance.

DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 4 TIME 10.00-11.00
DAY TUESDAY CLASS 4SK4
DATE 12.04.2022 LESSON 9
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Let’s chat
THEME Choose an item.
LANGUANGE/GRAMMAR FOCUS Words/phrases related to free-time activities; words/phrases related to body language.
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 extended texts on a wide
range of familiar topics
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Explain and justify own point of view
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
3. Understand meaning in a variety of familiar contexts
4. Communicate information, ideas, opinions and feelings intelligibly on familiar topics

SUCCESS CRITERIA Pupils could:

1. Listen to an audio.
2. Complete 8 sentences with the words heard from the audio.

ACTIVITIES PRE-LESSON 1. Students play a game to review adverbs describing mood.

2. Students put an action on the board (e.g., digging the garden).
3. Students take it in turns to come to the front of the class to take a
mood card (i.e., happily) and mime the action in an appropriate
manner while the class guess the adverb.
LESSON DELIVERY Activity A (Students Book page 16)
1.Students asked to read through the sentences 1-8 and pay
attention to the verbs in the bold.
2. Students are asked to read through the definitions a-h and their
understanding are checked.
3. Students do the activity and the answers checked with the class.
Students produced their own sentences using the verbs.
 Activity B (Students Book page 16)
1.Students asked to look at the 3 nouns and they work out the
verbs derived from.
2. Students tell the suffix that was added to each verb in order to
form the noun.
3. Students pay attention to the NOTE. Students asked to read
through the sentences 1-7.
4. Students pay attention to the words in brackets at the end of
each sentence and they do the activity. The answers checked with
the class.
Differentiated Actvities:
Less proficient pupils: To support less confident pupils i, pause the listening
track at selected intervals to allow thinking time.
More proficient pupils: Create a list of abstract nouns (such as patience,
courage in Activity 2) and deciding whether they describe good/admirable
qualities or bad/less admirable qualities.
POST LESSON 1. Students are asked to review their learning in this lesson by
getting them to close their textbooks and then to recall with their
talk partner(s) what they have learnt about body language from
expert, Dr Susan Maddison.
2. When students are ready, collect and share ideas as a whole
class.
REFLECTION 15/30 pupils could complete a least 6 sentences with the words heard from the audio.
15/30 pupils could complete a least 4 sentences with the words heard from the audio.
15/30 pupils need extra guidance.
12/4/202
DAY Tuesday DATE WEEK 4 LESSON 4
2
SUBJECT English CLASS 3 Fasih TIME 11.30-12.00 60 minutes
People and
FOCUS Speaking UNIT 01 THEME TOPIC Unit 1: Family Ties
Culture
LANGUAGE & Family-related vocabulary, including collocations and expressions
GRAMMAR FOCUS
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.3 Narrate factual and imagined events
and digital media on familiar topics and experiences
Complementary Skill: Writing
CONTENT 4.2 Communicate with appropriate LEARNING Complimentary Skill: Writing
STANDARD STANDARD
language, form and style 4.1.1 Give detailed information about
themselves and others

By the end of the lesson, students can: By the end of the lesson, students should be
3. Write an essay on a wedding they had able to:
attended 4.1 Communicate intelligibly through print
LEARNING 4. Describe what they saw and felt during SUCCESS and digital media on familiar topics
OBJECTIVES the wedding. CRITERIA
4.2 Communicate with appropriate
language, form and style

TEACHING AND LEARNING STRATEGIES

LEVEL TP1 – TP2 TP3-TP4 TP5-TP6
Students answer the exercises Students answer the exercises Students facilitate others in
given with teacher’s guidance given learning
 3. Students read the writing 1. Students read the writing 1. Students read the
task and look at the task and look at the pictures writing task and look at
pictures as a guide. as a guide. the pictures as a guide.
4. Students choose the 2. Students make a list
words of a list of things 2. Students choose the of things that they see
PRE-LESSON words of a list of things that
that they see (nouns) and (nouns) and do (verbs)
do (verbs) and write they see (nouns) and do in the ‘wedding words’
them into the correct (verbs) and write them into column.
correct. the correct column.

3. Students fill in the 3. Students fill in the 3. Students use the

blanks to complete 7 blanks to complete 7 words in the list to write
sentences. sentences. 7 sentences.
4. Students rewrite the 4. Students rewrite the 4. Students rewrite the 8
words in 8 sentences in words in 8 sentences in given sentences in the
LESSON
the past tense. the past tense. past tense.
DEVELOPMENT 5. Students write an 5. Students write an 5. Students write an
essay on a wedding they essay on a wedding they essay on a wedding they
had attended. (Some had attended. (Some had attended.
words are given to assist words are given to assist
students). students).

1. Peer assessment- Pupils exchange 1. Rally Robin- Pupils take turn to 1. Gallery walk- Students write their
their task with other pairs to check share their answers. essay in mini whiteboards and
POST-LESSON the answers. 2. Pupils write the guided essay in display them for other students(TP1-
2. Pupils copy the corrected task in their writing book. TP4) to read and reward stars.
their writing book. 2. Teacher corrects the
CROSS CURRICULAR
RESOURCES Worksheet, - Handout Values
ELEMENTS
M/INTELLIGENCES Intrapersonal ASSESSMENT Written Exercise
Presentation
DIFFERENTIATION Strategy 3: Differentiate by the type 21ST CENTURY
STRATEGIES TEACHING & LEARNING Choose an item.
and amount of support provided

PBD Writing LEARNING DOMAIN Apply

REFLECTION ATTENDANC
E
____ / ____
1. 15/23 students are able to rewrite the words in at least 6 sentences in the past tense.
2. 18/ 23 students are able to rewrite the words in at least 4 sentences in the past tense.
3. 18/23 pupils need extra guidance.
NOTE
 DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 4 TIME 12.00-1.00
DAY TUESDAY CLASS 4ST2
DATE 12.04.2022 LESSON 9
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Let’s chat
THEME Choose an item.
LANGUANGE/GRAMMAR FOCUS Words/phrases related to free-time activities; words/phrases related to body language.
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 extended texts on a wide
range of familiar topics
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Explain and justify own point of view
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Understand meaning in a variety of familiar contexts
2. Communicate information, ideas, opinions and feelings intelligibly on familiar topics

SUCCESS CRITERIA Pupils could:

1. Listen to an audio.
2. Complete 8 sentences with the words heard from the audio.

ACTIVITIES PRE-LESSON 1. Students play a game to review adverbs describing mood.

2. Students put an action on the board (e.g., digging the garden).
3. Students take it in turns to come to the front of the class to take a
 mood card (i.e., happily) and mime the action in an appropriate
manner while the class guess the adverb.
LESSON DELIVERY Activity A (Students Book page 16)
1.Students asked to read through the sentences 1-8 and pay
attention to the verbs in the bold.
2. Students are asked to read through the definitions a-h and their
understanding are checked.
3. Students do the activity and the answers checked with the class.
Students produced their own sentences using the verbs.
Activity B (Students Book page 16)
1.Students asked to look at the 3 nouns and they work out the
verbs derived from.
2. Students tell the suffix that was added to each verb in order to
form the noun.
3. Students pay attention to the NOTE. Students asked to read
through the sentences 1-7.
4. Students pay attention to the words in brackets at the end of
each sentence and they do the activity. The answers checked with
the class.
Differentiated Actvities:
Less proficient pupils: To support less confident pupils i, pause the listening
track at selected intervals to allow thinking time.
More proficient pupils: Create a list of abstract nouns (such as patience,
courage in Activity 2) and deciding whether they describe good/admirable
qualities or bad/less admirable qualities.
POST LESSON 1. Students are asked to review their learning in this lesson by
getting them to close their textbooks and then to recall with their
talk partner(s) what they have learnt about body language from
expert, Dr Susan Maddison.
2. When students are ready, collect and share ideas as a whole
class.
REFLECTION 15/30 pupils could complete a least 6 sentences with the words heard from the audio.
15/30 pupils could complete a least 4 sentences with the words heard from the audio.
15/30 pupils need extra guidance.
\

DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 4 TIME 7.30-8.30
DAY WEDNESDAY CLASS 4ST2
DATE 13.04.2022 LESSON 10
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Writing
TOPIC Let’s chat
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS expressing advantages and disadvantages
MAIN CONTENT STANDARD 2.1Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.3 Explain advantages and disadvantages of plans and ambitions
COM. CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
COM. LEARNING STANDARD 4.1.5 Organize, sequence and develop ideas within a text of several paragraphs on familiar
topics
SUCCESS CRITERIA Pupils could :
1. Talk with a partner about the advantages and disadvantages of laptop and desktop
computer.
2. Talk with a partner about what they like and dislikes about each type of computer.
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Communicate information, ideas, opinions and feelings intelligibly on familiar topics
 2. Communicate intelligibly through print and digital media on familiar topics
ACTIVITIES PRE-LESSON 1. An activity/game to revise computer-related vocabulary from
previous lessons devised.
LESSON DELIVERY Students Books page 17
1. Students pay attention to the two pictures. Students pay
attention to the box underneath the pictures to get an idea of the
phrases they can use.
2. Students are asked to read through the box on the right which
contains some of the words they can use while comparing and
contrasting the two types of computers.
3. Students are pointed out that there are two things they need to
discuss. The table below are drawn on the board.

4. Students fill in all the advantages and disadvantages.

5. Students work with their partner or small groups to write up the
ideas into a text of four short paragraphs corresponding with the
four boxes in the table describing the advantages and
disadvantages of both computers.
6. Before students write up their ideas, students revise connectives
that introduce similar and contrasting ideas (also, as well as, on the
other hand, apart from this, however).
6. Students do the activity in pairs and some pairs are chosen to act
out the dialogues in class.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more
proficient pupil can help and support a less proficient pupil.
More proficient pupils: Write paragraph.s using linking words such as
furthermore, on the other hand etc
POST LESSON Task 2: Make Connections
REFLECTION 1. 17/23 pupils could talk with a partner and give at least 2 advantages and disadvantages of
laptop and desktop computer.
2. 17/23 pupils could talk with a partner about what they like and dislikes about each type
of computer.
13/4/202
DAY Wednesday DATE WEEK 4 LESSON 4
2
SUBJECT English CLASS 3 Fasih TIME 10.30-11.00 60 minutes
People and
FOCUS Speaking UNIT 01 THEME TOPIC Unit 1: Family Ties
Culture
LANGUAGE & Family-related vocabulary, including collocations and expressions
GRAMMAR FOCUS
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.3 Narrate factual and imagined events
and digital media on familiar topics and experiences
Complementary Skill: Writing
CONTENT 4.2 Communicate with appropriate LEARNING Complimentary Skill: Writing
STANDARD STANDARD
language, form and style 4.1.1 Give detailed information about
themselves and others

LEARNING By the end of the lesson, students can: SUCCESS By the end of the lesson, students should be
OBJECTIVES CRITERIA
5. Write an essay on a wedding they had
 attended able to:
6. Describe what they saw and felt during 4.1 Communicate intelligibly through print
the wedding. and digital media on familiar topics
4.2 Communicate with appropriate
language, form and style

TEACHING AND LEARNING STRATEGIES

TP3-TP4 TP5-TP6
TP1 – TP2
Students answer the exercises Students facilitate others in
LEVEL Students answer the exercises
given learning
given with teacher’s guidance

5. Students read the writing 1. Students read the writing 1. Students read the
task and look at the task and look at the pictures writing task and look at
pictures as a guide. as a guide. the pictures as a guide.
6. Students choose the 2. Students make a list
words of a list of things 2. Students choose the of things that they see
PRE-LESSON words of a list of things that
that they see (nouns) and (nouns) and do (verbs)
do (verbs) and write they see (nouns) and do in the ‘wedding words’
them into the correct (verbs) and write them into column.
correct. the correct column.

3. Students fill in the 3. Students fill in the 3. Students use the

blanks to complete 7 blanks to complete 7 words in the list to write
sentences. sentences. 7 sentences.
4. Students rewrite the 4. Students rewrite the 4. Students rewrite the 8
words in 8 sentences in words in 8 sentences in given sentences in the
LESSON
the past tense. the past tense. past tense.
DEVELOPMENT 5. Students write an 5. Students write an 5. Students write an
essay on a wedding they essay on a wedding they essay on a wedding they
had attended. (Some had attended. (Some had attended.
words are given to assist words are given to assist
students). students).

1. Peer assessment- Pupils exchange 1. Rally Robin- Pupils take turn to 1. Gallery walk- Students write their
their task with other pairs to check share their answers. essay in mini whiteboards and
POST-LESSON the answers. 2. Pupils write the guided essay in display them for other students(TP1-
2. Pupils copy the corrected task in their writing book. TP4) to read and reward stars.
their writing book. 2. Teacher corrects the
CROSS CURRICULAR
RESOURCES Worksheet, - Handout Values
ELEMENTS
M/INTELLIGENCES Intrapersonal ASSESSMENT Written Exercise
Presentation
DIFFERENTIATION Strategy 3: Differentiate by the type 21ST CENTURY
STRATEGIES TEACHING & LEARNING Choose an item.
and amount of support provided

PBD Writing LEARNING DOMAIN Apply

REFLECTION 1. 15/23 students are able to rewrite the words in at least 6 ATTENDANC ____ / ____
E
sentences in the past tense.
2. 18/ 23 students are able to rewrite the words in at least 4
sentences in the past tense.
3. 18/23 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 5
WEEK 4 TIME 10.30-11.30
DAY WEDNESDAY CLASS 5SK3
DATE 13.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Language Awareness
UNIT UNIT 2 ENGLISH DOWNLOAD
(Grammar/Vocabulary)
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Past simple, past continuous; used to, would, be/get used to
CONTENT STANDARD Main Skill: Language Awareness
 This is a grammar-focused lesson so listening, speaking, reading and writing skills are
not explicitly covered

Language Awareness
Main Skill:
This is a grammar-focused lesson so listening, speaking, reading and writing skills are
LEARNING STANDARD
not explicitly covered

By the end of the lesson, pupils will be able to understand

LEARNING OBJECTIVES used to, would, be/get used to by circling, writing 5 sentences using the correct form of be/get used to and
circling the correct answers for 6 questions.
What I’m looking for (WILF)
7. Pupils can write 5 sentences using the correct form of be/get used to.
SUCCESS CRITERIA
8. Pupils can circle the correct answers for 6 questions.

ACTIVITIES
41. Pupils play a short quiz orally with the teacher to review the uses of present simple vs present
PRE-LESSON continuous or revises stative verbs (e.g. hate, like, seem, understand, see, need, believe, imagine,
know) which do not usually take the continuous form.
42. Pupils complete 6 gap fills in 6 sentences using the correct form of “used to” and the verbs in
brackets and identify which of the sentences in Activity 3 is also possible to use “would”.
43. Pupils discuss their answers in small groups before discussing as a class.
44. If there is sufficient time, pupils proceed to Activity 4 and read the 5 situations about The Smiths.
45. Pupils write 5 sentences using the correct form of be/get used to.
46. Pupils go on to Activity 5 and read the 6 sentences first before answering.
47. Pupils circle the correct answers for 6 questions.
LESSON DEVELOPMENT
48. Pupils discuss the answers to Activity 4 and Activity 5 as a class.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more proficient pupil can help and
support a less proficient pupil.
More proficient pupils: Write a paragraph using used to/would/be/get used to. Tell pupils to imagine they
have left Malaysia to live in another country that is very different culturally. Swap paragraphs with a partner
to check for any mistakes of the targeted grammar
49. Pupils review their learning in this lesson by doing the extension activity on p23 in the Teacher’s
POST-LESSON Book.
50. Pupils discuss in pairs before discussing the answers as a class.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
DIFFERENTIATION Strategy 2: Differentiate by the
CROSS CURRICULAR ELEMENTS Language STRATEGIES task pupils are given
ASSESSMENT Individual/Pair work M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Apply PBD Not Applicable
REFLECTION 7. 7/15 pupils can write at least 3 sentences using the correct form of be/get used to.
8. 8/15 pupils can circle the correct answers for at least 4 questions.

DAILY LESSON PLAN

ENGLISH FORM 5
WEEK 4 TIME 12.30 - 1.00
DAY WEDNESDAY CLASS 5SK5
DATE 12.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Language Awareness UNIT UNIT 2 ENGLISH DOWNLOAD
 THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Past simple, past continuous; used to, would, be/get used to
Main Skill: Language Awareness
This is a grammar-focused lesson so listening, speaking, reading and writing skills are
CONTENT STANDARD
not explicitly covered

Language Awareness
Main Skill:
This is a grammar-focused lesson so listening, speaking, reading and writing skills are
LEARNING STANDARD
not explicitly covered

By the end of the lesson, pupils will be able to understand

LEARNING OBJECTIVES
past simple, by circling 7 correct words to complete 7 sentences
What I’m looking for (WILF)
SUCCESS CRITERIA 9. Pupils can circle 7 correct words to complete 7 sentences.

ACTIVITIES
51. Pupils play a short quiz orally with the teacher to review the uses of present simple vs present
PRE-LESSON continuous or revises stative verbs (e.g. hate, like, seem, understand, see, need, believe, imagine,
know) which do not usually take the continuous form.
52. Pupils read through the grammar theory.
53. Pupils look at 9 sentences (from Teacher’s Book page 21) written on the board and as a class, match
them with the uses of the past simple and past continuous tenses in the grammar theory box.
54. Pupils read 2 sentences in Activity 2 and identify which tense is used and why.
55. Pupils discuss answers as a class.
56. Pupils go on to Activity 3 and read the instructions and the 7 sentences.
57. Pupils discuss as a class which clues will help them to choose the correct tense (ex: at seven o’clock
LESSON DEVELOPMENT yesterday) or time expressions as well as other clues.
58. Pupils circle 7 correct words to complete 7 sentences.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more proficient pupil can help and
support a less proficient pupil.
More proficient pupils: Write a paragraph using used to/would/be/get used to. Tell pupils to imagine they
have left Malaysia to live in another country that is very different culturally. Swap paragraphs with a partner
to check for any mistakes of the targeted grammar
59. Pupils review their learning in this lesson by doing the extension activity on p23 in the Teacher’s
POST-LESSON Book.
60. Pupils discuss in pairs before discussing the answers as a class.
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
DIFFERENTIATION Strategy 2: Differentiate by the
CROSS CURRICULAR ELEMENTS Language STRATEGIES task pupils are given
ASSESSMENT Individual/Pair work M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Apply PBD Not Applicable
REFLECTION 1. 11/20 pupils are able to circle at least 4 correct words to complete 7 sentences.
2. 9/20 pupils need extra guidance.

DAILY LESSON PLAN

 ENGLISH FORM 4
WEEK 4 TIME 8.30-9.30
DAY THURSDAY CLASS 4ST2
DATE 14.04.2022 LESSON 11
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Let’s chat
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Words/phrases related to free-time activities; words/phrases/language used in informal
letters and emails
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar
situations
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
COM. LEARNING STANDARD 3.1.5 Recognize with little or no support the attitude or opinion of the writer in extended
texts on a wide range of familiar topics
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Communicate with appropriate language, form and style
2. Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
SUCCESS CRITERIA Pupils could:
1. Write a rough draft of an informal email.
2. Refuse an invitation through a reply email.
ACTIVITIES PRE-LESSON 1. 6 sentences / phrases (3 using formal language, 3 using informal
language) are written on the board.
2. Students are asked what is different about the sentences.
3. Students asked to work with talk partner(s) and change the
formal phrases / sentences to informal and the informal to formal.
LESSON DELIVERY Activity A (Students Book page 18)
1.Students asked to look at the layout of the text and say what it is.
Students are asked some questions. Students read through the
questions and check their understanding. Students do the activity
and the answers checked with the class. Students asked some
comprehension questions. Any unknown words are explained.
Activity B (Students Book page 18)
1.Students refer to Simon’s email and pay attention to the notes
Mark has made. Students must read each note which refers to a
specific sentences/ phrase in the email and match them with the
points a-c. Students read through the points a-c. Students do the
activity and the answers checked with the class.
Activity C (Students Book page 18)
1.Students read Mark’s email and underline the sentences that
correspond to his notes. Students do the activity. The answers
checked with the class. Students read through the two questions
and their understanding are checked. Students do the activity. The
answers checked with the class. Students asked some
comprehensions questions.
Activity E (Students Book page 18)
1.Students refer to Simon’s email in activity A. Students are
explained that they should use the same prompts, but different
ideas and expressions/phrases to expand on them with the
exception of ‘sure’ which they should turn into ‘can’t’ since they
have to turn down Simon’s invitation. Students write their emails
and some students are chosen to read out their emails.
Differentiated Actvities:
Less proficient pupils Students write an email of refusing an invitation.
(Some phrases are given to assist students).
 More proficient pupils: Students write an essay on a wedding they had
attended.
POST LESSON Students divided into small groups and give each group 10 strips of
paper (5 with an informal sentence or phrase suitable for an
informal letter, 5 with a formal sentence or phrase suitable for a
formal letter). Students divide the strips into two groups ‘formal’
or ‘informal’ When students are ready elicit answers onto the
board.
REFLECTION 15/23 pupils are able to write a rough draft of an informal email refusing the invitation.
7/23 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 4 TIME 10.30-11.30
DAY THURSDAY CLASS 4SK4
DATE 14.04.2022 LESSON 10
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Writing
TOPIC Let’s chat
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS expressing advantages and disadvantages
MAIN CONTENT STANDARD 2.1Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.3 Explain advantages and disadvantages of plans and ambitions
COM. CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
COM. LEARNING STANDARD 4.1.5 Organize, sequence and develop ideas within a text of several paragraphs on familiar
topics
SUCCESS CRITERIA Pupils could :
1. Talk with a partner about the advantages and disadvantages of laptop and desktop
computer.
2. Talk with a partner about what they like and dislikes about each type of computer.
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
3. Communicate information, ideas, opinions and feelings intelligibly on familiar topics
4. Communicate intelligibly through print and digital media on familiar topics
ACTIVITIES PRE-LESSON 1. An activity/game to revise computer-related vocabulary from
previous lessons devised.
LESSON DELIVERY Students Books page 17
1. Students pay attention to the two pictures. Students pay
attention to the box underneath the pictures to get an idea of the
phrases they can use.
2. Students are asked to read through the box on the right which
contains some of the words they can use while comparing and
contrasting the two types of computers.
3. Students are pointed out that there are two things they need to
discuss. The table below are drawn on the board.

4. Students fill in all the advantages and disadvantages.

5. Students work with their partner or small groups to write up the
ideas into a text of four short paragraphs corresponding with the
four boxes in the table describing the advantages and
disadvantages of both computers.
6. Before students write up their ideas, students revise connectives
that introduce similar and contrasting ideas (also, as well as, on the
other hand, apart from this, however).
6. Students do the activity in pairs and some pairs are chosen to act
out the dialogues in class.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more
proficient pupil can help and support a less proficient pupil.
More proficient pupils: Write paragraph.s using linking words such as
furthermore, on the other hand etc
POST LESSON Task 2: Make Connections
REFLECTION 1. 25/30 pupils could talk with a partner and give at least 2 advantages and disadvantages of
laptop and desktop computer.
2. 25/30 pupils could talk with a partner about what they like and dislikes about each type
 of computer.
DAILY LESSON PLAN
ENGLISH FORM 5
WEEK 4 TIME 11.30-12.30
DAY THURSDAY CLASS 5SK3
DATE 14.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Listening UNIT UNIT 2 ENGLISH DOWNLOAD
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Words/phrases related to the legend of Robin Hood
Main Skill: Listening
1.1 Understand meaning in a variety of familiar contexts
CONTENT STANDARD
Complementary Skill: Listening
1.2 Use appropriate listening strategies in a variety of contexts
Main Skill: Listening
1.1.2 Understand independently specific information and details in extended texts on a
wide range of familiar topics and some unfamiliar topics
LEARNING STANDARD
Complimentary Skill: Listening
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by
context on a wide range of familiar topics and some unfamiliar topics
By the end of the lesson, pupils will be able to:
1.1.2 Understand independently specific information and details in extended texts on a
wide range of familiar topics and some unfamiliar topics by circling 5 correct words for 5
LEARNING OBJECTIVES sentences and completing 8 sentences with a word or short phrase.
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by
context on a wide range of familiar topics and some unfamiliar topics by answering 5
comprehension questions.
What I’m looking for (WILF)
10. Pupils can circle 5 correct words for 5 sentences
SUCCESS CRITERIA 11. Pupils can answer 5 comprehension questions.
12. Pupils can complete 8 sentences with a word or short phrase.

ACTIVITIES
61. Pupils work in small groups to list as many heroes/heroines from Malaysian legends/folk tales that
PRE-LESSON they can think of and then decide who is the greatest hero/heroine from the list and why.
62. A few groups share their discussion with the class.
63. Pupils turn to page 24 English Download and read the instructions and sentences in Activity 1. During
the discussion, pupils also discuss what they know about Robin Hood.
64. Pupils listen to the first part of a recording of someone talking about the legend of Robin Hood.
65. Pupils circle 5 correct words for 5 sentences as they listen.(Main Skill)
66. Pupils discuss their answers with a partner and justify any answers that are different.
67. Pupils move on to Activity 2 and read the instructions and sentences.
68. Pupils answer 5 comprehension questions. (Complementary Skill)
69. Pupils compare answers in pairs before discussing as a class.
LESSON DEVELOPMENT 70. Pupils go on to Activity 3 and read the instructions and the 8 sentences.
71. Pupils now listen to the whole speech about the legend of Robin Hood.
72. Pupils complete 8 sentences with a word or short phrase.(Main Skill)
73. Pupils compare answers in pairs before discussing as a class.
Differentiated Actvities:
Less proficient pupils: Provide vocabulary to be used in the speaking activity. In the reading activity narrow
the options for each question to two or three possible answers. Allow pupils to use a dictionary if they
struggle to find the meaning by context.
More proficient pupils: -
 74. Pupils listen to teacher reading a list of true and false statements written using the audio transcript of
the Robin Hood listening text on p139, Teacher’s Book.
POST-LESSON
75. Pupils discuss as a class whether each of the statement is true or false and if there is a need, to play
the audio again.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
Strategy 3: Differentiate by the
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Values STRATEGIES
type and amount of support
provided
ASSESSMENT Oral M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Analyse PBD Choose an item.
REFLECTION 1. 20/30 pupils can circle 5 correct words for 5 sentences
2. 20/30 Pupils can answer at least 3 comprehension questions.
3. 20/30 pupils can complete at least 5 sentences with a word or short phrase.
4. 10/30 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 5
WEEK 4 TIME 8.30-9.30
DAY FRIDAY CLASS 5SK5
DATE 14.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Listening UNIT UNIT 2 ENGLISH DOWNLOAD
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Words/phrases related to the legend of Robin Hood
Main Skill: Listening
1.1 Understand meaning in a variety of familiar contexts
CONTENT STANDARD
Complementary Skill: Listening
1.2 Use appropriate listening strategies in a variety of contexts
Main Skill: Listening
1.1.2 Understand independently specific information and details in extended texts on a
wide range of familiar topics and some unfamiliar topics
LEARNING STANDARD
Complimentary Skill: Listening
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by
context on a wide range of familiar topics and some unfamiliar topics
By the end of the lesson, pupils will be able to:
1.1.2 Understand independently specific information and details in extended texts on a
wide range of familiar topics and some unfamiliar topics by circling 5 correct words for 5
LEARNING OBJECTIVES sentences and completing 8 sentences with a word or short phrase.
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by
context on a wide range of familiar topics and some unfamiliar topics by answering 5
comprehension questions.
What I’m looking for (WILF)
13. Pupils can circle 5 correct words for 5 sentences
SUCCESS CRITERIA 14. Pupils can answer 5 comprehension questions.
15. Pupils can complete 8 sentences with a word or short phrase.

ACTIVITIES
76. Pupils work in small groups to list as many heroes/heroines from Malaysian legends/folk tales that
PRE-LESSON they can think of and then decide who is the greatest hero/heroine from the list and why.
77. A few groups share their discussion with the class.
LESSON DEVELOPMENT 78. Pupils turn to page 24 English Download and read the instructions and sentences in Activity 1. During
the discussion, pupils also discuss what they know about Robin Hood.
79. Pupils listen to the first part of a recording of someone talking about the legend of Robin Hood.
80. Pupils circle 5 correct words for 5 sentences as they listen.(Main Skill)
81. Pupils discuss their answers with a partner and justify any answers that are different.
82. Pupils move on to Activity 2 and read the instructions and sentences.
83. Pupils answer 5 comprehension questions. (Complementary Skill)
84. Pupils compare answers in pairs before discussing as a class.
85. Pupils go on to Activity 3 and read the instructions and the 8 sentences.
86. Pupils now listen to the whole speech about the legend of Robin Hood.
 87. Pupils complete 8 sentences with a word or short phrase.(Main Skill)
88. Pupils compare answers in pairs before discussing as a class.
Differentiated Actvities:
Less proficient pupils: Provide vocabulary to be used in the speaking activity. In the reading activity narrow
the options for each question to two or three possible answers. Allow pupils to use a dictionary if they
struggle to find the meaning by context.
More proficient pupils: -
89. Pupils listen to teacher reading a list of true and false statements written using the audio transcript of
the Robin Hood listening text on p139, Teacher’s Book.
POST-LESSON
90. Pupils discuss as a class whether each of the statement is true or false and if there is a need, to play
the audio again.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
Strategy 3: Differentiate by the
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Values STRATEGIES
type and amount of support
provided
ASSESSMENT Oral M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Analyse PBD Choose an item.
REFLECTION 1. 15/20 pupils can circle 5 correct words for 5 sentences
2. 15/20 Pupils can answer at least 3 comprehension questions.
3. 15/20 pupils can complete at least 5 sentences with a word or short phrase.
4. 5/20 pupils need extra guidance.
 15/4/202
DAY Friday DATE WEEK 4 LESSON 4
2
SUBJECT English CLASS 3 Fasih TIME 11.00-12.00 60 minutes
People and
FOCUS Speaking UNIT 01 THEME TOPIC Unit 1: Family Ties
Culture
LANGUAGE & Family-related vocabulary, including collocations and expressions
GRAMMAR FOCUS
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print 4.1.3 Narrate factual and imagined events
and digital media on familiar topics and experiences
Complementary Skill: Writing
CONTENT 4.2 Communicate with appropriate LEARNING Complimentary Skill: Writing
STANDARD STANDARD
language, form and style 4.1.1 Give detailed information about
themselves and others

By the end of the lesson, students can: By the end of the lesson, students should be
7. Write an essay on a wedding they had able to:
attended 4.1 Communicate intelligibly through print
LEARNING 8. Describe what they saw and felt during SUCCESS and digital media on familiar topics
OBJECTIVES the wedding. CRITERIA
4.2 Communicate with appropriate
language, form and style

TEACHING AND LEARNING STRATEGIES

TP3-TP4 TP5-TP6
TP1 – TP2
Students answer the exercises Students facilitate others in
LEVEL Students answer the exercises
given learning
given with teacher’s guidance

PRE-LESSON 7. Students read the writing 1. Students read the writing 1. Students read the
task and look at the task and look at the pictures writing task and look at
pictures as a guide. as a guide. the pictures as a guide.
8. Students choose the 2. Students make a list
words of a list of things 2. Students choose the of things that they see
that they see (nouns) and words of a list of things that (nouns) and do (verbs)
do (verbs) and write they see (nouns) and do in the ‘wedding words’
them into the correct (verbs) and write them into
 correct. the correct column. column.

3. Students fill in the 3. Students fill in the 3. Students use the

blanks to complete 7 blanks to complete 7 words in the list to write
sentences. sentences. 7 sentences.
4. Students rewrite the 4. Students rewrite the 4. Students rewrite the 8
words in 8 sentences in words in 8 sentences in given sentences in the
LESSON
the past tense. the past tense. past tense.
DEVELOPMENT 5. Students write an 5. Students write an 5. Students write an
essay on a wedding they essay on a wedding they essay on a wedding they
had attended. (Some had attended. (Some had attended.
words are given to assist words are given to assist
students). students).

1. Peer assessment- Pupils exchange 1. Rally Robin- Pupils take turn to 1. Gallery walk- Students write their
their task with other pairs to check share their answers. essay in mini whiteboards and
POST-LESSON the answers. 2. Pupils write the guided essay in display them for other students(TP1-
2. Pupils copy the corrected task in their writing book. TP4) to read and reward stars.
their writing book. 2. Teacher corrects the
CROSS CURRICULAR
RESOURCES Worksheet, - Handout Values
ELEMENTS
M/INTELLIGENCES Intrapersonal ASSESSMENT Written Exercise
Presentation
DIFFERENTIATION Strategy 3: Differentiate by the type 21ST CENTURY
STRATEGIES and amount of support provided TEACHING & LEARNING Choose an item.

PBD Writing LEARNING DOMAIN Apply

REFLECTION ATTENDANC
E
____ / ____
1. 17/23 pupils could write an essay on a wedding they had attended
NOTE 2. 6/23 pupils need extra guidance.