DAILY LESSON PLAN TS25

DAY Monday DATE WEEK 6 LESSON 10

1
SUBJECT English CLASS TIME 10-10-124- 1 hour
ANGGERIK
FOCUS Language Awareness (Grammar/Vocabulary)
UNIT Unit 1 - What Do You Like? People and Culture
THEME TOPIC Free Time Activities

LANGUAGE & GRAMMAR FOCUS Vocabulary related to the topic of money

Main Skill: LANGUAGE AWARENESS Main Skill: LANGUAGE AWARENESS

This is a grammar focused lesson so listening, This is a grammar focused lesson so

CONTENT LEARNING
STANDARD speaking, reading and writing skills are not STANDARD listening, speaking, reading and writing
explicitly covered. skills are not explicitly covered.

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
 Revise the present simple: affirmative, 1. Choose and write the correct
negative, questions and short answers. verbs for the present simple:
 Revise the present continuous: affirmative, negative, questions
LEARNING
affirmative, negative, questions and
SUCCESS and short answers.
OBJECTIVES CRITERIA 2. Choose and write the correct
short answers.
verbs for the present
continuous: affirmative,
negative, questions and short
answers.

TEACHING AND LEARNING STRATEGIES

1. Teacher writes the sentences You can do urban sports in any city in the chatbox with the words
PRE-LESSON in the wrong order: sports city you can do in any can urban. Pupils work write the sentences in
the correct order in the chatbox. Teacher writes the correct sentence.
Activity 1(SB page 12)
1. Pupils copy the table into their notebooks.
2. They complete the table with the correct forms of like, play and live.
3. Discussion
4. Teacher highlights the fact that the auxiliary verb do is used to form negative sentences and
questions in English.
Activity 2 (SB page 12)
LESSON
5. Pupils look at the spelling rules on page 19. Teacher explains the task.
DEVELOPMENT
6. Teacher fills in the first gap with the whole class as examples. Pupils work individually to
complete the task.
7. Teacher reminds pupils that we use the present simple to talk about habits, routines and
permanent situations.
Activity 6 (SB page 12)
8. Pupils answer the questions from exercise 5. Pupils complete the dialogue individually.
9. Discussion
POST-LESSON 10. Poster (see SOW page 133)

RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Values

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 6:Differentiate by supporting individual learning preferences and needs -
STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION Pupils were able to achieve the objectives ATTENDANCE 21/ 36

https://meet.google.com/aoi-ysqm-qut?authuser=1
NOTE GOOGLE MEET

1
BEFORE DURING

AFTER AFTER

2
 DAILY LESSON PLAN TS25
DAY Wednesday DATE WEEK 6 LESSON 10
1
SUBJECT English CLASS TIME 10-10-1240 1 hour
BAKAWALI
FOCUS Language Awareness (Grammar/Vocabulary)
UNIT Unit 1 - What Do You Like? People and Culture
THEME TOPIC Free Time Activities

LANGUAGE & GRAMMAR FOCUS Vocabulary related to the topic of money

Main Skill: LANGUAGE AWARENESS Main Skill: LANGUAGE AWARENESS

This is a grammar focused lesson so listening, This is a grammar focused lesson so

CONTENT LEARNING
STANDARD speaking, reading and writing skills are not STANDARD listening, speaking, reading and writing
explicitly covered. skills are not explicitly covered.

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
1. Revise the present simple: affirmative, 1. Choose and write the correct
negative, questions and short answers. verbs for the present simple:
2. Revise the present continuous: affirmative, negative, questions
LEARNING affirmative, negative, questions and SUCCESS and short answers.
OBJECTIVES CRITERIA 2. Choose and write the correct
short answers.
verbs for the present
continuous: affirmative,
negative, questions and short
answers.

TEACHING AND LEARNING STRATEGIES

1. Teacher writes the sentences You can do urban sports in any city in the chatbox with the
PRE-LESSON words in the wrong order: sports city you can do in any can urban. Pupils work write the
sentences in the correct order in the chatbox. Teacher writes the correct sentence.
Activity 1(SB page 12)
2. Pupils copy the table into their notebooks.
3. They complete the table with the correct forms of like, play and live.
4. Discussion
5. Teacher highlights the fact that the auxiliary verb do is used to form negative sentences and
questions in English.
Activity 2 (SB page 12)
LESSON
6. Pupils look at the spelling rules on page 19. Teacher explains the task.
DEVELOPMENT
7. Teacher fills in the first gap with the whole class as examples. Pupils work individually to
complete the task.
8. Teacher reminds pupils that we use the present simple to talk about habits, routines and
permanent situations.
Activity 6 (SB page 12)
9. Pupils answer the questions from exercise 5. Pupils complete the dialogue individually.
10. Discussion
POST-LESSON 11. Poster (see SOW page 133)

RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Values

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 6:Differentiate by supporting individual learning preferences and needs -
STRATEGIES LEARNING

PBD Not Applicable LEARNING DOMAIN Create

15 pupils were able to achieve the objectives.
REFLECTION 5 pupils need guidance. ATTENDANCE 20/ 38

NOTE https://meet.google.com/aoi-ysqm-qut?authuser=1
GOOGLE MEET
3
BEFORE DURING

DURING AFTER

DAILY LESSON PLAN TS25

DAY Thursday DATE WEEK 6 LESSON 12

4
SUBJECT English CLASS 1 A/1B TIME 0130-0230 1 hour

FOCUS Reading UNIT Unit 1 - What Do You Like? People and Culture
THEME TOPIC Tourist Attractions

Vocabulary related to the topic of tourist attraction

LANGUAGE & GRAMMAR FOCUS
Main Skill: Reading Main Skill: Speaking

3.1 Understand a variety of texts by using a range of appropriate reading strategies

3.1.1 Understand
to construct
themeaning
main points in simple longer texts
CONTENT LEARNING
STANDARD Complementary Skill: Reading STANDARD Complementary Skill: Reading

3.1 Understand a variety of texts by using a range of appropriate reading strategies

3.1.2 Understand
to construct
specific
meaning
details and information in simple lo

By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
1. Pupils canread and answer at least 4
questions correctly
LEARNING 3.1.1 Understand the main points in simple longer texts SUCCESS 2. Pupils can read, listen and tell the scariest
OBJECTIVES CRITERIA and biggest attraction.
3.1.2 Understand specific details and information in simple longer texts 3. Pupils are able to answer at least 2 questions
about popular attraction in Malaysia.

TEACHING AND LEARNING STRATEGIES

1. Books closed. Teacher writes the word Disneyland on the board. Teacher asks pupils what it
is and where it is in Europe. Teacher elicits that it is an amusement park and that is in
PRE-LESSON
France, just outside Paris.
2. Pupils read the Fact box about amusement parks in the UK.
Activity 1 (SB page 14)
3. Pupils look at the pictures. Which attractions look the most fun and why.
LESSON 4. Teacher listens to their ideas as a class.
DEVELOPMENT Activity 2 ( SB page 14)
5. Teacher plays the CD. Pupils follow the text in their books.
Teacher checks the answer as a class.
POST-LESSON 6. Famous Places(see SOW page 135)
RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Financial Education

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 6:Differentiate by supporting individual learning preferences and needs -
STRATEGIES LEARNING

PBD Reading LEARNING DOMAIN Create

13/ 36
1A and 1B were very committed and loved to participate in the lesson. They 1 ANGGERIK
REFLECTION ATTENDANCE
normally respond to teacher by using chat box during Google Meet 11/38
1 BAKAWALI
https://meet.google.com/aoi-ysqm-qut?authuser=1
NOTE GOOGLE MEET

5
BEFORE DURING

DURING AFTER

DAILY LESSON PLAN TS25

DAY Thursday DATE WEEK 6 LESSON 12
SUBJECT English CLASS 3A,3B, 3D TIME 0230-0330 1 hour

FOCUS Language Awareness (Grammar/Vocabulary)

UNIT FAMILY TIES THEME People and Culture TOPIC FAMILY TIES

LANGUAGE & GRAMMAR FOCUS Present simple, present continuous and stative verbs.

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 Main Skill: LANGUAGE AWARENESS Main Skill: LANGUAGE AWARENESS

CONTENT This is a grammar focused lesson so listening, LEARNING This is a grammar focused lesson so
STANDARD speaking, reading and writing skills are not STANDARD listening, speaking, reading and
explicitly covered. writing skills are not explicitly
covered.
By the end of the lesson, pupils will be able to: What I’m looking for (WILF):
1. Revise the present simple: affirmative, 1. Choose and write the correct
negative, questions and short answers. verbs for the present simple:
2. Revise the present continuous: affirmative, negative, questions
LEARNING affirmative, negative, questions and SUCCESS and short answers.
OBJECTIVES CRITERIA 2. Choose and write the correct
short answers.
verbs for the present
continuous: affirmative,
negative, questions and short
answers.

TEACHING AND LEARNING STRATEGIES

1. Pupils identifys the verbs of the following sentences.
2. Pupils identify tenses used in the sentences
-Grandpa always sits near the window.
PRE-LESSON
-Grandpa sitting near the window.
3. Students revised the affirmative, negative, question forms and short answers of these two
tenses with the class.
Activity A(page 9)
1. Pupils read the sentences 1-4 and a-d quickly. Pupils should understand that a-d refer to the
reasons why we use the Present Simple.
2. Pupils asked to read sentence 1 again and to find its use in a-d and write the answer in the
box provided.
Activity B(page 9)
1. Pupils read the sentences 1-5 and a-e quickly. Pupils should understand that a-e refer to the
reasons why we use the Present Continuous.
LESSON
2. Pupils read sentence 1 and to find its use in a-d and write the answer in the box provided.
DEVELOPMENT
Activity C(page 9)
1. Pupils read read the instructions and elicit that stative verbs are verbs we use only in the
simple tenses.
2. Pupils underline the verbs.
Activity D(page 9)
1. Pupils read through the rule and fill in the missing word.
Activity E(page 9)
Pupils read instructions and then discuss the two sentences in a pair
POST-LESSON 1. Famous Places(see SOW page 135)
RESOURCES Pulse 2 Textbook CROSS CURRICULAR ELEMENTS Financial Education

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

DIFFERENTIATION 21ST CENTURY TEACHING & Think, Pair-Share

Strategy 6:Differentiate by supporting individual learning preferences and needs
STRATEGIES LEARNING -

PBD Not Applicable LEARNING DOMAIN Create

Only 3A & 3 B joined the Google Meet. 3D fully using telegram group but only 12 /
12/37 3A
REFLECTION 44 of them actively using telegram. ATTENDANCE
12/ 38 3B

NOTE https://meet.google.com/aoi-ysqm-qut?authuser=1
GOOGLE MEET

7
BEFORE DURING

DURING AFTER

DAILY LESSON PLAN TS25

DAY Friday DATE WEEK 6 LESSON 4
SUBJECT English CLASS 3A,3B, 3D TIME 0230-0330 1 hour

FOCUS Listening UNIT FAMILY TIES THEME People and Culture TOPIC FAMILY TIES

LANGUAGE & GRAMMAR FOCUS Present simple, present continuous and stative verbs.
CONTENT Main Skill: Listening LEARNING Main Skill: Listening
STANDARD 1.1 Understand meaning in a variety of STANDARD 1.1.1 Understand independently the main
familiar contexts ideas in simple longer texts on an
Complementary Skill: Speaking increased range of familiar topics
Complementary Skill: Speaking
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 2.3 Use appropriate communication strategies
By the end of the lesson, pupils will be able to:
1.1.1 Understand independently the main ideas
in simple longer texts on an increased
LEARNING
range of familiar topics
OBJECTIVES
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
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
What I’m looking for (WILF):
1. Keep interaction going in longer
exchanges by asking a speaker to
SUCCESS
slow down, speak up or to repeat
CRITERIA
what they have said

TEACHING AND LEARNING STRATEGIES

PRE-LESSON
Activity A (page 10)
1. Pupils look at the sets of pictures in A to decide which question (how? where? and who?)
might go with each set of pictures. Pupils read the instructions and check that they
understand what they have to do.
Activity B (page 10)
LESSON 1. Pupils read the instructions and check that they understand what they have to do.
DEVELOPMENT 2. Pupils look at the pictures in A again and match them to these questions.
Activity C (page 10)
1. Pupils read the instructions and check that they understand that they will be answering
questions 1-3 in task B using 3 sets of pictures A, B and C in task A, they have just discussed.
2. The recording play once all the way through and pupils write the answers.
The recording play again and pupils check their answers and to write any missing answers.
Tell me three things 1) You have learnt today 2) You have done well 3) Your talk partner has done
POST-LESSON
well.
RESOURCES Close -Up CROSS CURRICULAR ELEMENTS Values

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

Think, Pair-Share
DIFFERENTIATION 21ST CENTURY TEACHING &
Strategy 6:Differentiate by supporting individual learning preferences and needs -
STRATEGIES LEARNING

PBD Listening LEARNING DOMAIN Create

3 ANGGERIK GM – 4 TELEGRAM 34
3 BAKAWALI GM – 10 TELEGRAM – 28 38/38 3A
REFLECTION ATTENDANCE 38/38 3B
3 DAHLIA GM- 1 TELEGRAM 14/44 15/44 3C

LISTENING AND SPEAKING (pbd)

https://meet.google.com/aoi-ysqm-qut?authuser=1
NOTE GOOGLE MEET

BEFORE DURING (SESSION 1)

9
DURING (SESSION 2 TELEGRAM) AFTER

AFTER

10
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