DAILY LESSON PLAN

SUBJECT: English Language

FORM 3 CLASS 3C
3D
DATE 4/10/2020 WEEK 40 TIME 7.40-9.10
4/10/2020 11.10-12.40
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Reading
CONTENT Main Skill: Reading
STANDARD 3.1 Understand a variety of texts y using a range of appropriate reading
strategies to construct meaning
Complementary Skill:
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics
LEARNING Main Skill:
STANDARD 3.1.1 Understand the main points in longer texts on an increased range of
familiar topics
Complementary Skill:
2.1.4 Explain own point of view
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Understand the main points in longer texts on an increased range of familiar topics
2. Explain own point of view
SUCCESS
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students asked what kind of Speaking Strategy 8: Differentiate by
activities they associate with
the feedback given
entertainment. Students
explained that That’s
Entertainment is the title of
Unit 10. They asked to turn to
page 121 to discuss the picture
and its accompanying caption
with a partner.
EXPLORATION Students asked to look at the Question ( Writing/ Strategy 1: Differentiate by
pictures of the four
instruments. Students read out Speaking ) instruction and feedback
their names. Students elicited
what kind of instrument each
one is. Students read the
countries in the yellow word
bank and their pronunciations
corrected where necessary.

EXPLANATION Students asked to read the Question ( Writing/ Strategy 5: Differentiate by

instructions and explained
anything they don’t Speaking ) the time pupils are given to
understand. They asked to skim complete the task
 through the short texts and to
underline any information
about music or instruments.
Students asked to do the task
on their own and then to
compare their answers with a
partner. Students encouraged
to justify any answers they
have that are different to their
partner’s.

ELABORATION Students read the information Question ( Writing/ Strategy 2: Differentiate by

in the Exam Close-up and
Speaking ) the task pupils are given
explained anything they don’t
understand. Students explained
that the answer options are
often contained in the text but
they are not all relevant to the
question.
EVALUATION Students asked to identify with Speaking Strategy 5: Differentiate by
their talk partner at least one
the time pupils are given to
new word or expression that
they have learned in relation to complete the task
the lesson topic.
CLOSURE Teacher summarizes lesson Homework Strategy 4: Differentiate by
of the day and gives the outcome expected from
homework. Students are to pupils
write any question or
comment on exit card.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3D
3C
DATE 5/10/2020 WEEK 40 TIME 8.40-10.10
6/10/2020 12.10-1.10
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Reading
CONTENT Main Skill: Reading
STANDARD 3.1 Understand a variety of texts y using a range of appropriate reading
strategies to construct meaning
Complementary Skill:
2.3 Use appropriate communication strategies
LEARNING Main Skill:
STANDARD 3.1.3 Guess the meaning of unfamiliar words from clues provided by context on
an increased range of familiar topics
Complementary Skill:
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
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Keep interaction going in longer exchanges by asking a speaker to slow down,
speak up or to repeat what they have said
SUCCESS Guess the meaning of unfamiliar words from clues provided by other words and by
CRITERIA context on an increased range of familiar topics

STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION

ACTIVITIES ASSESSMENT
ENGAGEMENT Students play a game to review Speaking Strategy 8: Differentiate by
entertainment related
the feedback given
vocabulary from the previous
lessons.
EXPLORATION Students asked to read through Question ( Writing/ Strategy 1: Differentiate by
the questions and options and
underline any keywords or Speaking ) instruction and feedback
phrases. They asked to scan the
paragraphs to find these words
and phrases or synonyms.
Students asked to do the Exam
Task individually, but check
answers as a class.

EXPLANATION Students read the words in the Question ( Writing/ Strategy 5: Differentiate by
yellow word bank and their
pronunciation corrected where Speaking ) the time pupils are given to
necessary. Students asked to complete the task
look back at the underlined
words in the texts and work out
 their meanings from the
context they are used in.
Students encouraged to read all
the sentences before filling in
any answers. They should read
back through their answers to
check them when they are
finished.

ELABORATION Students asked to read the Question ( Writing/ Strategy 2: Differentiate by

questions and answer any
Speaking ) the task pupils are given
questions they might have.
Students asked to work in pairs
or small groups to discuss their
ideas. Students asked as a class
which features, they feel make
a good song and to say why.
Students encouraged to discuss
specific songs or types of music
to support their ideas.
EVALUATION Students asked to identify with Speaking Strategy 5: Differentiate by
their talk partner at least one
the time pupils are given to
new word or expression that
they have learned in relation to complete the task
the lesson topic.
CLOSURE Students asked to identify with Homework Strategy 4: Differentiate by
their talk partner at least one
the outcome expected from
new word or expressions that
they have learned in relation to pupils
lesson topic. When students
ready, the words/expressions
collected and shared as a whole
class.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3C
3D
DATE 7/10/2020 WEEK 40 TIME 10-40-11.40
8/10/2020 11.40-12.40
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Language Awareness (Grammar/Vocabulary)
CONTENT Main Skill: Writing
STANDARD This is a grammar focused lesson so listening, speaking, reading and writing
skills are not explicitly covered.
Complementary Skill:
This is a grammar focused lesson so listening, speaking, reading and writing
skills are not explicitly covered.
LEARNING Main Skill:
STANDARD This is grammar focused lesson so listening, speaking, reading and writing skills
are not explicitly covered
Complementary Skill:
This is grammar focused lesson so listening, speaking, reading and writing skills
are not explicitly covered
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Answer the grammar exercises
SUCCESS
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students play a game to review Speaking Strategy 8: Differentiate by
entertainment related
the feedback given
vocabulary from the previous
lessons.
EXPLORATION Students asked to look at the Question ( Writing/ Strategy 1: Differentiate by
words in bold in the sentences
and asked which are verbs and Speaking ) instruction and feedback
which are time expressions.
Students asked to read the
sentences carefully to discuss
the changes in the verbs.

EXPLANATION Students asked to read the Question ( Writing/ Strategy 5: Differentiate by

rules before filling in any
answers. They encouraged to Speaking ) the time pupils are given to
look back at the sentences in A complete the task
 if they need any help. Students
asked to do the task
individually, but check answers
as a class.
ELABORATION Students asked to underline the Question ( Writing/ Strategy 2: Differentiate by
reporting verbs and then to
discuss the difference in Speaking ) the task pupils are given
structure with a partner. The
answers checked as a class.

EVALUATION Students asked to read the Speaking Strategy 5: Differentiate by

rules before filling in any
the time pupils are given to
answers. They encouraged to
look back at the sentences in C complete the task
if they need any help. Students
asked to do the task
individually, but check answers
as a class.
CLOSURE Students asked to write Homework Strategy 4: Differentiate by
sentences that report on what
the outcome expected from
other students have said in this
lesson. Students asked to show pupils
these to their talk partner, to
practice saying the sentences
and to receive peer feedback on
them, before selecting students
to read out their sentences to
the class.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3C
3D
DATE 11/10/2020 WEEK 41 TIME 7.40-9.10
11/10/2020 11.10-12.40
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Listening
CONTENT Main Skill: Reading
STANDARD 1.1 Understand meaning in a variety of familiar context
Complementary Skill:
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics
LEARNING Main Skill:
STANDARD 1.1.4 Understand independently longer sequences of classroom instructions
Complementary Skill:
2.1.4 Explain own point of view
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 3. Understand independently longer sequences of classroom instructions
4. Explain own point of view
SUCCESS
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students asked if they have ever Speaking Strategy 8: Differentiate by
acted in a play or been behind
the feedback given
the scenes in a theatre before. If
so, they asked what it was like.
If they haven’t, they asked what
they imagine it would be like.
EXPLORATION Students asked to look at the Question ( Writing/ Strategy 1: Differentiate by
picture and to describe it with
their partner. They encouraged Speaking ) instruction and feedback
to discuss what the various
rooms might be and what they
can see in them. Students read
words 1-4 and their
pronunciation corrected where
necessary.

EXPLANATION Students asked to look at the Question ( Writing/ Strategy 5: Differentiate by

picture again and think about
where the props would be kept. Speaking ) the time pupils are given to
Students invited to tell their complete the task
ideas and reach agreement as a
class about where they would
 be.

ELABORATION Students asked to predict the Question ( Writing/ Strategy 2: Differentiate by

kinds of things people might say
Speaking ) the task pupils are given
about the things and places
mentioned in A and B before
they listen to the recording. The
recording played once all the
way through, and students
asked to write their answers.
Students asked to discuss their
answers with a partner and
then check answers as a class.
EVALUATION Students asked to identify with Speaking Strategy 5: Differentiate by
their talk partner at least one
the time pupils are given to
new word or expression that
they have learned in relation to complete the task
the lesson topic. When students
are ready, words/expressions
collected and shared as a whole
class.
CLOSURE Teacher summarizes lesson Homework Strategy 4: Differentiate by
of the day and gives the outcome expected from
homework. Students are to pupils
write any question or
comment on exit card.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3D
3C
DATE 12/10/2020 WEEK 41 TIME 8.40-10.10
13/10/2020 12.10-1.10
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Speaking
CONTENT Main Skill: Writing
STANDARD 2.3 Use appropriate communication strategies
Complementary Skill:
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics
LEARNING Main Skill:
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
Complementary Skill:
2.1.5 Express and respond to common feelings such as happiness, sadness,
surprise and interest
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Keep interaction going in longer exchanges by asking a speaker to slow down,
speak up or to repeat what they have said
SUCCESS Express and respond to common feelings such as happiness, sadness, surprise, and
CRITERIA interest

STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION

ACTIVITIES ASSESSMENT
ENGAGEMENT Students play a game to review Speaking Strategy 8: Differentiate by
entertainment related
the feedback given
vocabulary from the previous
lessons and/or useful
expressions for describing
people, places or things.
EXPLORATION Students are asked to tell the Question ( Writing/ Strategy 1: Differentiate by
names of the musical
instruments that they know in Speaking ) instruction and feedback
English and compile a list on
the board.

EXPLANATION Students are asked to work Question ( Writing/ Strategy 5: Differentiate by

with a partner. One should
describe picture A and the other Speaking ) the time pupils are given to
should describe picture B. complete the task
Students should take turns
describing their picture to each
 other. They should then try to
find two similarities and two
differences between the
pictures.
ELABORATION Students read the information Question ( Writing/ Strategy 2: Differentiate by
in the Exam Close and any
Speaking ) the task pupils are given
questions they might have
answered. Students reminded
they should describe as much
they can in the picture. Students
asked to look at the two
pictures and discuss together
what they think is similar about
the pictures.
EVALUATION Students provide peer feedback Speaking Strategy 5: Differentiate by
on each other’s performance in
the time pupils are given to
the lesson using two stars and a
wish: two things that were good complete the task
and one area for improvement.
CLOSURE Students identify with their Homework Strategy 4: Differentiate by
partner at least one new word
the outcome expected from
or expressions that they have
learned in relation to lesson pupils
topic. When students ready, the
words/expressions collected
and shared as a whole class.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3C
3D
DATE 14/10/2020 WEEK 41 TIME 10-40-11.40
15/10/2020 11.40-12.40
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Writing
CONTENT Main Skill: Writing
STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
Complementary Skill:
3.1 Understand a variety of texts y using a range of appropriate reading
strategies to construct meaning
LEARNING Main Skill:
STANDARD 4.1.2 Explain simple processes
Complementary Skill:
3.1.1 Understand the main points in longer texts on an increased range of
familiar topics
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 2. Explain simple processes
SUCCESS 3. Understand the main points in longer texts on an increased range of familiar topics
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students are asked to look at Speaking Strategy 8: Differentiate by
the picture in the top right-
the feedback given
hand corner of page 130 and
they asked what they can see.
Then they work in pairs to
discuss why people would go to
the places in the picture.
EXPLORATION Students are asked to read the Question ( Writing/ Strategy 1: Differentiate by
instructions and answer any
questions they may have. Speaking ) instruction and feedback
Students explained that the first
word of each sentences is the
word with a capital letter, and
that there are no questions.

EXPLANATION Students are asked to read the Question ( Writing/ Strategy 5: Differentiate by
instructions and answer any
questions they may have. Speaking ) the time pupils are given to
Students asked to read the first complete the task
writing questions and asked
who the letter is from. Students
 asked what their pen pal is
doing in their after-school club.
ELABORATION Students asked to skim through Question ( Writing/ Strategy 2: Differentiate by
the example letter to see how
Speaking ) the task pupils are given
the writer has responded to
his/her Australian pen-pal’s
request. They asked not to fill in
any answers at this stage.
Students asked to read the
questions a and b and look back
at the example letter to answer
them.
EVALUATION Students asked to identify with Speaking Strategy 5: Differentiate by
their talk partner at least one
the time pupils are given to
new word or expression that
they have learned in relation to complete the task
the topic of the lesson. When
students ready, the
words/expressions collected
and shared as a whole class.
CLOSURE Teacher summarizes lesson Homework Strategy 4: Differentiate by
of the day and gives the outcome expected from
homework. Students are to pupils
write any question or
comment on exit card.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3C
3D
DATE 18/10/2020 WEEK 42 TIME 7.40-9.10
18/10/2020 11.10-12.40
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Reading
CONTENT Main Skill: Reading
STANDARD 3.2 Explore and expand ideas for personal development by reading
independently and widely
Complementary Skill:
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics
LEARNING Main Skill:
STANDARD 3.2.1 Read, enjoy and give a personal response to fiction or non-fiction and
other suitable print and digital texts of interest
Complementary Skill:
2.1.4 Explain own point of view
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Read, enjoy and give a personal response to fiction / non-fiction and other suitable
print and digital texts of interest
SUCCESS 2. Explain own point of view
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students asked to look at the Speaking Strategy 8: Differentiate by
Title of Unit 11 on page 135 and
the feedback given
asked them what they think this
unit will be about. Student
elicited that the word
coeducational means both boys
and girls are educated at the
same school.
EXPLORATION Students are asked about Question ( Writing/ Strategy 1: Differentiate by
his/her favourite school
subjects. They encouraged to Speaking ) instruction and feedback
talk about all the aspects of the
subjects they like. Students
asked if the subjects they like
best are the ones they are good
at or not. Students asked if a
subject they like learning is
influenced by the teacher, or if a
subject they don’t like is
because of the teacher.
 EXPLANATION Students are read the subjects Question ( Writing/ Strategy 5: Differentiate by
and their pronunciation
corrected where necessary. Speaking ) the time pupils are given to
Students asked to work in pairs complete the task
or small groups to answer the
question. Each pair or group
asked to sum up what they said
about the subjects listed as a
class.
ELABORATION Students asked to read the Question ( Writing/ Strategy 2: Differentiate by
instructions and explained
Speaking ) the task pupils are given
anything they don’t understand.
They asked to look at the
illustrations and title for each
advertisement and elicited
what each one is about.
Students elicited that in
advertisements information is
made to stand out in some way.
EVALUATION Students asked to identify with Speaking Strategy 5: Differentiate by
their talk partner at least one
the time pupils are given to
new word or expression that
they have learned in relation to complete the task
the lesson topic.
CLOSURE Teacher summarizes lesson Homework Strategy 4: Differentiate by
of the day and gives the outcome expected from
homework. Students are to pupils
write any question or
comment on exit card.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3D
3C
DATE 19/10/2020 WEEK 42 TIME 8.40-10.10
20/10/2020 12.10-1.10
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Reading
CONTENT Main Skill: Writing
STANDARD 3.1 Understand a variety of texts y using a range of appropriate reading
strategies to construct meaning
Complementary Skill:
2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics
LEARNING Main Skill:
STANDARD 3.1.6 Recognise with support typical sentence and text levels of a range of
genres at word,
Complementary Skill:
2.1.4 Explain own point of view
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Recognise with support typical features at word, sentence and text levels of a range
of genres
SUCCESS 2. Explain own point of view
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students play a game to review Speaking Strategy 8: Differentiate by
education related vocabulary
the feedback given
from the previous lesson.
EXPLORATION Students read the information Question ( Writing/ Strategy 1: Differentiate by
in the Exam Close-up box and
explained anything they don’t Speaking ) instruction and feedback
understand. Students asked to
read the Exam task and
explained anything they do not
understand. Students asked to
read through the instructions
again for the Exam task and
then the information about the
five people and underline the
keywords.

EXPLANATION Students asked to skim through Question ( Writing/ Strategy 5: Differentiate by

the adverts, paying attention to
information that relates to the Speaking ) the time pupils are given to
teenagers. Students reminded complete the task
to look for synonyms and
 underline them.
ELABORATION Students asked to read the 8 Question ( Writing/ Strategy 2: Differentiate by
sentences for gist and to decide
which part of speech is missing Speaking ) the task pupils are given
from each gap. Students should
realise that the advert letter is
given in brackets and they
should only look at the advert
mentioned for the answer.

EVALUATION Students asked to read the Speaking Strategy 5: Differentiate by

questions and answer any
the time pupils are given to
questions they might have.
Students asked to work in pairs complete the task
or small groups to discuss their
ideas. Students asked as a class
which activities tend to be more
popular with young people in
their country.
CLOSURE Students asked to identify with Homework Strategy 4: Differentiate by
their talk partner at least one
the outcome expected from
new word or expression that
they have learned in relation to pupils
the lesson topic.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3C
3D
DATE 21/10/2020 WEEK 42 TIME 10-40-11.40
22/10/2020 11.40-12.40
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and EnvironmentUNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Language Awareness (Grammar/Vocabulary)
CONTENT Main Skill: Reading
STANDARD This is a grammar focused lesson so listening, speaking, reading and writing
skills are not explicitly covered.
Complementary Skill:
This is a grammar focused lesson so listening, speaking, reading and writing
skills are not explicitly covered.
LEARNING Main Skill:
STANDARD This is grammar focused lesson so listening, speaking, reading and writing skills
are not explicitly covered
Complementary Skill:
This is grammar focused lesson so listening, speaking, reading and writing skills
are not explicitly covered
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Answer the grammar exercises
SUCCESS
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students asked the questions at Speaking Strategy 8: Differentiate by
random round the class, making
the feedback given
sure each student answers at
least one question: What are
you good at doing? Are you glad
to be still at school? Is it worth
going to university? Students
elicited that the questions used
gerunds and infinitives.
EXPLORATION Students asked to read the five Question ( Writing/ Strategy 1: Differentiate by
sentences. Students explained
anything they don’t understand. Speaking ) instruction and feedback
Then students asked to look at
the words in bold and tell what
part of speech they are.
Students invited to tell how
gerunds are formed.

EXPLANATION Students asked to read the Question ( Writing/ Strategy 5: Differentiate by

instructions and sentences a-e
 in task A. Then they asked to
underline the words
immediately before the gerunds
where possible, and to think
about what kind of word it is.

ELABORATION Students asked to read the Question ( Writing/ Strategy 2: Differentiate by

instructions and sentences 1-4
in C again and then the uses of Speaking ) the task pupils are given
the full infinitive a-d. They
asked to underline the words
immediately before the
infinitives and to think about
what kind of word it is.

EVALUATION Students asked what the Speaking Strategy 5: Differentiate by

difference is between a full
the time pupils are given to
infinitive (with to) and a bare
infinitive (without to) before complete the task
they underline the words in the
sentences.
CLOSURE Students asked to write Homework Strategy 4: Differentiate by
questions that use gerunds and
the outcome expected from
infinitives. Students allowed to
practice asking and answering pupils
questions with a talk partner
before selecting students to ask
questions to the class.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3C
3D
DATE 25/10/2020 WEEK 43 TIME 7.40-9.10
25/10/2020 11.10-12.40
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Listening
CONTENT Main Skill: Listening
STANDARD 1.1 Understand meaning in a variety of familiar context
Complementary Skill:
1.1 Understand meaning in a variety of familiar context
LEARNING Main Skill:
STANDARD 1.1.6 Understand independently longer simple narratives on a range of familiar
topics
Complementary Skill:
1.1.4 Understand independently longer sequences of classroom instructions
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Understand independently longer simple narratives on a range of familiar topics
SUCCESS 2. Understand independently longer sequences of classroom instructions
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students asked to look at the Speaking Strategy 8: Differentiate by
picture on the bottom half of
the feedback given
the page and to describe it in
pairs. Students encouraged to
discuss who the people might
be, how they might be feeling
and what they might doing
there. Students asked if they
have ever been on a school trip.
EXPLORATION Students asked to read the Question ( Writing/ Strategy 1: Differentiate by
instructions and they reminded
that they are matching the Speaking ) instruction and feedback
words and expressions in a-e
with the definitions. If students
are unsure of the words, they
should match the words they
know first and use a process of
elimination to work out the
others.

EXPLANATION Students read the information Question ( Writing/ Strategy 5: Differentiate by

in the Exam Close-up box and
explained anything they don’t Speaking ) the time pupils are given to
understand. Then students complete the task
 asked to read the Exam Task
and underline the key words in
the sentences.

ELABORATION Students asked to read the Question ( Writing/ Strategy 2: Differentiate by

instructions and elicited that
they should discuss what they Speaking ) the task pupils are given
underlined with a partner.
Students invited at random to
tell what they underlined and
their reason for doing so. They
asked to speculate what the
speakers might say on the
recording.

EVALUATION The recording played and Speaking Strategy 5: Differentiate by

students asked to write their
the time pupils are given to
answers. Then students asked
to compare their answers with complete the task
a partner.
CLOSURE Students asked to identify with Homework Strategy 4: Differentiate by
their talk partner at least one
the outcome expected from
new word or expression that
they have learned in relation to pupils
the lesson topic. When students
are ready, words/expressions
collected and shared as a whole
class.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3D
3C
DATE 26/10/2020 WEEK 43 TIME 8.40-10.10
27/10/2020 12.10-1.10
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL
LEARNING AREA Speaking
CONTENT Main Skill: Speaking
STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on
familiar topics
Complementary Skill:
3.1 Understand a variety of texts y using a range of appropriate reading
strategies to construct meaning
LEARNING Main Skill:
STANDARD 2.1.4 Explain own point of view
Complementary Skill:
3.1.3 Guess the meaning of unfamiliar words from clues provided by context on
an increased range of familiar topics
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Explain own point of view
2. Guess the meaning of unfamiliar words from clues provided by other words and by
SUCCESS
context on an increased range of familiar topics
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students play a game to review Speaking Strategy 8: Differentiate by
education-related vocabulary
the feedback given
from previous lessons and/or
useful expressions for
discussions.
EXPLORATION Students read the words in the Question ( Writing/ Strategy 1: Differentiate by
yellow word bank and their
pronunciations corrected Speaking ) instruction and feedback
where necessary. Students
asked to look at the pictures in
D already labelled with these
words before doing the task in
B.

EXPLANATION Students asked to read the Question ( Writing/ Strategy 5: Differentiate by

information in the Exam Close-
up box and explained anything Speaking ) the time pupils are given to
they don’t understand. Students complete the task
reminded that they are trying to
persuade their partner to
change their mind, not agree
 with them. Students asked to
read the expressions for trying
to change someone’s mind in
the Useful Expressions and
explained anything they don’t
understand.

ELABORATION Students asked to read the 8 Question ( Writing/ Strategy 2: Differentiate by

sentences for gist and to decide
which part of speech is missing Speaking ) the task pupils are given
from each gap. Students should
realise that the advert letter is
given in brackets and they
should only look at the advert
mentioned for the answer.

EVALUATION Students asked to work with Speaking Strategy 5: Differentiate by

their partner and try to change
the time pupils are given to
each other’s mind. Each pair
asked to repeat one of their complete the task
conversations and repeat until
each pair has had a turn.
CLOSURE Students asked to identify with Homework Strategy 4: Differentiate by
their talk partner at least one
the outcome expected from
new word or expression that
they have learned in relation to pupils
the lesson topic.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS
 DAILY LESSON PLAN
SUBJECT: English Language
FORM 3 CLASS 3C
3D
DATE 28/10/2020 WEEK 43 TIME 10-40-11.40
29/10/2020 11.40-12.40
VENUE Class ATTENDANCE
THEME/TOPIC/ Health and Environment UNIT 12: THE BODY BEAUTIFUL Writing
LEARNING AREA
CONTENT Main Skill: Writing
STANDARD 4.2 Communicate with appropriate language, form and style
Complementary Skill:
4.1 Communicate intelligibly through print and digital media on familiar topics
LEARNING Main Skill:
STANDARD 4.2.3 Produce a plan or draft of two paragraphs or more and modify this
appropriately independently
Complementary Skill:
4.1.5 Organise, sequence and develop ideas within short texts on familiar topics
LEARNING By the end of the lesson, students will be able to:
OBJECTIVES/ 1. Produce a plan or draft of two paragraphs or more and modify this appropriately
independently .
SUCCESS 2. Organise, sequence and develop ideas within short texts on familiar topics
CRITERIA
STEPS TEACHING & LEARNING FORMATIVE DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Students asked the questions at Speaking Strategy 8: Differentiate by
random round the class, making
the feedback given
sure each student answers at
least one question: What are
you good at doing? Are you glad
to be still at school? Is it worth
going to university? Students
elicited that the questions used
gerunds and infinitives.
EXPLORATION Students asked to read the five Question ( Writing/ Strategy 1: Differentiate by
sentences. Students explained
anything they don’t understand. Speaking ) instruction and feedback
Then students asked to look at
the words in bold and tell what
part of speech they are.
Students invited to tell how
gerunds are formed.

EXPLANATION Students asked to read the Question ( Writing/ Strategy 5: Differentiate by

instructions and sentences a-e
in task A. Then they asked to Speaking ) the time pupils are given to
underline the words complete the task
 immediately before the gerunds
where possible, and to think
about what kind of word it is.

ELABORATION Students asked to read the Question ( Writing/ Strategy 2: Differentiate by

instructions and sentences 1-4
in C again and then the uses of Speaking ) the task pupils are given
the full infinitive a-d. They
asked to underline the words
immediately before the
infinitives and to think about
what kind of word it is.

EVALUATION Students asked what the Speaking Strategy 5: Differentiate by

difference is between a full
the time pupils are given to
infinitive (with to) and a bare
infinitive (without to) before complete the task
they underline the words in the
sentences.
CLOSURE Students asked to write Homework Strategy 4: Differentiate by
questions that use gerunds and
the outcome expected from
infinitives. Students allowed to
practice asking and answering pupils
questions with a talk partner
before selecting students to ask
questions to the class.
CROSS- Values
CURRICULAR
ELEMENTS
VALUES/ S.I.K.A.P Kindheartedness TEACHING & Handout
Choose an item. LEARNING AIDS/
SOURCES Textbook
REFFERENCES
STRATEGY Multiple Intelligence Contextual Learning
21ST CENTURY Think Pair Share Exit Card
ACTIVITIES
REFLECTION

REMARKS