Daily Lesson Plan 1

DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 49 TIME 11.00-12.00
DAY FRIDAY CLASS 4 Al-Jabir
DATE 25.02.2022 LESSON Choose an item.
MAIN FOCUSED SKILL COM. FOCUSED SKILL
TOPIC FINAL EXAMINATION
THEME
LANGUANGE/GRAMMAR FOCUS
MAIN CONTENT STANDARD
MAIN LEARNING STANDARD
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Answer all the questions in a given time
ACTIVITIES 1, Teacher distributes question papers to the students and read the instructions.
2. Students answer all the questions in a given time.
3. Teacher collects all the question papers
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy
Element Across the Curriculum (EMK)
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
DAILY LESSON PLAN
ENGLISH FORM 2
WEEK 45 TIME 9.40-10.10
DAY WEDNESDAY CLASS 2KRK
DATE 26.01.2022 LESSON 37
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC A journey
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Vocabulary related to transport
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of
familiar topics
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.1 Ask about and explain key information from simple texts
1. Read a text about the Amish people of the United States.
2. Scan the text and then read for specific information.
ACTIVITIES PRE-LESSON Teacher writes on board What’s the quickest form of transport from
London to Paris? Teacher elicits from the class possible forms of
transport between the two capital cities from the previous lesson.
Students discuss the answer to the question in pairs. Teacher listens to
their ideas as a class. Then explain that it’s quicker by trains. If you go by
plane, you have to travel a long way to the airport, and then you have to
check in and wait to board the plane. The train goes from central London
to central Paris.
LESSON Activity 1 (SB page 75)
DELIVERY 1. Students look at the picture of the people. Teacher listens to
students’ ideas about who the people in the photo are. Teacher
plays the CD. Students listen, follow the text in their books and
check their ideas.
2. Teacher checks the answer as a class. Teacher focuses on Did
you know? box. Make sure students understand rollerblades
and the phrasal verb get around. Here it means to move from
one place to another.
Activity 2 ( SB page 75)
1. This exercise gives students practice in reading to locate
specific information. Students read the beginnings of the notes
and copt them into their notebooks. They look in the text and
find the information to complete the notes. Students compare
answers in pairs. Teacher checks answers as a class.
Activity 3 (SB page 75)
1. Students read the sentences carefully first. Students look in the
text and decide whether the sentences are true or false. They
correct the false sentences. Students compare answers in pairs.
Teacher check answers as a class.
POST LESSON A Story (refer to SOW page 143)
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Hot Seat iThink Map Double Bubble Map
CCE/CE 21st Century Literacy Team spirit
High Order Thinking Skills Application
Teaching and Learning Strategy Contextual Learning
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Love
ASSESSMENT Quiz
SUCCESS CRITERIA Pupils can scan the text and then read for specific information
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 2
WEEK 45 TIME 12.40-1.40
DAY THURSDAY CLASS 2KRK
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Listening
TOPIC Teacher to select
THEME Health and Environment
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.3 Recognise with support attitudes or opinions in simple longer texts on a range of
familiar topics
COM. CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.1.4 Understand with little or no support longer sequences of classroom instructions
1. Recognise with support attitudes or opinions in simple longer texts on a range of
familiar topics
2. Understand with little or no support longer sequences of classroom instructions
ACTIVITIES PRE-LESSON Taboo games
LESSON DELIVERY 1. Find a listening where there is a discussion or dialogue where
people express their opinions. There should be at least two people
with different opinions or attitudes speaking.
2. Review some language of opinion or attitude with the pupils that
they have been learning and ensure you include any from the
listening.
3. Tell pupils to listen and find out what the people in the dialogue
agree or disagree about. If pupils need additional support you
could write a list of topics and the names of the people and the
pupils tick or cross to show this. Play the audio. Check answers.
4. Tell the pupils to choose one of the characters or assign one per
person. Tell them to listen again and that they should make a note
of the opinion / attitude of the person they have chosen and any
phrases they hear that show this.
5. Play the audio twice so pupils have time to think. Put them in
pairs with someone who is focused on the same speaker to check
ideas.
6. Now put pupils into pairs or groups – each should have been
following a different person in the dialogue. Tell them to use their
notes and act out the dialogue. Tell them they should try to use the
phrases they have noted to help them but they don’t need
remember the language, just the meaning. Pupils who need
support for this activity can be given a copy of the tapescript to
read.
7. Monitor as they role play.
POST LESSON Students wrap up the lesson and give encouragement to students
for their good cooperation and participation
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Multi-flow map
CCE/CE 21st Century Literacy Virtuous
High Order Thinking Skills Creation
Teaching and Learning Strategy Values and Citizenship
ASSESSMENT Observation
SUCCESS CRITERIA Pupils can make a note of the opinion / attitude of the person they have chosen and any
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK 45 TIME 11.40-12.40
DAY WEDNESDAY CLASS 1 Al-Jabir
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
TOPIC Literature
LANGUANGE/GRAMMAR FOCUS Literary Genres
MAIN CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.1 Ask about and give detailed information about themselves and others
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
COM. LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts
4. Ask about and give detailed information about themselves and others
5. Understand specific details and information in simple longer texts
ACTIVITIES PRE-LESSON Books closed. Teacher writes book, author and title on the board
with the letters in the wrong order, eg. Kono, hatour and ettli.
Explain that the three words are all connected with the topic of
literature. Teacher asks students to work in pairs and write the
letters in the correct order to spell words.
ACTIVITIES LESSON DELIVERY Activity 1 (SB page 20)
1. Students look at literary genres. Teacher plays the CD.
Students listen to the words in the word pool and repeat
them.
2. Teacher check students understand the difference
between an autobiography and a biography.
3. Teacher makes sure they pronounce biography correctly
with the stress on the second syllable in autobiography
and biography.
1. Teacher checks students understand the task. Students
work individually and complete the comments using
words from exercise 1
2. They decide which two books are about the real people.
Students compare answers in pairs.
3. Teacher plays the CD for students to listen and check their
answers.
1. Teacher reads the example sentences aloud to the class.
Students read the questions and answer them individually.
2. They compare answers in pairs. Teacher listens to their
ideas as a class. Teacher make sure they give reasons
POST LESSON What does it mean? (refer to SOW page 138)
21st CENTURY T&L STARTEGY I-Think Map iThink Map Double Bubble Map
CCE/CE 21st Century Literacy Loving/Considerate
High Order Thinking Skills Evaluation
ASSESSMENT Homework
SUCCESS CRITERIA Students can decide which two books are about the real people
DAILY LESSON PLAN

ENGLISH FORM 1
WEEK 45 TIME 8.40-9.40
DAY THURSDAY CLASS 1 Al-Jabir
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Writing
TOPIC Literature
construct meaning
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts
COM. CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
COM. LEARNING STANDARD 4.1.1 Give detailed information about themselves and others
2. Give detailed information about themselves and others
ACTIVITIES PRE-LESSON Teacher writes the word mobile phone on the board. Teacher asks
students to work in pairs and make a list of things they can do with
a mobile phone. Teacher listens to their ideas as a class and writes
the activities the board, eg send a text message, call friends, take
pictures
LESSON DELIVERY Activity 1(SB page 21)
1. Students read the two questions. They look at the picture
and answer the questions. Students compare answers in
pairs. Teacher check answers and gets feedback from the
whole class.
1. Students read the questions carefully first. Teacher plays
the CD. Students listen and follow the article in their
books.
2. Students compare answers in pairs. Teacher checks
answers as a class.
21st CENTURY T&L STARTEGY Round Table iThink Map Bubble Map
CCE/CE 21st Century Literacy Communicative
Teaching and Learning Strategy Learning How to Learn Skills
Moral Values – Humility
ASSESSMENT Quiz
SUCCESS CRITERIA Students can answer the questions based on a picture
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK 45 TIME 8.00-9.00
TOPIC Literature
construct meaning
ACTIVITIES PRE-LESSON Task 8 : Predict the Content
1. Students read the five questions and the different possible
answers. They read the article again and choose the
correct answers.
2. Students compare answers in pairs. Teacher check
answers as a class and highlight the information in the Did
you know? Box.
Extension Activities
1. Students choose one of their favourite writers. Teacher
asks students to open an internet and type in the name of
writer they have chosen.
2. Students find as much information as they can and make
notes. They write a short biography about their chosen
writer using the information they have found. Students
work in pairs. They tell theirs partner about their writer
and ask answer questions. Teacher asks some students to
present their biography to the class.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Double Bubble Map
CCE/CE 21st Century Literacy Resilient
Teaching and Learning Strategy Constructivism
Moral Values – Diligence
ASSESSMENT Homework
SUCCESS CRITERIA Students choose 5 correct answers based on an article
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK 46 TIME 8.00-9.00
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Grammar
TOPIC Literature
LANGUANGE/GRAMMAR FOCUS Past Simple (regular and irregular verbs)
MAIN CONTENT STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
MAIN LEARNING STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
1. Learn/ revise the past simple of regular and irregular verbs.
2. Use the past simple with time expressions with ago
ACTIVITIES PRE-LESSON Teacher writes the sentence Akiko wrote a novel on her mobile
phone on the board with the words in the wrong order; wrote
Akiko novel phone her on a mobile. Students work in pairs and
write the sentences in the correct order. Teacher writes the correct
sentences on the board.
LESSON DELIVERY Activity 1 (SB page 22)
1. Teacher reads the two affirmative sentences a loud to the
class. Ask which verb is regular and which is irregular?
And elicit that finished is regular and wrote is irregular.
Activity 2(SB page 22)
1. Teacher asks How do we form the affirmative past simple
tense of regular verbs? And elicit that it is formed by
adding –ed.
1. Students work individually and complete the rules. They
compare answers in pairs. Check answers as a class.
1. Students complete the exercise individually. They
compare answers in pairs. Teacher checks answer as a
class. Teacher points out that regular verbs ending –e(eg
like, hate, etc) form the past simple by adding –d.
2. Teacher highlights the pronunciation of the present simple
read and the past simple read.
POST LESSON True or False(refer to SOW page 139).
TEACHING AIDS Whiteboard, Textbook, Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Round Table iThink Map Bridge Map
CCE/CE 21st Century Literacy Thinker
Moral Values – Kindheartedness
SUCCESS CRITERIA Students can answer 10 true or false questions correctly
DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 44 TIME 7.40-8.10
TOPIC Ready for anything
LANGUANGE/GRAMMAR FOCUS Words / phrases related to charity / doing unusual or dangerous activities to raise money
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
MAIN LEARNING STANDARD 3.1.1 Understand the main points in extended texts on a wide range of 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 a variety of texts by using a range of appropriate reading strategies to
construct meaning
2. Communicate information, ideas, opinions and feelings intelligibly on familiar topics
ACTIVITIES PRE-LESSON The word ‘charity’ is written on the board and students asked what
the word means to them. Students discuss their ideas with their
talk partner(s) then collect responses. Students are asked to read
through the questions and a short discussion are initiated.
LESSON DELIVERY Activity B (Students Book page 22)
1.Students pay attention to the main picture on the page and they
asked to tell what they can see. Students asked to guess why he
might be doing this. Students read through the text and underline
any unknown words at the same time. Students are asked the
questions in the rubric. Student are asked some comprehension
questions.
Activity C (Students Book page 22)
1.Students look at the table and complete it with information from
the text. Students do the activity and students answers are
checked.
Activity E (Students Book page 22)
1.Students asked the questions and answers are elicited.
POST LESSON Students are asked which charity would they like to raise money
for and what unusual activity would they do to raise money.
Students are encouraged to use their imaginations to come up with
some unusual ideas. When ready, collect responses.
TEACHING AIDS Textbook, Whiteboard, Marker Pen, Choose an item.
21st CENTURY T&L STARTEGY Hot Seat iThink Map Tree Map
Teaching and Learning Strategy Mastery Learning
Element Across the Curriculum (EMK) EMK - Science and Technology
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA Students complete the table with information from text
REFLECTION Attendance: __/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 44 TIME 8.40-9.40
construct meaning
questions.
checked.
DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 44 TIME 11.10-11.40
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
LANGUANGE/GRAMMAR FOCUS Computer-related vocabulary; words/phrases related to communication
MAIN LEARNING STANDARD 1.1.2 Understand independently specific information and details in extended texts on a wide
range of familiar topics
COM. LEARNING STANDARD 2.1.1Explain simple content on familiar topics from what they read and hear
1. Understand meaning in a variety of familiar contexts
ACTIVITIES PRE-LESSON An activity is devised to elicit students’ prior knowledge of Harry

Potter. Alternatively, if students are not familiar with Harry Potter,
use a popular character from a Malaysian Adventure / action story.
LESSON DELIVERY Activity A (Students Book page 25)
1.Students asked to look at the picture and tell what is shown.
Students asked to read through the questions and a short
discussion are initiated.
Activity B (Students Book page 25)
1.Students read through the questions and options and their
understanding are checked. Students read out and the TIPS are
explained. The CD played twice. The answers checked with the
class.
POST LESSON Students work with their talk partner(s) and come up with at least
one new fact about Harry Potter (characters, plots, books, films).
Students think of unusual facts that others might not know. Once
they are sure they know the correct answer, they turn the fact into
a question. i.e., What is the name of Fred and Ron Wesley’s joke
shop? How do Hogwarts’ students receive letters? When students
are ready, collect the questions and hold a Harry Potter trivia quiz.
21st CENTURY T&L STARTEGY Round Table iThink Map Circle Map
High Order Thinking Skills Analysis
Teaching and Learning Strategy Multiple Intelligence
Moral Values – Self-Reliance
SUCCESS CRITERIA Student come up with at least one new fact about Harry potter
DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 44 TIME 12.10-12.40
DAY THURSDAY CLASS 4Al-JAbir

class.
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 44 TIME 11.00-12.00
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Listening
LANGUANGE/GRAMMAR FOCUS Words / phrases describing people’s characteristics / expressing an opinion / supporting a
point of view
MAIN CONTENT STANDARD 2.1Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.4 Explain and justify own point of view
COM. CONTENT STANDARD 1.1Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.1.5 Understand independently more complex questions on a wide range of familiar topics
ACTIVITIES PRE-LESSON Students activate prior knowledge in this lesson by writing on the
board: fire-fighter, politician, football player, librarian, flight
attendant. Students asked to work with their talk partner(s) to
come up with a list of characteristics that a person from each
profession should have and why, i.e., a footballer needs to be fit
because he/she needs to run around the football pitch a lot. When
ready, collect responses.
LESSON DELIVERY Students look at the pictures and read the accompanying captions.
Students read through phrases in the boxes and their
understanding is checked. Some of the phrases are pointed out that
they can be used to describe more than one profession. Students
pay attentions to the TIPS. The class divided into small groups.
Students do the activity and some groups are chosen to report
their answers to the class.
POST LESSON Students play the hot air balloon game. The class are divided into
groups of 4-6. Each student chooses a different profession from the
lesson. Students are explained that they are all in a hot air balloon
but the balloon is going down so one person must leave. Each
student takes it in turn to explain why their profession is the most
important and therefore why they must remain in the balloon.
Once everyone has spoken, everybody in the balloon votes for who
should leave.
TEACHING AIDS Textbook, Whiteboard, Marker Pen, Cards
21st CENTURY T&L STARTEGY 3 Stray and 1 Stay iThink Map Flow Map
Teaching and Learning Strategy Knowledge Acquisition
Moral Values – Mutual Respect
SUCCESS CRITERIA Students can explain why their profession is the most important
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 45 TIME 1.10-2.10
DAY MONDAY CLASS 4 KRK
point of view
should leave.
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 45 TIME 12.40-1.40
DAY MONDAY CLASS 4 Al-Jabir
point of view
should leave.
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 43 TIME 8.40-9.40
DAY TUESDAY CLASS 4KRK
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
LANGUANGE/GRAMMAR FOCUS words / phrases describing people’s characteristics
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.3 Produce an extended plan or draft and modify this appropriately in response to
feedback or independently
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
COM. LEARNING STANDARD 3.1.2 Understand specific details and information in extended texts on a wide range of
familiar topics
1. Communicate with appropriate language, form and style
2. Understand a variety of texts by using a range of appropriate reading strategies
ACTIVITIES PRE-LESSON Students brainstorm characteristics and characteristic phrases from
previous lesson. Students work with their talk partner(s) and come up
with somebody famous that they admire. Why do they admire this
person? What have they achieved? What characteristics does that
person possess that helped them to achieve what they have? When
1.Students asked to read through the rubric of the writing task and
underline the keywords/ phrases in it. The answers are elicited.
1.Students look at the picture accompanying the text and tell who they
think this man is. Students asked to read through the description and
underline any unknown words at the same time. Students asked to
read through the questions and their understanding are checked.
Students do the activity and the answers checked with the class.
Students asked some comprehension questions.
Activity D (Students Book page 27)
1.Students read through the sentences 1-3. They should think of an
appropriate example to support the opinion about a person’s
personality expressed in each sentence. Students do the activity. Some
students are chosen to read out their examples.
1.Students asked to read through the plan and they are given
necessary explanations about the structure of a description of a
person. Students are explained what each paragraph of the main part
should be about. Students pay attention to the fact that they should
provide example to support their opinion about the person’s
personality. Students write their descriptions according to the given
plan. Some students are chosen to read out their descriptions.
POST LESSON Students play Guess Who in small groups. One student thinks of a job
and describes the characteristics they need for the job. Other
members of the group guess which job the student is thinking of.
ASSESSMENT Homework
SUCCESS CRITERIA Students can give necessary explanations about the structure of a description of a person
DAILY LESSON PLAN
ENGLISH FORM 2
WEEK 45 TIME 12.10-1.10
THEME Consumerism dan Financial Awareness
MAIN LEARNING STANDARD 1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar
topics
COM. LEARNING STANDARD 1.1.2 Understand independently specific information and details in simple longer texts on a
1.1.5 Understand with little or no support more complex questions
1. Understand independently the main ideas in simple longer texts on a range of
familiar topics
2. Understand independently specific information and details in simple longer texts on
a range of familiar topics
3. Understand with little or no support more complex questions
ACTIVITIES PRE-LESSON Teacher writes some phrases on the whiteboard.Repeat what the
teacher says
LESSON DELIVERY 1. Find a listening text.
2. Use any visuals or images from the source material (or use
Google and choose suitable images online) to elicit predictions
about the text, e.g. if the text is about a day at school, show an
image of a school.
3. Ask pupils to listen to the text and draw as they listen – they
should aim to draw 4 - 5 simple pictures or emojis that represent
the key points they hear in the text.
4. Play the listening twice.
5. Pupils work in pairs and compare what they have drawn. They
work together and use their drawings to try and summarise the
text.
6. Pairs then report back what they have done. If time they can
write a short summary together.
7. Compare the different summaries and note the key themes on
the board.
8. Replay the text. Class decides if their own summary was
accurate.
POST LESSON 1. Taboo games
TEACHING AIDS Textbook, Whiteboard, Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Hot Seat iThink Map Flow Map
CCE/CE 21st Century Literacy Inquisitive
Moral Values – Justice
SUCCESS CRITERIA Pupils can draw as they listen –4 - 5 simple pictures or emojis that represent the key points
they hear in the text.
DAILY LESSON PLAN

ENGLISH FORM 2
WEEK 43 TIME 9.40-10.10
TOPIC A journey
LANGUANGE/GRAMMAR FOCUS Vocabulary related to transport
construct meaning
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts on a range of
familiar topics
COM. LEARNING STANDARD 2.1.1 Ask about and explain key information from simple texts
3. Read a text about the Amish people of the United States.
4. Scan the text and then read for specific information.
ACTIVITIES PRE-LESSON Teacher writes on board What’s the quickest form of transport from
London to Paris? Teacher elicits from the class possible forms of
transport between the two capital cities from the previous lesson.
Students discuss the answer to the question in pairs. Teacher listens to
their ideas as a class. Then explain that it’s quicker by trains. If you go by
plane, you have to travel a long way to the airport, and then you have to
check in and wait to board the plane. The train goes from central London
to central Paris.
LESSON Activity 1 (SB page 75)
DELIVERY 3. Students look at the picture of the people. Teacher listens to
students’ ideas about who the people in the photo are. Teacher
plays the CD. Students listen, follow the text in their books and
check their ideas.
4. Teacher checks the answer as a class. Teacher focuses on Did
you know? box. Make sure students understand rollerblades
and the phrasal verb get around. Here it means to move from
one place to another.
Activity 2 ( SB page 75)
2. This exercise gives students practice in reading to locate
specific information. Students read the beginnings of the notes
and copt them into their notebooks. They look in the text and
find the information to complete the notes. Students compare
answers in pairs. Teacher checks answers as a class.
2. Students read the sentences carefully first. Students look in the
text and decide whether the sentences are true or false. They
correct the false sentences. Students compare answers in pairs.
Teacher check answers as a class.
21st CENTURY T&L STARTEGY Hot Seat iThink Map Double Bubble Map
ASSESSMENT Quiz
SUCCESS CRITERIA Pupils can scan the text and then read for specific information
DAILY LESSON PLAN
ENGLISH FORM 2
WEEK 43 TIME 12.40-1.40
THEME Health and Environment
MAIN LEARNING STANDARD 1.1.3 Recognise with support attitudes or opinions in simple longer texts on a range of
familiar topics
COM. LEARNING STANDARD 1.1.4 Understand with little or no support longer sequences of classroom instructions
3. Recognise with support attitudes or opinions in simple longer texts on a range of
familiar topics
4. Understand with little or no support longer sequences of classroom instructions
ACTIVITIES PRE-LESSON Taboo games
LESSON DELIVERY 1. Find a listening where there is a discussion or dialogue where
people express their opinions. There should be at least two people
with different opinions or attitudes speaking.
2. Review some language of opinion or attitude with the pupils that
they have been learning and ensure you include any from the
listening.
3. Tell pupils to listen and find out what the people in the dialogue
agree or disagree about. If pupils need additional support you
could write a list of topics and the names of the people and the
pupils tick or cross to show this. Play the audio. Check answers.
4. Tell the pupils to choose one of the characters or assign one per
person. Tell them to listen again and that they should make a note
of the opinion / attitude of the person they have chosen and any
5. Play the audio twice so pupils have time to think. Put them in
pairs with someone who is focused on the same speaker to check
ideas.
6. Now put pupils into pairs or groups – each should have been
following a different person in the dialogue. Tell them to use their
notes and act out the dialogue. Tell them they should try to use the
phrases they have noted to help them but they don’t need
remember the language, just the meaning. Pupils who need
support for this activity can be given a copy of the tapescript to
read.
7. Monitor as they role play.
POST LESSON Students wrap up the lesson and give encouragement to students
for their good cooperation and participation
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Multi-flow map
CCE/CE 21st Century Literacy Virtuous
SUCCESS CRITERIA Pupils can make a note of the opinion / attitude of the person they have chosen and any
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK 43 TIME 11.40-12.40
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
TOPIC Literature
LANGUANGE/GRAMMAR FOCUS Literary Genres
MAIN LEARNING STANDARD 2.1.1 Ask about and give detailed information about themselves and others
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
COM. LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts
6. Ask about and give detailed information about themselves and others
ACTIVITIES PRE-LESSON Books closed. Teacher writes book, author and title on the board
with the letters in the wrong order, eg. Kono, hatour and ettli.
Explain that the three words are all connected with the topic of
literature. Teacher asks students to work in pairs and write the
letters in the correct order to spell words.
ACTIVITIES LESSON DELIVERY Activity 1 (SB page 20)
4. Students look at literary genres. Teacher plays the CD.
Students listen to the words in the word pool and repeat
them.
5. Teacher check students understand the difference
between an autobiography and a biography.
6. Teacher makes sure they pronounce biography correctly
with the stress on the second syllable in autobiography
and biography.
4. Teacher checks students understand the task. Students
work individually and complete the comments using
words from exercise 1
5. They decide which two books are about the real people.
Students compare answers in pairs.
6. Teacher plays the CD for students to listen and check their
answers.
3. Teacher reads the example sentences aloud to the class.
Students read the questions and answer them individually.
4. They compare answers in pairs. Teacher listens to their
ideas as a class. Teacher make sure they give reasons
POST LESSON What does it mean? (refer to SOW page 138)
21st CENTURY T&L STARTEGY I-Think Map iThink Map Double Bubble Map
CCE/CE 21st Century Literacy Loving/Considerate
ASSESSMENT Homework
SUCCESS CRITERIA Students can decide which two books are about the real people
DAILY LESSON PLAN

ENGLISH FORM 1
WEEK 43 TIME 8.40-9.40
DAY THURSDAY CLASS 1 Al-Jabir
TOPIC Literature
construct meaning
ACTIVITIES PRE-LESSON Teacher writes the word mobile phone on the board. Teacher asks
students to work in pairs and make a list of things they can do with
a mobile phone. Teacher listens to their ideas as a class and writes
the activities the board, eg send a text message, call friends, take
pictures
2. Students read the two questions. They look at the picture
and answer the questions. Students compare answers in
pairs. Teacher check answers and gets feedback from the
whole class.
3. Students read the questions carefully first. Teacher plays
the CD. Students listen and follow the article in their
books.
4. Students compare answers in pairs. Teacher checks
answers as a class.
21st CENTURY T&L STARTEGY Round Table iThink Map Bubble Map
Moral Values – Humility
ASSESSMENT Quiz
SUCCESS CRITERIA Students can answer the questions based on a picture
DAILY LESSON PLAN

ENGLISH FORM 1
WEEK 44 TIME 7.40-8.10
TOPIC Literature
construct meaning
ACTIVITIES PRE-LESSON Task 8 : Predict the Content
3. Students read the five questions and the different possible
answers. They read the article again and choose the
correct answers.
4. Students compare answers in pairs. Teacher check
answers as a class and highlight the information in the Did
you know? Box.
Extension Activities
3. Students choose one of their favourite writers. Teacher
asks students to open an internet and type in the name of
writer they have chosen.
4. Students find as much information as they can and make
notes. They write a short biography about their chosen
writer using the information they have found. Students
work in pairs. They tell theirs partner about their writer
and ask answer questions. Teacher asks some students to
present their biography to the class.
Moral Values – Diligence
ASSESSMENT Homework
SUCCESS CRITERIA Students choose 5 correct answers based on an article
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 43 TIME 8.40-9.40
construct meaning
questions.
checked.
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 43 TIME 7.40-8.10
construct meaning
questions.
checked.
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 43 TIME 12.10-12.40
DAY THURSDAY CLASS 4Al-JAbir

class.
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 43 TIME 11.10-11.40

class.
DAILY LESSON PLAN

ENGLISH FORM 1
WEEK 44 TIME 7.40-8.10
TOPIC Professions
LANGUANGE/GRAMMAR FOCUS Vocabulary related to professions
MAIN LEARNING STANDARD 1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of
familiar topics
COM. LEARNING STANDARD 1.1.2 Understand with little or no support specific information and details in simple longer
texts on a range of familiar topics
1. Understand with little or no support the main ideas in simple longer texts on a
2. Understand with little or no support specific information and details in simple
longer texts on a range of familiar topics
ACTIVITIES PRE-LESSON Teacher writes job on the board. Teacher puts students into pairs
and asks them to write a list of all the jobs they know in two
minutes. Teacher listens to their ideas as a class and makes a list
on the board, eg doctor, teacher, driver, and actor.
LESSON DELIVERY Activity 1 (SB page 23)
1. Teacher explains the task. Teacher plays the CD. Students
listen and repeat the words in blue chorally and
individually. Teacher elicits the names of any of the people
that they know, eg 12 Barack Obama. Teacher checks that
students understand all the different professions.
1. Students match the names with the descriptions in the
timeline. Point out that if they don’t know, they should
guess. Students compare answers in pairs. Teacher listens
to their ideas as a class but do not check answers at this
point.
1. Teacher plays the CD. Students listen and check their
answers from exercise 2. Teacher check answers as a class
and elicits the names of the people shown in the pictures.
1. Students work individually and choose one of the people
from exercise 2 or a person of their choice. They write 3
questions they would ask them. They compare their choice
of person and their questions in pairs. Teacher listens to
their ideas as a class.
POST LESSON Can you guess? (refer to SOW page 139)
21st CENTURY T&L STARTEGY Presentation iThink Map Flow Map
SUCCESS CRITERIA Students can elicit the name of the people shown in the pictures
DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 44 TIME 12.40-1.10
LANGUANGE/GRAMMAR FOCUS words / phrases describing plot / setting / characters;
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in extended texts on a wide range of
familiar topics
COM. CONTENT STANDARD 2.4 Communicate appropriately to a small or large group on familiar topics
COM. LEARNING STANDARD 2.4.1Summarise the main points of a story, text or plot
2. Summaries the main points of a story, text or plot
ACTIVITIES PRE-LESSON Students activate prior knowledge in this lesson by brainstorming

the main features of the detective story genre. Then they continue
with the pre-reading Activity A in the Student’s Book. Students
discuss their ideas with their talk partner(s) before collecting
ideas as a class.
1.Students pay attention to the picture accompanying the text and
they asked the question in the rubric. Students pay attention to the
title of the story. Students asked to read through the text and
underline unknown words at the same time. The answers checked
with the class. Students are asked some comprehension questions.
1.Students asked to read through the questions and the options
and the understanding are checked. Students do the activity. The
answers checked with the class. Students are asked to provide
justifications for their answers.
1.Students are asked the questions and a short discussion are
initiated.
POST LESSON Students review features of detective stories. Students read out a
list of typical features. Some of these should be typical features of
detective stories and some should be typical features of other
genres such as science fiction or fantasy. Students respond by
showing appropriate card (red to show False, not a feature of
detective stories, and green to show True, a feature of detective
stories).
SUCCESS CRITERIA Studens can provide justifications for their answers
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 44 TIME 1.10-2.10
DAY MONDAY CLASS 4 KRK
LANGUANGE/GRAMMAR FOCUS words / phrases describing plot / setting / characters;
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in extended texts on a wide range of
familiar topics
COM. LEARNING STANDARD 2.4.1Summarise the main points of a story, text or plot
2. Summaries the main points of a story, text or plot
ACTIVITIES PRE-LESSON Students activate prior knowledge in this lesson by brainstorming

the main features of the detective story genre. Then they continue
with the pre-reading Activity A in the Student’s Book. Students
discuss their ideas with their talk partner(s) before collecting
ideas as a class.
1.Students pay attention to the picture accompanying the text and
they asked the question in the rubric. Students pay attention to the
title of the story. Students asked to read through the text and
underline unknown words at the same time. The answers checked
with the class. Students are asked some comprehension questions.
1.Students asked to read through the questions and the options
and the understanding are checked. Students do the activity. The
answers checked with the class. Students are asked to provide
justifications for their answers.
1.Students are asked the questions and a short discussion are
initiated.
POST LESSON Students review features of detective stories. Students read out a
list of typical features. Some of these should be typical features of
detective stories and some should be typical features of other
genres such as science fiction or fantasy. Students respond by
showing appropriate card (red to show False, not a feature of
detective stories, and green to show True, a feature of detective
stories).
SUCCESS CRITERIA Studens can provide justifications for their answers
DAILY LESSON PLAN

ENGLISH FORM 2
WEEK 44 TIME 9.10-10.10
DAY MONDAY CLASS 2KRK
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Choose an item.
THEME Consumerism dan Financial Awareness
MAIN LEARNING STANDARD 2.1.4 Express opinions about simple spoken or written advice given to themselves or others
1. Express opinions about simple spoken or written advice given to themselves or
others
ACTIVITIES PRE-LESSON Games Simon Says
LESSON DELIVERY 1. Prepare a list of illnesses pupils might know before the lesson
and write a list of advice for these illnesses. Include good and bad
advice, e.g. for sickness you could include drink some water and
rest; eat lots of chocolate.
2. Ask pupils to think about different illnesses and write these up
on the board.
3. Put pupils into pairs and ask them to think about advice they can
offer, e.g. for a headache – take a tablet; stay in bed.
4. Tell them you have prepared some advice for the illnesses too
and you want them to tell you if the advice is useful or not.
4. Read your sentences aloud and encourage the pupils to respond
with appropriate opinions depending if it is good or bad advice.
POST LESSON Taboo games
21st CENTURY T&L STARTEGY Round Table iThink Map Brace map
Moral Values – Freedom
ASSESSMENT Quiz
SUCCESS CRITERIA Pupils can express opinions about simple spoken or written advice given to themselves or
others
DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 47 TIME 8.40-9.40
TOPIC Globetrotting
LANGUANGE/GRAMMAR FOCUS talking about travelling experiences; sequencing past action and events; words and phrases
describing travelling through rain forests
MAIN LEARNING STANDARD 3.1.2
Understand specific details and information in extended texts on a wide range of familiar
topics
construct meaning
ACTIVITIES PRE-LESSON Discuss (Student Book page 67)
1.Students look at the picture on the page and tell what it shows.
Students pay attention to the title of the module in connection with
the picture and help them deduce the meaning of the word
globetrotting. Students tell what they think the module will be
about. Students the questions in the Discuss section.
LESSON DELIVERY Activity A (Student Book page 68)
1.Student are asked the questions and a short discussion is
initiated.
Activity B (Student Book page 68)
1.Students look at the pictures accompanying the text and tell you
what they can see. Students guess what the text will be about.
Students read through the text and underline unknown words at
the same time. Students read through the three titles and check
their understanding. Students choose the best title for the text. The
answers checked with the class. Students provide justification for
their answers. Students are asked comprehension questions.
Activity C (Student Book page 69)
1.Students read through the questions 1-5 and the respective
answers and their understanding checked. Students read out and
do the activity. Students check their answers with the class.
Activity E (Student Book page 69)
1.Students asked the questions and a short discussion is initiated
POST LESSON Students identify with their talk partner(s) at least three new
words or phrases that they have learned in relation to travelling.
When students are ready, collect and share words/phrases as a
whole class.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Flow Map
CCE/CE 21st Century Literacy Informative
Element Across the Curriculum (EMK) EMK – Global Sustainability
ASSESSMENT Speaking
SUCCESS CRITERIA Students can identify three new words or phrases related to travelling
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 47 TIME 8.40-9.40
DAY WEDNESDAY CLASS 4Al-Jabir
TOPIC Globetrotting
LANGUANGE/GRAMMAR FOCUS talking about travelling experiences; sequencing past action and events; words and phrases
describing travelling through rain forests
MAIN LEARNING STANDARD 3.1.2
Understand specific details and information in extended texts on a wide range of familiar
topics
construct meaning
ACTIVITIES PRE-LESSON Discuss (Student Book page 67)
1.Students look at the picture on the page and tell what it shows.
Students pay attention to the title of the module in connection with
the picture and help them deduce the meaning of the word
globetrotting. Students tell what they think the module will be
about. Students the questions in the Discuss section.
1.Student are asked the questions and a short discussion is
initiated.
1.Students look at the pictures accompanying the text and tell you
what they can see. Students guess what the text will be about.
Students read through the text and underline unknown words at
the same time. Students read through the three titles and check
their understanding. Students choose the best title for the text. The
answers checked with the class. Students provide justification for
their answers. Students are asked comprehension questions.
1.Students read through the questions 1-5 and the respective
answers and their understanding checked. Students read out and
do the activity. Students check their answers with the class.
Activity E (Student Book page 69)
1.Students asked the questions and a short discussion is initiated
POST LESSON Students identify with their talk partner(s) at least three new
words or phrases that they have learned in relation to travelling.
When students are ready, collect and share words/phrases as a
whole class.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Flow Map
CCE/CE 21st Century Literacy Informative
Element Across the Curriculum (EMK) EMK – Global Sustainability
ASSESSMENT Speaking
SUCCESS CRITERIA Students can identify three new words or phrases related to travelling
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 47 TIME 7.40-8.10
TOPIC Globetrotting
LANGUANGE/GRAMMAR FOCUS sequencing past action and events; words and phrases describing snow-covered landscape.
MAIN LEARNING STANDARD 1.1.5 Understand independently more complex questions on a wide range of familiar topics
COM. LEARNING STANDARD 2.4.1 Summarise the main points of a story, text or plot
2. Communicate appropriately to a small or large group on familiar topics
ACTIVITIES PRE-LESSON Students work in small groups to answer the following: What’s
snow? Where’s snow most likely to fall? Which countries have a lot
of snow? What sports are associated with snow?
1.Students pay attention to the newspaper article and they asked
to tell what they think it is about. Students read through the article
and their understanding checked. Students are asked the questions
and a short discussion is initiated.
1.Students guess what happened to the two people who survived
the avalanche. The CD is played and students listen and check their
predictions. The answers checked with the class.
1. Students read through the questions 1-5 and the respective
answers. The Cd is played and students do the activity. The
answers checked with the class.
POST LESSON Students discuss about what natural disasters are more common in
Malaysia. Then use the Optional post-listening activity in the
Teacher’s Book to create a class discussion, focusing the questions
on a natural disaster which pupils are more familiar with / that
happens more commonly in Malaysia.
TEACHING AIDS Textbook, Handout, Whiteboard, Choose an item.
21st CENTURY T&L STARTEGY Round Table iThink Map Flow Map
Element Across the Curriculum (EMK) EMK - Global Sustainability
ASSESSMENT Homework
SUCCESS CRITERIA Students can tell what natural disasters are more common in Malaysia
DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 47 TIME 12.10-12.40
DAY THURSDAY CLASS 4Al-Jabir
TOPIC Globetrotting
LANGUANGE/GRAMMAR FOCUS sequencing past action and events; words and phrases describing snow-covered landscape.
MAIN LEARNING STANDARD 1.1.5 Understand independently more complex questions on a wide range of familiar topics
COM. LEARNING STANDARD 2.4.1 Summarise the main points of a story, text or plot
2. Communicate appropriately to a small or large group on familiar topics
ACTIVITIES PRE-LESSON Students work in small groups to answer the following: What’s
snow? Where’s snow most likely to fall? Which countries have a lot
of snow? What sports are associated with snow?
1.Students pay attention to the newspaper article and they asked
to tell what they think it is about. Students read through the article
and their understanding checked. Students are asked the questions
and a short discussion is initiated.
1.Students guess what happened to the two people who survived
the avalanche. The CD is played and students listen and check their
predictions. The answers checked with the class.
1. Students read through the questions 1-5 and the respective
answers. The Cd is played and students do the activity. The
answers checked with the class.
POST LESSON Students discuss about what natural disasters are more common in
Malaysia. Then use the Optional post-listening activity in the
Teacher’s Book to create a class discussion, focusing the questions
on a natural disaster which pupils are more familiar with / that
happens more commonly in Malaysia.
TEACHING AIDS Textbook, Handout, Whiteboard, Choose an item.
21st CENTURY T&L STARTEGY Round Table iThink Map Flow Map
ASSESSMENT Homework
SUCCESS CRITERIA Students can tell what natural disasters are more common in Malaysia
DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 47 TIME 11.10-11.40
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Writing
TOPIC Globetrotting
LANGUANGE/GRAMMAR FOCUS sequencing past action and events; words and phrases describing feelings; words and
phrases describing a beach setting
MAIN LEARNING STANDARD 2.1.5 Express and respond to feelings such as amusement, anger and regret
COM. LEARNING STANDARD 4.1.4 Express and respond to opinions and common feelings such as amusement, anger and
regret
2. Communicate intelligibly through print and digital media on familiar topics
ACTIVITIES PRE-LESSON Students plays a story-telling game. For example: Take a piece of
paper and cut into 16 squares. A: on four squares put an adjective
describing mood (i.e. miserable, ecstatic) B: on four more put a
different location (i.e. the beach, school playground) C: on four
more an object (i.e. a head scarf, sunglasses) D: on the last four a
verb (i.e. riding, running) Fold the papers in quarters so students
cannot see what is written. The class divided into groups. Each
group takes a paper from A-D then makes up a story / recount
using all the picked-out words in their stories. When ready, collect
responses.
1. Students look at the first picture. Students read through the
prompts underneath it and check understanding. Students imagine
that they are the man in the picture and that this has happened to
them. They should describe what happened and how they felt.
Students can use some of the idioms presented in the vocabulary
activity in order to describe their feelings more vividly. They will
need to use the past tenses. Students prepare their stories. Some
students are chosen to describe what happened and how they felt.
In pairs, students take turns to narrate what happened and the
story of the woman shown in the second picture.
1.Students asked the questions and a short discussion is initiated.
POST LESSON Some of the more successful / descriptive recounts are chosen.
Students read out their recounts to the class. Students take on the
part of their chosen character and put expression in their voices as
they read their recounts. If time allows, do a hot seat activity. 2
students are chosen to take on the roles of the characters from the
pictures and get the rest of the pupils to ask questions about their
day at the beach.
21st CENTURY T&L STARTEGY 3 Stray and 1 Stay iThink Map Double Bubble Map
ASSESSMENT Quiz
SUCCESS CRITERIA Students can relate their feelings to the picture
DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 47 TIME 11.00-12.00
DAY FRIDAY CLASS 4Al-Jabir
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Writing
TOPIC Globetrotting
LANGUANGE/GRAMMAR FOCUS sequencing past action and events; words and phrases describing feelings; words and
phrases describing a beach setting
MAIN LEARNING STANDARD 2.1.5 Express and respond to feelings such as amusement, anger and regret
COM. LEARNING STANDARD 4.1.4 Express and respond to opinions and common feelings such as amusement, anger and
regret
2. Communicate intelligibly through print and digital media on familiar topics
ACTIVITIES PRE-LESSON Students plays a story-telling game. For example: Take a piece of
paper and cut into 16 squares. A: on four squares put an adjective
describing mood (i.e. miserable, ecstatic) B: on four more put a
different location (i.e. the beach, school playground) C: on four
more an object (i.e. a head scarf, sunglasses) D: on the last four a
verb (i.e. riding, running) Fold the papers in quarters so students
cannot see what is written. The class divided into groups. Each
group takes a paper from A-D then makes up a story / recount
using all the picked-out words in their stories. When ready, collect
responses.
1. Students look at the first picture. Students read through the
prompts underneath it and check understanding. Students imagine
that they are the man in the picture and that this has happened to
them. They should describe what happened and how they felt.
Students can use some of the idioms presented in the vocabulary
activity in order to describe their feelings more vividly. They will
need to use the past tenses. Students prepare their stories. Some
students are chosen to describe what happened and how they felt.
In pairs, students take turns to narrate what happened and the
story of the woman shown in the second picture.
1.Students asked the questions and a short discussion is initiated.
POST LESSON Some of the more successful / descriptive recounts are chosen.
Students read out their recounts to the class. Students take on the
part of their chosen character and put expression in their voices as
they read their recounts. If time allows, do a hot seat activity. 2
students are chosen to take on the roles of the characters from the
pictures and get the rest of the pupils to ask questions about their
day at the beach.
21st CENTURY T&L STARTEGY 3 Stray and 1 Stay iThink Map Double Bubble Map
ASSESSMENT Quiz
SUCCESS CRITERIA Students can relate their feelings to the picture

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DAILY LESSON PLAN