DAILY LESSON PLAN

ENGLISH FORM 2
WEEK 6 TIME 8.40-9.10
DAY THURSDAY CLASS 2JABIR
DATE 28.04.2022 LESSON 46
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Speaking
TOPIC Teacher to select
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 5.1 Engage with, respond to and interpret a variety of literary text types
MAIN LEARNING STANDARD 5.1.1 Explain in simple language connections between characters, places, or events in texts
and their own lives
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.5 Express opinions or feelings about character or personality
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Explain in simple language connections between characters, places, or events in
texts and their own lives
2. Express opinions or feelings about character or personality
ACTIVITIES PRE-LESSON
LESSON DELIVERY For this activity you will need large poster paper, marker pens and
long pieces of string or ribbon.
1. Choose a text that pupils have read. Start by asking them to work
in threes and retell the story. Monitor and correct.
2. Elicit back the story.
3. Put pupils into groups of 6 - 8. Give each group a large piece of
poster paper and markers. Give each group a focus: a character / a
place / an event. Each group should have a different focus. Tell
them to create a mind map with us much information as they can
remember about their particular focus.
4. When they have finished tell each group to select a couple of
presenters and ask them to present their poster to the rest of the
class. Go around and let each group present for a minute or so.
5. Give each group 2 - 3 large pieces of ribbon or string – long
enough to stretch across the room. Tell pupils in the group to
decide how their particular focus (a person, place or event)
connects to one of the others in the room. Ask the first group to
select another group and explain how they connect, e.g. We have
looked at the main character. Our character went on a trek to the
mountain and got lost. This group is talking about the places in the
story and they talked about the mountain where our character
went. If they do this successfully they should hold one end of the
string and pass the other end to the other group. Both groups
should
continue to hold this physical symbol of the connection. Choose a
second group and repeat. Continue until you have created a web of
string or ribbon across the room connecting all the different
aspects of the story. It will get more difficult to pass the string as
more and more links are made and there is likely to be a tangled
web by the end. This is fine - the pupils enjoy the challenge of
passing the string and at the end you can point out how events,
people and places all interconnect in life.
Alternative: if this task is difficult, an alternative is to put the
pupils into new groups with one pupil from each of the original
groups. Ask them to find a connection between each of their
 original group ideas.
6. Once you have finished the activity ask the pupils to sit down
again. Tell them to think about the different places, people and
events in the story. Give them an example of how they connect to
you, e.g. I love the sea and in this story there is a beautiful beach.
The main character also loves the sea so we like the same place.
7. Tell the pupils to think about how the story connects to them.
Ask them to work in pairs and tell each other the connections.
POST LESSON
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY 3 Stray and 1 Stay iThink Map Double Bubble Map
CCE/CE 21st Century Literacy Inquisitive
High Order Thinking Skills Evaluation
Teaching and Learning Strategy Knowledge Acquisition
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Mutual Respect
ASSESSMENT Speaking
SUCCESS CRITERIA Pupils can explain in simple language connections between characters, places, or events in
texts and their own lives
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
 DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 6 TIME 9.10-9.40
DAY THURSDAY CLASS 4 FARABI
DATE 28.04.2022 LESSON 12
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Ready for anything
THEME People and Culture
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. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Explain and justify own point of view
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Understand 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, Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Circle Map
CCE/CE 21st Century Literacy Thinker
High Order Thinking Skills Analysis
Teaching and Learning Strategy Contextual Learning
Element Across the Curriculum (EMK) EMK - Science and Technology
Moral Values – Mutual Respect
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance: __/__
_____ students were able to achieve the objectives.
 _____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.

DAILY LESSON PLAN

ENGLISH FORM 2
WEEK 6 TIME 12.40-1.40
DAY THURSDAY CLASS 2KRK
DATE 28.04.2022 LESSON 46
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Speaking
TOPIC Teacher to select
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 5.1 Engage with, respond to and interpret a variety of literary text types
MAIN LEARNING STANDARD 5.1.1 Explain in simple language connections between characters, places, or events in texts
and their own lives
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.5 Express opinions or feelings about character or personality
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Explain in simple language connections between characters, places, or events in
texts and their own lives
2. Express opinions or feelings about character or personality
ACTIVITIES PRE-LESSON
LESSON DELIVERY For this activity you will need large poster paper, marker pens and
long pieces of string or ribbon.
1. Choose a text that pupils have read. Start by asking them to work
in threes and retell the story. Monitor and correct.
2. Elicit back the story.
3. Put pupils into groups of 6 - 8. Give each group a large piece of
poster paper and markers. Give each group a focus: a character / a
place / an event. Each group should have a different focus. Tell
them to create a mind map with us much information as they can
remember about their particular focus.
4. When they have finished tell each group to select a couple of
presenters and ask them to present their poster to the rest of the
class. Go around and let each group present for a minute or so.
5. Give each group 2 - 3 large pieces of ribbon or string – long
enough to stretch across the room. Tell pupils in the group to
decide how their particular focus (a person, place or event)
connects to one of the others in the room. Ask the first group to
select another group and explain how they connect, e.g. We have
looked at the main character. Our character went on a trek to the
mountain and got lost. This group is talking about the places in the
story and they talked about the mountain where our character
went. If they do this successfully they should hold one end of the
string and pass the other end to the other group. Both groups
should
continue to hold this physical symbol of the connection. Choose a
second group and repeat. Continue until you have created a web of
string or ribbon across the room connecting all the different
 aspects of the story. It will get more difficult to pass the string as
more and more links are made and there is likely to be a tangled
web by the end. This is fine - the pupils enjoy the challenge of
passing the string and at the end you can point out how events,
people and places all interconnect in life.
Alternative: if this task is difficult, an alternative is to put the
pupils into new groups with one pupil from each of the original
groups. Ask them to find a connection between each of their
original group ideas.
6. Once you have finished the activity ask the pupils to sit down
again. Tell them to think about the different places, people and
events in the story. Give them an example of how they connect to
you, e.g. I love the sea and in this story there is a beautiful beach.
The main character also loves the sea so we like the same place.
7. Tell the pupils to think about how the story connects to them.
Ask them to work in pairs and tell each other the connections.
POST LESSON
TEACHING AIDS Marker Pen, Whiteboard, Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Double Bubble Map
CCE/CE 21st Century Literacy Team spirit
High Order Thinking Skills Application
Teaching and Learning Strategy Values and Citizenship
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Courage
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA Pupils can explain in simple language connections between characters, places, or events in
texts and their own lives
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
 LESSON 12
WEEK/LESSON NO. 6 FORM 5 Al-Jabir
(Language Awareness 2)
SUBJECT English DATE / DAY 28.4.2022 THURSDAY
UNIT 2 TIME 11.40-12.40
TOPIC Life’s Great Mysteries Duration 1 hour
THEME People And Culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING Attitude Language of expressing advantages
TECHNIQUE(S) Movement LANGUAGE/GRAMMAR FOCUS: and disadvantages; comparative and
superlative forms
CONTENT STANDARD(S)
Main: 2.3 Use appropriate communication strategies Complementary: 2.1 Communicate information, ideas, opinions
and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main: 2.3.1 Keep interaction going in discourse-level exchanges Complementary: 2.1.1 Explain information on familiar topics
by paraphrasing and rephrasing appropriately from diagrams, charts, tables, graphs or other visuals
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Discuss three questions related to historical mysteries with a partner.
 Talk about at least four ways to investigate the local mysteries and decide on two best ways with a partner.
English Download Student’s Book p25,
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S)
Teacher’s Book, p24-25
ACTIVITIES
 Ask pupils to read the three questions and answer any queries they may have about them.
 Pupils work in pairs to ask and answer the questions.
PRE-LESSON
 Monitor and help with vocabulary, but do not interrupt fluency.
 Make a note of any mistakes to go over with the class afterwards. (Student’s book p25 activity 1)
LESSON 1.
DEVELOPMENT  Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must choose
the correct comparative or superlative form in situations where there is a comparison of ideas. Remind pupils that we
use the comparative form to compare two or more people, animals or things or two groups of people, animals or
things, and that we use the superlative form to compare one or more people, animals or things with a group of people,
animals or things.
 Ask pupils to read the sentences and explain anything they don't understand.
 Pupils work individually to Complete the task.
 They then check their answers in pairs before checking as a class. (Student’s book p25 Activity 2)
2.
 Go through the Language Bank with the pupils and make sure they understand the phrases and how to use them.
 Ask pupils to read the instructions and check that they understand what they have to do. Spend
 some time explaining that they must discuss all of the options within the context of the task (How can we find out
about local mysteries?), and that they are not being asked to choose the best ways of gathering information in general
or for some other purpose. Elicit that there is a second part to the task which requires them to reach a decision about
the two most useful ideas for research and information gathering. Point out that there are no right or wrong answers.
 Pupils work in pairs to do the task.
 Monitor and help with vocabulary, but do not interrupt fluency.
 Make a note of any mistakes to go over with the class afterwards.
 Ask one pair to demonstrate the task in front of the class.
 Time permitting, repeat until all pairs have had a turn. (Student’s book p25 Activity 3)
 Ask pupils to review their learning in this lesson by having a class discussion to decide which the best way is to
POST-LESSON research a local mystery.
DIFFERENTIATIO By amount of teacher’s support:
N Low-proficiency pupils
- pupils complete the tasks(s) with teacher’s guidance
 High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.