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DAILY LESSON PLAN TS25
DAY Sunday DATE 7.5.23 WEEK 8 LESSON 14

SUBJECT English CLASS 3 Pintar TIME 10.20-11.20 60 minutes
FOCUS Listening UNIT 1 CLOSE-UP THEME People and Culture TOPIC Food, Food, Food!
LANGUAGE & GRAMMAR FOCUS Food related Vocabulary

Main Skill: Listening Main Skill: Listening
1.1 Understand meaning in a variety of familiar 1.1.4 Understand independently longer sequences
CONTENT contexts LEARNING of classroom instructions
STANDARD Complementary Skill: Writing STANDARD Complimentary Skill: Writing
4.2 Communicate with appropriate language, form and 4.2.1 Punctuate written work with moderate
style accuracy
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
1.1.4 Understand independently longer sequences of 1. Pupils can circle 5 correct numbers.
classroom instructions by listening to a recording and 2. Pupils can construct 3 questions with correct
LEARNING SUCCESS punctuations such as capital letters and
circling 5 correct numbers.
OBJECTIVES CRITERIA question marks.
4.2.1 Punctuate written work with moderate accuracy
by constructing 3 questions with correct punctuations
such as capital letters and question marks.
TEACHING AND LEARNING STRATEGIES

1. Pupils play a game to review food-related vocabulary from the previous lesson.
PRE-LESSON
1. Pupils turn to Close-Up page 22 and look at Section A. Pupils read the numbers and then listen and choose the
correct options for 5 questions. Pupils compare their answers with a partner before discussing as a class.
LESSON 2. Pupils move on to Section B and imagine that they are listening to a chef talking about the restaurant where
DEVELOPMENT he used to work. Pupils construct 3 questions to match the answers.
3. Pupils discuss their answers with a partner and later as a class.
1. Pupils write down questions to ask other pupils about their learning in this lesson.
POST-LESSON
2. A few pairs share their discussion with the rest of the class.
RESOURCES Close Up Textbook, Whiteboard, - - CROSS CURRICULAR ELEMENTS Global Sustainability
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

Think, Pair-Share
DIFFERENTIATION Strategy 4: Differentiate by the outcome 21ST CENTURY TEACHING &
-
STRATEGIES expected from pupils LEARNING
PBD Not Applicable LEARNING DOMAIN Create
REFLECTION ATTENDANCE ____ / ____
NOTE
NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
11.50-12.20
English Language 8 May 7, 2023 4 Kimpalan 28 13
30 Minutes
THEME: Science & Technology TOPIC: Unit 1 – Let’s Chat
FOCUS SKILL: Writing LANGUAGE/ Words/phrases related to free-time

L/S/R/W/LA/LiA GRAMMAR FOCUS: activities; words/phrases/language used
in informal letters and emails
Main Skill:
4. Writing
CONTENT 4.2 Communicate with appropriate language, form and style
STANDARD: Complementary Skill:
3. Reading
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
Main Skill:
4. Writing
LEARNING 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations
STANDARD:
Complementary Skill:
3. Reading
3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide
range of familiar topics
By the end of the lesson, pupils will be able to:
LEARNING 1. Use formal and informal registers appropriate to the target audience in most familiar situations
OBJECTIVES: by writing an email of about 80 words responding to Simon, but refusing his invitation.
2. Recognise with little or no support the attitude or opinion of the writer in extended texts on a
wide range of familiar topics by answering 2 questions about the writer’s (Simon) attitude
Pupils can:
SUCCESS CRITERIA 1) write an email of about 80 words
2) answer 2 questions about the writer’s (Simon) attitude
CROSS CURRICULAR 8.Information and Communications DIFFERENTIATION Strategy 5: Differentiate by the time pupils
ELEMENTS: Technology STRATEGIES: are given to complete a task
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils look at 6 sentences on the board (3 using formal language while the other 3 informal language and state the difference
between the sentences.
2. Pupils work with a partner to change the formal phrases / sentences to informal and the informal to formal.
LESSON DEVELOPMENT: (40 minutes)
1. Pupils turn to Full Blast page 18 and look at the layout of the text and say what it is (an email).
2. Pupils answer 4 questions about what they use emails for and how often they use it. A few pupils share their answers with the class.
3. Pupils read the email and clarify any unknown words with the teacher. Pupils then work in pairs to answer 4 questions in Section A
and answer 2 questions about the writer’s attitude (ex:how does he think Mark will feel about this news) (Complementary skill)
4. Pupils move on to Section B and read Simon’s email again and look at the notes Mark has made.
5. Pupils match Mark’s notes with the points A-C which show what he should include in his reply to Simon.
6. Pupils check answers as a class.
7. Pupils proceed to Section C and read Mark’s reply and underline the sentences that correspond to his notes.
8. Pupils answer 2 questions in Section C and compare their answers with a partner before discussing as a class.
9. Pupils go on to Section E and imagine they are Simon’s friend and write an email of about 80 words responding to Simon, but refusing
his invitation.
(Main Skill)
10. Pupils read the TIPS corner and refer to the writing reference on page 170 about the layout of an informal letter/email.
11. Pupils are allowed to use Mark’s email as a model, but must use their own ideas and other expressions/phrases.
POST-LESSON: (10 minutes)
1. Pupils work in groups of 4 and each group is given 10 strips of formal/informal phrases. (Self/Peer Assessment)
2. Pupils divide the strips into 2 groups; formal and informal.
3. The first group to group them correctly wins.
HOTS: Application ☐ Evaluation ☐ TEACHING & LEARNING Pupil-Centredness
Analysis √ Creation √ STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING ASSESSMENT: Written Work
MATERIALS: English Dictionary/Thesaurus
TEACHER’S REFLECTION:
LESSON PLAN FORM 5
SUBJECT English CLASS 5 Sains TIME 1 hour
UNIT 2
FOCUS Speaking UNIT ENGLISH THEME People and Culture TOPIC Life's Great Mysteries
DOWNLOAD
LANGUAGE & GRAMMAR FOCUS Language of expressing advantages and disadvantages; comparative and superlative forms
Main Skill: Speaking Main Skill: Speaking
2.3 Use appropriate communication strategies 2.3.1 Keep interaction going in discourse-level
exchanges by paraphrasing and
CONTENT Complementary Skill: Speaking LEARNING rephrasing appropriately
STANDARD 2.1 Communicate information, ideas, opinions and feelings STANDARD Complimentary Skill: Speaking
intelligibly on familiar topics 2.1.1 Explain information on familiar topics
from diagrams, charts, tables, graphs or
other visuals
2.3.1 Keep interaction going in discourse-level exchanges by 3. Pupils can paraphrase and rephrase
paraphrasing and rephrasing appropriately by their previous partner’s 2 ideas.
rephrasing their previous partner’s 2 ideas to their new 4. Pupils can use a mind map to explain
LEARNING SUCCESS their previous partner’s 2 ideas to their
partners.
OBJECTIVES CRITERIA new partners
2.1.1 Explain information on familiar topics from diagrams,
charts, tables, graphs or other visuals by using a mind
map to explain their previous partner’s 2 ideas to their
new partners.

2. Pupils turn to English Download textbook page 25 and look at Activity 1.
PRE-LESSON 3. Pupils work in pairs and then discuss their ideas in small groups.
4. A few groups share their discussion with the class.
5. Pupils turn to page 25 English Download and read the instructions and 6 sentences in Activity 2.
6. Pupils choose the correct options for 6 sentences.
7. Pupils compare answers in pairs before discussing as a class.
8. Pupils read the Language Bank box and later the instructions in Activity 3.
9. Pupils work in pairs and discuss the usefulness of each of the 4 ideas listed in the mind map that can help them
to find out about local mysteries.
10. Pupils then decide on the 2 best ideas out of the 4 and draw a mind map in their exercise book to add 2 of their
own ideas to the mind map.
LESSON 11. Pupils now search for a new partner and paraphrase and rephrase their previous partner’s 2 ideas using the
DEVELOPMENT mind map.(Main and Complementary Skill)
12. Pupils use their existing mind maps to come up with new ideas.
13. A few pairs share their discussion with the class.
Differentiated Actvities:
Less proficient pupils: Provide cards with the appropriate language mirrored in the lesson and the language of
comparative and superlative forms from Activity 2 or the Language Bank. For the writing activity, provide a list of
relevant advantages and disadvantages to add to some of the ideas in Activity 3 and allow them to do the same for
the remaining ideas.
More proficient pupils: -
14. Pupils 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.
DIFFERENTIATION Strategy 3: Differentiate by the type and amount of
CROSS CURRICULAR ELEMENTS Values
STRATEGIES support provided
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Discussion
21ST CENTURY TEACHING &
RESOURCES English Download Textbook, Whiteboard, - - Think, Pair-Share
LEARNING
PBD Choose an item. LEARNING DOMAIN Evaluate
REFLECTION ____ /
ATTENDANCE
____
NOTE
SUBJECT English CLASS 3 Intelek TIME 10.20-11.20 60 minutes

1.1 Understand meaning in a variety of familiar 1.1.2 Understand independently specific
contexts information and details in longer texts on an
CONTENT Complementary Skill: Writing LEARNING increased range of familiar topics
STANDARD 3.1 Understand a variety of texts by using a range of STANDARD Complimentary Skill: Writing
appropriate reading strategies to construct 3.1.2 Understand specific details and information in
meaning longer texts on an increased range of familiar
topics
1.1.2 Understand independently specific information 5. Pupils can circle 6 correct numbers.
and details in longer texts on an increased range of 6. Pupils can underline all the important words
familiar topics by by listening to a recording and circle and numbers in Exam Task column.
LEARNING SUCCESS
6 correct answers.
OBJECTIVES CRITERIA
3.1.2 Understand specific details and information in
longer texts on an increased range of familiar topics by
underlining all the important words and numbers in
Exam Task column.

PRE-LESSON
4. Pupils turn to Close-Up page 22 and look at Section C.
5. Pupils read Exam Close-Up box and then the Exam Task column and underline the important words and
numbers.
LESSON 6. Pupils listen to a radio interview about a restaurant festival.
DEVELOPMENT 7. Pupils circle the correct answers for 6 questions.
8. Pupils listen to the same recording again to check their answers.
9. Pupils discuss answers as a class.
3. Pupils provide peer feedback on each other’s performance in pairs using two stars and a wish: two things that
POST-LESSON were good (stars) and one area for improvement (wish).
4. A few pairs share their feedbacks with the class.

Think, Pair-Share
-

DAY Monday DATE 8.5.2023 WEEK 8 LESSON 16
SUBJECT English CLASS 3 Intelek TIME 60 minutes
FOCUS Speaking UNIT 1 CLOSE-UP THEME People and Culture TOPIC Food, Food, Food!
LANGUAGE & GRAMMAR FOCUS Using adjectives

2.3 Use appropriate communication strategies 2.3.1 Keep interaction going in longer
Complementary Skill: Writing exchanges by asking a speaker to slow
CONTENT 1.1 Understand meaning in a variety of familiar contexts LEARNING down, speak up or to repeat what they
STANDARD STANDARD have said
Complimentary Skill: Writing
1.1.5 Understand independently more
complex questions
2.3.1 Keep interaction going in longer exchanges by asking a 7. Pupils can work with a partner to
speaker to slow down, speak up or to repeat what they have answer 3 questions.
said by by working with a partner to answer 3 questions.
(Can you cook? What can you cook? /Who normally does the
LEARNING cooking at home? /What’s your favourite food and what SUCCESS
OBJECTIVES food do you never eat? Why?) CRITERIA
1.1.5 Understand independently more complex questions by
working with a partner to answer 3 questions. (Can you cook?
What can you cook? /Who normally does the cooking at
home? /What’s your favourite food and what food do you
never eat? Why?)

16. Pupils play a game to review adjectives such as comparatives and superlatives.
PRE-LESSON
10. Pupils turn to Close-Up page 23 and look at Section A.
11. Pupils work with a partner to answer 3 questions.
LESSON 12. All the pupils take turns to share their answers to the 3 questions with the rest of the class.
DEVELOPMENT 13. Pupils choose 8 correct adjectives to complete 8 sentences.
14. Pupils discuss answers in pairs before discussing as a class.
5. Pupils write out the alphabet (e.g. in their notebooks or on flip chart paper).
POST-LESSON 6. Next to each letter pupils must write an adjective that starts with that letter.
7. A few pupils share the words with the whole class.
CROSS CURRICULAR
RESOURCES Close Up Textbook, Whiteboard, - - Global Sustainability
ELEMENTS
Think, Pair-Share
DIFFERENTIATION Strategy 7: Differentiate by the types of question 21ST CENTURY TEACHING &
-
STRATEGIES asked LEARNING

The teacher was on leave for quarantine. The lesson is postponed to the next
session.
NOTE
LESSON PLAN FORM 5
UNIT 2
DOWNLOAD
LANGUAGE & GRAMMAR FOCUS Words/phrases related to expressing opinions/preference

2.1 Communicate information, ideas, opinions and feelings 2.1.2 Ask about and explain advantages and
intelligibly on familiar topics disadvantages of ideas, plans,
arrangements
CONTENT LEARNING
Complementary Skill: Listening Complimentary Skill: Listening
STANDARD STANDARD
1.1 Understand meaning in a variety of familiar contexts 1.1.3 Recognise independently attitudes or
opinions in extended texts on a wide
range of familiar topics and some
unfamiliar topics
2.1.2 Ask about and explain advantages and disadvantages of 8. Pupils can state at least 2 advantages
ideas, plans, arrangements by discussing possible and 2 disadvantages.
options for attracting tourists and stating at least 2 9. Pupils can match 5 speakers to 5
LEARNING SUCCESS descriptions.
advantages and 2 disadvantages
OBJECTIVES CRITERIA
1.1.3 Recognise independently attitudes or opinions in
extended texts on a wide range of familiar topics and
some unfamiliar topics by matching 5 speakers to 5
descriptions

17. Pupils brainstorm as a class words/phrases related to expressing opinions/preference.
PRE-LESSON
18. A list is written on the board so pupils can refer to it later.
19. Pupils look at the instructions and the mind map labelled Task 21 from Part 3 of the Speaking Paper, Sample
Test Paper 1 on the whiteboard.
20. Pupils work in groups of four to discuss all the different options for attracting tourists to the town.
21. Pupils are regrouped into new groups of four. In their new groups, pupils take turns to explain the ideas and
state at least 2 advantages and 2 disadvantages their original group came up with in the discussion. (Main Skill)
23. Pupils move on to the listening activity.
LESSON 24. Pupils read the questions from Part 3 Listening Sample Paper 1 before listening to 5 short extracts in which
DEVELOPMENT
people are talking about their visit to a city.
25. Pupils match 5 speakers to 5 descriptions (3 are not needed). (Complementary Skill)
26. Pupils listen to the same extract again.
27. Pupils compare their answers in pairs before discussing as a class.
Less proficient pupils: Pupils are grouped with at least 1 more proficient pupil.
28. Pupils review their learning in this lesson by completing an exit card about the speaking activities: ‘what they
POST-LESSON were able to do well in the activities?’ and ‘what they found particularly challenging about the activities?’
29. A few pupils share their cards with the class.
21STCENTURY TEACHING &
LEARNING
The teacher was on leave for quarantine. The lesson is postponed to the next session.
____ /
REFLECTION ATTENDANCE
____
NOTE
LESSON PLAN FORM 5
SUBJECT English CLASS 5 Perniagaan TIME 1 hour
UNIT 2
FOCUS Listening UNIT ENGLISH THEME People and Culture TOPIC Life's Great Mysteries
DOWNLOAD
LANGUAGE & GRAMMAR FOCUS Words/phrases related to the legend of Robin Hood
1.1 Understand meaning in a variety of familiar contexts 1.1.2 Understand independently specific
information and details in extended
Complementary Skill: Listening texts on a wide range of familiar topics
CONTENT 1.2 Use appropriate listening strategies in a variety of contexts LEARNING and some unfamiliar topics
STANDARD STANDARD Complimentary Skill: Listening
1.2.1 Guess the meaning of unfamiliar words
from clues provided by other words and
by context on a wide range of familiar
topics and some unfamiliar topics
1.1.2 Understand independently specific information and 10. Pupils can circle 5 correct words for 5
details in extended texts on a wide range of familiar sentences
topics and some unfamiliar topics by circling 5 correct 11. Pupils can answer 5 comprehension
questions.
LEARNING words for 5 sentences and completing 8 sentences with SUCCESS 12. Pupils can complete 8 sentences with a
OBJECTIVES a word or short phrase. CRITERIA word or short phrase.
1.2.1 Guess the meaning of unfamiliar words from clues
provided by other words and by context on a wide
range of familiar topics and some unfamiliar topics by
answering 5 comprehension questions.

30. Pupils work in small groups to list as many heroes/heroines from Malaysian legends/folk tales that they can
PRE-LESSON think of and then decide who is the greatest hero/heroine from the list and why.
32. Pupils turn to page 24 English Download and read the instructions and sentences in Activity 1. During the
discussion, pupils also discuss what they know about Robin Hood.
33. Pupils listen to the first part of a recording of someone talking about the legend of Robin Hood.
34. Pupils circle 5 correct words for 5 sentences as they listen.(Main Skill)
35. Pupils discuss their answers with a partner and justify any answers that are different.
36. Pupils move on to Activity 2 and read the instructions and sentences.
37. Pupils answer 5 comprehension questions. (Complementary Skill)
LESSON 38. Pupils compare answers in pairs before discussing as a class.
DEVELOPMENT 39. Pupils go on to Activity 3 and read the instructions and the 8 sentences.
40. Pupils now listen to the whole speech about the legend of Robin Hood.
41. Pupils complete 8 sentences with a word or short phrase.(Main Skill)
Less proficient pupils: Provide vocabulary to be used in the speaking activity. In the reading activity narrow the
options for each question to two or three possible answers. Allow pupils to use a dictionary if they struggle to find
the meaning by context.
43. Pupils listen to teacher reading a list of true and false statements written using the audio transcript of the
Robin Hood listening text on p139, Teacher’s Book.
POST-LESSON
44. Pupils discuss as a class whether each of the statement is true or false and if there is a need, to play the audio
again.
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Oral
LEARNING
PBD Choose an item. LEARNING DOMAIN Analyse
REFLECTION The teacher was on leave for quarantine. The lesson is postponed to the next session. ____ /
ATTENDANCE
____
NOTE
NUM.OF TIME &
PUPILS DURATION
10.50-11.50
60 Minutes
THEME: People and Culture TOPIC: Unit 2 – Ready for anything
FOCUS SKILL: Reading LANGUAGE/ words / phrases related to charity /

L/S/R/W/LA/LiA GRAMMAR FOCUS: doing unusual or dangerous activities to
raise money
Main Skill:
3. Reading
CONTENT 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
STANDARD: meaning
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Main Skill:
3. Reading
LEARNING
3.1.1 Understand the main points in extended texts on a wide range of familiar topics
STANDARD:
2. Speaking
2.1.4 Explain and justify own point of view
3. Understand the main points in extended texts on a wide range of familiar topics by discussing
LEARNING with their partner what do all the people mentioned in the text have in common and complete 6
OBJECTIVES: columns in a table based on the text.
4. Explain and justify own point of view by discussing 2 questions in Section E and justifying their
answers.
Pupils can:
SUCCESS CRITERIA 1. fill in 6 columns in a table
2. discuss 2 questions in Section E with justification
CROSS CURRICULAR 3.Values DIFFERENTIATION Strategy 3: Differentiate by the type and
ELEMENTS: STRATEGIES: amount of support provided
3. Pupils look at the word “charity” on the board and work in pairs to discuss what the word means to them.
4. Pupils turn to Full Blast page 22 and discuss 2 questions in Section A (ex: What charities are there in your country?)
5. A few pairs share their discussions with the class.

12. Pupils look at the main picture on the page and state what they can see (a man in a glass box hanging from a crane)
13. Pupils discuss with a partner and guess why he might be doing this (to raise money for charity). A few pairs share their predictions.
14. Pupils read through the text and clarify any unknown words with the teacher.
15. After getting the gist of the article, pupils discuss with their partner what do all the people mentioned have in common. (Main Skill)
16. Pupils discuss the answer as a class.
17. Pupils move on to Section C and read the text again to complete a table. (Main Skill)
18. Pupils compare their answers with a partner and then discuss answers as a class.
19. Pupils remain with their partners and proceed to Section E to discuss 2 questions (would you do any of these activities for charity?
Why/Why not? How important do you think it is to encourage young people to raise money for charities? (Complementary Skill)
20. All the pairs share their discussion with the class with justifications for their answers.

4. Pupils discuss with their partners which charity they would like to raise money for and what unusual activity would they do to raise
money.
5. A few pairs share their ideas with the class.
HOTS: Application ☐ Evaluation ☐ TEACHING & LEARNING Cooperative Learning
Analysis √ Creation ☐ STRATEGIES:
The teacher was on leave for quarantine. The lesson is postponed to the next session
DAY Tuesday DATE 9.5.2023 WEEK 8 LESSON 15

topics
LEARNING SUCCESS
6 correct answers.
OBJECTIVES CRITERIA
Exam Task column.

PRE-LESSON
numbers.

Think, Pair-Share
-

LESSON PLAN FORM 5
DAY Tuesday DATE 9.5.2023 WEEK 8 LESSON 16
UNIT 2
DOWNLOAD
LANGUAGE & GRAMMAR FOCUS Words/phrases related to expressing opinions/preference

2.1 Communicate information, ideas, opinions and feelings 2.1.2 Ask about and explain advantages and
intelligibly on familiar topics disadvantages of ideas, plans,
arrangements
CONTENT LEARNING
Complementary Skill: Listening Complimentary Skill: Listening
STANDARD STANDARD
1.1 Understand meaning in a variety of familiar contexts 1.1.3 Recognise independently attitudes or
opinions in extended texts on a wide
range of familiar topics and some
unfamiliar topics
2.1.2 Ask about and explain advantages and disadvantages of 15. Pupils can state at least 2 advantages
ideas, plans, arrangements by discussing possible and 2 disadvantages.
options for attracting tourists and stating at least 2 16. Pupils can match 5 speakers to 5
LEARNING SUCCESS descriptions.
advantages and 2 disadvantages
OBJECTIVES CRITERIA
1.1.3 Recognise independently attitudes or opinions in
extended texts on a wide range of familiar topics and
some unfamiliar topics by matching 5 speakers to 5
descriptions

46. Pupils brainstorm as a class words/phrases related to expressing opinions/preference.
PRE-LESSON
47. A list is written on the board so pupils can refer to it later.
48. Pupils look at the instructions and the mind map labelled Task 21 from Part 3 of the Speaking Paper, Sample
Test Paper 1 on the whiteboard.
49. Pupils work in groups of four to discuss all the different options for attracting tourists to the town.
50. Pupils are regrouped into new groups of four. In their new groups, pupils take turns to explain the ideas and
state at least 2 advantages and 2 disadvantages their original group came up with in the discussion. (Main Skill)
52. Pupils move on to the listening activity.
LESSON 53. Pupils read the questions from Part 3 Listening Sample Paper 1 before listening to 5 short extracts in which
DEVELOPMENT
people are talking about their visit to a city.
54. Pupils match 5 speakers to 5 descriptions (3 are not needed). (Complementary Skill)
55. Pupils listen to the same extract again.
56. Pupils compare their answers in pairs before discussing as a class.
Less proficient pupils: Pupils are grouped with at least 1 more proficient pupil.
57. Pupils review their learning in this lesson by completing an exit card about the speaking activities: ‘what they
POST-LESSON were able to do well in the activities?’ and ‘what they found particularly challenging about the activities?’
58. A few pupils share their cards with the class.
21STCENTURY TEACHING &
LEARNING
The teacher was on leave for quarantine. The lesson is postponed to the next session.
____ /
REFLECTION ATTENDANCE
____
NOTE
LESSON PLAN FORM 5
DAY Wednesday DATE 10.5.2023 WEEK 8 LESSON 14
UNIT 2
DOWNLOAD
questions.

POST-LESSON
again.
LEARNING
ATTENDANCE
____
NOTE
DAY Wednesday DATE 10.5.2023 WEEK 8 LESSON 16
SUBJECT English CLASS 3 Intelek TIME 60 minutes
FOCUS Speaking UNIT 1 CLOSE-UP THEME People and Culture TOPIC Food, Food, Food!
LANGUAGE & GRAMMAR FOCUS Using adjectives

2.3 Use appropriate communication strategies 2.3.1 Keep interaction going in longer
Complementary Skill: Writing exchanges by asking a speaker to slow
CONTENT 1.1 Understand meaning in a variety of familiar contexts LEARNING down, speak up or to repeat what they
STANDARD STANDARD have said
Complimentary Skill: Writing
1.1.5 Understand independently more
complex questions
2.3.1 Keep interaction going in longer exchanges by asking a 20. Pupils can work with a partner to
speaker to slow down, speak up or to repeat what they have answer 3 questions.
said by by working with a partner to answer 3 questions.
(Can you cook? What can you cook? /Who normally does the
LEARNING cooking at home? /What’s your favourite food and what SUCCESS
OBJECTIVES food do you never eat? Why?) CRITERIA
1.1.5 Understand independently more complex questions by
working with a partner to answer 3 questions. (Can you cook?
What can you cook? /Who normally does the cooking at
home? /What’s your favourite food and what food do you
never eat? Why?)

74. Pupils play a game to review adjectives such as comparatives and superlatives.
PRE-LESSON
21. Pupils turn to Close-Up page 23 and look at Section A.
22. Pupils work with a partner to answer 3 questions.
LESSON 23. All the pupils take turns to share their answers to the 3 questions with the rest of the class.
DEVELOPMENT 24. Pupils choose 8 correct adjectives to complete 8 sentences.
25. Pupils discuss answers in pairs before discussing as a class.
10. Pupils write out the alphabet (e.g. in their notebooks or on flip chart paper).
POST-LESSON 11. Next to each letter pupils must write an adjective that starts with that letter.
12. A few pupils share the words with the whole class.
CROSS CURRICULAR
RESOURCES Close Up Textbook, Whiteboard, - - Global Sustainability
ELEMENTS
Think, Pair-Share
DIFFERENTIATION Strategy 7: Differentiate by the types of question 21ST CENTURY TEACHING &
-
STRATEGIES asked LEARNING

The teacher was on leave for quarantine. The lesson is postponed to the next
session.
NOTE
LESSON PLAN FORM 5
DAY Thursday DATE 11.5.2023 WEEK 8 LESSON 14
UNIT 2
DOWNLOAD
questions.

POST-LESSON
again.
LEARNING
ATTENDANCE
____
NOTE
DAY Thursday DATE 11.5.2023 WEEK 8 LESSON 15

topics
LEARNING SUCCESS
6 correct answers.
OBJECTIVES CRITERIA
Exam Task column.

PRE-LESSON
numbers.

Think, Pair-Share
-

NUM.OF TIME &
PUPILS DURATION
10.50-11.50
60 Minutes
THEME: People and Culture TOPIC: Unit 2 – Ready for anything
FOCUS SKILL: Reading LANGUAGE/ words / phrases related to charity /

L/S/R/W/LA/LiA GRAMMAR FOCUS: doing unusual or dangerous activities to
raise money
Main Skill:
3. Reading
CONTENT 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
STANDARD: meaning
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Main Skill:
3. Reading
LEARNING
3.1.1 Understand the main points in extended texts on a wide range of familiar topics
STANDARD:
2. Speaking
2.1.4 Explain and justify own point of view
5. Understand the main points in extended texts on a wide range of familiar topics by discussing
LEARNING with their partner what do all the people mentioned in the text have in common and complete 6
OBJECTIVES: columns in a table based on the text.
6. Explain and justify own point of view by discussing 2 questions in Section E and justifying their
answers.
Pupils can:
SUCCESS CRITERIA 1. fill in 6 columns in a table
2. discuss 2 questions in Section E with justification
CROSS CURRICULAR 3.Values DIFFERENTIATION Strategy 3: Differentiate by the type and
ELEMENTS: STRATEGIES: amount of support provided
6. Pupils look at the word “charity” on the board and work in pairs to discuss what the word means to them.
7. Pupils turn to Full Blast page 22 and discuss 2 questions in Section A (ex: What charities are there in your country?)
8. A few pairs share their discussions with the class.

21. Pupils look at the main picture on the page and state what they can see (a man in a glass box hanging from a crane)
22. Pupils discuss with a partner and guess why he might be doing this (to raise money for charity). A few pairs share their predictions.
23. Pupils read through the text and clarify any unknown words with the teacher.
24. After getting the gist of the article, pupils discuss with their partner what do all the people mentioned have in common. (Main Skill)
25. Pupils discuss the answer as a class.
26. Pupils move on to Section C and read the text again to complete a table. (Main Skill)
27. Pupils compare their answers with a partner and then discuss answers as a class.
28. Pupils remain with their partners and proceed to Section E to discuss 2 questions (would you do any of these activities for charity?
Why/Why not? How important do you think it is to encourage young people to raise money for charities? (Complementary Skill)
29. All the pairs share their discussion with the class with justifications for their answers.

6. Pupils discuss with their partners which charity they would like to raise money for and what unusual activity would they do to raise
money.
7. A few pairs share their ideas with the class.
HOTS: Application ☐ Evaluation ☐ TEACHING & LEARNING Cooperative Learning
Analysis √ Creation ☐ STRATEGIES:
The teacher was on leave for quarantine. The lesson is postponed to the next session

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DAILY LESSON PLAN TS25

DAY Sunday DATE 7.5.23 WEEK 8 LESSON 14

LANGUAGE & GRAMMAR FOCUS Food related Vocabulary

TEACHING AND LEARNING STRATEGIES

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE ____ / ____

FOCUS SKILL: Writing LANGUAGE/ Words/phrases related to free-time

TEACHING AND LEARNING STRATEGIES

LANGUAGE & GRAMMAR FOCUS Food related Vocabulary

TEACHING AND LEARNING STRATEGIES

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE ____ / ____

LANGUAGE & GRAMMAR FOCUS Using adjectives

TEACHING AND LEARNING STRATEGIES

PBD Not Applicable LEARNING DOMAIN Create

LANGUAGE & GRAMMAR FOCUS Words/phrases related to expressing opinions/preference

TEACHING AND LEARNING STRATEGIES

TEACHING AND LEARNING STRATEGIES

FOCUS SKILL: Reading LANGUAGE/ words / phrases related to charity /

LESSON DEVELOPMENT: (40 minutes)

POST-LESSON: (10 minutes)

LANGUAGE & GRAMMAR FOCUS Food related Vocabulary

TEACHING AND LEARNING STRATEGIES

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE ____ / ____

LANGUAGE & GRAMMAR FOCUS Words/phrases related to expressing opinions/preference

TEACHING AND LEARNING STRATEGIES

TEACHING AND LEARNING STRATEGIES

LANGUAGE & GRAMMAR FOCUS Using adjectives

TEACHING AND LEARNING STRATEGIES

PBD Not Applicable LEARNING DOMAIN Create

TEACHING AND LEARNING STRATEGIES

LANGUAGE & GRAMMAR FOCUS Food related Vocabulary

TEACHING AND LEARNING STRATEGIES

M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise

PBD Not Applicable LEARNING DOMAIN Create

REFLECTION ATTENDANCE ____ / ____

FOCUS SKILL: Reading LANGUAGE/ words / phrases related to charity /

LESSON DEVELOPMENT: (40 minutes)

POST-LESSON: (10 minutes)

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REFLECTION ATTENDANCE /

REFLECTION ATTENDANCE /

REFLECTION ATTENDANCE /

REFLECTION ATTENDANCE /