LESSON PLAN
Subject
Date/Day
Year & Enrolment
Level of Proficiency
Theme
Topic
Focused Skill / Area
Complementary Skill
Previous Knowledge
Content Standards
REFER TO Standards-Based English
Language Curriculum (SBELC)
Learning Standards
Learning Objectives (LO)
*Success Criteria
(to be shared with pupils)
Language Focus
[Grammar and Language
functions / skills]
refer to SBELC : p 44-46
Moral Values
HOTS
21st Century Pedagogy
Soft skills
Cross-curricular Elements
Resources/Teaching Aids
: English Language
: 10.40 am-11.40 pm (60 minutes)
: 2 Tulips
: Mixed
: World of Self, Family, and Friends
: Free Time (Unit 5)
: Speaking
: Listening
: Pupils have basic knowledge/skills on creating a simple sentence.
: Speaking
2.1 Communicate simple information intelligibly
Listening
1.2 Understand meaning in a variety of familiar contexts
: Speaking
2.1.1 Give simple personal information using basic statements
Listening
1.2.1 Understand with support the main idea of simple sentences
: By the end of the lesson, pupils should be able to:
1. Named each type of activities on the manilla card orally.
2. Identify the verb with the picture from listening to the audio carefully. (GW)
3.Able to complete at least 3 sentences using the correct verbs (GW)
: 1. I can talk on what I did during free time during a week
2. I can choose a right picture with verb given from the audio.
3. I can guess the type of verb and make simple sentence
: Grammar: “On (day), I go (verb)”
Lang Functions: Identify and use verb in a sentence
Vocabulary: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
: Friendship
: Analysis (LO1) and Applying (LO2)
: Presentation 6Cs (Communication, Critical Thinking, Collaboration; Creativity)
: Collaboration and Problem Solving
: Creativity and Innovation
: LCD Projector, Flashcard, Sticky notes, Manilla Card, Mahjong Paper, Sticky Clay
Video source: (https://youtube.com/watch?v=pt3aWGmWjxA&feature=shared )
(The Days of the Week)
Audio source: (Class CD-Track 20 page 59)
 Task Sheets: TS1;

Stages Content Procedures Remarks

Activity: 1. T asks the Ps to open the Preparation Phase

Set Note: This stage provides interest and
“Let’s dance on English textbook on page
motivation to the students. Before
Induction 88.
everyday” starting the class, this stage focuses on
the greetings, warm-up or lead-in,
/Warm-up 2. T asks the Ps to read the review(of previous lesson), class
(5 minutes) List of vocabulary: first sentence of “Naomi is arrangement and/or presentation of
Success Criteria.
1. Monday wearing a black shirt”.
2. Tuesday 3. T then shows pictures in
Teaching aids:
3. Wednesday front that describe people
1.LCD Projector
4. Thursday with the type of dress that
5. Friday they wear.
6. Saturday 4. T asks one person to
7. Sunday choose the right picture
that refers to the first
sentence just now.
5. After that , T ask Ps to
continue read the
sentences and choose
the correct pictures again.
Presentation Introduction Phase
Activity 1: “Say the 1. T divides the Ps into Note: Introduce the topic of the
(15 minutes) lesson and provide context for the
verb!” pairs. students
2. Each pair will get a  Present new vocabulary,
picture. grammar, or concepts to the
students
3. T then ask Ps to look
at the in front first.
4. T shows a flashcard
with a few pictures.
5. T then said aloud to
the Ps “Is he wearing
a blue shirt” while
pointing at one of the
pictures that describe Teaching aids:
exactly as what just T 1.M anilla Card
said just now.
6. T then will say “Yes, it
is”. T then ask
question on another
picture but this time
using the answer of
“No, it isn’t”.
7. T asks a question and
 asks a random Ps to
answer the question
using “Yes, it is” or
“No, it isn’t”.
8. T then gives
instructions to the Ps
to look at the
flashcard given just
now.
9. Based on the
flashcard, T explained
to the Ps that they
had to make a
sentence. For
example, Jeremi is
wearing a blue T-shirt
and a watch.
10. Each pair will create a
sentence and present
the sentence in front
of the class.
Practice Activity 1: 1. T assigns the Ps into Development Phase
“Match-matchy” several groups. Note: This is the most student-centered
(15 minutes) part of the process. The activities for this
2. T gives one piece of stage present the subject matter in
coherent way and provide students
paper to every group. opportunities to participate and practice.
3. T then asks the Ps to
draw a person that
getting dressed up
with any item that they Teaching Aids:
want to draw. 1. Mahjong Paper
4. For example, the Ps 2. Flashcard
can draw a picture of 3. Sticky clay
a boy with h blue cap,
white T-shirt, and
green shoes.
5. Every group must
draw and then they
will create one
sentence such as
“Does Ali wear a blue
T-shirt?”
6. The answer will be
given by another
group. They will
answer whether “Yes,
it is” or “No, it isn’t”
based on the picture
that had been drawn
by the previous group.
7. The group that will
answer will be chosen
by the T.

Consolidation Phase
Production Activity:1: 1. T asks the Ps to sit in
(Independent practice)
“Let’s play Charades groups. Note: This stage gives Ps the
(20 minutes) opportunities to use their newly learned
pupils” 2. T gives instructions to knowledge and skills. It focuses on a
them to do a role play. field application and provides time for Ps
to get their doubts clarified.
3. T explains to the Ps that
have to think of 5 types of
dress-up’s items.
4. Two person from each
group will act out as a
person with a hat, shoes,
 jacket, and so on.
5. The Ps will act out like
they are wearing those
items on themselves,
while the other group Teaching Aids:
members will present the 1. Sticky notes
action to the other Ps in 2. Paper
front of the class.
6. For example, the person
who will explain will say
“This is Ali and Abu. Ali is
wearing a blue cap, while
Ahmad is wearing green
shoes”.
7. T will ask the question “Is
Ahmad wearing a green
Activity 2: cap, class?”.
Worksheet 8. The Ps will answer the
question together.
9. All groups will present
their own action and T will
ask question again to the
Ps.

Closure Question: 1. T asks the Ps about what Conclusion

(5 minutes) 1. Can you name they learned and (Summary and reinforcement)
each type of day understand for today's Review the key points of the lesson
and provide overall feedback to the
together? lesson. students (refer to the Success
2. Give three 2. T highlights the type of Criteria)
example of verb verb.
that you know? 3. T summaries the whole
lesson for today. Moral Values: Sharing your
daily activitiy to your friend
.

Reflection:

Comments by Mentor/Supervisor: