DAILY LESSON PLAN
ENGLISH FORM 1
TIME
CLASS
LESSON
COM. FOCUSED SKILL
WEEK
DAY
DATE
MAIN FOCUSED SKILL
11
MONDAY
12.06.2023
Listening
TOPIC
THEME
LANGUANGE/GRAMMAR FOCUS
MAIN CONTENT STANDARD
MAIN LEARNING STANDARD
Teacher to select
Science and Technology
Teacher to select
1.1 Understand meaning in a variety of familiar contexts
1.1.2 Understand with little or no support specific information and details in simple longer
texts on a range of familiar topics
1.1 Understand meaning in a variety of familiar contexts
1.1.4 Understand longer sequences of supported classroom instructions
By the end of the lesson, pupils should be able to:
1. Understand with little or no support specific information and details in simple
longer texts on a range of familiar topics
2. Understand longer sequences of supported classroom instructions
PRE-LESSON
Task 2 : Guess The Answer
LESSON DELIVERY
1. Choose a listening text and listen yourself in advance.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE
ACTIVITIES
10.30-11.30
1 As-Syafie
18
Listening
TEACHING AIDS
21st CENTURY T&L STARTEGY
CCE/CE
ASSESSMENT
SUCCESS CRITERIA
REFLECTION
2. Write 3 true or false questions on the board – one from
information at the start of the text, one from the middle and one
from the end.
3. Play the text then let pupils compare their answers in pairs.
Check answers.
4. Tell pupils to listen again and identify the key information in the
text – play the audio then elicit their ideas. Write up 4-5 headings
on the board.
5. Tell the pupils you will play the text again and they need to add
at least one piece of more detailed information under each
heading.
6. Play the audio again and repeat a third time if needed.
7. Get pupils to check their detailed information in pairs then elicit
back with whole class.
8. Add the ideas to the board.
9. Tell pupils to try and rebuild the text – it doesn’t need to be
exactly the same words but as close as they can remember.
10. Play the text again so they can check.
POST LESSON
Task 6 : Whisper and Write
Textbook, Whiteboard, Marker Pen, Choose an item.
Round Table
iThink Map
Choose an item.
21st Century Literacy
Communicative
High Order Thinking Skills
Analysis
Teaching and Learning Strategy
Mastery Learning
Element Across the Curriculum (EMK)
EMK - Languange
Moral Values – Mutual Respect
Quiz
Attendance:29/29
29 pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAY
Monday
DATE
SUBJECT
English
CLASS
12.6.2023
5 As-Syafie
WEEK
TIME
11
12.00-1.00
LESSON
25
1 hour
The
World of
Sport
LANGUAGE &
Language introducing and supporting/contrasting ideas such as connectives used to add
GRAMMAR FOCUS
ideas and introduce opposite ideas
Main Skill: Writing
Main Skill: Writing
4.2 Communicate with appropriate language, form and
4.2.3 Produce a plan or draft and
style
modify this appropriately
CONTENT
LEARNING
independently
STANDARD
STANDARD
Complimentary
Complementary Skill: Speaking
Skill: Speaking
2.4 Communicate appropriately to a small or large group on
2.4.1
Explain
the main points of an
familiar topics
idea or argument
By the end of the lesson, pupils will be able to:
What I’m looking for (WILF)
4.2.3 Produce a plan or draft and modify this appropriately
1. Pupils can make a
independently by making a draft for 5 paragraphs.
draft for 5
LEARNING
2.4.1 Explain the main points of an idea or argument by work
SUCCESS
paragraphs.
OBJECTIVES
in pairs to discuss which of the 2 conversations they
CRITERIA
2. Pupils can work in
agree with and state at least 1 reason and matching
pairs to discuss which
the 4 extra sentence ideas according to the
of the 2
appropriate conversations.
conversations they
FOCUS
Writing
UNIT
UNIT 3 ENGLISH
DOWNLOAD
THEME
Health and
Environment
TOPIC
3.
agree with and state
at least 1 reason
Pupils can match the
4 extra sentence
ideas according to the
appropriate
conversations.
TEACHING AND LEARNING STRATEGIES
1.
PRE-LESSON
Pupils discuss in pairs ‘What are the pros and cons of being an internationally famous
person?’ (a celebrity such as Leonardo Di Caprio or Madonna or someone famous for their
political role such as Nelson Mandela).
2. A few pairs share their discussion with the class.
3.
Pupils turn to page 40 English Download and read the information on essays and why
it’s important to think before they start writing.
4.
Pupils read the instruction, the topic, notes and conversations in Activity 1.
5.
Pupils discuss as a class the summary of both conversations in Activity 1.
6.
Pupils work in pairs to discuss which of the 2 conversations they agree with and state at
least 1 reason. (Complementary Skill)
7.
A few pairs share their discussion with the class.
8.
Pupils move on to Activity 2 and read the instructions and 4 extra sentence ideas.
9.
Pupils remain with their partners and work together to match the 4 extra sentence
ideas according to the appropriate conversations that match the opinion in the ideas.
(Complementary Skill)
10.
Pupils discuss answers as a class.
11.
Pupils go on to Activity 3 and read the writing task.
12.
Pupils work in pairs to think of a 3 idea to write about to add on to the existing notes
in the writing task.
13.
Pupils discuss the ideas as a class and all the ideas are written on the board.
14. Pupils make a plan with rough notes listing main ideas (Main Skill). The plan should be
for 5 paragraphs:
 introduction
 the right to privacy
 their friends and family
 your own idea
 conclusion, summing up/own opinion
15.
Pupils talk through their essay plans and their supporting ideas with a partner and give
each other constructive feedback and then make the improvements to their plans if necessary.
rd
LESSON
DEVELOPMENT
Differentiated Actvities:
POST-LESSON
DIFFERENTIATION
STRATEGIES
M/INTELLIGENCES
Less proficient pupils: In Activity 2, pupils are asked questions about each extra idea to help
them decide in which conversation they fit i.e. is this a positive statement towards sport people?
For the writing activity, ask pupils to write a rough plan of their essay. Alternatively, give pupils a
suitable introduction, then ask them to write three short paragraphs with one relevant idea in
each paragraph.
More proficient pupils: Write a more detailed argument for the three relevant points (two given,
one of their own) expressing two or three ideas in each paragraph.
1. Pupils review their learning in this lesson by working in pairs to think of any advantages of
a sports celebrity being in the media all the time, such as earning a lot of money
advertising famous brands
2. Pupils are given 5 minutes and later a short class discussion is held.
Strategy 3: Differentiate by the type and
amount of support provided
CROSS
CURRICULAR
Values
ELEMENTS
Strategy 4: Differentiate by the outcome
expected from pupils
Verbal-Linguistic
ASSESSMENT
Written Exercise
21 CENTURY
TEACHING &
LEARNING
LEARNING
DOMAIN
ST
RESOURCES
PBD
English Download Textbook, Whiteboard, - -
Writing
Think, Pair-Share
Analyse
A fruitful lesson.The objectives were achieved.
Students actively participated in all the activities.
REFLECTION
NOTE
ATTENDANCE
11/11
SUBJECT
English
Language
WEEK
11
DAY & DATE
13.6.2023
CLASS
4 Al-Ghazali
NUM.O
F
PUPILS
TIME &
DURATIO
N
LESSO
N
11.3012.30
25
60
Minutes
THEME:
People and Culture
TOPIC:
Unit 2 – Ready for anything
FOCUS SKILL:
L/S/R/W/LA/Li
A
Speaking
LANGUAGE/
GRAMMAR FOCUS:
words / phrases describing
people’s characteristics /
expressing an opinion /
supporting a point of view
CONTENT
STANDARD:
LEARNING
STANDARD:
LEARNING
OBJECTIVES:
SUCCESS
CRITERIA
CROSS
CURRICULAR
ELEMENTS:
17
Main Skill:
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Complementary Skill:
1. Listening
1.1 Understand meaning in a variety of familiar contexts
Main Skill:
2. Speaking
2.1.4 Explain and justify own point of view
Complementary Skill:
1. Listening
1.1.5 Understand independently more complex questions on a wide range of familiar
topics
By the end of the lesson, pupils will be able to:
1. Explain and justify own point of view by working in groups of 3 or 4 discuss what
characteristics are needed for the 4
occupations(teacher,paramedic,receptionist, athlete)
2. Understand independently more complex questions on a wide range of familiar
topics by answering 2 questions posed by the teacher (ex: Explain why it is so
important for an athlete to be passionate about what he/she does? Why would
somebody who is anxious not make a good paramedic?)
Pupils can:
1) discuss what characteristics are needed for 4 occupations
2) answer 2 questions
3.Values
Strategy 3: Differentiate by the type
DIFFERENTIATIO
and amount of support provided
N STRATEGIES:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils look at the list of occupations written on the board (fire-fighter, politician, football player, librarian,
flight attendant) and work
in pairs to come up with a list of characteristics that a person from each profession should have and why.
2. A few pairs share their lists with the class.
LESSON DEVELOPMENT: (40 minutes)
1. Pupils turn to Full Blast page 26 and look at the pictures and read the accompanying captions.
2.
3.
Pupils clarify with the teacher any unknown words in the captions.
Pupils read through the phrases in the boxes and also the TIPS corner about the importance of justifying their
answers.
4. Pupils work in groups of 3 or 4 discuss what characteristics are needed for the 4
occupations(teacher,paramedic,receptionist, athlete)
5. Pupils use the personality adjectives in the box to generate ideas and they need to justify their reasons by
using the phrases in the
Box (ex: I disagree,/I don’t think so, because…..)
6. All the groups present their lists to the class with a Q&A session whereby pupils need to justify their
answers. (Main Skill)
7.
Pupils answer 2 questions posed by the teacher (ex: Explain why it is so important for an athlete to be
passionate about what he/she
does? Why would somebody who is anxious not make a good paramedic?) (Complementary Skill)
POST-LESSON: (10 minutes)
1. Pupils get into groups of 4 and play a hot air balloon game by imagining they are all in a hot air balloon and
one person must leave.
2. Each pupil chooses a different profession from the lesson and takes turn to explain why their profession is
the most important.
3.
4.
Once everyone has spoken, everybody in the balloon votes for who should leave.
Each group shares with the class which person has to leave.
HOTS:
TEACHING
MATERIALS:
Applicatio
☐ Evaluatio
n
n
√
Analysis
Creation
Form 4 Full Blast Textbook
English Dictionary/Thesaurus
√
☐
TEACHING &
LEARNING
STRATEGIES:
Pupil-Centredness
LEARNING
ASSESSMENT:
Discussion
TEACHER’S REFLECTION: A fruitful lesson. The objectives were achieved.
WEEK
DAY
DATE
11
WEDNESDAY
14.06.2023
DAILY LESSON PLAN
ENGLISH FORM 3
TIME
CLASS
LESSON
11.30-1.00
3 Al-Ghzali
12
MAIN FOCUSED SKILL
TOPIC
THEME
LANGUANGE/GRAMMAR FOCUS
MAIN CONTENT STANDARD
MAIN LEARNING STANDARD
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE
ACTIVITIES
TEACHING AIDS
21st CENTURY T&L STARTEGY
CCE/CE
ASSESSMENT
SUCCESS CRITERIA
REFLECTION
Reading
COM. FOCUSED SKILL
Speaking
Food, Food, Food!
People and Culture
Food related vocabulary
3.2 Explore and expand ideas for personal development by reading independently and widely
3.2.1 Read enjoy and give a personal response to fiction / non-fiction and other suitable print
and digital texts of interest
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
2.1.5 Express and respond to common feelings such as happiness, sadness, surprise, and
interest
By the end of the lesson, students should be able to:
1. Read enjoy and give a personal response to fiction / non-fiction and other suitable
print and digital texts of interest
2. Express and respond to common feelings such as happiness, sadness, surprise, and
interest
PRE-LESSON
Students asked to keep their textbooks closed. Student write the
words in red in the ‘Word Focus’ on page 18 of SB on the board.
Students asked to discuss with tehir talk partner the meaning of
each word. Then students asked to look at these same words in red
in the text and to check meaning by looking carefully at the
sentences each word is found in. Students asked to read the ‘Word
Focus’ box and compare their definitions with those given.
LESSON DELIVERY
Activity A ( Page 18)
1. Students asked to read the instructions and make sure they
understand what they have to do. Students encouraged to
guess if they don’t know an answer.
Activity B & C(page 18)
1. Students asked to read the instruction and to check their
answers to the quiz in task A.
Activity E(page 19)
1. Students asked to read the instructions and make sure they
understand what to do. Students asked to re-read the
gapped sentence in task C. Students asked to read options
1-4 to find the correct word to fill each gap in task C.
Ideas Focus (page 19)
1. Students asked to read the questions and answer any
questions they might have. Students asked to work in pairs
and explain that they should both give their opinions on the
questions. Each pair asked to answer one of the questions
and repeat until each pair has had a turn.
POST LESSON
Students put in small groups and they asked to tell each other about
what they had for dinner last night. They asked to stick to English
only during their conversation.
Textbook, Whiteboard, Marker Pen, Choose an item.
Think, Pair, Share
iThink Map
Choose an item.
21st Century Literacy
Communicative
High Order Thinking Skills
Analysis
Teaching and Learning Strategy
Mastery Learning
Element Across the Curriculum (EMK)
EMK - Environmental Sustainability
Awareness
Moral Values – Mutual Respect
Quiz
Attendance:30/30
30 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 1
TIME
CLASS
LESSON
COM. FOCUSED SKILL
WEEK
DAY
DATE
MAIN FOCUSED SKILL
11
WEDNESDAY
14.06.2023
Speaking
TOPIC
THEME
LANGUANGE/GRAMMAR FOCUS
MAIN CONTENT STANDARD
MAIN LEARNING STANDARD
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE
Teacher to select
Science and Technology
Teacher to select
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
2.1.2 Ask about and express rules and obligations
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
2.1.4 Explain and give reasons for simple advice
By the end of the lesson, pupils should be able to:
1. Ask about and express rules and obligations
2. Explain and give reasons for simple advice
PRE-LESSON
Task 2 : Guess The Answer
LESSON DELIVERY
1. Elicit the idea of rules.
2. Ask the group to think of some rules for school. Share their
ideas.
3. Tell them they are now going to create a set of classroom rules to
share with each other.
4. Put the pupils into groups of 4 and give them poster paper and
pens.
5. Ask the pupils to work together and create a set of class rules on
their poster.
6. Once they have finished, ask 2 pupils to stay next to their poster
and the other 2 pupils to go around and look at the posters
produced by other groups. As they go around they should ask the 2
pupils who have stayed questions about the rules.
7. Once they have done this for sufficient time, swap roles so the 2
pupils who stayed by their poster can go and look at the others and
the 2 pupils who have looked go back and stay with their own
poster.
8. Once all the pupils have seen the other groups’ work, ask the
pupils to sit down.
9. Hold a vote to see which set of rules they liked best.
POST LESSON
Task 6 : Whisper and Write
Textbook, Whiteboard, Marker Pen, Choose an item.
Round Table
iThink Map
Choose an item.
21st Century Literacy
Thinker
High Order Thinking Skills
Analysis
Teaching and Learning Strategy
Mastery Learning
Element Across the Curriculum (EMK)
EMK - Languange
Moral Values – Mutual Respect
Quiz
ACTIVITIES
TEACHING AIDS
21st CENTURY T&L STARTEGY
CCE/CE
ASSESSMENT
SUCCESS CRITERIA
REFLECTION
Attendance:30/30
30 pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
2.00-3.00
1 As-Syafie
19
Speaking
WEEK
DAY
DATE
MAIN FOCUSED SKILL
TOPIC
THEME
LANGUANGE/GRAMMAR FOCUS
MAIN CONTENT STANDARD
MAIN LEARNING STANDARD
DAILY LESSON PLAN
ENGLISH FORM 3
Choose an item.
TIME
Choose an item.
CLASS
01.01.2020
LESSON
13
Language Awareness
COM. FOCUSED SKILL
Language Awareness
Food, Food, Food!
People and Culture
Past continuous vs. past simple
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE
By the end of the lesson, students should be able to:
ACTIVITIES
PRE-LESSON
LESSON DELIVERY
Students asked to elicit responses using either the past simple or
past continuous (see questions in the pre-grammar lesson activity
page 20 TB).
Activity A (Page 21)
1. Students asked to look at sentences in 1-3 and elicit which
sentence has a regular verb in the Past Simple.
Activity B(Page 21)
1. Students asked to match the Past Simple a-c, with the
sentences 1-3 in A. Students asked to read the uses of the
Past Simple in a-c and answer any questions they might
have. Students explained that they should pay attention to
time expressions and time references in sentences 1-3
while matching up their answer.
Activity C(page 21)
1. Students asked to look at the verbs in bold in sentences 1-4
and elicit that they are all in the past Continuous, apart from
rang in sentence 4, which is in the Past Simple.
2.
Students asked what the infinitive form of each main verb
is and elicit that the last consonant in chop is doubled to
form the present participle form. They asked which other
verbs they know that do this.
Activity D(page21)
1. Students asked to read the uses of the Past continuous in ad and answer any questions they might have. Students
asked to match sentences a-d with 1-4 in C. They reminded
to pay attention to any time expressions and time
references in sentences in sentences 1-4 when matching up
their answer.
POST LESSON
Students asked to think of different questions that will elicit
responses using either the past simple or past continuous. Students
then share and respond to their questions in small groups.
Choose an item., Choose an item., Choose an item., Choose an item.
Choose an item.
iThink Map
Choose an item.
21st Century Literacy
Choose an item.
High Order Thinking Skills
Choose an item.
Teaching and Learning Strategy
Choose an item.
Element Across the Curriculum (EMK)
EMK - Environmental Sustainability
Awareness
Moral Values – Choose an item.
Choose an item.
TEACHING AIDS
21st CENTURY T&L STARTEGY
CCE/CE
ASSESSMENT
SUCCESS CRITERIA
REFLECTION
Attendance:__/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
SUBJECT
WEEK
DAY & DATE
CLASS
English Language
11
15.6.2023
4 Al-Ghazali
NUM.OF PUPILS
25
TIME &
DURATION
LESSON
10.3011.30
18
60 Minutes
THEME:
People and Culture
TOPIC:
Unit 2 – Ready for anything
FOCUS SKILL:
L/S/R/W/LA/LiA
Writing
LANGUAGE/
GRAMMAR FOCUS:
words / phrases describing people’s
characteristics
CONTENT
STANDARD:
LEARNING
STANDARD:
Main Skill:
4. Writing
4.2 Communicate with appropriate language, form and style
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
4.2.3 Produce an extended plan or draft and modify this appropriately in response to feedback
or independently
Complementary Skill:
3. Reading
3.1.2 Understand specific details and information in extended texts on a wide range of familiar topics
LEARNING
OBJECTIVES:
SUCCESS
CRITERIA
CROSS
CURRICULAR
ELEMENTS:
By the end of the lesson, pupils will be able to:
1. Produce an extended plan or draft and modify this appropriately in response to feedback or
independently by creating an appropriate example to support the opinion about a person’s
personality expressed for 4 sentences and write a description of a person they admire in about 2
paragraphs.
2. Understand specific details and information in extended texts on a wide range of familiar topics
by identifying keywords and answering 3 comprehension questions
Pupils can:
1) write a description of a person they admire in about 2 paragraphs
2) answer 3 comprehension questions
3.Values
Strategy 3: Differentiate by the type and
DIFFERENTIATION
amount of support provided
STRATEGIES:
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils activate their prior knowledge by brainstorming characteristics and characteristic phrases from previous
lesson.
2. Pupils work with their talk partner(s) and come up with somebody famous that they admire and discuss the
following questions:
(Why do they admire this person? What have they achieved?)
3. A few pairs share their discussion with the class.
LESSON DEVELOPMENT: (40 minutes)
1. Pupils turn to Full Blast page 27 and read the rubric of Section B writing task and copy the key words onto their
exercise book.
(Complementary Skill)
2.
Pupils compare their answers with their partners before checking answers as a class.
3.
Pupils move on to Section C and look at the picture accompanying the text and predict who they think the man
is
4.
Pupils read through the description and clarify any unknown words with the teacher.
5.
Pupils read through the questions and answer 3 comprehension questions. (Complementary Skill)
6.
Pupils compare their answers with their partners before checking answers as a class.
7.
Pupils proceed to Section D and read through sentences 1-3 and think of an appropriate example to support
the opinion about a
person’s personality expressed in each sentence. (Main Skill)
8.
Pupils are selected randomly to read aloud their examples.
9. Pupils write a rough draft using the given plan (Plan and Tip in Student’s Book) by writing brief notes for each
paragraph and then
exchange their drafts with their partners for feedback or improvement.
10.
Pupils go on to Section E and write a description of a person they admire. They need to include why they
admire this person and
how he or she has influenced them. (Main Skill)
11.
Pupils are selected randomly to read aloud their descriptions.
POST-LESSON: (10 minutes)
1. Pupils get into groups of 4 and one member thinks of a job and describes the characteristics that they need for the
job while other
members of the group guess which job the pupil is thinking of.
√
HOTS:
Application
Analysis
TEACHING
MATERIALS:
Form 4 Full Blast Textbook
English Dictionary/Thesaurus
☐
Evaluation
Creation
☐
√
TEACHING &
LEARNING
STRATEGIES:
LEARNING
ASSESSMENT:
TEACHER’S REFLECTION: A fruitful lesson. The objectives were achieved.
Pupil-Centredness
Written Work
DAILY LESSON PLAN
ENGLISH FORM 1
TIME
CLASS
LESSON
COM. FOCUSED SKILL
WEEK
DAY
DATE
MAIN FOCUSED SKILL
11
THURSDAY
15.06.2023
Writing
TOPIC
THEME
LANGUANGE/GRAMMAR FOCUS
Personal Profiles
People and Culture
(1) Writing a personal profile using because and so to give reasons and link ideas (2)
Present Simple and Present Continuous
4.1 Communicate intelligibly through print and digital media on familiar topics
4.1.1 Give detailed information about themselves and others
4.2 Communicate with appropriate language form and style
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in
response to feedback
By the end of the lesson, pupils should be able to:
1. Give detailed information about themselves and others
2. Produce a plan or draft of two paragraphs or more and modify this appropriately in
response to feedback
PRE-LESSON
Write music, free time activity, favourite colour on the board.
Teacher asks students to guess what your favourite things are in
each category.
LESSON DELIVERY
Activity 1 ( SB page 18)
1. Teacher reminds students that likes are things you like
and dislikes are things you don’t like.
2. Students read the questions. Teacher plays the CD.
Students follow the text in their books and the answer the
questions. Students compare answers in pairs.
3. Teacher checks answers as a class. Teacher point out that
if you say you are into something, you like it very much.
Activity 2 (SB page 18)
1. Students read the notes in the Writing focus box. Teacher
checks thet they understand the words reason and result
and highlight the fact that we use because with reasons
and so with results.
2. Teacher asks students to translate because and so into
their language.
Activity 3 (SB page 18)
1. Students work individually and copy and complete the
notes about Claire. Students compare answers in pairs.
Teacher check answers as a class.
POST LESSON
Listen and Tell(see SOW page 136)
Textbook, Whiteboard, Marker Pen, Choose an item.
Think, Pair, Share
iThink Map
Choose an item.
21st Century Literacy
Communicative
MAIN CONTENT STANDARD
MAIN LEARNING STANDARD
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE
ACTIVITIES
TEACHING AIDS
21st CENTURY T&L STARTEGY
CCE/CE
2.00-3.00
1 Al-Ghazali
16
Writing
High Order Thinking Skills
Teaching and Learning Strategy
Element Across the Curriculum (EMK)
ASSESSMENT
SUCCESS CRITERIA
REFLECTION
Creation
Constructivism
EMK - Languange
Moral Values – Mutual Respect
Question ( Writing/ Speaking )
Attendance:30/30
30 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 1
TIME
CLASS
LESSON
COM. FOCUSED SKILL
WEEK
DAY
DATE
MAIN FOCUSED SKILL
11
MONDAY
12.06.2023
Listening
TOPIC
THEME
LANGUANGE/GRAMMAR FOCUS
MAIN CONTENT STANDARD
MAIN LEARNING STANDARD
Teacher to select
Science and Technology
Teacher to select
1.1 Understand meaning in a variety of familiar contexts
1.1.2 Understand with little or no support specific information and details in simple longer
texts on a range of familiar topics
1.1 Understand meaning in a variety of familiar contexts
1.1.4 Understand longer sequences of supported classroom instructions
By the end of the lesson, pupils should be able to:
1. Understand with little or no support specific information and details in simple
longer texts on a range of familiar topics
2. Understand longer sequences of supported classroom instructions
PRE-LESSON
Task 2 : Guess The Answer
LESSON DELIVERY
1. Choose a listening text and listen yourself in advance.
2. Write 3 true or false questions on the board – one from
information at the start of the text, one from the middle and one
from the end.
3. Play the text then let pupils compare their answers in pairs.
Check answers.
4. Tell pupils to listen again and identify the key information in the
text – play the audio then elicit their ideas. Write up 4-5 headings
on the board.
5. Tell the pupils you will play the text again and they need to add
at least one piece of more detailed information under each
heading.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE
ACTIVITIES
10.30-11.30
1 As-Syafie
18
Listening
TEACHING AIDS
21st CENTURY T&L STARTEGY
CCE/CE
ASSESSMENT
SUCCESS CRITERIA
REFLECTION
DAY
SUBJECT
FOCUS
6. Play the audio again and repeat a third time if needed.
7. Get pupils to check their detailed information in pairs then elicit
back with whole class.
8. Add the ideas to the board.
9. Tell pupils to try and rebuild the text – it doesn’t need to be
exactly the same words but as close as they can remember.
10. Play the text again so they can check.
POST LESSON
Task 6 : Whisper and Write
Textbook, Whiteboard, Marker Pen, Choose an item.
Round Table
iThink Map
Choose an item.
21st Century Literacy
Communicative
High Order Thinking Skills
Analysis
Teaching and Learning Strategy
Mastery Learning
Element Across the Curriculum (EMK)
EMK - Languange
Moral Values – Mutual Respect
Quiz
Attendance:29/29
29 pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
Friday
DATE
English
CLASS
Writing
UNIT
16.6.2023
5 As-Syafie
UNIT 3 ENGLISH
DOWNLOAD
WEEK
TIME
THEME
11
11.30-12.30
Health and
Environment
LESSON
26
TOPIC
The World
of Sport
1 hour
LANGUAGE &
Language of writing ideas for and against a statement
GRAMMAR FOCUS
Main Skill: Writing
Main Skill: Writing
4.1 Communicate intelligibly through print and digital
4.1.3 Explain the main points for and
media on familiar topics
against an idea or argument
Complimentary Skill: Reading
CONTENT
LEARNING
3.1.5 Recognise independently the
Complementary
Skill:
Reading
STANDARD
STANDARD
attitude or opinion of the
3.1 Understand a variety of texts by using a range of
writer in extended texts on a
appropriate reading strategies to construct meaning
wide range of familiar topics
and some unfamiliar topics
By the end of the lesson, pupils will be able to:
What I’m looking for (WILF)
4.1.3 Explain the main points for and against an idea or
1. Pupils can add a
argument by add a contrasting idea to each of the
contrasting idea to each
2 opinions and writing an essay of about 140-190
of the 2 opinions.
words
2. Pupils can answer 3
LEARNING3.1.5 Recognise independently the attitude or opinion of
SUCCESS
questions in Activity 4.
OBJECTIVES
CRITERIA
the writer in extended texts on a wide range of
3. Pupils can write an
familiar topics and some unfamiliar topics by
essay of about 140-190
answering 3 questions in Activity 4.
words.
TEACHING AND LEARNING STRATEGIES
PRE-LESSON
LESSON
DEVELOPMENT
1.
2.
The sentence ‘The Olympic Games are unnecessary.’ is written on the whiteboard.
Pupils discuss in pairs to come up with two ideas in support of this statement and one that
opposes it.
3. A few pairs share their ideas with the class.
4.
Pupils turn to page 41 English Download and read the essay written in answer to the
question in Activity 3.
5.
Pupils answer the 3 questions in Activity 4. (Complementary Skill)
6.
Pupils compare their answers in pairs before discussing as a class.
7.
Pupils move on to Activity 5 and read the instruction and the 2 contrasting viewpoints.
8.
Pupils add a contrasting idea to each of the 2 opinions.(Main Skill)
9.
Pupils compare their answers in pairs before discussing as a class.
10.
Pupils proceed to Activity 6 and read the writing task, plan and the Language Bank box.
11.
Pupils read the model essay in Activity 4 again and identify any expressions there that
appear in the Language Bank (ex: In the first place, Moreover, However, etc)
12.
Pupils think of an extra idea to be added to the existing plan and later discuss the ideas
as a class, with a list written on the board so pupils may refer to it later.
13.
Pupils write short notes for each of the 5 paragraphs and compare them with a partner.
14.
Pupils write an essay of about 140-190 words using the short notes.(Main Skill)
Differentiated Actvities:
POST-LESSON
DIFFERENTIATION
STRATEGIES
M/INTELLIGENCES
Less proficient pupils: Provide an introduction to complete paragraphs 3–4. If need to, provide
also a final paragraph summarising ideas and restating own opinion.
More proficient pupils: Write more detailed argument in about 200-250 words
15.
Pupils review their learning in this lesson by completing an exit card: ‘what went well in
your writing?’ and ‘your writing would have been even better if…’
16.
A few pupils share their cards with the class.
Strategy 3: Differentiate by the type and
amount of support provided
CROSS
CURRICULAR
Values
ELEMENTS
Strategy 4: Differentiate by the outcome
expected from pupils
Verbal-Linguistic
ASSESSMENT
21 CENTURY
TEACHING &
LEARNING
LEARNING
DOMAIN
Written Exercise
ST
RESOURCES
PBD
English Download Textbook, Whiteboard, - -
Writing
Think, Pair-Share
Create
A fruitful lesson.The objectives were achieved.
Students actively participated in all the
activities.
REFLECTION
NOTE
ATTENDANCE
11/11