【week | 07】

DAILY LESSON PLAN

SUBJECT: ENGLISH

FORM 1 BETA [B]

DATE 10 | February | 2019 | Sunday TIME 0810 TO 0910

VENUE CLASS ATTENDANCE 28/28

TYPE OF LESSONS THEME
REVISED A2 TEXTBOOK BASED LESSON
BASIC USER
[CEFR SCALE]
 NONTEXTBOOK BASED LESSON Consumerism & Financial Awareness
TOPIC MONEY

MS: Writing 4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT STANDARD[S]
CS: Writing 4.1 Communicate intelligibly through print and digital media on familiar topics

MS: 4.1.3 Narrate factual and imagined events and experiences

CS: 4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating
LEARNING STANDARD[S] conjuctions and reference pronouns
Language Focus:
1. 1.Indirect questions with present & past tenses (Do you know what...?/Can you tell me...?)
2. Others (Please specify): Past simple Verbs, Reference Pronouns and Coordinating Conjunctions
At the end of the lesson, a student is able to :
LEARNING OBJECTIVE[S]/ 1. Know all the things that a teacher does to organize students, space, time and materials so that
SUCCESS CRITERIA instruction in content and student learning can take place
2. At least identify by underlining 10 pronouns

FORMATIVE
STEPS TEACHING & LEARNING ACTIVITIES DIFFERENTIATION
ASSESSMENT
ACTIVITIES

Give pupils the text on Candy’s shopping trip. Ask

them to cover or fold them so that they can see only
PRE Candy.
Elicit suggestions from the whole class in response
to the question above the picture of Candy.
 【week | 07】

Ask pupils to uncover or unfold the text, to read it,

and to answer questions 1 and 2.

Check the answers with the whole class.

Tell pupils that they’ll now focus on how language is

used in the text.

Focus briefly on coordinating conjunctions (‘linking

words’ may be a more learner-friendly phrase) as a
whole class. Give an example, and then ask
pupils to identify other examples, and to explain
what they link. Pupils can use L1 if necessary, as the
WHILE main focus here is on understanding and learning,
not on language use

Give an example of a reference pronoun and what it

refers to.

Divide the class into 2. Tell pupils in the one half to

circle reference pronouns in paragraphs 1-3 of the
text and to be ready to say who or what the
pronouns refer to. Tell pupils in the other half to do
the same for paragraphs 4-6.

Elicit feedback: if time is short, elicit just a few

examples, so that you leave time for stage 10.

Briefly ask pupils to tell you the skills and language

focus for the lesson.
POST 11. Ask pupils whether they think it was a good idea
to spend the money in this way. There are no right or
wrong answers here: the aim is to elicit opinions.

CROSS-CURRICULAR
Financial Education
ELEMENTS
VALUE[S] Respect

STRATEGY Inquiry & Discovery

21st LEARNING ACTIVITIES Shout Out

TEACHING & LEARNING

AIDS/ Worksheet(s)
SOURCES/
REFERENCES
 【week | 07】

 __________/__________ pupils were  T&L has been postponed due to:

ABLE to achieve the objectives.
o REINFORCEMENT ACTIVITY
o ENRICHMENT ACTIVITY
 __________ / _________ pupils were
UNABLE to achieve the objectives
REFLECTION and were given
o REMEDIAL
o ACTIVITY
 …………………………………………………………
…………………………………………………………
o Meeting/ Course
o School Program
o Cuti Rehat Khas
o Cuti sakit/MC
o
o
Cuti Bencana/Cuti Khas
Cuti Peristiwa/Cuti Am
 Class will be continued:
_______________________________________
_______________________________________
_______________________________________
_______________________________________

REMARKS

Differentiation strategies:
Strategy 1: Differentiate by instruction and feedback
Strategy 2: Differentiate by the task pupils are given
Strategy 3: Differentiate by the type and amount of support provided
Strategy 4: Differentiate by the outcome expected from pupils
Strategy 5: Differentiate by the time pupils are given to complete a task.
Strategy 6: Differentiate by supporting individual learning preferences and needs
Strategy 7: Differentiate by the types of question asked
Strategy 8: Differentiate by the feedback given
 【week | 07】

DAILY LESSON PLAN

SUBJECT: ENGLISH

FORM 1 BETA [B]

DATE 11 | February | 2019 | Monday TIME 0840 TO 0940

VENUE CLASS ATTENDANCE 28/28

TYPE OF LESSONS THEME
REVISED A2 TEXTBOOK BASED LESSON
BASIC USER
[CEFR SCALE]
 NONTEXTBOOK BASED LESSON Consumerism & Financial Awareness
TOPIC MONEY + PRONOUNS

MS: Writing 4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT STANDARD[S]
CS: Writing 4.1 Communicate intelligibly through print and digital media on familiar topics

MS: 4.1.3 Narrate factual and imagined events and experiences

CS: 4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating
LEARNING STANDARD[S] conjuctions and reference pronouns
Language Focus:
1. 1.Indirect questions with present & past tenses (Do you know what...?/Can you tell me...?)
2. Others (Please specify): Past simple Verbs, Reference Pronouns and Coordinating Conjunctions
At the end of the lesson, a student is able to :
LEARNING OBJECTIVE[S]/ 3. Know all the things that a teacher does to organize students, space, time and materials so that
SUCCESS CRITERIA instruction in content and student learning can take place
4. At least identify by underlining 10 pronouns

FORMATIVE
STEPS TEACHING & LEARNING ACTIVITIES DIFFERENTIATION
ASSESSMENT
ACTIVITIES

Give pupils the text on Candy’s shopping trip. Ask

them to cover or fold them so that they can see only
PRE Candy.
Elicit suggestions from the whole class in response
to the question above the picture of Candy.
 【week | 07】

Ask pupils to uncover or unfold the text, to read it,

and to answer questions 1 and 2.

Check the answers with the whole class.

Tell pupils that they’ll now focus on how language is

used in the text.

Focus briefly on coordinating conjunctions (‘linking

words’ may be a more learner-friendly phrase) as a
whole class. Give an example, and then ask
pupils to identify other examples, and to explain
what they link. Pupils can use L1 if necessary, as the
WHILE main focus here is on understanding and learning,
not on language use

Give an example of a reference pronoun and what it

refers to.

Divide the class into 2. Tell pupils in the one half to

circle reference pronouns in paragraphs 1-3 of the
text and to be ready to say who or what the
pronouns refer to. Tell pupils in the other half to do
the same for paragraphs 4-6.

Elicit feedback: if time is short, elicit just a few

examples, so that you leave time for stage 10.

Briefly ask pupils to tell you the skills and language

focus for the lesson.
POST 11. Ask pupils whether they think it was a good idea
to spend the money in this way. There are no right or
wrong answers here: the aim is to elicit opinions.

CROSS-CURRICULAR
Financial Education
ELEMENTS
VALUE[S] Respect

STRATEGY Inquiry & Discovery

21st LEARNING ACTIVITIES Shout Out

TEACHING & LEARNING

AIDS/ Worksheet(s)
SOURCES/
REFERENCES
 【week | 07】

 __________/__________ pupils were  T&L has been postponed due to:

ABLE to achieve the objectives.
o REINFORCEMENT ACTIVITY
o ENRICHMENT ACTIVITY
 __________ / _________ pupils were
UNABLE to achieve the objectives
REFLECTION and were given
o REMEDIAL
o ACTIVITY
 …………………………………………………………
…………………………………………………………
o Meeting/ Course
o School Program
o Cuti Rehat Khas
o Cuti sakit/MC
o
o
Cuti Bencana/Cuti Khas
Cuti Peristiwa/Cuti Am
 Class will be continued:
_______________________________________
_______________________________________
_______________________________________
_______________________________________

REMARKS

Differentiation strategies:
Strategy 1: Differentiate by instruction and feedback
Strategy 2: Differentiate by the task pupils are given
Strategy 3: Differentiate by the type and amount of support provided
Strategy 4: Differentiate by the outcome expected from pupils
Strategy 5: Differentiate by the time pupils are given to complete a task.
Strategy 6: Differentiate by supporting individual learning preferences and needs
Strategy 7: Differentiate by the types of question asked
Strategy 8: Differentiate by the feedback given
 【week | 07】

DAILY LESSON PLAN

SUBJECT: ENGLISH

FORM 1 LAMBDA [E]

DATE 11 | February | 2019 | Monday TIME 1130 TO 1230

VENUE CLASS ATTENDANCE 25/25

TYPE OF LESSONS THEME
REVISED A2 TEXTBOOK BASED LESSON
BASIC USER
[CEFR SCALE]
 NONTEXTBOOK BASED LESSON Consumerism & Financial Awareness
TOPIC MONEY

MS: Writing 4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT STANDARD[S]
CS: Writing 4.1 Communicate intelligibly through print and digital media on familiar topics

MS: 4.1.3 Narrate factual and imagined events and experiences

CS: 4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating
LEARNING STANDARD[S] conjuctions and reference pronouns
Language Focus:
1. 1.Indirect questions with present & past tenses (Do you know what...?/Can you tell me...?)
2. Others (Please specify): Past simple Verbs, Reference Pronouns and Coordinating Conjunctions
At the end of the lesson, a student is able to :
LEARNING OBJECTIVE[S]/ 5. Know all the things that a teacher does to organize students, space, time and materials so that
SUCCESS CRITERIA instruction in content and student learning can take place
6. At least identify by underlining 10 pronouns

FORMATIVE
STEPS TEACHING & LEARNING ACTIVITIES DIFFERENTIATION
ASSESSMENT
ACTIVITIES

Give pupils the text on Candy’s shopping trip. Ask

them to cover or fold them so that they can see only
PRE Candy.
Elicit suggestions from the whole class in response
to the question above the picture of Candy.
 【week | 07】

Ask pupils to uncover or unfold the text, to read it,

and to answer questions 1 and 2.

Check the answers with the whole class.

Tell pupils that they’ll now focus on how language is

used in the text.

Focus briefly on coordinating conjunctions (‘linking

words’ may be a more learner-friendly phrase) as a
whole class. Give an example, and then ask
pupils to identify other examples, and to explain
what they link. Pupils can use L1 if necessary, as the
WHILE main focus here is on understanding and learning,
not on language use

Give an example of a reference pronoun and what it

refers to.

Divide the class into 2. Tell pupils in the one half to

circle reference pronouns in paragraphs 1-3 of the
text and to be ready to say who or what the
pronouns refer to. Tell pupils in the other half to do
the same for paragraphs 4-6.

Elicit feedback: if time is short, elicit just a few

examples, so that you leave time for stage 10.

Briefly ask pupils to tell you the skills and language

focus for the lesson.
POST 11. Ask pupils whether they think it was a good idea
to spend the money in this way. There are no right or
wrong answers here: the aim is to elicit opinions.

CROSS-CURRICULAR
Financial Education
ELEMENTS
VALUE[S] Respect

STRATEGY Inquiry & Discovery

21st LEARNING ACTIVITIES Shout Out

TEACHING & LEARNING

AIDS/ Worksheet(s)
SOURCES/
REFERENCES
 【week | 07】

 __________/__________ pupils were  T&L has been postponed due to:

ABLE to achieve the objectives.
o REINFORCEMENT ACTIVITY
o ENRICHMENT ACTIVITY
 __________ / _________ pupils were
UNABLE to achieve the objectives
REFLECTION and were given
o REMEDIAL
o ACTIVITY
 …………………………………………………………
…………………………………………………………
o Meeting/ Course
o School Program
o Cuti Rehat Khas
o Cuti sakit/MC
o
o
Cuti Bencana/Cuti Khas
Cuti Peristiwa/Cuti Am
 Class will be continued:
_______________________________________
_______________________________________
_______________________________________
_______________________________________

REMARKS

Differentiation strategies:
Strategy 1: Differentiate by instruction and feedback
Strategy 2: Differentiate by the task pupils are given
Strategy 3: Differentiate by the type and amount of support provided
Strategy 4: Differentiate by the outcome expected from pupils
Strategy 5: Differentiate by the time pupils are given to complete a task.
Strategy 6: Differentiate by supporting individual learning preferences and needs
Strategy 7: Differentiate by the types of question asked
Strategy 8: Differentiate by the feedback given