Lesson Plan For 5th Grade

LESSON PLAN
School’s Name :
Lesson : English
Grades/ semester : 5th grade / 1st semester
The subject : Vacation
Time Limits : 2 x 35 minutes
Standard Competence
Reading:
- Reads proficiently at grade level and has the ability to decode and
recognize increasingly complex words accurately.
- Increases the student’s academic and content-specific vocabulary by
reading a variety of literature and informational text.
Speaking/ Listening:
- Develops speaking/listening skills as he/she engage with peers and adults

in collaborative conversations that provide additional opportunities to
express ideas and experiences.
Writing
- Write simple pieces
Basic Competence
recognize increasingly simple words accurately.
- Develops speaking/listening skills to express ideas and experiences.
- Writes simple pieces based on the growing knowledge.
- Rewrites simple words correctly.
- Completes simple sentences properly
Goal
 Students are able to response by repeated words or sentences that they
hear either from teacher or CD.
 Students are able to response by repeated words or sentences with
correct pronunciation.
 Students are able to reproduce questions and response questions with
proper pronounce and intonation.
 Students are able to identify information in the simple sentences and in
descriptive text.
 Students are able to rewrite and match picture correctly.
 Students are able to complete sentence with correct word.
National Character Traits and Values
 Self-control
 Respects to different views and opinions
 Honesty and trustworthy
 Hard-working
 Discipline
 Loving and caring
Teaching Method
 Teacher creates a class discussion that related with the topic/ material.
 Vocabulary and structure discussion are related with material.
 The students are to learn a dialogue by making conversation.
 Teacher uses correct vocabulary to express something in a topic.
 Students altogether repeat new vocabularies and sentences that said by the
teacher or by listening the CD
 Each student should repeat new vocabularies and sentences from teacher or
by the CD loudly.
 Teacher directs students to mimic words or sentences
 Teacher and students identify information in the simple sentence
 Reading paragraphs that given by teacher.
 Identify information in the text.
 Completing a paragraph with correct vocabularies.
 Make discussion relates with the topic
 Write simple sentences in a short paragraph.
Planned Activities
 Reads theme-related camping.
 Listens to stories read by the teacher or CD and involves with questions and
answers session.
 Reads informational texts appropriate for Level 5 with discussion sessions.
 Games and outdoor activities
 Vocabulary sessions
 Grammar sessions
 Writing sessions
Materials
Activities
 act in a play, learn how to dive, ride a roller coaster, read a lot of
books, win a competition, sleep late
Listening session
Sentences
 He acted in a play when he was on vacation
Question
 What did she do when she was on vacation? She acted in a play
Steps in teaching-learning process:

1. First Activities
 Observation and motivation
 Teacher starts the lesson and explains it to students
 Teacher greets and shows big pictures to give an idea for unit that
discussed.
 Teacher asks students to mention utterances in English and lead
them to present.
 Teacher asks to the students about pictures that he/she has shown.
2. Main Activities
 Exploration
 Teacher directs students’ attention to the pictures at the top of the
page and have students identify the objects and activities in each
picture
 Teacher plays the audio or read the audio script on page 4 for
sample item 1. Make sure students understand that they are to
write a letter on the line based on the conversations they hear
 Teacher plays the audio or read the audio script two or more times.
Have students write the letter of each conversation they hear.
 Teacher directs students’ attention to the picture and ask them to
say what they want they can
 Elaboration
 Have groups go on a scavenger hunt around the room to find cards
that can complete the blanks in the list. When they have finished,
group can share and compare it.
 Teacher divides the class into 2 groups. Consider forming group to
count Help student to figure out the meanings of individual words
and activities in a paragraph
 Teacher plays audio or read each sentence aloud. The text of the
audio for this activity is on Student Book pages 4-5.
 Have students point to the object the person is using in each
picture. Play the audio or read aloud again, and have students read
selected sentences.
 Teacher checks comprehension, ask questions such as these about
each item
Teacher says each sentence one more time. This time have

students repeat the sentence and act out the action.
 Confirmation
 Teacher reviews the material and let students ask about the
material.
 Teachers let students to ask about material that has been learned.
3. Last Activities
 Teacher reviews and discusses student’s work
 Have students act out the actions described in the chant.
 Have students to read the little book and answer the question from
the workbook
 Teacher gives appreciation with saying well done, good job,
excellent, or very good to students so they are motivated.
Source/Material/Tools:
 Student Book Level 5 Everybody Up
(Lynne Robertson, Patrick Jackson, Susan Banman Sileci). Page (4-5)
 Work book Level 5 Everybody Up
 CD Level 5 Everybody up
 Theme Card and Pictures about Activities
Assessment
 Interview
 Individual and group inquiry and research
 Test(spoken or written)
 Teacher observation checklists
Key Performances Assessment Assessment

sample
Indicators Technique tools
 Participates in listening Gives
collaborative test response by
conversations with Listen to the words and
diverse partners. repeating repeat.
 Asks and answers words
questions in key details.
 Gives response by Listen and circle
repeating words about
school supplies from
teacher or CD. Listen and write
 Says words with correct
pronunciation.
 Identifies information in
the simple text and
descriptive text
 Rewrites and matches
words with pictures
properly.
Assessment’s Form
a. The result of Discussion
No. Aspect Criteria Score
1. Concept * all correct 4
* most of them correct 3
* most of them wrong 2
* all wrong 1
b. Performance
1. Knowledge * knowledgeable 4
* developing 2
* prior knowledge 1
2. Practice * active 4
* sometime active 2
* inactive 1
Attitude * excellent 4
3.
* good 2
* needs improvement 1
c. Assessment sheet
Performance
N Student’s Total Mar
Practic Attitu
o Name Knowledge score k
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
Mark: ([(total score: total aspects) x10]/4 )
Student will get remedial if his/her score is below KKM.
_________,
…. ………2016
Acknowledged by
Principal English Teacher
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Grades/ semester : 5th Grade / 1st semester
Standard Competence
Reading:

Writing

Basic Competence
- Completes simple sentences properly.
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related feeling.
answers session.
Materials
Interrogative sentence
 How did you feel when you rode a roller coaster? I felt relaxed, but
she felt nervous.
Simple past
 sing -> sang
Reading comprehension
 singing competition
Vocabularies
 relaxed, nervous, confident, shy, wide-awake, sleepy

1. First Activities
discussed.
2. Main Activities
 Exploration
 In this session teacher asks students to listen attentively either from
the teacher or CD.
 Teacher explains to the students that adjectives are describing
words.
 Elaboration
 Teacher directs students’ attention to the words. Say the words with
students. Make sure students understand they are to use the
picture clues and a word from the list to complete each sentence
 Teacher explains that the word students choose must make sense
in each sentence.
 Teacher suggests that students read the whole sentence with the
blank before deciding which word best completes it. When students
have completed the activity, teacher may want them to compare
their answer in pairs
 Teacher lists the numbers 1 through 10 in one column and the
spelled-out number words in random order in a second column on
the board. Have children match each number with the correct word.
 Draw students’ attention to the picture on the pages 6 and 7. Have
them read the sentence that describes each picture and the pint to
and count the objects that are identified.
 Confirmation
 Teacher works through item 1 with students. Make sure they
understand that they must find the picture with the markers, count
the markers, and then write the number word in the blank.
 Teacher reviews and let students ask about material has been
discussed.
 Teacher makes conclusion.
3. Last Activities
 Teacher randomly asks students to follow to teacher’s instruction.
 Teacher gives mark for the student’s work.
 Theme Card and Pictures about feelings
Assessment
 Interview
 Individual and group inquiry and research
 Test(spoken or written)
 Teacher observation checklists
Assessment
Key Performances tecnique
Assessment Tools Sample
Indicators tecnique
 Participates in  Spoken test  Oral questions Answer the questions

collaborative orally!
conversations with Act out the dialogue in
diverse partners. front of the class!
 Asks and answers Answer the questions
questions in key Act out the dialogue in
details. front of the class!
 Gives response by Song : let’s learn how to surf
repeating words
about school supplies
from teacher or CD.  Written test  Write the
 Says words with number Answer the questions
 Identifies information
in the simple text and
descriptive text
 Written test  Coloring Look and write
words with pictures
properly. Write the questions and
answers
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related.
answers session.
Materials
Conversation
 A : Come on, let’s learn how to surf
B : No, thanks. I’d rather play video games
A : Ok Great
Sing a song
 Be Brave
Listening story
 Listen and say. Then act
1. First Activities
discussed.
 Teacher asks about student’s feeling.
2. Main Activities
 Exploration
 Teacher gives example of interrogative sentence and asks student
to repeat.
 Teacher plays CD and leads students to sing “Be Brave”
 Elaboration
picture
 Teacher asks students to work in pair and practices the
conversation on the page 8.
each item
 Teacher says each sentence one more time. This time have
students repeat the sentence and act out the action
 Confirmation
 Teacher reviews the material and gives students change to ask in
which material they don’t understand.
 Teacher makes conclusions and gives homework.
3. Last Activities
 Teacher gives correction for pronunciation mistake, grammar error.
 Teacher marks student’s work in completing dialog.
 Theme Card and Pictures about fun activities
Assessment
 Interview
Key Performances Assessment
Indicators tecnique
 Participates in  Spoken test  Oral questions Listen to the sentences and
collaborative repeat.Teacher: “what’s for
conversations with lunch? Soup and salad
diverse partners.
 Asks and answers
questions in key (sing a song “Be Brave
details.
 Gives response by Read the text and point to the
 Reading  Identifying test
repeating words pictures.
about school supplies test to match
from teacher or CD. pictures with
Read and circle
 Says words with sentences
correct pronunciation. based on
Read and number
 Identifies information information on
in the simple text and the text
descriptive text
 Rewrites and Act out the dialogue in front
 Performance
matches words with  Practice of the class.
pictures properly.
Assessment’s Form
* most all of them correct 3
* most all of them wrong 2
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3. Attitude * excellent 4
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
Mark: [[(total score: total aspects) x10]/4 ]/4
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related travel and trade.
answers session.

Materials
Vocabularies
 silk, goods, difficult, ruler, return, become famous
Listening session
 listen and fill in the chart
Writing session
Sentence
 What did Marco Polo do when he was 17?? He travelled on the Silk road.

1. First Activities
discussed.
2. Main Activities
 Exploration
page and has students identify the objects and activities in each
picture.
write a letter on the line based on the conversations they hear.
 Elaboration
 Teacher gives questions according to the activity B on page 10 and
each student have to answer.
audio for this activity is on Student Book 10-1.
 Confirmation
 Teacher reviews the material and let students ask about the
material.
 Teachers let students to ask about material that has been learned.
3. Last Activities
 Have students act out the actions described in the reading session
page 10.
 Theme Card and Pictures about travel and trade
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Gives response Ask and answer the
collaborative by repeating questions based on the
conversations with situation or picture given.
words
diverse partners.
Student: (repeat loudly.)
questions in key
details.
 Gives response by Students are in pair and
repeating words practice affirmative
 Practice  Performance
about school supplies sentence and interrogative
from teacher or CD.
sentence.
 Says words with
correct pronunciation. Write shape of book or
 Identifies information pencil case.
descriptive text Write the sentence based on
 Rewrites and  Written test  Rewrites and the picture given .
matches words with matches words
pictures properly. with correct Write !
pictures.
Find and write
Unscramble !
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
Mark: [(total score: total aspects) x10]/4
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
The subject : Camping
Standard Competence
Reading:

Writing
Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related animals and insects.
answers session.

Materials
Activities
 study insects, identity trees, pick wild strawberries, find animal
tracks, explore a cave, collect leaves
 What was she doing in the morning/afternoon? She was studying
insects.
 Was he studying insects in the morning/afternoon? Yes, he was/No, he
wasn’t. He was identifying trees
Past progressive tense

 is -> was
 Subject + was/were + present participle + object

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher plays the CD and asks students to repeat words or
sentences after the CD
 Teacher explains to the students that past progressive tense is used
to describe an on-going activity in the past. Often, it is used to set
the scene for another action.
 Elaboration
 Teacher plays the CD and asks students to listen and find the
correct answer in the activity B on page 12.
 Teacher asks students to listen CD and finds thing on activity B
page 12
their answer in pairs.
 Teacher draws students’ attention to the picture on the pages 12
and 13. Have them read the sentence that describes each picture
and the pint to and count the objects that are identified.
 Confirmation
 Teacher works through item 1 with students. Make sure they
understand that they must find the picture with the markers, count
the markers, and then write the number word in the blank
 Teacher opens discussion and lets students asking questions about
the material.
 Teacher try to measure how deep is the students understanding for
the material they have learned. Then teacher makes conclusion of
it.
3. Last Activities
 Teacher asking do they understand with the text that they have
learned.
 Teacher marks student’s work.
 Theme Card and Pictures about places
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Gives response
collaborative by repeating Listen to the words and
conversations with
words repeat.
diverse partners.
questions in key Listen and circle
details.
 Gives response by Listen and write
teacher or CD.
 Says words with
 Practical  performance
descriptive text
 Rewrites and matches test
words with pictures
properly.
 Pronounces words and
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related sea creatures.
answers session.
Materials
Past progressive tense
 She was setting up the tent when I arrived at the campsite
 When I arrived at the campsite, she was setting up the tent
Interrogative sentences
 What were you doing when you saw the deer? I was setting up the tent
Grammar
 Using when in past progressive tense
Activities
 set up, build a campfire, roast fish, tell stories, put out the campfire,
look at the stars

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher plays the CD and asks students to repeat words or
sentences after the CD.
 Teacher explains to the students that past progressive tense a
continuous action in the past which is interrupted by another action
or a time.
 Teacher gives examples of dialog that is related with the material.
 Elaboration
 Teacher plays the CD and asks students to listen and say. Then
practice with their mates.
in each sentence.
 Teacher asks students to draw and write their favorite sea
creatures.
 Teacher asks students to repeat words and sentences that they
have listened loudly.
 Confirmation
 Have students act out the actions described in the their drawing.
the material.
 Teacher they to measure how deep is the students understanding
for the material they have learned. Then teacher make conclusion
of it.
3. Last Activities
 Teacher randomly asks students to mention jobs according to
teacher’s instruction.
 Teacher asking do they understand with the text that they have
learned.
 Theme Card and Pictures about places
Assessment
 Interview
Indicators tecnique
 Participates in  Observation  Observation Read the sentences
collaborative sheet aloud.
conversations with
diverse partners.
 Asks and answers Read all the sentences
questions in key loudly and carefully.
details.  Practice  Identification
 Gives response by test based on Repeat the expressions
repeating words information with the correct
about school pronunciation and
from the simple
supplies from
sentences or intonation.
teacher or CD.
 Says words with text.
correct
pronunciation.  Spoken test  Oral questions Answer the questions
 Identifies orally.
information in the
simple text and
descriptive text
 Rewrites and
matches words with
pictures properly.
 Pronounces words
and sentences
properly.
Assessment’s Form
1 Concept * all correct 4
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related
answers session.
Materials
Read a story

Sing a song

Listen and say. Then act
 A : Which way is the campsite?
B : Sorry, I don’t know
A : Thanks, anyway

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher asks students to open student book page 16 and teacher
reads the story.
 Elaboration
 Teacher asks students to read and practice in pair.
audio for this activity is on Student Book page 16 -17.
each item.
 Teacher listens and observes student’s pronunciation. Then corrects
student’s error.
 Teacher asks student to answer the question based on the text.
 Confirmation
the material.
 Teacher they to measure how deep is the students understanding
for the material they have learned. Then teacher make conclusion
of it.
3. Last Activities
 Teacher randomly asks students to say in polite manner.
 Teacher reviews the material and give change students to ask.
 Theme Card and Pictures about how to be helpful
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Gives response Listen to the sentences
collaborative by repeating and answer .Teacher:
conversations with
words
diverse partners.
questions in key  Practice test  Performance Act out the dialog in front
details. dialog of the class
 Gives response by
repeating words
from teacher or CD.  Observation  Observation Read all the sentences
 Says words with sheet loudly and carefully.
correct pronunciation. Read and write
in the simple text and Answer the questions
descriptive text
words with pictures Read and number thy
properly. picture
and sentences
properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related plants.
answers session.

Materials
Vocabularies
 oxygen, seed, size, roof, underground, stem
Listening section
 listen, ask, and answer
 The Parts of plants
 The corn plant
 Which part of the plant are these? Those are the seeds.
 What do they do? They grow and become new plants.
1. First Activities
discussed.
2. Main Activities
 Exploration
picture
 Teacher plays the audio or read the audio script on page 18. Make
sure students understand that they are to write a letter on the line
based on the conversations they hear
 Elaboration
 Teacher asks students to repeat after they listen to the CD. They
have to do it individually and in group.
 Teacher asks students to read and do the activity on page 18
 Teacher asks students to complete sentences with proper words
according to the pictures.
audio for this activity is on Student Book pages 19.
 Confirmation
each item.
 Teacher opens discussion and lets students to ask questions about
the material.
 Teacher observes the cognitive skill of each student by giving
questions. Then teacher will make conclusion based on it.
3. Last Activities
 Teacher marks student’s work in phonic.
 Theme Card and Pictures about plants
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Gives response Listen to the story and
collaborative by repeating repeat.Teacher: “
conversations with
words present your project in front
diverse partners.
of the class
questions in key
details.
repeating words
from teacher or CD.  Written test  Rewrite words Look and write
 Says words with according to
correct pronunciation. the pictures Write the questions and
 Identifies information  Complete answers
in the simple text and sentences Find and write,
descriptive text correctly based Unscramble
 Rewrites and on the picture
matches words with
pictures properly. Review (page 20)
 Pronounces words Bonus reading (page 21)
and sentences
properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3. * good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
The subject : Class Party
Standard Competence
Reading:

Writing

Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related party.
answers session.
Materials
Activities
 order pizzas, bake cupcakes, bring fruit juice, choose the music, make
decorations, buy balloons
Affirmative sentence
 I’ll/We’ll order pizzas for the party.
Future tense
 will
 What will he do? He’ll order pizzas.
Listening session

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher plays the CD and asks student to repeat.
 Teacher explains to the students that simple future tense is action
in the future. “Will” is to express a spontaneous decision.
 Elaboration
 Teacher takes all the drawings, number them and put on the walls.
 Teacher asks everybody to choose one picture and write the
number they choose in their notebook.
 Teacher asks student to exploit a picture by asking students to
describe what they can see.
 Confirmation
 Teacher opens discussion and lets students to ask question about
the material.
3. Last Activities
 Teacher asks students to practice the material they have learned at
home.
 Theme Card and Pictures about party
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Gives response Listen to the words and
collaborative by repeating repeat.
conversations with
words
diverse partners.
 Asks and answers Listen and find
questions in key
details. Listen and say. Then
 Gives response by practice
teacher or CD. Listen, point and say
 Says words with
correct pronunciation. Listen, ask and answer
 Identifies information Repeat the expressions with
in the simple text and the correct pronunciation
descriptive text
 Rewrites and matches and intonation.
words with pictures  Practice  Performance
properly.
Repeat the expressions with
the correct pronunciation
sentences properly.
 Written Test  Rewrite and and intonation
draw objects Write and draw.
and name them
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP
LESSON PLAN
School’s Name :
Lesson : English
Grades/ semester : Level 5 / 1st semester
Standard Competence
Reading:

Writing
Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related party
answers session.
Materials
Activities
 Starting a party : pour the juice, serve the pizas, set up the music,
blow the balloons, put up the decorations, put out the cupcakes
 Will she pour the juice? Yes, she will / No, she won’t
 Who will pour the juice? They will.
Listening session

1. First Activities
discussed.
 Teacher reminds what the last material was.
2. Main Activities
the teacher or CD.
 Elaboration
picture clues and a word from the list to complete each sentence.
in each sentence.
 Teacher asks students to practice and then presenting in front of
the class.
 Confirmation
 Teacher opens discussion and lets students to ask question about
the material.
3. Last Activities
 Teacher marks student’ work in drawing.
 Teacher asks students to practice the material that they have
learned at home.
Assessment
 Interview
Indicators tecnique
 Participates in
collaborative  Observation  Oral questions Repeat the expression with
conversations with
correct pronunciation and
diverse partners.
intonation.
questions in key
details.
repeating words about Present your project in front
school supplies from  Practice  Performance
of the class.
teacher or CD.
 Says words with Answer the questions
correct pronunciation. orally!
 Identifies information Act out the dialogue in
in the simple text and front of the class!
descriptive text Chant :”Is there a lot of milk”
words with pictures
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing

Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related how to be kind.
answers session.

Materials
Listening
 Listen and number
Sing a song
 We’re out of Juice
Read a story
Conversation
 A : We’re out of juice
B : Could you get some more?
A : Sure, no problem/ I can’t right now. I’m busy
B : Thanks / That’s OK

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher reads a story and asks student to repeat.
 Teacher explains why they have to be kind each other.
 Teacher asks student to ask their friend’s feeling when someone
give surprise present to you.
 Elaboration
 Teacher plays CD and inquires students to sing altogether.
each item
 Teacher supervises students when they practice the story on page
26.
 Confirmation
 Teacher opens discussion and lets student to ask question about
material they have learned.
 Teacher observes the affective skill of each student by giving task.
Then teacher will make conclusion based on it.
3. Last Activities
Assessment
 Interview
Indicators tecnique
collaborative Listen and number
conversations with
diverse partners.
questions in key
details.  Practice  Test to identify Read the text and say the
 Gives response by pictures based names of the objects in the
repeating words about picture.
on information
teacher or CD. in the simple
 Says words with text or in the
correct pronunciation. text Act out the dialogue in front
 Identifies information  Performance of the class.
in the simple text and Answer the questions
descriptive text Act out the dialogue in
 Rewrites and matches front of the class!
words with pictures
properly. Song : We’re out of juice
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related celebration
answers session.
Materials
Listening session
 listen, point, say
Vocabularies
 celebrate, season, tradition, delicious, child, samba parade
Sentence
What will people in japan do in the spring? They’ll celebrate Children’s Day.

 First Activities
discussed.
 Main Activities
 Exploration
 Teacher plays CD and asks students to point and say
 Elaboration
 Teacher gives example how to read activity B on page 28. Then
students practice.
audio for this activity is on Student Book page 28 -29.
selected sentences.
 Confirmation
 Teacher open discussion and lets students ask question about
Illnesses.
 Teacher observes the cognitive skill of each student by giving task.
 Last Activities
 Teacher marks student’s performance.
 Teacher asks students to bring family pictures for next meeting.
 Theme Card and Pictures about camouflage
Assessment
 Interview
Indicators tecnique
 Participates in  Written test  Rewrite Read and write
collaborative vocabularies
conversations with
according to Answer the questions
diverse partners.
pictures
questions in key Read and number the
details.  Spoken test  Oral test picture
repeating words
 Written test  Complete word Listen to the sentences and
from teacher or CD. with correct repeat.
 Says words with letter
correct pronunciation. Look and write, write and
 Identifies information match,
in the simple text and Find and circle
descriptive text
 Rewrites and
matches words with Performance Students are in pair and
 Practice practice the dialog.
pictures properly.
and sentences
properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
The subject : The Amazon Rainforest
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Students are able to response by repeated words or sentences that
they hear either from teacher or CD.
 Students are able to identify information in the simple sentences and
in descriptive text.
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related sport.
answers session.

Materials
Vocabularies
 colourful macaw, plain egret, dangerous jaguar, friendly river dolphin,
energetic spider monkey, clam sloth
 Is the macaw more colorful /plainer than the egret? Yes, it is/ No, it
isn’t
Comparative of Adjectives
 Colorful -> more colorful

discussed.
 Main Activities
 Exploration
 Teacher clothes on the white board. Then plays the CD and asks
student to repeat.
 Teacher explains to the students that comparative of adjective is
comparing one person or thing with another and enable us to say
whether a person or thing has more or less of a particular quality.
 Elaboration
 Teacher plays CD and asks student to find something on the picture
page 30.
picture
 Teacher directs students’ attention to the picture and asks them to
say what they want they can.
 Teacher asks student to paste their family’s picture onto the
drawing they have made.
 Confirmation
students repeat the sentence and act out the action
Teacher opens discussion and lets students ask question about
family and what do they do.
 Last Activities
 Teacher asks students to bring family picture for next meeting.
 Theme Card and Pictures about comparisons
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Gives response Listen to the sentences and
conversations with
words Listen to the words and
diverse partners.
repeat.
questions in key
details. Listen and find
repeating words about Listen and say. Then
practice
teacher or CD.
 Says words with
correct pronunciation. Listen, point and say
in the simple text and Listen, ask and answer
descriptive text
 Rewrites and matches  Practice  Performance
words with pictures Present the project you have
properly. made.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
Mark: ([(total score: total aspects) x10]/4 )4
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.

Planned Activities
 Reads theme-related comparisons
answers session.
Materials
Vocabularies
 : easy puzzle, difficult puzzle, comfortable sandals, uncomfortable
sandals, cheap bracelet, expensive bracelet
Sentences
 This puzzle is the easiest one here.
 These sandals are the most comfortable ones here.
Sing A song
 This on, That one
Superlative of adjectives
 -est and most

1. First Activities
discussed.
2. Main Activities
 Exploration
the teacher or CD.
 Teacher explains to the students that superlative of adjectives is
used for comparing one person or thing with every other member of
their group.
 Elaboration
 Students repeat words or sentence from the teacher or CD.
and phrases in a paragraph
selected sentences.
each item
 Confirmation
 Teacher listen student’s pronunciation about activities and corrects
who makes mistake.
 Teacher asks students to talk with partner about things on the table
 Teacher open a discussion and lets students ask questions about
3. Last Activities
 Teacher randomly asks students to count according to teacher’s
instruction.
 Teacher reminds students to memorize words they have learned.
 Teacher remarks student’s assessment
Assessment
 Interview
Indicators tecnique
collaborative by repeating repeat.Teacher:
conversations with
words Listen and say. Then
diverse partners.
practice
questions in key
details. Listen, point and say
repeating words about Listen, ask and answer
teacher or CD.
 Says words with  Written test  Completing
correct pronunciation. words/sentence Listen to the sentences and
 Identifies information s complete them
descriptive text  practice
 Performance Repeat the expressions with
the correct pronunciation
words with pictures
properly. and intonation
 Pronounces words and Sing A song
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related be patient.
answers session.

Materials
Listen and number

Sing a song
Read a story
Conversation:
A; I want that on.
B : How about this one, instead? It’s cheaper?
A : Good choice
1. First Activities
discussed.
 Teacher asks about things that related with the topic for example
teacher asks to the students have they ever lost in the public area.
 Teacher leads students to recall vocabularies that they have
learned about the topic.
2. Main Activities
 Exploration
write a letter on the line based on the conversations they hear .
 Elaboration
 Teacher asks students to present it in front of the class.
 Teacher draws students’ attention to the picture on the pages 34.
Have them read the sentence that describes each picture and the
pint to and count the objects that are identified.
 Confirmation
 Teacher supervises students when they practice their discussion.
 Teacher lets students to ask about material that they have learned.
3. Last Activities
 Teacher discusses the correct answers on page 35 then gives score
for their work.
Assessment
 Interview
Indicators tecnique
 Participates in  Practice  A test for
collaborative identifying Read the text and point to
conversations with the pictures.
picture based on
diverse partners.
information in
questions in key the simple Read and circle
details. sentences and
 Gives response by in the text Read and number
repeating words
from teacher or CD.  Observation (sing a song “
 Observation
 Says words with
correct pronunciation. sheet
 Identifies information Read all the sentences
 Practice
in the simple text and loudly and carefully.
descriptive text  Performance
words with pictures Act out the dialog in
properly. front of the class.
and sentences
properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related ancient Rome.
answers session.
Materials
Vocabularies
 Biomes : Natural community, freshwater, desert, forest, grassland, tundra
Ask and answer
 Birds of The Earth

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher plays CD and asks students to listen attentively.
 Elaboration
 Teacher pastes a map of world on the board and sticks country’s
flags.
 Teacher asks students to practice the sentence that they have
learned and present it in front of the class.
 Confirmation
 Teacher randomly asks student to say which part that they do
understand or don’t understand.
 Teacher asks students to draw and color their picture present it in
front of the class.
3. Last Activities
 Teacher marks student’s work in reading (page 39)
 Teacher gives written test. (review page 38)
 Teacher asks students to bring pictures of actions for next topic.
 Theme Card and Pictures about Birds of The Earth
Assessment
 Interview
Indicators tecnique
conversations with
words
diverse partners.
questions in key
details.  Practice  Performance Student: (repeat loudly.)
 Gives response by Read the text and say the
repeating words names of the objects in the
about school supplies picture.
from teacher or CD.
 Says words with
 Identifies information  Written test  Complete Look and write
in the simple text and sentences
descriptive text match with Read and answer
 Rewrites and picture.
matches words with
pictures properly. Find and circle
 Pronounces words Review unit 3 and unit 4
and sentences
properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Grades/ semester : 5th Grade / 2nd semester
The subject : Busy Students
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
 Pronounces words correctly.
Planned Activities
 Reads theme-related food and drink.
answers session.
Materials
Activities
 wash my hair, take a shower, floss my teeth, check my calendar, pack
my schoolbag, iron my clothes
 I always wash my hair before I go to bed.
Frequency adverbs
 always, rare
 Do you wash your hair before you go to bed? Yes, I always do / No, I
rarely do
Read and say
 page 41

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher asks student to repeat after he/she finish read a word or a
sentence.
 Teacher reminds about action pictures that he asked last meeting.
 Teacher explains to the students that adverbs of frequency are used
to tell us how often something is done.
 Elaboration
 Teacher asks student to see their own picture that they have
brought.
 Teacher asks students to write activity.
in each sentence.
 Teacher asks students to make a conversation about what they
always do.
 Confirmation
 Teacher observes the cognitive skill of each student by giving task.
3. Last Activities
 Teacher review the material and asks if somebody has questions
about material that has discussed.
 Theme Card and Pictures about activities
Assessment
 Interview
Indicators tecnique
conversations with
words
diverse partners.
questions in key
 Says words with
 Written test  Construct
descriptive text
simple English Write about activities that
words with pictures sentence. you always do.
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related activities.
answers session.
Materials
Adverbs
 slowly, quickly, carefully, carelessly, quietly, loudly
Simple past (irregular verbs)
Interrogative Sentences
 How is she walking? She’s walking slowly
 Is she walking slowly or quickly? He’s walking slowly
Sing a song

Listening session


discussed.
 Teacher asks to the students about their activities that he/she has
shown.
 Teacher recalls last material about adverbs.
 Main Activities
 Exploration
 Teacher clothes on the white board. Then plays the CD and asks
student to repeat.
 Students repeat words or sentence about Playtime from the
teacher or CD
 Teacher explains to the students that an adverb is a word that
describes – or modifies, as grammarians put it – a verb, an adjective
or another adverb.
 Elaboration
 Teacher makes role play, when students can be a part of it (teacher
ask student to choose their favorite activity and present that with
others.
and 43. Have them read the sentence that describes each picture,
selected sentences
 Teacher listen student’s pronunciation about action and corrects
who makes mistake.
 Teacher asks students to draw daily activities and then discusses
with friends.
 Confirmation
 Teacher open a discussion and lets students ask question about
action.
 Teacher observes the affective and cognitive skill of each student
by giving task. Then teacher will make conclusion based on it.
 Last Activities
 Teacher randomly asks students to count and say activity’s pictures
that brought by teacher.
 Teacher relates text that read with student’s daily activities.
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Gives response Repeat the expressions with
collaborative by repeating the correct pronunciation
conversations with and intonation.
words
diverse partners.
 performance
questions in key
details.
 Gives response by Student: (repeat loudly.)
repeating words about Listen to the sentences and
 Written test  Completing
words/sentence complete them.
teacher or CD.
 Says words with s
correct pronunciation. Act out your dialog in front
 practice
 Identifies information of the class.
in the simple text and  Performance
descriptive text
words with pictures
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related how to be responsible.
answers session.
Materials
Dialog
 A :Are you ready for your recital?
B : No, I’m not. I still need to practice
A : Yes, I think so.
I practiced all week
Sing a song

Read a story
 The Camping Trip

Teacher greets and shows big pictures to give an idea for unit that
discussed.
 Main Activities
 Exploration
each item
 Teacher explains why they have to be helpful with others.
 Teacher plays CD and lead student to sing the song.
 Elaboration
 Teacher asks students to take games or toys and share with other.
 Teacher asks student to practice the song “Did you practice every
day?”.
 Teacher asks student to present the dialog in front of the class,
 Confirmation
 Teacher supervises students when they practice how to give
compliment to others and how they response.
 Teacher open a discussion and lets students ask question about how
to be nice with other.
 Last Activities
 Teacher relates text with student’s relations with friends or parents.
Assessment
 Interview
Indicators tecnique
collaborative
conversations with
(sing a song “Did you
diverse partners.
 Asks and answers practice every day?
questions in key
details.  Practice  Performance Act out the dialogue in front
 Gives response by of the class.
repeating words about Read the text and point to
school supplies from  A test to identify
picture based on the pictures.
teacher or CD.
 Says words with information in
correct pronunciation. the simple Read and circle
 Identifies information sentence or
in the simple text and text. Read and number
descriptive text
.
words with pictures
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related healthy food.
answers session.

Materials
Adverbs
 Successful, exercise, possible, balanced meal, habit, early
Listening section
 listen, ask and answer,
Reading session
 read and circle the correct answer
discussed.
 Main Activities
 Exploration
 Teacher plays CD and ask students to listen, point and say
picture
Teacher plays the audio or read the audio script on page 46. Make
sure students understand that they are to write a letter on the line
based on the conversations they hear
 Elaboration
 Teacher asks students to practice in pair about activity B on page
46.
 Teacher asks students to read and answer activity C on page 47
 Teacher randomly asks some students about what they can see in
the on the picture.
the board. Have children match each number with the correct word
 Confirmation
 Teacher opens a discussion and lets students ask question about
daily activities.
 Teacher observes the cognitive and psychometric skill of each
student by giving task. Then teacher will make conclusion based on
it.
 Last Activities
 Teacher marks student’s work and reviews the questions.
 Theme Card and Pictures about healthy food
Assessment
 Interview
Indicators tecnique
collaborative by repeating repeat.Teacher:
conversations with
diverse partners. words “ How often do you go for a
 Asks and answers walk?
questions in key I go for a walk twice a week
details.
repeating words  Practice  Performance Act out the dialogue in front
about school supplies of the class!
from teacher or CD.
 Says words with  Written test  Rewrite Fill in the chars
correct pronunciation. Write the sentence based
vocabularies
and match with on the picture given .
descriptive text the correct
 Rewrites and picture Write !
matches words with
pictures properly. Find and write
and sentences
properly. Unscramble!
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
The subject : Making Things
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related daily activities.
answers session.
Materials
Quantities
 a cup of flour, a half cup of water, a quarter cup of salt, a tablespoon
of cooking oil, a teaspoon of baking soda, a drop of food coloring
 How much flour does he need? He needs a cup of flour
 Does she have enough flour? Yes, she does / No, she doesn’t
songs
Listening section

1. First Activities
discussed.
2. Main Activities
 Teacher explains Teacher explains to the students that many and
much is used to explain about quantities, amounts and degree. We
can use them with a noun (a determiner) or without a noun (as a
pronoun). We use much with singular uncountable nouns and many
with plural nouns.
 Elaboration
in each sentence.
 Confirmation
 Teacher observes the cognitive and psychomotoric skill of each
student by giving task. Then
3. Last Activities
 Teacher asks students to bring animal’s picture for next meeting.
 Theme Card and Pictures about the art
Assessment
 Interview
Indicators tecnique
conversations with
words
diverse partners.
questions in key  Written test  Complete Read and write
details. sentence with Answer the questions
 Gives response by correct word Write the questions and
repeating words about answers
teacher or CD.
 Says words with
correct pronunciation.  Practice  Performance Act out the dialog in front of
 Identifies information the class.
descriptive text
words with pictures
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
* needs development 1
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related chores
answers session.
Materials
Vocabularies
 : aprons, toothpicks , paperclips, cardboard, masking tape, modeling
clay
Sing a song

 How many aprons do we/they/have? We/they have three/ a few/ a lot
of aprons
 How much cardboard do we / they have ? We/They have six sheets /
a little/ a lot of cardboard

1. First Activities
discussed.
 Teacher asks to the students about farm animal toys that he/she
has shown.
2. Main Activities
 Exploration
the teacher or CD.
 Teacher explains to the students that the quantifiers are used to
talk about quantities, amount and degree. We can use them with
noun (as a determiner) or without a noun ( as a pronoun).
 Elaboration
picture
 Students sing “Never Mind I Found it?”
 Teacher asks students to make group and there are maximum 4
students in each group.
 Confirmation
 Teacher supervises student’s work.
 Teacher opens a discussion and lets students to ask questions about
the material they have just learned.
 Teacher observes the cognitive and affective skills of each student.
Then teacher makes conclusion based on it.
3. Last Activities
 Teacher randomly asks students about their work and asks them to
present in front of the class.
 Theme Card and Pictures about supplies
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  oral test Repeat the expression with
collaborative the correct pronunciation
diverse partners.
questions in key (sing a song “Never Mind, I
details. Found it?”)
repeating words about  Performance Present your discussion in
school supplies from  practice
front of your class.
teacher or CD.
 Says words with
descriptive text
words with pictures
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing

Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related be prepared.
answers session.
Materials
Conversation
 A : Did we bring the map?
B : I don’t remember / I’m not sure I remember. It’s under the seat
A : Never mind. I found it
Read a story


1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher plays CD and asks students to sing it.
 Teacher explains how to be helpful at home or at school.
 Elaboration
in each sentence.
 Teacher supervises students when they practice.
 Teacher asks students to listen to the CD and do page 53.
 Confirmation
the material they have learned.
 Teacher observes the cognitive and psycomotoric skill of each
student. Then teacher makes conclusion based on it.
3. Last Activities
 Theme Card and Pictures about be prepared.
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Oral test Repeat the expression with
collaborative correct pronunciation and
conversations with intonation
diverse partners.
(sing a song “
questions in key Page 53
details.  Listening test  Listen the ( listen and answer)
 Gives response by sentence and
repeating words
answer the
from teacher or CD. question
 Says words with Read the sentences aloud
correct pronunciation.  Observation Read all the sentences
 Observation
 Identifies information sheet loudly and carefully
in the simple text and Read the text and point to
descriptive text the pictures.
words with pictures
properly. Read and circle
and sentences Read and number
properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
* need improvement 1
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related great building.
answers session.
Materials
Vocabularies
 : take, farmer, artisan, move, pull, site
Listening session

Reading session
 listen and read
Sentences
 How many people did it take to build the Great Pyramid of Giza? It took
around thirty thousand people.

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher asks students to listen, read and practice text with partner
on page 54.
 Elaboration
 Teacher asks students what they like to do as a hobby.
 Draw students’ attention to the picture on the pages 54 and 55.
Have them read the sentence that describes each picture, and the
pint to and count the objects that are identified.
 Teacher gives worksheet.
 Confirmation
 Teacher supervises student’s work
the material they have learned.
3. Last Activities
 Teacher marks student’s work in phonic.
 Teacher mark student’s work and worksheet.
 Theme Card and Pictures great building
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Oral test Listen to the activities and
collaborative sentences
conversations with
diverse partners.
questions in key  Practice  Performance act out the dialog in front of
details. the class
repeating words
 Reading read and answer the
from teacher or CD. comprehension questions
 Says words with Write, trace, answer
correct pronunciation. correctly
in the simple text and  Written test  Gives Review 3 (page 56)
descriptive text
worksheet Reading (page 57)
 Rewrites and
matches words with
pictures properly.  Rewrite and
 Pronounces words match
and sentences vocabularies
properly. with correct
picture
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP
LESSON PLAN
School’s Name :
Lesson : English
The subject : World Travel
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related countries.
answers session.
Materials
Vocabularies
 : India, Itali, Kenya, New Zealand, the UK, Peru
 Have you ever to India? Yes, I have. / No, I haven’t
 Has she ever been to India? Yes, she has / no, She hasn’t
 I’ve been to India. I’ve never been to Italy.
Listening session

 First Activities
discussed.
 Main Activities
 Exploration
 Teacher plays the CD and asks student to listen.
 Teacher explains to the students that present perfect is used to
express an action that is still going on or that stopped recently, but
has an influence on the present. It puts emphasis on the result.
 Elaboration
 Teacher asks student to write words and sentences in the notebook.
 Teacher asks students to talk in group about what were they doing
yesterday.
 Teacher asks student to tell what they want to be when they grow
up.
 Confirmation
each item.
the material they have just learned.
 Last Activities
 Theme Card and Pictures about careers
Assessment
 Interview
Indicators tecnique
conversations with
words
diverse partners.
questions in key
 Says words with
 Identifies information .)
 Practice  Performance
descriptive text
Act out the dialog in front of
words with pictures the class.
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related experience
answers session.
Materials
Affirmative Sentence
 He has gone rafting, but he hasn’t ridden a camel.
 Has she gone rafting before? Yes, she has / No, she hasn’t
Activities
 go rafting, ride a camel, climb a mountain, hike in a rainforest, see
the pyramids, go scuba diving,

1. First Activities
discussed.
 Teacher asks to the students about place to go that he/she has
shown.
2. Main Activities
 Exploration
page and has students identify the objects and activities in each
picture.
 Teacher directs students’ attention to the picture and asks them to
say what they want they can.
 Elaboration
 Teacher asks students to say new words and sentences that they
have heard.
and phrases in a paragraph.
selected sentences.
 Teacher asks students to discuss with their classmates about having
trip to overseas.
 Confirmation
 Teacher listen student’s pronunciation and intonation. Then corrects
who makes mistake.
each item
3. Last Activities
 Teacher randomly asks students to present what they have leaned.
 Teacher review the material and let anyone who wants to ask about
the material.
 Theme Card and Pictures experience
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  performance Repeat the expressions with
collaborative the correct pronunciation
diverse partners.
questions in key
details. Listen to the sentences and
 Gives response by complete them.
teacher or CD.
 Says words with  Written test  Completing Write and answer the
correct pronunciation. words/sentence question
 Identifies information s Rewrite the sentence have
in the simple text and you heard.
descriptive text
Act out in front of the class
words with pictures  practice  Performance
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing

Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related be patient
answers session.
Materials
Conversation :
 A : Do you like skateboarding
B : I’m not very good at it. Could you show me how?
A : Yes, I do. Sure
B : Cool….. Let’s go skateboarding after school
Sing a song

Read a story


1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher reads a story while teacher reads a story students have to
listen and read intensively.
 Elaboration
 Teacher asks students to read by themselves loudly.
the board. Have children match each number with the correct word.
 Teacher asks students to practice dialog on the page 62 and
perform it in front of the class.
 Teacher asks student about how to be on time at home or at school.
 Confirmation
 Teacher supervises students when they practice how to express the
dialog in a conversation.
3. Last Activities
 Theme Card and Pictures about be patient
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Oral questions  Answer the questions
conversations with
diverse partners.
(sing a song “Let’s go
skateboarding
questions in key
details. Student: (sing loudly.)
school supplies from  Practice  Performance
Act out the dialog in front of
teacher or CD.
the classroom.
 Says words with  Practice test  Identification
correct pronunciation. Read and write
test for
 Identifies information Answer the questions
matching
in the simple text and Read and number thy
picture with
descriptive text picture
information in
words with pictures the text
properly.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
Practice * active 4
2. * sometime active 2
* inactive 1
3. * good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related Explorer.
answers session.
Materials
Vocabularies
 high, reach, British, leave, f=grateful, lead
Reading session
Sentences
 Has she gone rafting before? Yes, she has / No, she hasn’t.

1. First Activities
discussed.
2. Main Activities
 Exploration
picture
 Teacher paste the picture of sport and tells students about the
weather and season
 Elaboration
audio for this activity is on Student Book pages 64-65.
selected sentences.
 Teacher asks students to do activity C on page 65.
 Teacher asks students to discuss about the weather in their place in
a week before.
 Confirmation
 Teacher lets students to ask all about material that they have
learned.
 Teacher asks students to draw and color their picture.
each item
3. Last Activities
 Theme Card and Pictures about explorer
Assessment
 Interview
Indicators tecnique
 Participates in  Practical  Identification Read the text and say
collaborative test picture test activities that they do every
conversations with day.
according to
diverse partners.
information in Read the text and point to
questions in key the simple the pictures.
details. sentences or in
 Gives response by the text Read and circle
repeating words
Read and number
from teacher or CD.
 Says words with
correct pronunciation.  Performance Act out the dialog in front
 Practice
 Identifies information of the class
in the simple text and  Complete the
 Written test
descriptive text sentence with Draw thing according to the
 Rewrites and correct answer letter you have learned.
matches words with
pictures properly.
 Rewrite Write the sentence based
and sentences vocabularies on the picture given .
properly. based on the Write !
picture
Find and write
Unscramble !
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:

_________, ….
______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
The subject : Computers
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.

Planned Activities
 Reads theme-related computer.
answers session.

Materials
Activities
 turn on the computer, turn off the computer, turn uo the volume, turn
down the volume, log in to the website, log out of the website, upload the
photos, print the photos, download the music, play the music, write the
email, send the email
 Has he turned on the computer yet? Yes, she has. / No, she hasn’t.
Sentences
 I’ve just turned on the computer.
 I haven’t turned on the computer yet.

1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher explains to the students that Present perfect + yet is used
in negative statements and questions, to mean (not) in the period of
time between before and now, (not) up to and including the present.
Yet is usually placed at the end of the sentence.
 Elaboration
 Teacher plays CD and ask students to do activity B page 66
picture
 Teacher inquires students to listen and practice activity C from the
page 67.
and 67. Have them read the sentence that describes each picture,
 Confirmation
 Teacher opens a discussion and lets students to ask about material
they have learned.
3. Last Activities
 Teacher marks student’s work and review the material.
 Teacher lets student asking if they are still confused
 Teacher announces for daily test.
 Theme Card and Pictures about computer
Assessment
 Interview
Indicators tecnique
conversations with
words Listen and find.
diverse partners.
 Asks and answers Listen and say. Then
questions in key practice
details. Listen, point and say
 Gives response by Listen, ask and answer
 Written test  Gives
teacher or CD. worksheet Write the correct answer
 Says words with
correct pronunciation.  Matches and Write, match and answer
 Identifies information rewrites words
in the simple text and with picture
descriptive text
 Rewrites and matches  Practice
 Performance Act out the dialog in front of
words with pictures
properly. the class.
sentences properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
The subject : Computer
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related computer
answers session.
Materials
Vocabularies
 turn on the computer, turn off the computer, turn uo the volume, turn
down the volume, log in to the website, log out of the website, upload the
photos, print the photos, download the music, play the music, write the
email, send the email
Affirmative sentences
 She’s / He’s already uploaded the photos/ written the email, but she/he
hasn’t printed them/sent it yet.

1. First Activities
discussed.
 Teacher asks to the students about computer that he/she has
shown.
2. Main Activities
 Exploration
the teacher or CD.
 Teacher explains to the students that present perfect + already is
used to an action that has happened at an unspecified time before
now. It suggests that there is no need for repetition.
 Elaboration
 Students repeat words or sentence from the teacher or CD.
 .Teacher lists the numbers 1 through 10 in one column and the
the board. Have children match each number with the correct word
 Teacher asks students to work in pairs and make a dialog about
missing thing at classroom.
selected sentences.
each item.
 Confirmation
 Teacher listen student’s pronunciation and corrects who makes
mistake.
 Students do daily test.
3. Last Activities
 Teacher randomly asks students about abilities they can do with
their part of body.
 Teacher marks student’s test.
 Theme Card and Pictures about computer
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Gives response Repeat the expressions with
collaborative by repeating the correct pronunciation
words
diverse partners.
questions in key Sing “ vacation”
details.
repeating words about Look and write
 Written test  Complete
teacher or CD. words/sentence
 Says words with s Read and answer
correct pronunciation.  Rewrite and
 Identifies information match word Find and circle.
in the simple text and with correct
descriptive text picture.
words with pictures
properly.
 Pronounces words and Act out the dialog that you
 practice
sentences properly. made in front of the
 Performance classroom.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3. Attitude * excellent 4
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
Grades/ semester : 5th Grade/ 2nd semester
The subject : Things We Use
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related how to be thoughtful.
answers session.
Materials
Conversation
 A : Are you almost done with the computer?
B : just a minute / Yes, I just finished. Go ahead and use it.
A : Ok, let me know when u’re done.
B : Thanks
say and act .
Sing a song
 Are You Almost Done?
Read a story


1. First Activities
discussed.
2. Main Activities
 Exploration
 Teacher explains what they supposed to do when they see someone
get trouble.
 Elaboration
 Teacher asks students to practice dialog on the page 70 and
perform it in front of the class.
 Teacher leads student to sing “ Are You Almost Done?
 Students do activity B page 71
 Confirmation
 Teacher supervises students when they practice the dialog when
they make mistake and how to response.
 Teacher lets students to ask anything that’s related with material.
3. Last Activities
 Theme Card and Pictures Things and places
Assessment
 Interview
Indicators tecnique
conversations with
diverse partners.
(Sing a song “Are You
questions in key
details. Almost Done ?
repeating words
about school supplies Read all the sentences
from teacher or CD.  Observation  Observation
 Says words with sheet loudly and carefully.
descriptive text
words with pictures  Practice  Performance Act out the dialogue in
properly. front of the class.
and sentences
properly.
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:
LESSON PLAN
School’s Name :
Lesson : English
The subject : Things We Use
Standard Competence
Reading:

Writing
Basic Competence
Goal
 Self-control
 Hard-working
 Discipline
Teaching Method
by the CD loudly.
Planned Activities
 Reads theme-related energy
answers session.
Materials
Vocabularies
 Energy, source, wind turbine, electricity, dam, solar panel.
Interrogative sentences

 What have scientists designed to use wave energy?
Affirmative sentences
Scientists have designed wave turbine that make electricity.
Listening session
 Listen and number
Reading session
 read and circle
Reading session
 read and circle
writing session
 fill in the chart

1. First Activities
discussed.
2. Main Activities
 Exploration
picture
 Teacher explains kind of transportations the world and asks
students to name them.
 Elaboration
 Teacher asks students to write new vocabularies in the notebook.
 Students do activity C page 73.
 Teacher suggests that students read the whole text with the blank
before deciding which word best completes it. When students have
completed the activity, teacher may want them to compare their
answer in pairs
in each sentence.
 Teacher asks students to stand up and make letters using their
hands and body.
 Confirmation
each item
 Teacher lets students to ask about material that has been taught.
3. Last Activities
 Teacher marks student’s work in phonics.
 Theme Card and Pictures about energy
Assessment
 Interview
Indicators tecnique
 Participates in  Spoken test  Oral questions Listen to the sentences and
collaborative repeat.Teacher: “
conversations with
diverse partners.
questions in key
details. Read the text and point to
 Gives response by Identify the pictures
 Reading
repeating words question based Read and circle
about school supplies test
on the Read and number
from teacher or CD.
information
 Says words with
from the text
correct pronunciation. Act up in front of the
 Identifies information classroom.
in the simple text and  Performance
descriptive text  Practice
Look and write
 Rewrites and
matches words with
pictures properly.  Written test  Rewrite new Read and match
 Pronounces words vocabularies
and sentences and match Find and circle
properly.
words with Review page 74
correct Reading comprehension
pictures. page 75
Assessment’s Form
* all wrong 1
b. Performance
* developing 2
* prior knowledge 1
* sometime active 2
* inactive 1
3.
* good 2
c. Assessment sheet
Performance
Practic Attitu
e de
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
Note:
_________,
…. ______ 2016
Acknowledged by
……………………………… ……………………………
..
NIP: NIP:

Lesson Plan For 5th Grade

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Lesson Plan For 5th Grade

Transféré par

Droits d'auteur :

Formats disponibles

LESSON PLAN

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

Key Performances Assessment Assessment

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

 Participates in  Spoken test  Oral questions Answer the questions

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Past progressive tense

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

- Develops speaking/listening skills as he/she engage with peers and adults

- Write simple pieces

Steps in teaching-learning process:

- Develops speaking/listening skills as he/she engage with peers and adults