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Form 3 Cefr Lesson Plan

This daily lesson plan summarizes an English language lesson for a Form 3 class in Malaysia. The 60-minute lesson focuses on family relationships and vocabulary. Students will read a passage about family ties and complete comprehension questions. They will also discuss words to describe family members and identify new vocabulary related to the topic. The lesson incorporates group work, thinking activities, and questioning to engage students and assess their understanding of the key concepts.

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Ganesan
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7K views

Form 3 Cefr Lesson Plan

This daily lesson plan summarizes an English language lesson for a Form 3 class in Malaysia. The 60-minute lesson focuses on family relationships and vocabulary. Students will read a passage about family ties and complete comprehension questions. They will also discuss words to describe family members and identify new vocabulary related to the topic. The lesson incorporates group work, thinking activities, and questioning to engage students and assess their understanding of the key concepts.

Uploaded by

Ganesan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ENGLISH LANGUAGE PANEL OF SMK TMN DAMANSARA ALIFF

FORM 3 ENGLISH LANGUAGE DAILY LESSON PLAN 2019

NUM.OF
SUBJECT WEEK DAY & DATE CLASS TIME & DURATION
PUPILS
11.30 – 12.30
English Language 30 Tuesday, August 27, 2019 3 KARISMA 24
60 Minutes
THEME : People and Culture TOPIC : Family Ties
FOCUS SKILL: Writing LANGUAGE/ Family-related vocabulary, including
L/S/R/W/LA/LiA GRAMMAR FOCUS: collocations and expressions.
Main Skill:
4. Writing
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
CONTENT meaning
STANDARD:
Complementary Skill:
4. Writing
5.2 Analyse and evaluate a variety of literary text types

Main Skill:
4. Writing
4.1.4 Express opinions and respond to opinions and common feelings such as
LEARNING
happiness,sadness,surprise,and interest.
STANDARD:
Complementary Skill:
4. Writing
2.1.4 Explain own point of view.

By the end of the lesson, pupils will be able to:


LEARNING 1. understand the main points in the reading passage entitled ‘Family Ties’.
OBJECTIVES: 2. explain own point of view about their family relationship.

CROSS CURRICULAR Values DIFFERENTIATION Strategy 5: Differentiate by the time pupils


ELEMENTS: STRATEGIES: are given to complete a task
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)


1. Teacher asks pupils to look at the title of the unit and explain what it means.
2. Teacher chooses pupils randomly to tell the rest of the class about their family relationship. (Lollipop Sticks)
3. Pupils are told to look at the picture on page 6 of the textbook and the caption to say how appropriate the caption is for the
picture.
4. Pupils to describe how and why people’s hands change as they get older by listing them down. (Mini Whiteboard)
5. Pupils are given 2 minutes to compare their answers with their partners before sharing them with their group members.
(Think-Pair-Share)
6. Teacher collects responses from the whole class.

LESSON DEVELOPMENT: (40 minutes)


7. Teacher asks the pupils to look at the photos on page 6 of the textbook and imagine that they are all from a family album.
8. Pupils are to read the instructions in Task A and teacher check whether they understand what they have to do.
(Quick Scan: Thumbs Up, Down & Sideways)
9. In 1 minute, pupils are to write down as many words as they can think of that describe their family members (Mini
Whiteboard) and once time is up, they are to compare and share their answers with their group members. (Think-Pair-Share)
10. Teacher calls out a pupil randomly to come up to the white board to write down all the words the other pupils call out.

1
ENGLISH LANGUAGE PANEL OF SMK TMN DAMANSARA ALIFF
FORM 3 ENGLISH LANGUAGE DAILY LESSON PLAN 2019

READING GIST TASK


11. Teacher asks pupils to read the instructions in Task B and check whether they understand what they have to do. (Traffic
Light Cards)
12. Pupils are given 5 minutes to write down their answers before check them with a partner. (Think-Pair-Share)
13. Teacher calls out pupils randomly to read out their answers. (Lollipop Sticks)
14. Pupils are to skim read the text to find any relevant information.
15. Teacher asks pupils if their answers were the same or not. (Lollipop Sticks)

READING DETAILED TASK


16. Teacher asks pupils to read the instructions in Task C and the options A-C.
17. Pupils are to read the text again and to match headings A, B or C to the correct sections numbered 1-4 by working
individually.
18. Teacher checks answers as a class. (Traffic Light Cards, Lollipop Sticks)

POST-LESSON: (10 minutes)


19. Teacher asks the pupils to identify with their talk partners at least one new word or expression that they have learned in
relation to today’s topic. (Mini Whiteboard)
20. Teacher collects pupils’ answers as a whole class.

HOTS : Application ☐ Evaluation ☐ TEACHING & LEARNING Project - Based Learning


Analysis ☐ Creation ☐ STRATEGIES:
TEACHING Form 3 Close Up Textbook LEARNING ASSESSMENT: Written Work
MATERIALS : Choose an item.
TEACHER’S REFLECTION:
ENGLISH LANGUAGE PANEL OF SMK TMN DAMANSARA ALIFF
FORM 3 ENGLISH LANGUAGE DAILY LESSON PLAN 2019

ULASAN PENCERAPAN/PEMANTAUAN DICERAP/DIPANTAU OLEH

T.T…………………………

TARIKH:

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