DAILY LESSON PLAN

ENGLISH FORM 5
WEEK 5 TIME 9.00-10.00
DAY MONDAY CLASS 5SK5
DATE 18.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Listening UNIT UNIT 2 ENGLISH DOWNLOAD
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Words/phrases related to the legend of Robin Hood
Main Skill: Listening
1.1 Understand meaning in a variety of familiar contexts
CONTENT STANDARD
Complementary Skill: Listening
1.2 Use appropriate listening strategies in a variety of contexts
Main Skill: Listening
1.1.2 Understand independently specific information and details in extended texts on a
wide range of familiar topics and some unfamiliar topics
LEARNING STANDARD
Complimentary Skill: Listening
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by
context on a wide range of familiar topics and some unfamiliar topics
By the end of the lesson, pupils will be able to:
1.1.2 Understand independently specific information and details in extended texts on a
wide range of familiar topics and some unfamiliar topics by circling 5 correct words for 5
LEARNING OBJECTIVES sentences and completing 8 sentences with a word or short phrase.
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by
context on a wide range of familiar topics and some unfamiliar topics by answering 5
comprehension questions.
What I’m looking for (WILF)
1. Pupils can circle 5 correct words for 5 sentences
SUCCESS CRITERIA 2. Pupils can answer 5 comprehension questions.
3. Pupils can complete 8 sentences with a word or short phrase.

ACTIVITIES
1. Pupils work in small groups to list as many heroes/heroines from Malaysian legends/folk tales that
PRE-LESSON they can think of and then decide who is the greatest hero/heroine from the list and why.
2. A few groups share their discussion with the class.
3. Pupils turn to page 24 English Download and read the instructions and sentences in Activity 1. During
the discussion, pupils also discuss what they know about Robin Hood.
4. Pupils listen to the first part of a recording of someone talking about the legend of Robin Hood.
5. Pupils circle 5 correct words for 5 sentences as they listen.(Main Skill)
6. Pupils discuss their answers with a partner and justify any answers that are different.
7. Pupils move on to Activity 2 and read the instructions and sentences.
8. Pupils answer 5 comprehension questions. (Complementary Skill)
9. Pupils compare answers in pairs before discussing as a class.
LESSON DEVELOPMENT 10. Pupils go on to Activity 3 and read the instructions and the 8 sentences.
11. Pupils now listen to the whole speech about the legend of Robin Hood.
12. Pupils complete 8 sentences with a word or short phrase.(Main Skill)
13. Pupils compare answers in pairs before discussing as a class.
Differentiated Actvities:
Less proficient pupils: Provide vocabulary to be used in the speaking activity. In the reading activity narrow
the options for each question to two or three possible answers. Allow pupils to use a dictionary if they
struggle to find the meaning by context.
More proficient pupils: -
POST-LESSON 14. Pupils listen to teacher reading a list of true and false statements written using the audio transcript of
 the Robin Hood listening text on p139, Teacher’s Book.
15. Pupils discuss as a class whether each of the statement is true or false and if there is a need, to play
the audio again.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
Strategy 3: Differentiate by the
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Values STRATEGIES
type and amount of support
provided
ASSESSMENT Oral M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Analyse PBD Choose an item.
REFLECTION
1. 18 /20 Pupils can circle 5 correct words for 5 sentences
2.16/20 Pupils can answer 5 comprehension questions.
3.13/20 Pupils can complete 8 sentences with a word or short phrase.
4. 5/20 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 3
WEEK 5 TIME 10.30-11.00
DAY MONDAY CLASS 3F
DATE 18.04.2022 LESSON 11
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Food, Food, Food!
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Food related vocabulary
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
MAIN LEARNING STANDARD 3.1.6 Recognise with support typical features at word, sentence and text levels of a range of
genres
COM. CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
COM. LEARNING STANDARD 4.2.2 Spell written work with moderate accuracy
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Recognise with support typical features at word, sentence and text levels of a range
of genres
2. Spell written work with moderate accuracy
SUCCESS CRITERIA Pupils could:
1. Find 5 words in the text and match them to 5 definitions.
2. Choose 10 correct words to fill in 10 gaps.
ACTIVITIES PRE-LESSON 1. Students explained Food, Food, Food! Os the title of Unit
2. Students has a minute to write down as many food-related
words in English as they can.
3. Students asked to look at the picture on page 17 and to discuss
what they think is going on in it, in small groups.
4. Each groups asked to tell the rest of the class what they decided
was happening.
5. Student asked to read the caption and they asked for their
reactions to the event and the hamburger,
LESSON DELIVERY Activity D ( Page 19)
1. Students read words 1-5 and their pronunciation
corrected where necessary. Students asked to scan the
text to find and underline these words.
2. Students explained that they should carefully read the
sentences each word appears, in the text to try to
understand its meaning before matching them with
definitions a-e. Students asked to do the task individually,
but check answers as a class.
Activity F(page19)
1. Students asked to read the information in the Exam Close-
up box and that they understand the information given.
Students asked to read the sentences in the reading text
with the gaps.
Activity G(page 19)
1. Students asked to read the Exam task instructions and
check that they understand what they have to do. Students
 encouraged to read through all sentences before selecting
their answer and to pay attention to the words before and
after each gap.
Differentiated Actvities:
16. Less proficient pupils: Less proficient pupils: In the reading activity
narrow the options for each question to two or three possible answers.
Allow pupils to use a dictionary if they struggle to find the meaning by
context.
More proficient pupils:
POST LESSON Students asked to identify with their talk partner at least one new
word or expression that they have learned in relation to the topic.
REFLECTION 1.18/23 pupils could find 5 words in the text and match them to 5 definitions.
2. 15/23 pupils could choose 10 correct words to fill in 10 gaps.
3. 6/23 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 4 TIME 1.00-2.00
DAY MONDAY CLASS 4SK4
DATE 18.04.2022 LESSON 11
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Let’s chat
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Words/phrases related to free-time activities; words/phrases/language used in informal
letters and emails
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar
situations
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
COM. LEARNING STANDARD 3.1.5 Recognize with little or no support the attitude or opinion of the writer in extended
texts on a wide range of familiar topics
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Communicate with appropriate language, form and style
2. Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
SUCCESS CRITERIA Pupils could:
1. Write a rough draft of an informal email.
2. Refuse an invitation through a reply email.
ACTIVITIES PRE-LESSON 1. 6 sentences / phrases (3 using formal language, 3 using informal
language) are written on the board.
2. Students are asked what is different about the sentences.
3. Students asked to work with talk partner(s) and change the
formal phrases / sentences to informal and the informal to formal.
LESSON DELIVERY Activity A (Students Book page 18)
1.Students asked to look at the layout of the text and say what it is.
Students are asked some questions. Students read through the
questions and check their understanding. Students do the activity
and the answers checked with the class. Students asked some
comprehension questions. Any unknown words are explained.
Activity B (Students Book page 18)
1.Students refer to Simon’s email and pay attention to the notes
Mark has made. Students must read each note which refers to a
specific sentences/ phrase in the email and match them with the
points a-c. Students read through the points a-c. Students do the
activity and the answers checked with the class.
Activity C (Students Book page 18)
1.Students read Mark’s email and underline the sentences that
correspond to his notes. Students do the activity. The answers
checked with the class. Students read through the two questions
and their understanding are checked. Students do the activity. The
answers checked with the class. Students asked some
comprehensions questions.
 Activity E (Students Book page 18)
1.Students refer to Simon’s email in activity A. Students are
explained that they should use the same prompts, but different
ideas and expressions/phrases to expand on them with the
exception of ‘sure’ which they should turn into ‘can’t’ since they
have to turn down Simon’s invitation. Students write their emails
and some students are chosen to read out their emails.
Differentiated Actvities:
Less proficient pupils Students write an email of refusing an invitation.
(Some phrases are given to assist students).
More proficient pupils: Students write an essay on a wedding they had
attended.
POST LESSON Students divided into small groups and give each group 10 strips of
paper (5 with an informal sentence or phrase suitable for an
informal letter, 5 with a formal sentence or phrase suitable for a
formal letter). Students divide the strips into two groups ‘formal’
or ‘informal’ When students are ready elicit answers onto the
board.
REFLECTION 1. 25/30 pupils could Write a rough draft of an informal email.
2. 5/30 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 5 TIME 7.30-8.30
DAY WEDNESDAY CLASS 4ST2
DATE 20.04.2022 LESSON 14
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Ready for anything
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Words / phrases related to charity / doing unusual or dangerous activities to raise money
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
MAIN LEARNING STANDARD 3.1.1 Understand the main points in extended texts on a wide range of familiar topics
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Explain and justify own point of view
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
2. Communicate information, ideas, opinions and feelings intelligibly on familiar topics
SUCCESS CRITERIA Pupils could :
1. Match 8 words to 8 correct meanings.
2. Complete the table by filling in 6 information.
ACTIVITIES PRE-LESSON 1. The word ‘charity’ is written on the board and students asked
what the word means to them.
2. Students discuss their ideas with their talk partner(s) then
collect responses.
3.Students are asked to read through the questions and a short
discussion are initiated.
LESSON DELIVERY Activity B (Students Book page 22)
1.Students pay attention to the main picture on the page and they
asked to tell what they can see.
2.Students asked to guess why he might be doing this.
3. Students read through the text and underline any unknown
words at the same time.
4.Students are asked the questions in the rubric. Student are asked
some comprehension questions.
Activity C (Students Book page 22)
5. 1.Students look at the table and complete it with information
from the text.
6. Students do the activity and students answers are checked.
Activity E (Students Book page 22)
7.Students asked the questions and answers are elicited.
Differentiated Actvities:
Less proficient pupils: Students are asked to match 6 words to the
correct meanings.
More proficient pupils: Students are asked to build 6 sentences
using the yellow words in the text.
.
 POST LESSON 8. Students are asked which charity would they like to raise money
for and what unusual activity would they do to raise money.
9. Students are encouraged to use their imaginations to come up
with some unusual ideas. When ready, collect responses.
REFLECTION
1. 18/23 pupils could match 8 words to 8 correct meanings.
2. 20 /23 pupils could complete the table by filling in 6 information.

DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 5 TIME 9.30-10.30
DAY WEDNESDAY CLASS 3F
DATE 20.04.2022 LESSON 11
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Food, Food, Food!
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Food related vocabulary
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
MAIN LEARNING STANDARD 3.1.6 Recognise with support typical features at word, sentence and text levels of a range of
genres
COM. CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
COM. LEARNING STANDARD 4.2.2 Spell written work with moderate accuracy
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
3. Recognise with support typical features at word, sentence and text levels of a range
of genres
4. Spell written work with moderate accuracy
SUCCESS CRITERIA Pupils could:
1

ACTIVITIES PRE-LESSON 1. Students explained Food, Food, Food! Os the title of Unit
2. Students has a minute to write down as many food-related
words in English as they can.
3. Students asked to look at the picture on page 17 and to discuss
what they think is going on in it, in small groups.
4. Each groups asked to tell the rest of the class what they decided
was happening.
5. Student asked to read the caption and they asked for their
reactions to the event and the hamburger,
LESSON DELIVERY Activity D ( Page 19)
3. Students read words 1-5 and their pronunciation
corrected where necessary. Students asked to scan the
text to find and underline these words.
4. Students explained that they should carefully read the
sentences each word appears, in the text to try to
understand its meaning before matching them with
definitions a-e. Students asked to do the task individually,
but check answers as a class.
Activity F(page19)
2. Students asked to read the information in the Exam Close-
up box and that they understand the information given.
Students asked to read the sentences in the reading text
with the gaps.
Activity G(page 19)
 2. Students asked to read the Exam task instructions and
check that they understand what they have to do. Students
encouraged to read through all sentences before selecting
their answer and to pay attention to the words before and
after each gap.
Differentiated Actvities:
17. Less proficient pupils: Less proficient pupils: In the reading activity
narrow the options for each question to two or three possible answers.
Allow pupils to use a dictionary if they struggle to find the meaning by
context.
More proficient pupils:
POST LESSON Students asked to identify with their talk partner at least one new
word or expression that they have learned in relation to the topic.
REFLECTION
1. 20/23 pupils could f ind 5 words in the text and match them to 5 definitions.
2. 18/23 pupils could choose 10 correct words to fill in 10 gaps.
3. 5/30 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 5
WEEK 5 TIME 10.30-11.30
DAY WEDNESDAY CLASS 5SK3
DATE 20.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Writing UNIT UNIT 2 ENGLISH DOWNLOAD
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS The conventions of story writing; words/phrases describing feelings
Main Skill: Writing
4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT STANDARD
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Main Skill: Writing
4.1.4 Express and respond to real or imagined opinions and feelings
LEARNING STANDARD
Complimentary Skill: Speaking
2.1.5 Explain and justify own feelings or those of others
By the end of the lesson, pupils will be able to:
4.1.4 Express and respond to real or imagined opinions and feelings by writing a story of
LEARNING OBJECTIVES about 140-190 words.
2.1.5 Explain and justify own feelings or those of others by justifying their ideas for all 5 senses
to their partner.
What I’m looking for (WILF)
4. Pupils can write a story of about 140-190 words.
SUCCESS CRITERIA
5. Pupils can justify their ideas for all 5 senses to their partner.

ACTIVITIES
1. 1. Pupils turn to page 26 English Download and read the information on stories and how to make characters
lifeline.
2. Pupils read the instructions, verbs and adverbs in Activity 1 and complete 5 sentences using the
PRE-LESSON appropriate verb or adverb.
3. Pupils compare their answers in pairs before discussing as a class.
4. Pupils move on to Activity 2 and read the instructions, words in the orange box and the 5 sentences.
5. Pupils compare their answers in pairs before discussing as a class.
LESSON DEVELOPMENT 6. Pupils proceed to Activity 6 and work in pairs to imagine they are on a beach in the summer.
7. Pupils need to describe how each of the senses aroused by being on the beach makes them feel by
listing at least 2 words or phrases for each of the 5 senses and justify their ideas for each of the
senses to their partner. (Complementary Skill)
8. All pairs take turn to demonstrate the task in front of the class.
9. Pupils go on to Activity 7 and read the writing task, the rough plan as well as the Language Bank.
10. Pupils answer as a class the following question: What are the 3 things you must do when you write
 the story?
11. Pupils write short notes of about 30-40 words to plan their writing and later exchange their notes
with a partner for feedback.
12. Pupils write a story of about 140-190 words using their short notes as well as phrases from the
Language Bank. (Main Skill)
Differentiated Actvities:
Less proficient pupils: During Activities 1 and 2, give a list of definitions of the adverbs in Activity 1 and
adjectives in Activity 2 to help them chose the correct word to fill the gaps. In the writing activity, allow
them to write only three paragraphs i.e. a beginning a middle and an end.
More proficient pupils: Write a more detailed narrative in about 200-250 words
13. Pupils review their learning in this lesson by completing an exit card: ‘what went well in your writing?’
POST-LESSON and ‘your writing would have been even better if…’
14. A few pupils share their cards with the class.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
DIFFERENTIATION Strategy 4: Differentiate by the
CROSS CURRICULAR ELEMENTS Values STRATEGIES outcome expected from pupils
ASSESSMENT Written Exercise M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Create PBD Choose an item.
REFLECTION
1. 25/30 pupils can justify their ideas for all 5 senses to their partner.
2. 5/30 pupils need extra guidance.
3. Lesson carried forward.
 DAILY LESSON PLAN
ENGLISH FORM 5
WEEK 5 TIME 12.30 – 1.00
DAY WEDNESDAY CLASS 5SK5
DATE 20.01.2021 LESSON Choose an item.
MAIN FOCUSED SKILL Speaking UNIT UNIT 2 ENGLISH DOWNLOAD
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS Language of expressing advantages and disadvantages; comparative and superlative forms
Main Skill: Speaking
2.3 Use appropriate communication strategies
CONTENT STANDARD
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Main Skill: Speaking
2.3.1 Keep interaction going in discourse-level exchanges by paraphrasing and
rephrasing appropriately
LEARNING STANDARD
Complimentary Skill: Speaking
2.1.1 Explain information on familiar topics from diagrams, charts, tables, graphs or
other visuals
By the end of the lesson, pupils will be able to:
2.3.1 Keep interaction going in discourse-level exchanges by paraphrasing and
LEARNING OBJECTIVES rephrasing appropriately by rephrasing their previous partner’s 2 ideas to their new partners.
2.1.1 Explain information on familiar topics from diagrams, charts, tables, graphs or
other visuals by using a mind map to explain their previous partner’s 2 ideas to their new partners.
What I’m looking for (WILF)
6. Pupils can paraphrase and rephrase their previous partner’s 2 ideas.
SUCCESS CRITERIA
7. Pupils can use a mind map to explain their previous partner’s 2 ideas to their new partners

ACTIVITIES
1. Pupils turn to English Download textbook page 25 and look at Activity 1.
PRE-LESSON 2. 2. Pupils work in pairs and then discuss their ideas in small groups.
3. A few groups share their discussion with the class.
LESSON DEVELMENT Pupils turn to page 25 English Download and read the instructions and 6 sentences in Activity 2.
1. Pupils choose the correct options for 6 sentences.
2. Pupils compare answers in pairs before discussing as a class.
 3. Pupils reaOPd the Language Bank box and later the instructions in Activity 3.
4. Pupils work in pairs and discuss the usefulness of each of the 4 ideas listed in the mind map that can
help them to find out about local mysteries.
5. Pupils then decide on the 2 best ideas out of the 4 and draw a mind map in their exercise book to add
2 of their own ideas to the mind map.
6. Pupils now search for a new partner and paraphrase and rephrase their previous partner’s 2 ideas
using the mind map.(Main and Complementary Skill)
7. Pupils use their existing mind maps to come up with new ideas.
8. A few pairs share their discussion with the class.
Differentiated Actvities:
Less proficient pupils: Provide cards with the appropriate language mirrored in the lesson and the language
of comparative and superlative forms from Activity 2 or the Language Bank. For the writing activity, provide
a list of relevant advantages and disadvantages to add to some of the ideas in Activity 3 and allow them to
do the same for the remaining ideas.
More proficient pupils: -
9. Pupils review their learning in this lesson by having a class discussion to decide which the best way is
POST-LESSON
to research a local mystery.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
Strategy 3: Differentiate by the
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Values STRATEGIES
type and amount of support
provided
ASSESSMENT Discussion M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Evaluate PBD Choose an item.
REFLECTION 1. 10/20 Pupils can paraphrase and rephrase their previous partner’s 2 ideas.
2.. 10/20 Pupils can use a mind map to explain their previous partner’s 2 ideas to their new partners.
3. 10/20 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 4
WEEK 5 TIME 8.30-9.30
DAY THURSDAY CLASS 4ST2
DATE 21.04.2022 LESSON 15
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Language Awareness
TOPIC Ready for anything
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS countable and uncountable nouns. Quantifiers: some, any, much, many, a lot of, lots of,
plenty of, (a) few, (a) little
MAIN CONTENT STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
MAIN LEARNING STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Understand the meaning of countable and uncountable nouns.
2. Recognize the list of quantifiers.
SUCCESS CRITERIA Pupils could:
1. Circle the correct words in 4 sets of dialogue.
ACTIVITIES PRE-LESSON 1. Students tell the list of objects that they think can be counted
and uncountable.
LESSON DELIVERY Countable and uncountable nouns (Students Book page 23)
1. Students give example of countable and uncountable noun. 2.
Students read through the example and pay attention to the words
in bold.
3. Students are explained that some nouns can be either countable
or uncountable but with a different meaning.
4. Students refer to Grammar reference (pp 158-159).
5. Students are asked to find examples of countable and
uncountable noun in the text.
6. Students come up with their own examples.
 POST LESSON 7. Students work with their talk partner(s) and come up with six
sentences using quantifiers.
8. Students make three sentences where they use the quantifiers
correctly and three where the quantifiers are incorrect.
9. Students swap sentences with another pair and correct the
mistakes.
10. Students share some of the responses with the class.
Differentiated Actvities:
Less proficient pupils: Students are asked to fill in the blanks with
the correct nouns to complete a dialogue
More proficient pupils: Students are asked to write six sentences.
Three sentence using countable plurals and three sentences using
uncountable nouns. in the present continuous.

REFLECTION
. 1. 18/20 pupils could circle the correct words in 4 sets of dialogue.

2. 2/20 pupils need extra guidance.

DAILY LESSON PLAN

ENGLISH FORM 4
WEEK 5 TIME 10.30-11.30
DAY THURSDAY CLASS 4SK4
DATE 21.04.2022 LESSON 15
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Language Awareness
TOPIC Ready for anything
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS countable and uncountable nouns. Quantifiers: some, any, much, many, a lot of, lots of,
plenty of, (a) few, (a) little
MAIN CONTENT STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
MAIN LEARNING STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Understand the meaning of countable and uncountable nouns.
2. Recognize the list of quantifiers.
SUCCESS CRITERIA Pupils could:
1. Circle the correct words in 4 sets of dialogue.
ACTIVITIES PRE-LESSON 1. Students tell the list of objects that they think can be counted
and uncountable.
LESSON DELIVERY Countable and uncountable nouns (Students Book page 23)
1. Students give example of countable and uncountable noun. 2.
Students read through the example and pay attention to the words
in bold.
3. Students are explained that some nouns can be either countable
or uncountable but with a different meaning.
4. Students refer to Grammar reference (pp 158-159).
5. Students are asked to find examples of countable and
uncountable noun in the text.
 6. Students come up with their own examples.
POST LESSON 7. Students work with their talk partner(s) and come up with six
sentences using quantifiers.
8. Students make three sentences where they use the quantifiers
correctly and three where the quantifiers are incorrect.
9. Students swap sentences with another pair and correct the
mistakes.
10. Students share some of the responses with the class.
Differentiated Actvities:
Less proficient pupils: Students are asked to fill in the blanks with
the correct nouns to complete a dialogue
More proficient pupils: Students are asked to write six sentences.
Three sentence using countable plurals and three sentences using
uncountable nouns. in the present continuous.

REFLECTION
1.25/30 pupils could circle the correct words in 4 sets of dialogue.

2. 5/30 pupils need extra guidance.

DAILY LESSON PLAN

ENGLISH FORM 5
WEEK 5 TIME 12.00-1.00
DAY THURSDAY CLASS 5SK3
DATE 21.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Writing UNIT UNIT 2 ENGLISH DOWNLOAD
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS The conventions of story writing; words/phrases describing feelings
Main Skill: Writing
4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT STANDARD
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
LEARNING STANDARD Main Skill: Writing
4.1.4 Express and respond to real or imagined opinions and feelings
Complimentary Skill: Speaking
2.1.5 Explain and justify own feelings or those of others
By the end of the lesson, pupils will be able to:
4.1.4 Express and respond to real or imagined opinions and feelings by writing a story of
LEARNING OBJECTIVES about 140-190 words.
2.1.5 Explain and justify own feelings or those of others by justifying their ideas for all 5 senses
to their partner.
What I’m looking for (WILF)
8. Pupils can write a story of about 140-190 words.
SUCCESS CRITERIA
9. Pupils can justify their ideas for all 5 senses to their partner.

ACTIVITIES
PRE-LESSON 10. Pupils turn to page 26 English Download and read the information on stories and how to make
 characters lifeline.
11. Pupils read the instructions, verbs and adverbs in Activity 1 and complete 5 sentences using the
appropriate verb or adverb.
12. Pupils compare their answers in pairs before discussing as a class.
13. Pupils move on to Activity 2 and read the instructions, words in the orange box and the 5 sentences.
14. Pupils compare their answers in pairs before discussing as a class.
15. Pupils proceed to Activity 6 and work in pairs to imagine they are on a beach in the summer.
16. Pupils need to describe how each of the senses aroused by being on the beach makes them feel by
listing at least 2 words or phrases for each of the 5 senses and justify their ideas for each of the
senses to their partner. (Complementary Skill)
17. All pairs take turn to demonstrate the task in front of the class.
18. Pupils go on to Activity 7 and read the writing task, the rough plan as well as the Language Bank.
19. Pupils answer as a class the following question: What are the 3 things you must do when you write
the story?
LESSON DEVELOPMENT 20. Pupils write short notes of about 30-40 words to plan their writing and later exchange their notes
with a partner for feedback.
21. Pupils write a story of about 140-190 words using their short notes as well as phrases from the
Language Bank. (Main Skill)
Differentiated Actvities:
Less proficient pupils: During Activities 1 and 2, give a list of definitions of the adverbs in Activity 1 and
adjectives in Activity 2 to help them chose the correct word to fill the gaps. In the writing activity, allow
them to write only three paragraphs i.e. a beginning a middle and an end.
More proficient pupils: Write a more detailed narrative in about 200-250 words
22. Pupils review their learning in this lesson by completing an exit card: ‘what went well in your writing?’
POST-LESSON and ‘your writing would have been even better if…’
23. A few pupils share their cards with the class.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
DIFFERENTIATION Strategy 4: Differentiate by the
CROSS CURRICULAR ELEMENTS Values STRATEGIES outcome expected from pupils
ASSESSMENT Written Exercise M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Create PBD Choose an item.
REFLECTION
1. 20/30 pupils can write a rough draft of a story about 140-190 words.
2. 10/30 pupils need extra guidance.
 DAILY LESSON PLAN
ENGLISH FORM 5
WEEK 5 TIME 8.30-9.30
DAY FRIDAY CLASS 5SK5
DATE 22.04.2022 LESSON Choose an item.
MAIN FOCUSED SKILL Writing UNIT UNIT 2 ENGLISH DOWNLOAD
THEME People and Culture TOPIC Life's Great Mysteries
LANGUAGE & GRAMMAR FOCUS The conventions of story writing; words/phrases describing feelings
Main Skill: Writing
4.1 Communicate intelligibly through print and digital media on familiar topics
CONTENT STANDARD
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Main Skill: Writing
4.1.4 Express and respond to real or imagined opinions and feelings
LEARNING STANDARD
Complimentary Skill: Speaking
2.1.5 Explain and justify own feelings or those of others
By the end of the lesson, pupils will be able to:
4.1.4 Express and respond to real or imagined opinions and feelings by writing a story of
LEARNING OBJECTIVES about 140-190 words.
2.1.5 Explain and justify own feelings or those of others by justifying their ideas for all 5 senses
to their partner.
SUCCESS CRITERIA What I’m looking for (WILF)
 10. Pupils can write a story of about 140-190 words.
11. Pupils can justify their ideas for all 5 senses to their partner.

ACTIVITIES
24. Pupils turn to page 26 English Download and read the information on stories and how to make
characters lifeline.
25. Pupils read the instructions, verbs and adverbs in Activity 1 and complete 5 sentences using the
PRE-LESSON appropriate verb or adverb.
26. Pupils compare their answers in pairs before discussing as a class.
27. Pupils move on to Activity 2 and read the instructions, words in the orange box and the 5 sentences.
28. Pupils compare their answers in pairs before discussing as a class.
29. Pupils proceed to Activity 6 and work in pairs to imagine they are on a beach in the summer.
30. Pupils need to describe how each of the senses aroused by being on the beach makes them feel by
listing at least 2 words or phrases for each of the 5 senses and justify their ideas for each of the
senses to their partner. (Complementary Skill)
31. All pairs take turn to demonstrate the task in front of the class.
32. Pupils go on to Activity 7 and read the writing task, the rough plan as well as the Language Bank.
33. Pupils answer as a class the following question: What are the 3 things you must do when you write
the story?
LESSON DEVELOPMENT 34. Pupils write short notes of about 30-40 words to plan their writing and later exchange their notes
with a partner for feedback.
35. Pupils write a story of about 140-190 words using their short notes as well as phrases from the
Language Bank. (Main Skill)
Differentiated Actvities:
Less proficient pupils: During Activities 1 and 2, give a list of definitions of the adverbs in Activity 1 and
adjectives in Activity 2 to help them chose the correct word to fill the gaps. In the writing activity, allow
them to write only three paragraphs i.e. a beginning a middle and an end.
More proficient pupils: Write a more detailed narrative in about 200-250 words
36. Pupils review their learning in this lesson by completing an exit card: ‘what went well in your writing?’
POST-LESSON and ‘your writing would have been even better if…’
37. A few pupils share their cards with the class.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
DIFFERENTIATION Strategy 4: Differentiate by the
CROSS CURRICULAR ELEMENTS Values STRATEGIES outcome expected from pupils
ASSESSMENT Written Exercise M/INTELLIGENCES Verbal-Linguistic
English Download Textbook,
21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING DOMAIN Create PBD Choose an item.
REFLECTION 1. 15/20 Pupils can justify their ideas for all 5 senses to their partner.
2. 5/20 pupils need extra guidance.
3. Lesson Carried forward.
 DAILY LESSON PLAN
ENGLISH FORM 3
WEEK 5 TIME 11.00-12.00
DAY FRIDAY CLASS 3F
DATE 22.04.2022 LESSON 13
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Language Awareness
TOPIC Food, Food, Food!
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Past continuous vs. past simple
MAIN CONTENT STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
MAIN LEARNING STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Describe the use of past simple and the past continuous,
2. . Describe the use of the past continuous.
SUCCESS CRITERIA Pupils could:
1. Complete a text by choosing the correct form of past tense verbs.
2.Construct 6 sentences with the past continuous.
ACTIVITIES PRE-LESSON 1. Students asked to elicit responses using either the past simple or
past continuous (see questions in the pre-grammar lesson activity
 page 20 TB).
LESSON DELIVERY Activity A (Page 21)
1. Students asked to look at sentences in 1-3 and elicit which
sentence has a regular verb in the Past Simple.
Activity B(Page 21)
1. Students asked to match the Past Simple a-c, with the
sentences 1-3 in A. Students asked to read the uses of the
Past Simple in a-c and answer any questions they might
have. Students explained that they should pay attention to
time expressions and time references in sentences 1-3
while matching up their answer.
Activity C(page 21)
1. Students asked to look at the verbs in bold in sentences 1-
4 and elicit that they are all in the past Continuous, apart
from rang in sentence 4, which is in the Past Simple.
2. Students asked what the infinitive form of each main verb
is and elicit that the last consonant in chop is doubled to
form the present participle form. They asked which other
verbs they know that do this.
Activity D(page21)
1. Students asked to read the uses of the Past continuous in
a-d and answer any questions they might have. Students
asked to match sentences a-d with 1-4 in C. They
reminded to pay attention to any time expressions and
time references in sentences in sentences 1-4 when
matching up their answer.
Differentiated Actvities:
Less proficient pupils: Students are asked to fill in the
blanks with the correct nouns to complete a dialogue
More proficient pupils: Students are asked to write six
sentences. Three sentence using past simple and three
sentences using past continuous.
POST LESSON Students asked to think of different questions that will elicit
responses using either the past simple or past continuous.
Students then share and respond to their questions in small
groups.
REFLECTION 1. 18/23 pupils could complete a text by choosing the correct form of past tense verbs.
2. 5/23 pupils need extra guidance.
3. Lesson carried forward.