LESSON PLAN FORM 5

DAY Tuesday DATE WEEK LESSON 7

SUBJECT English CLASS TIME 1 hour
UNIT 1
ENGLISH People and
FOCUS Writing UNIT THEME TOPIC It's Personal
DOWNLOA Culture
D
LANGUAGE & GRAMMAR FOCUS Words/phrases related to leisure time; adverbs describing routine
Main Skill: Writing Main Skill: Writing
4.2 Communicate with appropriate language, form and style 4.2.3 Produce a plan or draft and
modify this appropriately
Complementary Skill: Reading
independently
CONTENT 3.1 Understand a variety of texts by using a range of appropriateLEARNING
reading strategies to construct
Complimentary meaning
Skill: Reading
STANDARD STANDARD
3.1.6 Recognise with little or no
support typical features at
word, sentences and text levels
of a wide range of genres
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
1. Pupils can write a rough draft of about
4.2.3 Produce a plan or draft and modify this appropriately independently 80 words.
by writing a rough draft of about 80
words. 2. Pupils can identify at least 2 typical
LEARNING SUCCESS
features of informal emails
OBJECTIVES CRITERIA
3.1.6 Recognise with little or no support typical features at word, sentences and text levels of a wide range of genres
by identifying at least 2 typical features of
informal emails

TEACHING AND LEARNING STRATEGIES

1. Pupils review their learning in the unit so far by explaining which famous person they most admire.
PRE-LESSON 2. Pupils explain why they admire this person in groups and a few are chosen to share their responses with the
class.
LESSON 3. Pupils turn to English Download page 14 and read the information on email.
DEVELOPMENT 4. Pupils read the instructions in Activity 1 and the writing task.
5. Pupils discuss briefly if they think the email is formal or informal and justify their answers by identifying at least
2 typical features of informal emails (e.g. no address at the beginning, informal greeting (‘Hi’) or no greeting,
informal language like ‘can you’, use of contractions, exclamation marks) (Complementary Skill)
6. Pupils work individually to answer 7 questions about the email.
7. Pupils discuss answers as a class.
8. Pupils go on to Activity 2 and read the instructions and the task while identifying any useful vocabulary and
later discuss as a class why the second email is informal.
9. Pupils tick 2 writing skills they will need to reply to the email.
10. Pupils make a rough draft to reply to the email in Activity 2 in about 80 words. (Main Skill)
11. Pupils move on to Activity 3 and read the instructions and the email.
12. Pupils identify which of the 2out of 4 phrases are the most suitable for ending the email.
13. Pupils discuss answers as a class.
14. Pupils proceed to Activity 4 and read paragraphs 2 and 3 of the email in Activity 3 again.
15. Pupils identify 4 phrases used to introduce a newtopic in paragraphs 2 and 3.
16. Pupils compare answers as a class.
17. Pupils return to their rough draft in Activity 2 and make any necessary modifications.
Differentiated Actvities:
Less proficient pupils: Talk through the seven points, eliciting answers and asking pupils to give explanations for their
answers. Do the same for Activity 2.

1
 More proficient pupils: Write a more detailed rough draft of what teenagers do in Malaysia in their free time
(Activity 2) using up to 250 words.
18. Pupils work in groups and discuss the easiest and most challenging part of creating a plan.
POST-LESSON
19. A few pairs share their discussion with the class.
Strategy 6:Differentiate by supporting
individual learning preferences and needs
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Values
STRATEGIES
Strategy 4: Differentiate by the outcome
expected from pupils
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
ST
21 CENTURY TEACHING &
RESOURCES English Download Textbook, Whiteboard, - - Problem Solving
LEARNING
PBD Choose an item. LEARNING DOMAIN Create

REFLECTION ____ /
ATTENDANCE
____

NOTE