LESSON PLAN TEMPLATE

TEACHER’S NAME:

Subject English Language

Year/Class

Enrolment

Day Choose an item.

Date 11/3/2021

Time/Duration Choose an item.

Theme Choose an item.

Topic Choose an item.

Focus Skill Choose an item.

Complementary:
Skills Main: Choose an item. Choose an item.

Content Standard: Choose an item. Choose an item.

Learning standard:
Choose an item Choose an item

By the end of the lesson, pupils can:

Objectives

Language /
Grammar Focus

Teaching Aids
Cross Curricular Elements (CCE) : HOTS:
Choose an item. Choose an item.
Choose an item. Choose an item.
Educational Soft skills:
Differentiation Strategies:
Emphases: Choose an item.
Choose an item.
Choose an item. Choose an item.
21st Century Learning Strategies:
Moral Value(s): Choose an item. Choose an item.
Choose an item.
 Activities Content/Procedure/Steps Remarks

Pre Lesson 1. This stage should catch pupils’ attention on Material(s): [state materials
Set Induction the topic (gimic/ singing/ quiz/ hangman and here]
(5 mins) etc).
21st Century Learning
2. It should relate to the topic.
Strategy:
3. Teacher should state the topic and the
learning objectives in this stage clearly. You Choose an item.
can use mini white board
Lesson 1. This is an input stage. Material(s): state materials
Development 2. All inputs to achieve both main and here]
complementary skills should be presented at
Presentation this stage.
HOTS:
(20 mins) 3. Subject to start the sentence for this stage
should be “Teacher” as it is a teacher-centred
21st Century Learning
stage.
Strategy:
4. Please state the examples of phrases,
suggested questions to be asked, and Choose an item.
materials (flashcards/reading text/audio
Cross Curricular
transcription) to be used in the lesson in this
Elements (CCE):
stage.

Educational Emphases:
Choose an item.

LO 1 input
LO 2 input

(Both LO 1 & 2 inputs

should be remarked and
aligned with the process)
Practice 1. This is a practice stage in which the focus is Material(s): [state materials
(15 mins) on the pupils (student-centred stage). here]
2. Subject to start the sentence for this stage
should be “Pupils”.
LO1 practice
3. Activities in this stage should hit both main
LO2 practice
and complementary skills.
4. Please illustrate the task sheet / audio
HOTS:
transcription/flash cards and etc which are
used for the practice stage here.
Differentiation Strategies:
5. You may have group work or pair work in this
stage Choose an item.

21st Century Learning

Strategy:
Choose an item.
 Educational Emphases:
Choose an item.

Soft skills:

Moral value:

Production 1. This is a testing stage that focuses on the Material(s): [state materials
(15 mins) pupils (student-centred stage). here]
2. Subject to start the sentence for this stage
should be “Pupils”.
3. Activities in this stage should hit both main LO1 production
and complementary skills. LO2 production
4. Please illustrate the task sheet / audio
transcription / flash cards and etc which are HOTS:
used for the production stage here.
5. Since this is the production stage which you Differentiation Strategies:
are going to test the pupils individually, you Choose an item.
should not use group work or pair work in
this stage except for Language Arts or 21st Century Learning
Speaking skills. Strategy:
Choose an item.

Educational Emphases:
Choose an item.

Soft skills:

Moral value:

Post Lesson 1. This is a closure for the lesson in which you

Closure will not provide input but to conclude the
(5 mins) lesson.
2. You may state/ask the moral values,
emphasise on the input or sing a song.
3. You may also conduct a pop quick quiz to
wrap up the lesson.
4. The idea is you should end with a bang! The
lesson is memorable and meaningful to the
pupils.
 LESSON PLAN TEMPLATE : HOW TO WRITE A GOOD LESSON PLAN?
Subject English Language
Year/Class State the year and name of the class
Enrolment Number of students
Day
Date
Time/Duration 8.00-9.00 am / 1 hour
[ Choose 1 that relates to the topic ].
Pupils can relate the topics to
World of Self, Family and
themselves, their surroundings, family,
Friends
loved ones and friends.
Pupils are introduced to the wonderful
and
World of Stories magical world of stories (local fables,
folk
Theme tales, legends and myths and etc)
Ecompasses general knowledge about
the world, simple scientific and
mathematical knowledge, global
sustainability, financial literacy,
World of Knowldge
environmental issues, awareness of
safety, corruption and other current
issues which are appropriate for
primary school pupils.
Topic Check syllabus and SOW - (Topic 5: Eating Right)
State your focus skill
Focus Skill
[Listening / Speaking / Reading / Writing / Language Arts]
Skills Main: State your focus skill Complementary: Speaking
Content Refer to DSKP based on the 2.1 Communicate simple information
Standard: skill intelligibly
Learning
standard: Refer to DSKP based on the 2.1.5 Describe people, and objects
skill using suitable statements
By the end of the lesson, pupils can:
Talk about 4 grocery items using food
quantifier in a group of 4
[ should reflect the content & Pupils know what & many
learning standard – always Specific
items they have to talk about,
and the activity / objective is
refer to SOW to understand observeable by teachers.
each element/word in the Verb used is specific – talk.
Pupils are aware how many
documents, use SMART items they have to talk about in
Objectives order to achieve the objective.
technique] Measurable
Teacher can evaluate if the
S: Specific objective is achieved when
pupils present 4 items using
M: Measurable food quantifier as intended.
A: Attainable Pupils are academically ready.
Attainable They are given the inputs
R: Relevant before conducting the activity.
T: Time-bound This topic is based on syllabus
Relevant (Year 4: Eating Right), relevant
& its contents help them grow.
It is possible to conduct this
Time-bound
activity within the period.

Language / State the vocabulary you intend to introduce.

Grammar State the grammar focus, but keep in mind, grammar should be
Focus integrated in other language skills and should not be taught explicitly/in
isolation.

Vocabulary: lemonade, cereal, crisps, cheese, bread,

Grammar focus: Food Quantifier – a cup of, a slice of, a box of, a bar
of, a carton of, a bag of, a carton of, a bottle of
[ State the items used to assist your lesson ].
Textbook, interactive slides, flash cards on grocery items, shopping list,
Teaching Aids
basket, realia (shopping bag, a carton of orange juice, a box of cereal,
a can of milk, a bag of crisps)
HOTS: [ choose any relevant one,
Cross Curricular Elements (CCE) : [ choose also state it at the stages which it
any relevant one, also state it at the stages which appears]
it appears]
Lesson focuses on pronunciation, Pupils can apply the
Applying
sentence structure, grammar, knowledge / skills taught.
Language
terminology
and language registers
Lesson focuses on the importance of
Environmental
environmental conservation and planet
Sustainability
sustainability.
Pupils can identify /
Encompass aspects of spirituality,
Values humanity and citizenship to be practised
explain / relate the
Analysing
in their daily lives. knowledge / skills taught
Integration of Science and Technology in & make connections.
Science and
teaching and inculcates pupils’ interest in
Technology
Science and Technology.
Includes the patriotism element (love for
Patriotism the country, co-curricular activities and
community services). Pupils can justify /
Use imagination to gather, comprehend Evaluating reason their decision /
Creativity and and generate ideas to create something choice.
Innovation new
and original.
Cultivates entrepreneurial characteristics,
nurtures attitudes such as diligence,
Entrepreneurship honesty, trust and responsibility and
develops creative and innovative
minds to generate marketable ideas.
Information and Integration of Information and
Communications Communications Technology (ICT)
Technology elements in teaching and learning.
Develops pupils’ awareness, knowledge Pupils can create /
and values relating to global produce something /
Creating
environmental projects / ideas creatively
Global Sustainability change as well as human well-being and and innovatively.
development (Eg: consumerism and
sustainable products, global citizenship
and unity).
Integration of Financial Education. Pupils
are capable of making sound financial
Financial Education decisions, practising ethical financial
management and managing financial
affairs skillfully and with accountability.
Soft Skills: [ choose any relevant one,
Differentiation Strategies: [ choose any relevant
also state it at the stages which it
one, also state it at the stages which it appears]
appears]
Lesson promotes
Different tasks are provided to more Communication
communication skills.
Differentiate by the proficient and less proficient groups of
task pupils according to their needs and Lesson requires pupils to
Critical Thinking &
interests. think critically in order to
Problem solving
complete the activities
Differentiate by the Different instructions, gestures, visuals & Teamwork Lessons require pupils to
 work in a group or the
type and amount of written words given to different group of
lesson itself promotes
support proficiency.
teamwork.
Lesson promotes pupils to
Expect more language from some pupils, develop natural
Life-Long Learning
Differentiate by the and less from others. The main aim is that inquisitiveness to explore
& Information
outcome every pupil says or writes something, so new ideas and strategies,
Management
that they feel successful. and to research more on the
topics learnt.
Lessons nurture attitudes
such as diligence, honesty,
Differentiate by the Duration to complete the tasks differs
Entrepreneurship trust and responsibility as
time between pupils’ proficiency levels.
well as develop creative and
innovative minds.
Lesson promotes pupils to
Differentiate by Supports are given based on pupils’ needs
have a sense of integrity,
supporting individual (pupils’ fluency and accuracy) & learning Professional Ethics
sincerity, equality, fairness,
learning preferences and preferences (groupings, pairings, & Moral
high moral standards and
needs individual).
respect for individuals.
Asking closed questions to less proficient
pupils (e.g. Which boy is James? Is he
eating noodles or rice?) gives them a
chance to produce accurate answers, as
Differentiate by the
they are usually easier to answer than Lessons promote leadership
types of question Leadership
open questions. Asking open questions quality.
asked
to more proficient pupils (e.g. What can
Mandy do now? or How do you think
Maya feels at the end of the story?)
provides extra challenge.
Feedback given to pupils should be varied according to pupils’ ability. For less proficient; feedback
Differentiate by the
can be given on what they did well. Teacher may point out or ask the more proficient pupils to
feedback
identify and correct the errors.
Moral Value(s): 21st Century Strategies:
[ choose any relevant Educational Emphases:
[ Choose one which reflects your input ] one, also state it at the [ Please refer Year 1
stages in which it DSKP for details ]
Ability to form appears]
judgement Ability to Independence Carousel Mastery Learning
Cooperative Graffiti Multiple Intelligences
think globally Integrity Experiment Constructivism
Ability to reason Justice Fan and Pick Contextual Learning
Bravery Kindheartedness Field study Learning How to Learn Skills
Focused Listing Values and Citizenship
Admitting one’s Love Four Corners Knowledge Acquisition
mistakes Love for animals Gallery Walk Project-Based Learning
Being considerate Love for environment Hot Seat Collaborative Learning
Cleanliness Moderation Inquiry Discovery Inquiry-Based Learning
I-Think
Compassion Patriotism Jigsaw
Confidence Public spiritedness Numbered Heads
Cooperation Rationality Together
One-minute Paper
Courage Responsibility Presentation
Dedication to work Open-mindedness Problem Solving
Determination Politeness Quiz and Trade
Diligence Physical cleanliness Rally Coach
Rally Table
Environmental Proactiveness Rhyming / Singing
cleanliness Resourcefulness Role Play
Forgiveness Respect Round Robin
Round Table
Generosity Self-confidence Simulation
Gratefulness Self-reliance Share Experience
Gratitude Spending time wisely Station
Hard Work Sincerity Stray and Stay
Shoulder Partner
Health Thankfulness Snowball
Healthy & Trustworthy Spin and Think
constructive thoughts Tolerance Tea Party
Traffic Lights
Honesty Understanding Think-Pair-Share
Humility Thumbs Up/Down
Write Around