DAILY LESSON PLAN

Week / Date / Day 1 Thursday 20 January 2024 HOTS

Class / Lesson / Time 1 10.30 a.m.- 11.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Reading1 Creation
Content Standard(s)
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaningTHE i-THINK MAPS
(Tick  where applicable)
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics Circle Map
Learning Standard(s) Bubble Map
3.1.1 Understand the main points in extended texts on a wide range of familiar topics Multi Flow Map
2.1.4 Explain and justify own point of view Brace Map
Learning Objective(s) Double-Bubble Map
By the end of the lessons, pupils are able to do the following: Tree Map
1. write 5 adjectives to describe good personalities
Bridge Map
2. use 5 adjectives to describe themselves and their peers
Flow Map
Success Criteria
Pupils can use at least 3 different adjectives to describe themselves and their peers.
Teaching and Learning Activities
Pre-Lesson
Activate prior knowledge and experience in this lesson using Activity A.

Lesson Delivery
in Activity B pupils are asked to read for gist.
Activities B and D focus on developing the main skill for this lesson.
Activity E focuses on the complementary skill. In order to fully focus on this skill, remind pupils
to justify their opinions.

Post-Lesson
Ask pupils to review their learning in this lesson by getting them to identify with their talk
partner(s) at least one new word or expression that they have learned in relation to the topic
of free-time activities.
When pupils are ready, collect and share words / expressions as a whole class.
Full Blast Plus 4, Student’s Book, pp 8-9
Teaching Material(s)
Teacher’s Book, pp 8-9
Learning Assessment(s) Oral Presentation Writing Task
Cross-Curricular Elements Information and Communications Technology
21st century competencies Acknowledging Pupils' Differences
Differentiation Strategies Differentiate by instruction and feedback
Lang. / Grammar Focus
Attendance
Teacher’s Reflection / Notes
 LEARNING STRATEGIES
(Tick  where applicable)
PAK-21
(Tick  where applicable)
Cooperative
All-Write-Round-Robin
Inquiry-based
Dramatisation
Project-based
Six Thinking Hats
Pupil-Centredness
Chart and Share
Fan-N-Pick
Think-Pair-Share
Bus Stop
Thumbs Up
_____/_____ pupils were able to achieve the objectives. Field Trip
_____/_____ pupils were able to complete the exercises. Idea Rush
_____/_____ pupils need further exercises and guidance. Hot Seat
Lesson was postponed and shall be conducted on Gallery Walk
Role Play
Round Table
Table Talkers
Personal Learning
Experience
Placement Consensus
Pair Discussion

DAILY LESSON PLAN

Week / Date / Day 2 Monday 23 March 2024 HOTS
Class / Lesson / Time 2 7.00 a.m.- 8.00 a.m. (Tick  where applicable)
Subject English Language
Theme F4 - Science & Technology
Topic Unit 1 Let's Chat
Focus Skill(s) Language Awareness1
Content Standard(s)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
Learning Standard(s)
This is a grammarfocused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
Learning Objective(s)
At the end of the lessons, pupils are able to do the following:
1. complete the questions using present tense and present continuous tense
2. write at least 6 sentences using stative verbs and action verbs
Success Criteria
Pupils can write at least 6 sentences using stative verbs and action verbs
Teaching and Learning Activities
Pre-Lesson
Ask questions to pupils (or write questions on the board) to elicit responses using either the
Present Simple or Present Continuous. Ensure pupils have appropriate wait time and/or
opportunities to discuss their responses with talk partners.

Lesson Delivery
1. T explains the stative verb and elicit more examples (see above). Application
2. T provides and / or elicits examples (e.g. ‘Peter hates his new school’ not ‘Peter is hating his Analysis
new school’). Evaluation
3. T then introduces the vocabulary activities either ask pupils to think back to the reading text Creation
about SN Sites and elicit what computer-based vocabulary they know / remember or play a
word game (such as bingo) practising computer-based vocabulary.
4. Pupils complete Activities A-C. See the Teacher’s Book for detailed guidance. THE i-THINK MAPS
(Tick  where applicable)
Post-Lesson Circle Map
Ask pupils to write six sentences. Three sentence using stative verbs and three sentences using Bubble Map
action verbs in the present continuous. Multi Flow Map
Pupils to make two deliberate mistakes. Pupils swap sentences and see if they can spot the Brace Map
sentences which are wrong. Double-Bubble Map
Full Blast Plus 4, Student’s Book, pp 9-10 Tree Map
Teaching Material(s)
Teacher’s Book, pp 9-10 Bridge Map
Learning Assessment(s) Oral Presentation Writing Task Flow Map
Cross-Curricular Elements Information and Communications Technology
21st century competencies Acknowledging Pupils' Differences
Differentiation Strategies Differentiate by instruction and feedback LEARNING STRATEGIES
Lang. / Grammar Focus Present Tense, Continuous Tense (Tick  where applicable)
PAK-21
Attendance Cooperative
(Tick  where applicable)
Teacher’s Reflection / Notes Inquiry-based
All-Write-Round-Robin
Project-based
Dramatisation
Pupil-Centredness
Six Thinking Hats
Chart and Share
Fan-N-Pick
Think-Pair-Share
Bus Stop
Thumbs Up
Field Trip
Idea Rush
Hot Seat
Gallery Walk
Role Play
Round Table
Table Talkers
Personal Learning
Experience
Placement Consensus
Pair Discussion

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY LESSON PLAN
Week / Date / Day 2 Wednesday 24 March 2024 HOTS
Class / Lesson / Time 3 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Listening1 Creation
Content Standard(s)
1.1 Understand meaning in a variety of familiar contexts
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Learning Standard(s)
1.1.1 Understand independently the main ideas in extended texts on a wide range of familiar topics
2.1.1 Explain simple content on familiar topics from what they read and hear
Learning Objective(s)
At the end of the lessons, pupils are able to do the following:
1. listen to and write True or False to the statements given
Success Criteria
Pupils can answer at least 5 out of 8 true or false statements based on the recording heard THE i-THINK MAPS
correctly. (Tick  where applicable)
Teaching and Learning Activities Circle Map
Pre-Lesson Bubble Map
T elicits answers by asking pupils on how they communicate with their friends using questions Multi Flow Map
in Activity A Brace Map
Double-Bubble Map
Lesson Delivery Tree Map
1. Pupils listen to a recording on a phone conversation and complete Activity B Bridge Map
2. Pupils listen again and write True or False to the statements in Activity C Flow Map
3. T plays the recording again and pupils check their answers
4. Class discussion.
5. Pupils complete Vocabulary exercise as homework. LEARNING STRATEGIES
(Tick  where applicable)
PAK-21
Post-Lesson Cooperative
(Tick  where applicable)
T asks pupils if they have ever found themselves in a similar situation, what the problem was, if Inquiry-based
All-Write-Round-Robin
they managed to solve it in the end etc.. and initiate a short discussion. Project-based
Dramatisation
Full Blast Plus 4, Student’s Book, pp 11 Pupil-Centredness
Six Thinking Hats
Teaching Material(s)
Teacher’s Book, pp 11, Audio CD Chart and Share
Learning Assessment(s) Oral Presentation Writing Task Fan-N-Pick
Cross-Curricular Elements Information and Communications Technology Think-Pair-Share
21st century competencies Acknowledging Pupils' Differences Bus Stop
Differentiation Strategies Differentiate by instruction and feedback Thumbs Up
Computer-related vocabulary; words/phrases related to Field Trip
Lang. / Grammar Focus
communication
Idea Rush
Attendance
Hot Seat
Teacher’s Reflection / Notes
Gallery Walk
Role Play
_____/_____ pupils were able to achieve the objectives. Round Table
_____/_____ pupils were able to complete the exercises. Table Talkers
_____/_____ pupils need further exercises and guidance. Personal Learning
Lesson was postponed and shall be conducted on Experience
Placement Consensus
Pair Discussion
 DAILY LESSON PLAN
Week / Date / Day 2 Thursday 27 March 2024 HOTS
Class / Lesson / Time 4 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Speaking1 Creation
Content Standard(s)
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics THE i-THINK MAPS
1.1 Understand meaning in a variety of familiar contexts (Tick  where applicable)
Learning Standard(s) Circle Map
2.1.1 Explain simple content on familiar topics from what they read and hear Bubble Map
1.1.5 Understand independently more complex questions on a wide range of familiar topics Multi Flow Map
Learning Objective(s) Brace Map
At the end of the lessons, pupils are able to do the following: Double-Bubble Map
1. describe the pictures using the words and phrases given Tree Map
2. discuss the pros and cons of individual and group sports
Bridge Map
Success Criteria
Flow Map
Pupils can describe at least 2 activities in the pictures given in details using the words and
phrases given
Teaching and Learning Activities LEARNING STRATEGIES
Pre-lesson (Tick  where applicable)
PAK-21
T activates prior knowledge with a True/False activity. Give pupils red and green cards (red to Cooperative
(Tick  where applicable)
show False, green to show True). Start the lesson verbally or with a series of statements on the Inquiry-based
All-Write-Round-Robin
whiteboard and pupils have to tell whether they think each statement is True or False using Project-based
Dramatisation
their cards. The statements might focus on specific aspects of language use or understanding of Pupil-Centredness
Six Thinking Hats
grammar from previous lessons.
Chart and Share
Lesson delivery Fan-N-Pick
1. T divides pupils into groups of four. Think-Pair-Share
2. T asks pupils to look at the four pictures and describe the activities they show. Bus Stop
3. Pupils use the words and phrases given to help them talk about the pictures. Thumbs Up
4. T chooses some groups to act out their conversations in class. Field Trip
5. T asks a few additional complex questions. Idea Rush
For example: Do you think it’s better to do sport in groups or individually? / What benefit(s) do Hot Seat
you get from doing a group sport like football or volleyball? / What benefit(s) do you get from Gallery Walk
practicing a sport, like running, on your own? / Why do you think some people like to practice Role Play
extreme sports like bungee jumping, rock climbing or white water rafting?). Round Table
6. T uses wait time and selects pupils for responses. Table Talkers
Personal Learning
Post-lesson Experience
Ask pupils to review their learning in this lesson by completing an exit card: ‘what went well in Placement Consensus
your learning?’ and ‘your learning would have been even better if…’ Collect the cards and use Pair Discussion
them for planning subsequent lessons.
Full Blast Plus 4, Student’s Book, pp 12
Teaching Material(s)
Teacher’s Book, pp 12
Learning Assessment(s) Oral Presentation Writing Task
Cross-Curricular Elements Information and Communications Technology
21st century competencies Acknowledging Pupils' Differences
Differentiation Strategies Differentiate by instruction and feedback
Words/phrases related to free-time activities; phrases
Lang. / Grammar Focus
expressing likes and dislikes; phrases expressing opinion
Attendance
Teacher’s Reflection / Notes

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY LESSON PLAN
Week / Date / Day 2 Thursday 28 March 2024 HOTS
Class / Lesson / Time 5 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Writing1 Creation
Content Standard(s)
4.2 Communicate with appropriate language, form and style THE i-THINK MAPS
Learning Standard(s) (Tick  where applicable)
Circle Map
4.2.3 Produce an extended plan or draft and modify this appropriately in response to feedback or independently
Bubble Map
4.2.2 Spell written work on a range of text types with reasonable accuracy Multi Flow Map
Learning Objective(s) Brace Map
At the end of the lessons, pupils are able to do the following: Double-Bubble Map
1. read and answer the questions based on a personal webpage Tree Map
2. write notes about what they can include about themselves for their own personal webpage
Bridge Map
3. write 2 or 3 paragraphs for their own personal webpage
Flow Map
Success Criteria
Pupils can write a at least 2 paragraphs for their own personal webpage.
Teaching and Learning Activities LEARNING STRATEGIES
Pre-lesson (Tick  where applicable)
PAK-21
T activates prior knowledge by asking pupils about their experience with social media websites Cooperative
(Tick  where applicable)
and their profiles. Encourage the use of vocabulary relevant to the topic and give support Inquiry-based
All-Write-Round-Robin
where needed. Project-based
Dramatisation
Pupil-Centredness
Six Thinking Hats
Lesson delivery
Chart and Share
1. Pupils read the webpage and answer the question in Activity A
2. Pupils choose a few categories in Activity B and write ideas / notes about what they can Fan-N-Pick
include about themselves Think-Pair-Share
3. T discusses the questions in Activity C with pupils. Bus Stop
4. Pupils write 2 or 3 paragraphs for their own personal webpage Thumbs Up
Field Trip
Post-lesson Idea Rush
T asks pupils to review their learning by describing what they have learnt in the lesson and how Hot Seat
they learnt it. Allow pupils to discuss their ideas with their talk partner(s) before collecting Gallery Walk
ideas as a class. Role Play
Full Blast Plus 4, Student’s Book, pp 13 Round Table
Teaching Material(s)
Teacher’s Book, pp 13 Table Talkers
Learning Assessment(s) Oral Presentation Writing Task Personal Learning
Cross-Curricular Elements Information and Communications Technology Experience
21st century competencies Acknowledging Pupils' Differences Placement Consensus
Differentiation Strategies Differentiate by instruction and feedback Pair Discussion
Words/phrases related to free-time activities; phrases
Lang. / Grammar Focus
expressing likes and dislikes; phrases expressing opinion
Attendance
Teacher’s Reflection / Notes

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY LESSON PLAN
Week / Date / Day 2 Thursday 29 March 2024 HOTS
Class / Lesson / Time 6 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Revision1 Creation
Content Standard(s)
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics THE i-THINK MAPS
1.1 Understand meaning in a variety of familiar contexts (Tick  where applicable)
Learning Standard(s) Circle Map
2.1.1 Explain simple content on familiar topics from what they read and hear Bubble Map
1.1.5 Understand independently more complex questions on a wide range of familiar topics Multi Flow Map
Learning Objective(s) Brace Map
At the end of the lessons, pupils are able to do the following: Double-Bubble Map
1. Tree Map
2.
Bridge Map
Success Criteria
Flow Map
Pupils can
Teaching and Learning Activities
Pre-lesson LEARNING STRATEGIES
(Tick  where applicable)
PAK-21
Cooperative
(Tick  where applicable)
Lesson delivery Inquiry-based
All-Write-Round-Robin
Project-based
Dramatisation
Pupil-Centredness
Six Thinking Hats
Post-lesson
Chart and Share
Fan-N-Pick
Full Blast Plus 4, Student’s Book, pp Think-Pair-Share
Teaching Material(s) Bus Stop
Teacher’s Book, pp
Learning Assessment(s) Oral Presentation Writing Task Thumbs Up
Cross-Curricular Elements Information and Communications Technology Field Trip
21st century competencies Acknowledging Pupils' Differences Idea Rush
Differentiation Strategies Differentiate by instruction and feedback Hot Seat
Words/phrases related to free-time activities; phrases Gallery Walk
Lang. / Grammar Focus Role Play
expressing likes and dislikes; phrases expressing opinion
Attendance Round Table
Teacher’s Reflection / Notes Table Talkers
Personal Learning
Experience
Placement Consensus
Pair Discussion

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY
DAILY LESSON
LESSON PLAN
PLAN
Week
Week // Date
Date // Day
Day 22 Thursday 31
30 March
March 2024 HOTS
Thursday 2024 HOTS
Class
Class / Lesson // Time
/ Lesson Time 87 7.30 a.m. -- 8.30
7.30 a.m. 8.30 a.m.
a.m. (Tick 
(Tick  where applicable)
where applicable)
Subject
Subject English Language
English Language Application
Application
F4 Analysis
Theme
Theme F4 -- Science
Science &
& Technology
Technology Analysis
Evaluation
Topic
Topic Unit
Unit 11 Let's
Let's Chat
Chat Evaluation
Focus Creation
Focus Skill(s)
Skill(s) Reading2 Awareness2
Language Creation
Content
Content Standard(s)
Standard(s)
This is a grammar- focused lesson so listening, speaking, reading and writing skills are not THE
explicitly covered.a variety of texts by using a range of appropriate reading strategies to construct meaning
3.1 Undeerstand THE i-THINK
i-THINK MAPS
MAPS
(Tick
(Tick 
 where
where applicable)
applicable)
Learning Standard(s) Circle
2.3 Use appropriate communication strategies
This is a grammarfocused lesson so listening, Circle Map
Map
Learningspeaking,
Standard(s) reading and writing skills are not Bubble
Bubble MapMap
explicitly covered. Multi Flow Map
3.1.3 Guess the meaning of unfamiliar Learning Objective(s)
words from Multi
clues provided by other words and by context on a wide range Flow Mapof familiar topics
Brace
Brace Map
Map
At the end of the lessons, pupils are able to do the following: Double-Bubble
1. circle
2.3.1 the correct
Confirm form of tenses
understanding to complete the
in discourse-level sentences
exchanges by repeating back what a speaker has said Double-Bubble Map Map
Tree
Tree Map
Map
2. match the verbs with their correct Learning definitionsObjective(s) Bridge
Bridge Map
Map
3.
At complete
the end ofthe thesentences with the
lessons, pupils arecorrect
able to form
do theoffollowing:
verbs
Flow
Flow Map
Map
Success
1. read the text and choose the best summary to describe it Criteria
Pupils
2. match canthe
write at least
words 3 sentences
/ phrases with the using “used
correct to, be, get used to” on their own correctly.
meanings
3. answer the true or false statements based on the textActivities
Teaching and Learning LEARNING
LEARNING STRATEGIES
STRATEGIES
Pre-lesson Success Criteria (Tick 
(Tick  where applicable)
PAK-21
where applicable)
PAK-21
TPupils
asks can
pupils to talk
match in small
at least groups
4 out aboutwith
of 7 words habits they
their had in the
meanings andpast but don’t
answer have
at least now,
4 out of 7and Cooperative
(Tick 
habits (Tick  where applicable)
Cooperative where applicable)
true orthatfalsethey have now.
statements given. Inquiry-based
All-Write-Round-Robin
Inquiry-based
T writes some good examples on the board which will illustrate the difference between ‘used All-Write-Round-Robin
Teaching and Learning Activities Project-based
Dramatisation
to’ (I used to write on the walls but now I don’t) and ‘being used to’ (she is used to having a Project-based
Pre-lesson
Dramatisation
Pupil-Centredness
Six
Six Thinking
Thinking Hats
Pupil-Centredness
Hats
glass of water
T activates before
prior bedtime).
knowledge byIntroduce ‘usedtoto’think
asking pupils and ‘be/get used
of all the to.
different activities a mobile Chart and Share
Chart and Share
phone can be used for. Then continue with the pre-reading Activity A. Fan-N-Pick
Lesson delivery Fan-N-Pick
TLesson
explains the notes on Past Simple, used to and be/get used to. Think-Pair-Share
Think-Pair-Share
delivery Bus
Pupils complete the MCQ.
1. Pupils read through the text In Activity B and choose the best sentence which summarises it Bus Stop
Stop
Pupils complete Vocabulary A and B. Thumbs Up
2. Pupils complete Activity C by matching the words / phrases given with their correct Thumbs Field
Up
Class
meaningsdiscussion. Field Trip
Trip
Idea
Idea Rush
Rush
3. Pupils read the text again and complete Activity D
Post-lesson Hot
Hot Seat
Seat
4. Class discussion
T reviews learning by asking pupils to write six sentences. Three sentences using ‘used to’ and Gallery Gallery Walk
Walk
three others using ‘be / get used to’. Ask pupils to make two deliberate mistakes. Pupils swap Role
Role Play
Play
Post-lesson
sentences
T discuss the andquestions
see if their peers can
in Activity spotinitiates
E and the sentences which are wrong.
short discussion Round
Round Table
Table
Full Blast Plus 4, Student’s Book, pp
Full Blast Plus 4, Student’s Book, pp 14 - 15 15 - 16 Table
Table Talkers
Talkers
Teaching Material(s)
Teaching Material(s) Teacher’s
Teacher’s Book,
Book, pp
pp 15
14 -- 16 Personal
15 Personal Learning
Learning
Learning Assessment(s)
Learning Assessment(s) Oral
Oral Presentation Writing
Presentation Writing TaskTask Experience
Experience
Cross-Curricular
Cross-Curricular Elements
Elements Information
Information andand Communications
Communications Technology
Technology Placement
Placement Consensus
Consensus
st
21 st century competencies
21 century competencies Acknowledging Pupils' Differences
Acknowledging Pupils' Differences Pair
Pair Discussion
Discussion
Differentiation
Differentiation Strategies
Strategies Differentiate
Differentiate byby instruction
instruction andand feedback
feedback
Lang. / Grammar Focus Past simple, used to, be used
Words/phrases related to free-time to; useactivities;
of suffixesmobile phone-
Attendance
Lang. / Grammar Focus based vocabulary; phrases expressing likes and dislikes;
Teacher’s
phrases Reflection
expressing / Notes
opinion
Attendance
_____/_____ pupils were able to achieve theReflection
Teacher’s objectives.
/ Notes
_____/_____ pupils were able to complete the exercises.
_____/_____
_____/_____ pupils
pupils need
were further exercisesthe
able to achieve and guidance.
objectives.
Lesson was postponed
_____/_____ andable
pupils were shall
tobe conducted
complete theon
exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY LESSON PLAN
Week / Date / Day 2 Thursday 3 April 2024 HOTS
Class / Lesson / Time 9 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Listening2 Creation
Content Standard(s)
1.1 Understand meaning in a variety of familiar contexts THE i-THINK MAPS
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics (Tick  where applicable)
Learning Standard(s) Circle Map
Bubble
1.1.2 Understand independently specific information and details in extended texts on a wide range of Map
familiar topics
Multi Flow Map
2.1.4 Explain and justify own point of view Brace Map
Learning Objective(s) Double-Bubble Map
At the end of the lessons, pupils are able to do the following: Tree Map
1. describe what is body language and how it helps in communicating
Bridge Map
2. listen to and complete the sentences based on the recording
Flow Map
Success Criteria
Pupils can answer at least 4 out of 7 sentences based on the recording correctly
Teaching and Learning Activities LEARNING STRATEGIES
Pre-lesson (Tick  where
PAK-21applicable)
Play a game to review adverbs describing mood. Put an action on the board (e.g. digging the Cooperative
(Tick  where applicable)
garden). Pupils take it in turns to come to the front of the class to take a mood card (i.e. Inquiry-based
All-Write-Round-Robin
happily) and mime the action in an appropriate manner while the class guess the adverb. Project-based
Dramatisation
Pupil-Centredness
Six Thinking Hats
Lesson delivery
Chart and Share
T initiates short discussion by asking the questions in Activity A
Pupils respond by giving justification as whole class activity. Fan-N-Pick
T plays a recording of a radio programme. Think-Pair-Share
Pupils listen and fill in the blanks. Bus Stop
T plays the recording again and pupils check their answers. Thumbs Up
Field Trip
Post-lesson Idea Rush
Ask pupils to review their learning in this lesson by getting them to close their textbooks and Hot Seat
then to recall with their talk partner(s) what they have learnt about body language from Gallery Walk
expert, Dr Susan Maddison. When pupils are ready, collect and share ideas as a whole class. Role Play
Full Blast Plus 4, Student’s Book, pp 16 Round Table
Teaching Material(s)
Teacher’s Book, pp 16 Table Talkers
Learning Assessment(s) Oral Presentation Writing Task Personal Learning
Cross-Curricular Elements Information and Communications Technology Experience
21st century competencies Acknowledging Pupils' Differences Placement Consensus
Differentiation Strategies Differentiate by instruction and feedback Pair Discussion
Words/phrases related to free-time activities; words/phrases
Lang. / Grammar Focus
related to body language.
Attendance
Teacher’s Reflection / Notes

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY LESSON PLAN
Week / Date / Day 2 Thursday 5 April 2024 HOTS
Class / Lesson / Time 10 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Speaking2 Creation
Content Standard(s)
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics THE i-THINK MAPS
4.1 Communicate intelligibly through print and digital media on familiar topics (Tick  where applicable)
Learning Standard(s) Circle Map
2.1.3 Explain advantages and disadvantages of plans and ambitions Bubble Map
4.1.5 Organise, sequence and develop ideas within a text of several paragraphs on familiar topics Multi Flow Map
Brace Map
Learning Objective(s) Double-Bubble Map
At the end of the lessons, pupils are able to do the following: Tree Map
1. talk about the differences of the two computers
Bridge Map
2. talk about the advantages and disadvantages of the two computers
Flow Map
Success Criteria
Pupils can list out at least 2 advantages and disadvantages of a laptop and a desktop.
Teaching and Learning Activities LEARNING STRATEGIES
Pre-lesson (Tick  where applicable)
PAK-21
Pupils play word search to revise computer-related vocabulary from previous lessons. Cooperative
(Tick  where applicable)
Inquiry-based
All-Write-Round-Robin
Lesson delivery Project-based
Dramatisation
Pupils work in small groups and discuss about the differences between a laptop and a desktop Pupil-Centredness
Six Thinking Hats
computer.
Chart and Share
T tells pupils to use the words and phrases given while comparing and contrasting the two
types of computers (the differences and what they like or dislike about each type of computer) Fan-N-Pick
T reminds pupils to use connectives that introduce similar and contrasting ideas (also, as well Think-Pair-Share
as, on the other hand, apart from this, however) Bus Stop
T chooses some groups to present their answers. Thumbs Up
T draws up the table below on the board. Field Trip
Idea Rush
Laptop Desktop Hot Seat
Advantages Advantages Gallery Walk
Role Play
Disadvantages Disadvantages Round Table
Table Talkers
Personal Learning
Post-lesson Experience
Choose an appropriate post-lesson activity that suits pupils’ needs/interests and that will
Placement Consensus
review learning in the lesson.
Pair Discussion
Full Blast Plus 4, Student’s Book, pp 17
Teaching Material(s)
Teacher’s Book, pp 17
Learning Assessment(s) Oral Presentation Writing Task
Cross-Curricular Elements Information and Communications Technology
21st century competencies Acknowledging Pupils' Differences
Differentiation Strategies Differentiate by instruction and feedback
Lang. / Grammar Focus expressing advantages and disadvantages
Attendance
Teacher’s Reflection / Notes

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY LESSON PLAN
Week / Date / Day 2 Thursday 6 April 2024 HOTS
Class / Lesson / Time 11 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Writing2 Creation
Content Standard(s)
4.2 Communicate with appropriate language, form and style THE i-THINK MAPS
(Tick  where applicable)
3.1 Undeerstand a variety of texts by using a range of appropriate reading strategies to construct meaning
Circle Map
Learning Standard(s) Bubble Map
4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situationsMulti Flow Map
Brace Map
Double-Bubble
3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide Map topics
range of familiar
Tree Map
Learning Objective(s)
Bridge Map
At the end of the lessons, pupils are able to do the following:
Flow Map
1. read the email and answer the comprehension questions
2. match the notes with the points in the email
3. underline the sentences which correspond to the notes in the email LEARNING STRATEGIES
4. write a reply to the situations given (Tick  where applicable)
PAK-21
Success Criteria Cooperative
(Tick  where applicable)
Pupils can write at least 2 out of 4 in response to the situations given using the correct Inquiry-based
All-Write-Round-Robin
expressions / phrases. Project-based
Dramatisation
Teaching and Learning Activities Pupil-Centredness
Six Thinking Hats
Pre-lesson
Chart and Share
T writes on the board 6 sentences / phrases (3 using formal language, 3 using informal
language) and asks pupils what is different about the sentences. Fan-N-Pick
T asks pupils to change the formal phrases / sentences to informal and the informal to formal. Think-Pair-Share
Bus Stop
Lesson delivery Thumbs Up
Pupils read the email and discuss the questions in Activity A. Field Trip
Class discussion. Idea Rush
Pupils read the email again and match the notes with the points in Activity B. Hot Seat
Class discussion. Gallery Walk
Pupils read the email in Activity C and answer the questions. Role Play
Pupils complete Activity D Round Table
Table Talkers
Post-lesson Personal Learning
Divide pupils into small groups and give each group 10 strips of paper (5 with an informal Experience
sentence or phrase suitable for an informal letter, 5 with a formal sentence or phrase suitable Placement Consensus
for a formal letter). Ask pupils to divide the strips into two groups ‘formal’ or ‘informal’ When Pair Discussion
pupils are ready elicit answers onto the board.
Full Blast Plus 4, Student’s Book, pp 18 - 19
Teaching Material(s)
Teacher’s Book, pp 18 - 19
Learning Assessment(s) Oral Presentation Writing Task
Cross-Curricular Elements Information and Communications Technology
21st century competencies Acknowledging Pupils' Differences
Differentiation Strategies Differentiate by instruction and feedback
Words/phrases related to free-time activities;
Lang. / Grammar Focus
words/phrases/language used in informal letters and emails
Attendance
Teacher’s Reflection / Notes

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY LESSON PLAN
Week / Date / Day 2 Thursday 7 April 2024 HOTS
Class / Lesson / Time 12 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Revision 2 Creation
Content Standard(s)
4.2 Communicate with appropriate language, form and style THE i-THINK MAPS
(Tick  where applicable)
3.1 Undeerstand a variety of texts by using a range of appropriate reading strategies to construct meaning
Circle Map
Learning Standard(s) Bubble Map
4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situationsMulti Flow Map
Brace Map
Double-Bubble
3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide Map topics
range of familiar
Tree Map
Learning Objective(s)
Bridge Map
At the end of the lessons, pupils are able to do the following:
Flow Map
1. write an email refusing an invitation
Success Criteria
Pupils can write an email refusing an invitation by giving at least 2 reasons in about 80 words LEARNING STRATEGIES
Teaching and Learning Activities (Tick  where applicable)
PAK-21
Pre-lesson Cooperative
(Tick  where applicable)
T asks pupils to give examples of several good reasons if they refuse to accept an invitation Inquiry-based
All-Write-Round-Robin
from friends. Project-based
Dramatisation
Pupil-Centredness
Six Thinking Hats
Lesson delivery
Chart and Share
Pupils discuss the question in Activity E.
T asks pupils to make a rough draft and read the notes in PLAN and Tips! To help them prepare Fan-N-Pick
the draft. Think-Pair-Share
T monitors pupils’ work and helps where possible. Bus Stop
T asks some pupils to read out their drafts in class. Thumbs Up
Pupils write an email responding to Simon but refusing his invitation. Field Trip
Idea Rush
Post-lesson Hot Seat
Pupils complete the essay as homework. Gallery Walk
Full Blast Plus 4, Student’s Book, pp 18 - 19 Role Play
Teaching Material(s)
Teacher’s Book, pp 18 - 19 Round Table
Learning Assessment(s) Oral Presentation Writing Task Table Talkers
Cross-Curricular Elements Information and Communications Technology Personal Learning
21st century competencies Acknowledging Pupils' Differences Experience
Differentiation Strategies Differentiate by instruction and feedback Placement Consensus
Words/phrases related to free-time activities; Pair Discussion
Lang. / Grammar Focus
words/phrases/language used in informal letters and emails
Attendance
Teacher’s Reflection / Notes

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
 DAILY LESSON PLAN
Week / Date / Day 2 Thursday 10 April 2024 HOTS
Class / Lesson / Time 13 7.30 a.m. - 8.30 a.m. (Tick  where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic The Living Photograph Evaluation
Focus Skill(s) Literature in Action 1 Creation
Content Standard(s)
5.1 Engage with, respond to and interpret a variety of literary text types THE i-THINK MAPS
Learning Standard(s) (Tick  where applicable)
5.1.1 Explain briefly the feelings and opinions a text provokes in them Circle Map
Learning Objective(s) Bubble Map
At the end of the lessons, pupils are able to do the following: Multi Flow Map
1. explain the meanings of all the poem Brace Map
2. fill in the blanks with the correct words Double-Bubble Map
Success Criteria Tree Map
Pupils can describe briefly the literal meanings of the poem. Bridge Map
Teaching and Learning Activities Flow Map
Pre-lesson
T writes down the title of the poem on the board and asks questions to initiate short discussion
LEARNING STRATEGIES
Lesson delivery (Tick  where applicable)
PAK-21
Pupils recite the poem Cooperative
(Tick  where applicable)
Pupils underline all the words that they don’t understand Inquiry-based
All-Write-Round-Robin
T explains the meanings of the word and the meaning of the poem Project-based
Dramatisation
Pupils complete the worksheets given by filling in the blanks with the correct word from the Pupil-Centredness
Six Thinking Hats
poem
Chart and Share
Class discussion
Fan-N-Pick
Post-lesson Think-Pair-Share
Pupils write a short description about their own grandmother as homework Bus Stop
Teaching Material(s) Textbook, Worksheets Thumbs Up
Learning Assessment(s) Oral Presentation Writing Task Field Trip
Cross-Curricular Elements Values Idea Rush
21st century competencies Preparing for the Real World Hot Seat
Differentiation Strategies Differentiate by the time pupils are given to complete a task Gallery Walk
Lang. / Grammar Focus Role Play
Attendance Round Table
Teacher’s Reflection / Notes Table Talkers
Personal Learning
Experience
Placement Consensus
Pair Discussion

_____/_____ pupils were able to achieve the objectives.

_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on