DAILY LESSON PLAN

WEEK/LESSON NO. W3 L5 CLASS 2 HAFIZ

SUBJECT ENGLISH VENUE Classroom
WEDNESDAY
UNIT 1 PULSE 2 NTB DATE 17-Jan-18
TOPIC Environmental Sustainability TIME 1.15 – 2.15 am
THEME Health and Environment
LESSON SKILL/FOCUS Recycled language from lessons 1 - 4, imperatives
CONTENT STANDARD(S)
Main Skill: 5.1 Engage with, respond to and intrepret a variety of literary text types
Complementary Skill: 5.3 Express an imaginative response to literary texts
LEARNING STANDARD(S)
Main Skill: 5.1.1 Explain in simple language connections between characters, places or events in texts and their own lives
Complementary Skill: 5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems. Other imaginative
responses as appropriate
LEARNING OBJECTIVES
By the end of 1. Explain if the young generation should try to improve the environment or not by giving at least 1 reason and 1 way on
the lesson, how to do it.
pupils will be 2. Produce a poster in pairs or 3s about 5 things in the imperatives that students can do to save our world.
able to:
SUCCESS CRITERIA
Pupils can/will
1. Verbal explanation to partners if the young generation should try to improve the environment or not by giving at least 1
produce reason and 1 way on how to do it.
2. A poster in pairs or 3s about 5 things in the imperatives that students can do to save our world.
CROSS CURRICULAR ELEMENTS Environmental Sustainability
LANGUAGE/GRAMMAR FOCUS Present Simple Passive
ACTIVITIES

PRE-LESSON 1. Write I Am the Earth on the board, and tell pupils that this is the title of the song they will hear and later sing.
2. Tell them that the song refers to a number of natural features on earth e.g. deserts.
3. Ask pupils to predict other words they might hear in the song, and write these on the board
4. Play the song.
5. Check predicted answers as a whole class. Clarify the meaning of ‘we turned the tide’: this will be helpful in stages 7 and
8.
6. Ask pupils whether they like the song or not, and to tell you why.
7. Play the song again, and ask pupils to sing along. together as a whole class, and ask pupils to make corrections to
sentences on the board and in their own work if need be.
8. Elicit the meaning of lyrics towards the end of the song, by asking pupils whether the idea is that young people should try
LESSON
to improve the environment or not, and to explain their answer. The specific end-of-song lyrics are:
DEVELOPMENT
I am the storm clouds gathering (Stanza 6 Line 7) until Side by side (Stanza 7 Line 9)
9. Clarify if necessary that the message is a positive one (clues include: One earth, one people, stand side by side, we turned
the tide etc)
10. Elicit a few things pupils can or already do to improve the environment around them (e.g. throw rubbish in rubbish bins,
recycle paper, glass).
11. Divide pupils into 2s or 3s and ask them to make a poster of 5 things we can do to help our world. Ask them to use
imperatives when expressing their ideas. Pupils can illustrate their posters if they like, but must work on their text first.
12. Put posters on the wall or on desks, and ask pupils to read their classmates’ ideas.

13. Ask pupils to explain any interesting or unusual ideas to their classmates.
POST-LESSON 14. If there is time, sing the song again together.
RESOURCES / TEACHING MATERIALS TEACHING & LEARNING STRATEGIES
Handout(s) Pupil-centredness

TEACHER’S Teacher had to make the posters drawing as homework because of the time constraint. However, the snowball activity for
REFLECTION Objective 1 is very successful.

Mohd Hanafi Bin Mohd Asdi_SMKATS