Level: 5/III/2 Teacher: Ms.

Sukma Date: May 2 2018

Greeting Time
Teacher:  Grammar  Word building  Debating Process:
Ms. Sukma  Discussion  Journal  Math Problem Teacher and students greet
 Vocabulary  Modeling  Presentation each other and play
Classrooms  Pronunciation  Comprehension Other Whiteboard Draw Relay:
group:  Video  Study Case Whiteboard Draw Teacher Makes 2 teams and
5/III/2 Relay line them up as far away from
the board as possible. Teacher
Calls out a word to the first
members of each team, and
they have to run to the board,
draw the picture and run back
to his/her next teammate. The
process is repeated for each
student and the team that
finishes first is the winner.
Vocabulary Time
- Students look at their students book, then they choose one word they consider as a difficult word
-Students look up the meaning and the phonetic symbols on the dictionary
- Students write down the words, the meaning and they make the example of using the word they have chosen.
- Students memorize the word they have written.
Class Group Time
Techniques of Teaching: oral drill, discussion, presentation
Focus:  Grammar,  speaking,  reading,  vocabulary,  listening
Process: - Teacher and students review the lesson about countable and uncountable nouns such as
some/any, much/many.
- Teacher asks students to have a small discussion about the usage
of the countable and uncountable nouns
- Students look and listen to some countable uncountable nouns
grammar focus
- Students choose a word of countable uncountable nouns
vocabularies for their presentation.
Workshop Time
Techniques of Teaching: Listening comprehension, comprehension, scanning, reading aloud
Techniques of ACI: Look for natural opportunity to converse
Opening Middle Ending
- Teacher asks - Teacher plays the recording of CD2 18 - Students put the
students to look - Students listen to the recording and choose the correct dialog in order
at the pictures in words. - Students read the
their students - Students listen to the recording again and answer the email and write the
book (old 50’s questions in their students book p. 40 missing words Students
things) - Teacher asks students about what they like best; the write one word on each
- Students elicit Cadillac. Swing skirt or the jukebox. line
who they see and - Each student explain why they like it. - Students do the
- Students read - Students look at the pictures and answer the questions exercises in their
aloud the - Students read the passage in their student book p. 41 workbook
passage about - Students listen and check the answer
the fashion of - Students match the sentences halves to make the
fifties. summary
WWW
What Will I Do What Do I Do What Did I Do
Teacher and students Students think about appetizer, main course, sides, dessert and Students recall
plan to write a simple drinks from their restaurant. Students write about the menu for the activity
menu telling about their five minutes, then they add the story by using these words; first, they did.
own restaurant then, finally, last.....Teacher helps students writing the story
Time To Go Home: Message to parents:
Students clean up the classroom and line up before Please encourage your children to speak English.
going home. Thank you 
 Level: 5/III/3 Teacher: Ms. Sukma Date: May 2 2018
Greeting Time
Teacher:  Grammar  Word building  Debating Process:
Ms. Sukma  Discussion  Journal  Math Problem Teacher and students greet each
 Vocabulary  Modeling  Presentation other and play Whiteboard
Classrooms   Comprehension Other Draw Relay: Teacher Makes 2
group: Pronunciation  Study Case Whiteboard Draw teams and line them up as far
5/III/3  Video Relay away from the board as possible.
Teacher Calls out a word to the
first members of each team, and
they have to run to the board,
draw the picture and run back to
his/her next teammate. The
process is repeated for each
student and the team that
finishes first is the winner.

Vocabulary Time
- Students look at their students book, then they choose one word they consider as a difficult word
-Students look up the meaning and the phonetic symbols on the dictionary
- Students write down the words, the meaning and they make the example of using the word they have chosen.
Class Group Time
Techniques of Teaching: Comprehension
Focus:  Grammar,  speaking,  reading,  vocabulary,  listening
Process: - Teacher shows some slides related to past continuous tense
- Teacher explains the use of past continuous tense along with the changing of
tenses for example; i was working, when I fell down.
- Teacher writes some past continuous tense sentences on the whiteboard then,
students work individually to write the past continuous tense sentences
- Students write their past continuous tense sentences on the white board and
check the answers together with their friends.
Workshop Time
Techniques of Teaching: Words building, Reading aloud, free writing
Techniques of ACI: offer comfort and contact
Opening Middle Ending
- Teacher give students - Teacher plays the recording again and check the - Students listen to CD1 50
time to look at the students understanding about the story. - Students listen and say
picture and read the - Students answer the questions based on the story the sentences.
sentences. they listen. - Students make sentences
- Students look at the - Teacher and students recall the story they have by using the some
pictures and sentence in listened, students retell the story. sentences which have been
their students book. - Students read aloud the dialogue between Ben and provided in their student
- Students read the story Lucy book.
aloud in turns - Teacher plays the recording of CD1 49, - Students do the exercises
- Teacher plays the - students listen and say the sentence. in their workbook.
recording of CD1 48, - Students remember the dialogue, then students read
- Students listen to the the sentence and answer the questions
recording and repeat. - Students read the sentences in SBP 37

WWW
What Will I Do What Do I Do What Did I Do
Teacher and students plan Teacher provides 5W 1 H technique to help Students recall the activity they
to write a story using past students to write the story by using did
continuous tense conjunction such as but, so, and because, etc
Time To Go Home: Message to parents:
Students clean up the classroom and line up before Please encourage your children to speak English.
going home. Thank you 
 Level: 5/I/3 Teacher: Ms. Sukma Date: May 3 2018
Greeting Time
Teacher:  Grammar  Word building  Debating Process:
Ms. Sukma  Discussion  Journal  Math Problem Teacher and students greet each
 Vocabulary  Modeling  Presentation other and play Whiteboard Draw
Classrooms   Other Relay: Teacher Makes 2 teams and
group: Pronunciation Comprehension Whiteboard Draw line them up as far away from the
5/I/3  Video  Study Case Relay board as possible. Teacher Calls
out a word to the first members of
each team, and they have to run to
the board, draw the picture and run
back to his/her next teammate. The
process is repeated for each student
and the team that finishes first is the
winner.

Vocabulary Time
- Students look at their students book, then they choose one word they consider as a difficult word
-Students look up the meaning and the phonetic symbols on the dictionary
- Students write down the words, the meaning and they make the example of using the word they have chosen.
Class Group Time
Techniques of Teaching: Comprehension
Focus:  Grammar,  speaking,  reading,  vocabulary,  listening
Process: - Teacher shows some slides related to prepositions of time (on/in/at)
- Teacher explains the usage of prepositions of time
- Teacher writes some past continuous tens prepositions of time
sentences on the whiteboard then, students work individually to figure
out the answers of prepositions of time

Workshop Time
Techniques of Teaching: Words building, Reading aloud, free writing
Techniques of ACI: offer comfort and contact
Opening Middle Ending
- Teacher give students - Teacher plays the recording again and check the - Students listen to CD2 20
time to look at the students understanding about the story. - Students listen and say
picture and read the - Students answer the questions based on the story the sentences.
sentences. they listen. - Students make sentences
- Students look at the - Teacher and students recall the story they have by using the some
pictures and sentence in listened, students retell the story. sentences which have been
their students book. - Students read aloud the dialogue between Ben and provided in their student
- Students read the story Lucy book.
aloud in turns - Teacher plays the recording of CD2 19, - Students do the exercises
- Teacher plays the - students listen and say the sentence. in their workbook.
recording of CD2 18, - Students remember the dialogue, then students read
- Students listen to the the sentence and answer the questions
recording and repeat. - Students read the sentences in SBP 50

WWW
What Will I Do What Do I Do What Did I Do
Teacher and students plan Students write a story of their daily activities Students recall the activity they
to write a story of their daily
using prepositions of time, teacher helps did
activities using prepositions students to write the story.
of time
Time To Go Home: Message to parents:
Students clean up the classroom and line up before Please encourage your children to speak English.
going home. Thank you 
 Level: 5/I/2 Teacher: Ms. Sukma Date: May 3 2018
Greeting Time
Teacher:  Grammar  Word  Debating Process:
Ms. Sukma  Discussion building  Math Problem Teacher and students greet each other
 Vocabulary  Journal  Presentation and play Run And Get It. Divide the
Classrooms   Modeling
Other class into two teams and have them
group: Pronunciation 
5/I/2  Video Comprehension Run And Get It stand in two lines facing each other.
 Study Case Assign each team member a number
from one to four. Place a few flashcards
in the middle of the two teams. Call a
number and a flashcard, e.g. "Student
three - rabbit". The students assigned
that number must run into the center
and touch the flashcard and shout
"rabbit".
Vocabulary Time
- Students look at their students book, then they choose one word they consider as a difficult word
-Students look up the meaning and the phonetic symbols on the dictionary
- Students write down the words, the meaning and they make the example of using the word they have chosen.
Class Group Time
Techniques of Teaching: Comprehension, PPT slideshow
Focus:  Grammar,  speaking,  reading,  vocabulary,  listening
Process: - Teacher shows some slides related to time e.g.Half past... Quarter to/
quarter past
- Teacher gives series of clock which are showing different time,
students figure out each time that shown by the clocks
- Students guess each time and write the answer on the board.

Workshop Time
Techniques of Teaching: Words building, Reading aloud, free writing
Techniques of ACI: offer comfort and contact
Opening Middle Ending
- Teacher give - Teacher asks students to work in pairs, sudents - Students read the
students time to look look at the pictures passage and write the
at the pictures of -Students discuss in pairs what sentences which name of the force in the
clocks. are suitable for each picture. picture.
- Students are asked - Students read the passage and write the correct - Students read the
to listen to the prices. passage and write rough
recording. - Students look at the pictures of clocks, then and smooth under the
- Teacher plays the they write sentences with o’clock, half past, or pictures.
recording of CD2 29, quarter to/ quarter past. - Students do the
- Students listen and - Students read the sentences in SBP 54 and exercises in their
check the correct time. circle the correct answer. workbook.
- Students check the - Students look at the pictures then they figure
answer together. out whether it is “Push” or “Pull”.

WWW
What Will I Do What Do I Do What Did I Do
Teacher and students Students do experiments to measure Students recall the activity
plan to do experiments to friction. they did
measure friction
Time To Go Home: Message to parents:
Students clean up the classroom and line up Please encourage your children to speak English.
before going home. Thank you 