Week 5 (28jan-1feb)

ENGLISH LESSON PLAN FORM 3 2019 LESSON
WEEK 5 DAY MONDAY DATE

CLASS 3ALRAZI TIME 8.00AM TO 9.00AM ATTENDANCE
THEME PEOPLE AND CULTURE TOPIC FOOD,FOOD,FOOD UNIT
LESSON CROSS CURRICULUR
TEXT BOOK BASED - CLOSE UP GLOBAL SUSTAINABILITY
TYPE ELEMENT
LANGUAGE/
FOCUS
LANGUAGE AWARENESS GRAMMAR FOCUS PAST CONTINUOUS VS PAST SIMPLE
SKILLS
COMPLEMENTARY
MAIN SKILLS LANGUAGE AWARENESS LANGUAGE AWARENESS
SKILLS
CONTENT
STANDARD This is a grammar-focused lesson so listening, speaking, This is a grammar-focused lesson so listening, speaking,
reading and writing skills are not explicitly covered. reading and writing skills are not explicitly covered.
COMPLEMENTARY
SKILLS
LEARNING
At the end of the lesson, pupils should be able to:

LEARNING 1. use past continuous and past simple correctly
OBJECTIVE
Pupils will be successful if they can:

SUCCESS 1. answer the questions correctly
CRITERIA
ACTIVITIES
PRE LESSON LESSON DEVELOPMENT POST LESSON
1. pupils are introduce to the topic 1. in group of 3, pupils are given a task to answer
question in the text book and they need to 1. then, they will discuss the
2. pupils are given notes and examples answers with teacher and they
on how to use past continuous and past differenciate which one is past continuous and
past simple need to do correction if
simple necessary
2. then they are asked to share their answers with 2. pupils are asked to sum up
other groups the lesson by give short
explanation on the topic
3. after sharing session, pupils are given more
question to be complete
RESOURCES/TEACHING
CLOSE UP ASSESSMENT WRITTEN EXERCISES
MATERIALS
i-THINK MAP 4C ELEMENT CRITICAL THINKING
PAK 21 ACTIVITY PRESENTATION VALUE COOPERATION

REMARK TEACHER’S REFLECTION :
Lesson postponed due to lesson was postponed
MEDICAL LEAVE

CLASS 2ALRAZI TIME 12.00PM TO 1.00PM ATTENDANCE
CONSUMERISM AND
THEME TOPIC MONEY UNIT
FINANCIAL AWARENESS
LESSON CROSS CURRICULUR INFORMATION AND COMMUNICATIONS
TEXT BOOK BASED - PULSE 2
TYPE ELEMENT TECHNOLOGY
FOCUS LANGUAGE/
LANGUAGE AWARENESS GRAMMAR FOCUS would like / wouldn't like
SKILLS
COMPLEMENTARY
SKILLS
CONTENT
COMPLEMENTARY
SKILLS
LEARNING

LEARNING 1. use would like or wouldn't like in their writing or daily conversation
OBJECTIVE

SUCCESS 1. answer all questions correctly
CRITERIA
ACTIVITIES
question in the text book 1. then, they will discuss the
on how and when to use would like or 2. then they are asked to share their answers with need to do correction if
wouldn't like other groups necessary
3. after sharing session, pupils are given more 2. pupils are asked to sum up
question to be complete the lesson by give short
RESOURCES/TEACHING
PULSE 2 ASSESSMENT WRITTEN EXERCISES
MATERIALS

MEDICAL LEAVE

CLASS 1ALBIRUNI TIME 2.00PM TO 3.30PM ATTENDANCE
THEME PEOPLE AND CULTURE TOPIC WHAT DO YOU LIKE UNIT

TEXT BOOK BASED - PULSE 2 LANGUAGE
TYPE ELEMENT
FOCUS LANGUAGE/
LANGUAGE AWARENESS Present Simple / Present Continuous (affirmative,
SKILLS GRAMMAR FOCUS negative, questions and short answer questions)
COMPLEMENTARY
SKILLS
CONTENT
COMPLEMENTARY
SKILLS
LEARNING
LEARNING 1. use present simple and present continuous correctly

OBJECTIVE

CRITERIA
ACTIVITIES
2. pupils are given notes and examples question in the text book 1. then, they will discuss the
on how and when to use present simple answers with teacher and they
and present continuous need to do correction if
2. then they are asked to share their answers with necessary
other groups
2. pupils are asked to sum up
3. after sharing session, pupils are given more the lesson by give short
question to be complete explanation on the topic
RESOURCES/TEACHING
MATERIALS
MEDICAL LEAVE
13
28 January, 2019
L SUSTAINABILITY
NUOUS VS PAST SIMPLE
LANGUAGE AWARENESS
d lesson so listening, speaking,

lls are not explicitly covered.
LANGUAGE AWARENESS

POST LESSON
then, they will discuss the

swers with teacher and they
ed to do correction if
cessary
pupils are asked to sum up
e lesson by give short
planation on the topic
WRITTEN EXERCISES
CRITICAL THINKING
COOPERATION
13
28 January, 2019
AND COMMUNICATIONS
ECHNOLOGY
like / wouldn't like
LANGUAGE AWARENESS

LANGUAGE AWARENESS

POST LESSON

cessary
WRITTEN EXERCISES
CRITICAL THINKING
COOPERATION
10
28 January, 2019
LANGUAGE
resent Continuous (affirmative,

ns and short answer questions)
LANGUAGE AWARENESS

LANGUAGE AWARENESS

OST LESSON

cessary

WRITTEN EXERCISES
CRITICAL THINKING
COOPERATION
ENGLISH LESSON PLAN FORM 2 2019 LESSON 14
WEEK 5 DAY TEUSDAY DATE 29 January, 2019
CONSUMERISM AND
THEME TOPIC MONEY UNIT 6
FINANCIAL AWARENESS
LANGUAGE/
FOCUS
READING GRAMMAR FOCUS Asking for a favour
SKILLS
COMPLEMENTARY
MAIN SKILLS 3.0 READING SKILLS
SKILLS
CONTENT
STANDARD 3.1 Understand a variety of texts by using a range of
appropriate reading strategies to construct meaning
COMPLEMENTARY
SKILLS
LEARNING
STANDARD 3.1.2 Understand specific details and information in simple
longer texts on a range of familiar topics

LEARNING 1. identify main idea and supporting details in the text
OBJECTIVE 2. indentify unfamiliar words and their meaning

CRITERIA 2. give correct meaning for each words that they had list down
ACTIVITIES
1. pupils are given on the clue/idea on 1. after reading, pupils are asked to list down all 1. pupils share the answers
what they will learn in this lesson the unfamiliar words that they found with others
2. then, they are asked to read the text 2. then, pupils are asked to read aloud the text 2. pupils do correction if
3. while reading, they also nedd to 3. after reading, pupils are asked the meaning of necessary
identify unfamiliar words in the text the text
4. then, pupils are asked to look up dictionary to
get the meaning of unfamiliar words
5. in group of 3/4, pupils are asked to answers 5
comprehension question
RESOURCES/TEACHING
MATERIALS
PAK 21 ACTIVITY THINK-PAIR-SHARE VALUE COOPERATION

Lesson postponed due to pupils need more practice in answering reading comprehension question because they still
cannot identify key words or maybe they did not understand the text.

WEEK 5 DAY TEUSDAY DATE 29 January, 2019
CLASS 1ALBIRUNI TIME 12.30PM TO ATTENDANCE
THEME PEOPLE AND CULTURE TOPIC WHAT DO YOU LIKE UNIT 2

FOCUS LANGUAGE/ Skills and Abilities / I can ... / I can’t … / I’m good
LISTENING
SKILLS GRAMMAR FOCUS at … / I’m not good at …
COMPLEMENTARY
MAIN SKILLS 1.0 LISTENING SKILLS 1.0 LISTENING SKILLS
SKILLS
CONTENT
STANDARD
1.1 Understand meaning in a variety of familiar contexts 1.1 Understand meaning in a variety of familiar contexts
COMPLEMENTARY
MAIN SKILLS 1.0 LISTENING SKILLS 1.0 LISTENING SKILLS
SKILLS
LEARNING
STANDARD 1.1.2 Understand with little or no support specific
1.1.1 Understand with little or no support the main ideas in
information and details in simple longer texts on a range
simple longer texts on a range of familiar topics
of familiar topics
LEARNING 1. listen and understand the audio by answering all the questions correctly
OBJECTIVE

SUCCESS 1. get 10/10 when answering the questions
CRITERIA
ACTIVITIES
1. pupils are introduced to the topic 1. then, teacher will play the audio and pupils 1. pupils do correction if there
2. pupils are asked to read the questions need to listen and answer the questions is a mistake
2. pupils discuss the answer with their pairs
3. teacher will replay the audio, then pupils nedd
to check their answer
4. pupils will compere their own answer with
teacher
RESOURCES/TEACHING
MATERIALS
i-THINK MAP 4C ELEMENT COLLABORATION
PAK 21 ACTIVITY THINK-PAIR-SHARE VALUE DEDICATION

Lesson postponed due to lesson went well. All of them able to understand they audio and also the questions so they are
able to answer all the question correctly.
WEEK 5 DAY WEDNESDAY DATE 30 January, 2019
CONSUMERISM AND
FINANCIAL AWARENESS
LANGUAGE/
FOCUS
WRITING GRAMMAR FOCUS Asking for a favour
SKILLS
COMPLEMENTARY
MAIN SKILLS 4.0 WRITING SKILLS
SKILLS
CONTENT
STANDARD 4.1 Communicate intelligibly through print and digital media
on familiar topics
COMPLEMENTARY
SKILLS
LEARNING
STANDARD
4.1.2 Make and respond to simple requests and suggestions

LEARNING 1. write a simple question and simple answer
OBJECTIVE

SUCCESS 1. write atleast 4 simple questions and give 4 simple answers and suggestions
CRITERIA
ACTIVITIES
1. pupils are devided in group of 4 1. in groups, pupils are asked to make 4 simple 1. after that, they need to copy
2. then, they are given an instruction on question and they also nedd to write their all the questions in their
what they need to do answers exercise book
3. they are introduced to the topic 2. after 20 minutes, each group will present their
task
3. while one group is presenting, others need to
take note on their questions and answers
RESOURCES/TEACHING
PULSE 2 ASSESSMENT PRESENTATION
MATERIALS

Lesson postponed due to lesson was postponed due to Majlis Watikah Pelantikan Pengawas PSS
ASSEMBLY

CLASS 2ALKINDI TIME 11.00AM TO 12.00PM ATTENDANCE
CONSUMERISM AND
FINANCIAL AWARENESS
FOCUS LANGUAGE/
LANGUAGE AWARENESS GRAMMAR FOCUS would like / wouldn't like
SKILLS
COMPLEMENTARY
MAIN SKILLS LANGUAGE AWARENESS
SKILLS
CONTENT
STANDARD
This is a grammar-focused lesson so listening, speaking,
reading and writing skills are not explicitly covered.
CONTENT
STANDARD
This is a grammar-focused lesson so listening, speaking,
COMPLEMENTARY
SKILLS
LEARNING
STANDARD This is a grammar-focused lesson so listening, speaking,
LEARNING 1. use would like or wouldn't like in their writing or daily conversation
OBJECTIVE

CRITERIA
ACTIVITIES
question in the text book 1. then, they will discuss the
on how and when to use would like or 2. then they are asked to share their answers with need to do correction if
wouldn't like other groups necessary
3. after sharing session, pupils are given more 2. pupils are asked to sum up
question to be complete the lesson by give short
RESOURCES/TEACHING
MATERIALS

Lesson postponed due to lesson was successfully conducted. they can used would and wouldn't like correctly
CLASS 3ALRAZI TIME 1.00PM TO 2.00PM ATTENDANCE 8/15
THEME PEOPLE AND CULTURE TOPIC FOOD,FOOD,FOOD UNIT 2

TEXT BOOK BASED - CLOSE UP GLOBAL SUSTAINABILITY
TYPE ELEMENT
FOCUS LANGUAGE/
LANGUAGE AWARENESS GRAMMAR FOCUS PAST CONTINUOUS VS PAST SIMPLE
SKILLS
COMPLEMENTARY
SKILLS LANGUAGE AWARENESS
CONTENT This is a grammar-focused lesson so listening, speaking, This is a grammar-focused lesson so listening, speaking,
STANDARD reading and writing skills are not explicitly covered. reading and writing skills are not explicitly covered.
COMPLEMENTARY
SKILLS
LEARNING
LEARNING 1. use past continuous and past simple correctly

OBJECTIVE

CRITERIA
ACTIVITIES
2. pupils are given notes and examples question in the text book and they need to
differenciate which one is past continuous and 1. then, they will discuss the
on how to use past continuous and past answers with teacher and they
simple past simple
need to do correction if
necessary
2. then they are asked to share their answers with 2. pupils are asked to sum up
other groups the lesson by give short
3. after sharing session, pupils are given more

question to be complete
RESOURCES/TEACHING
CLOSE UP ASSESSMENT WRITTEN EXERCISES
MATERIALS
PAK 21 ACTIVITY ROUND TABLE VALUE COOPERATION
Lesson postponed due to lesson went well even though there were only 8 of them in the class.
WEEK 5 DAY THURSDAY DATE 31 January, 2019
THEME PEOPLE AND CULTURE TOPIC MONEY UNIT 6
TYPE ELEMENT
LANGUAGE/
FOCUS
READING GRAMMAR FOCUS Asking for a favour
SKILLS
COMPLEMENTARY
SKILLS
CONTENT
STANDARD 3.1 Understand a variety of texts by using a range of
appropriate reading strategies to construct meaning
COMPLEMENTARY
SKILLS
LEARNING
STANDARD 3.1.2 Understand specific details and information in simple
longer texts on a range of familiar topics


ACTIVITIES
RESOURCES/TEACHING
HANDOUT(S) ASSESSMENT TEST / EXAM
MATERIALS
i-THINK MAP DOUBLE BUBBLE 4C ELEMENT CRITICAL THINKING
PAK 21 ACTIVITY GALLERY WALK VALUE COOPERATION

Lesson postponed due to
The proclamation of the 16th Yang di-Pertuan Agong Sultan of Pahang Al Sultan Abdullah
OTHERS Ri’ayatuddin Al-Mustafa Billah Shah Sultan Ahmad Shah Al-Musta’in Billah.

WEEK 5 DAY THURSDAY DATE 31 January, 2019
CLASS 3ALRAZI TIME 11.30AM TO 1.00PM ATTENDANCE
THEME PEOPLE AND CULTURE TOPIC FOOD,FOOD,FOOD UNIT 2
TEXT BOOK BASED - CLOSE UP LANGUAGE
TYPE ELEMENT
FOCUS LANGUAGE/
LISTENING GRAMMAR FOCUS
SKILLS
COMPLEMENTARY
MAIN SKILLS 1.0 LISTENING SKILLS 4.0 WRITING SKILLS
SKILLS
CONTENT 1.1 Understand meaning in a 4.2 Communicate with
STANDARD variety of familiar contexts appropriate language, form
and style
COMPLEMENTARY
MAIN SKILLS 1.0 LISTENING SKILLS 4.0 WRITING SKILLS
SKILLS
LEARNING
STANDARD 1.1.4 Understand independently longer sequences of
4.2.1 Punctuate written work with moderate accuracy
classroom instructions

LEARNING 1. listen and understand the audio by answering all the questions correctly
OBJECTIVE

SUCCESS 1. get 10/10 when answering the questions
CRITERIA
ACTIVITIES
1. pupils are introduced to the topic 1. then, teacher will play the audio and pupils 1. pupils do correction if there
2. pupils are asked to read the questions need to listen and answer the questions is a mistake
2. pupils discuss the answer with their pairs
3. teacher will replay the audio, then pupils nedd
to check their answer
4. pupils will compere their own answer with
teacher
RESOURCES/TEACHING
ASSESSMENT
MATERIALS
i-THINK MAP 4C ELEMENT
PAK 21 ACTIVITY VALUE

Lesson postponed due to
WEEK 5 DAY FRIDAY DATE 1 February, 2019
CLASS 2ALKINDI TIME 9.00AM TO 10.30AM ATTENDANCE
THEME TOPIC UNIT
LANGUAGE/
FOCUS
WRITING GRAMMAR FOCUS
SKILLS
COMPLEMENTARY
SKILLS
CONTENT
STANDARD 4.1 Communicate intelligibly through print and digital media
on familiar topics
COMPLEMENTARY
SKILLS
LEARNING
STANDARD

LEARNING 1. write a simple question and simple answer
OBJECTIVE

SUCCESS 1. write atleast 4 simple questions and give 4 simple answers and suggestions
CRITERIA
ACTIVITIES
1. pupils are devided in group of 4 1. in groups, pupils are asked to make 4 simple 1. after that, they need to copy
2. then, they are given an instruction on question and they also nedd to write their all the questions in their
what they need to do answers exercise book
3. they are introduced to the topic 2. after 20 minutes, each group will present their
task
3. while one group is presenting, others need to
take note on their questions and answers
RESOURCES/TEACHING
MATERIALS

Lesson postponed due to lesson was postponed due to the boys not in class. teacher proceed with reading programme.
OTHERS
WEEK 5 DAY FRIDAY DATE 1 February, 2019
CLASS 1ALBIRUNI TIME 11.00AM TO 12.00PM ATTENDANCE
THEME PEOPLE AND CULTURE TOPIC WHAT DO YOU LIKE UNIT 2

TYPE ELEMENT
FOCUS LANGUAGE/
READING GRAMMAR FOCUS Vocabulary related to amusement and theme parks
SKILLS
COMPLEMENTARY
MAIN SKILLS 3.0 READING SKILLS 3.0 READING SKILLS
SKILLS
CONTENT
STANDARD 3.1 Understand a variety of texts by using a range of 3.1 Understand a variety of texts by using a range of
appropriate reading strategies to construct meaning appropriate reading strategies to construct meaning
CONTENT
STANDARD 3.1 Understand a variety of texts by using a range of 3.1 Understand a variety of texts by using a range of
appropriate reading strategies to construct meaning appropriate reading strategies to construct meaning
COMPLEMENTARY
SKILLS 3.0 READING SKILLS
LEARNING
STANDARD 3.1.2 Understand specific details and information in
3.1.1 Understand the main points in simple longer texts
simple longer texts


ACTIVITIES
RESOURCES/TEACHING
MATERIALS
i-THINK MAP 4C ELEMENT COLLABORATION

Lesson postponed due to lesson was postponed due to some of the students involved with Penyerahan Bantuan Awal
Persekolahan
OTHERS
CONTENT STANDARD
DSKP FORM 1
1.1 Understand meaning in a variety of familiar contexts
1.2 Use appropriate listening strategies in a variety of contexts
1.3 Recognise features of spoken genres on familiar topics
2.1 Communicate information, ideas,opinions and feelings intelligibly on familiar topics
2.2 Use register appropriately
2.3 Use appropriate communication strategies
2.4 Communicate appropriately to a small or large group on familiar topics
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
3.2 Explore and expand ideas for personal development by reading independently and widely
4.1 Communicate intelligibly through print and digital media on familiar topics
4.2 Communicate with appropriate language, form and style
5.1 Engage with, respond to and interpret a variety of literary text types
5.2 Analyse and evaluate a variety of literary text types
5.3 Express an imaginative response to literary texts
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
DSKP FORM 2
1.1 Understand meaning in a variety of familiar contexts
1.2 Use appropriate listening strategies in a variety of contexts
1.3 Recognise features of spoken genres on familiar topics
2.1 Communicate information, ideas,opinions and feelings intelligibly on familiar topics
2.3 Use appropriate communication strategies
2.4 Communicate appropriately to a small or large group on familiar topics
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
3.2 Explore and expand ideas for personal development by reading independently and widely
4.1 Communicate intelligibly through print and digital media on familiar topics
4.2 Communicate with appropriate language, form and style
5.1 Engage with, respond to and interpret a variety of literary text types
5.2 Analyse and evaluate a variety of literary text types
5.3 Express an imaginative response to literary texts
DSKP FORM 3meaning in a

1.1 Understand
variety of familiar contexts
strategies in a variety of
contexts
spoken genres on familiar
on familiar topics
topics
strategies
small or large group on familiar
meaning
topics
personal development by
reading independently and
through
widely print and digital
media on familiar
appropriate topics
language, form
text types
and style
variety of literary text types
response to literary texts
LEARNING STANDARD
1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar topics
1.1.2 Understand with little or no support specific information and details in simple longer texts on a range of fam
1.1.3 No learning standard (will be taught in subsequent years)
1.1.4 Understand longer sequences of supported classroom instructions
1.1.5 Understand more complex supported questions
1.1.6 Understand with support longer simple narratives on a wide range of familiar topics
1.2.1 Guess the meaning of unfamiliar words from clues provided by other known words and by context on a rang
2.1.1 Ask about and give detailed information about themselves and others
2.1.2 Ask about and express rules and obligations
2.1.3 Ask about and describe future plans or events
2.1.4 Explain and give reasons for simple advice
2.1.5 Ask about and describe personality
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying
2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks
2.4.1 Narrate short stories, events and experiences
3.1.1 Understand the main points in simple longer texts
3.1.2 Understand specific details and information in simple longer texts
3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context
3.1.4 Use with some support familiar print and digital resources to
3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest
4.1.1 Give detailed information about themselves and others
4.1.2 Describe future plans or events
4.1.3 Narrate factual and imagined events and experiences
4.1.4 Describe personality
4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and referenc
4.2.1 Use capitals, full stops, commas in lists, question marks, and speech marks appropriately at discourse level
4.2.2 Spell most high frequency words accurately in independent writing
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in response to feedback
5.1.1 Describe in simple language a character’s actions or feelings and explain the reasons for them.
5.1.2 Identify and describe in simple language the key characters in a text
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems Other imaginative
1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics
1.1.2 Understand independently specific information in simple longer texts on a range of familiar topics
1.1.3 Recognise with support attitudes or opinions in simple longer texts on a range of familiar topics
1.1.4 Understand with little or no support longer sequences of classroom instructions
1.1.5 Understand with little or no support more complex questions
1.1.6 Understand with little or no support longer simple narratives on a wide range of familiar topics
2.1.1 Ask about and explain key information from simple texts
2.1.2 Ask for and respond appropriately to simple suggestions
2.1.3 Express opinion about future plans or events
2.1.4 Express opinions about simple spoken or written advice given to themselves or others
2.1.5 Express opinions or feelings about character and personality
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying
2.4.1 Communicate opinions or feelings about a story, event or experience
3.1.1 Understand the main points in simple longer texts on a range of familiar topics
3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
3.1.4 Use independently familiar print and digital resources to check meaning
3.1.5 Recognise with support the attitude or opinion of the writer in simple longer texts
3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest
4.1.1 Explain simple content from what they have read
4.1.3 Summarise the main points of a simple story, text or plot
4.1.4 Express opinions and common feelings such as happiness sadness, surprise, and interest
4.1.5 Organise, and sequence ideas within short texts on familiar topics
4.2.2 Spell written work with moderate accuracy
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedba
5.1.1 Explain in simple language connections between characters,places or events in texts and their own lives
5.1.2 Identify and describe in simple language the key characters and themes in a text
5.3.1 Respond imaginatively and intelligibly through creating board games, puzzles and quizzes Other imaginativ
1.1.1 Understand independently the main ideas in simple longer texts on an increased range of familiar topics
1.1.2 Understand independently specific information and details in longer texts on an increased range of familiar
1.1.3 Recognise with little or no support attitudes or opinions in longer texts on an increased range of familiar top
1.1.4 Understand independently longer sequences of classroom instructions
1.1.5 Understand independently more complex questions
1.1.6 Understand independently longer simple narratives on a range of familiar topics
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased
1.3.1 Recognise with support typical features at word, sentence and text levels of a small number of spoken genre
2.1.1 Paraphrase short simple texts
2.1.2 Ask about and explain simple processes
2.1.3 Describe future plans and ambitions
2.1.4 Explain own point of view
2.1.5 Express and respond to common feelings such as happiness, sadness, surprise and interest
2.2.1 Use formal and informal registers appropriately in some familiar contexts repeat what they have said
2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to
2.4.1 Summarise the main points of a story non-fiction and other suitable print and digital texts of
3.1.1 Understand the main points in longer texts on an increased range of familiar topics
3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics
3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased
3.1.4 Use independently familiar print and digital resources to check meaning and extend understanding
3.1.5 Recognise with support the attitude or opinion of the writer in simple longer texts on an increased range of f
3.1.6 Recognise with support typical features at word, sentence and text levels of a range of genres
3.2.1 Read, enjoy and give a personal response to fiction or interest
4.1.1 Explain simple content from what they have read or heard
4.1.2 Explain simple processes
4.1.3 Summarise the main points and explain key details in of a story, text or plot
4.1.4 Express and respond to opinions and common feelings such as happiness, sadness, surprise, and interest
4.1.5 Organise, sequence and develop ideas within short texts on familiar topics
4.2.2 Spell written work with moderate accuracy
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately independently
4.2.4 Begin to use formal and informal registers appropriate to the target audience in familiar situations
5.1.1 Explain why a part or aspect of a text interests them
5.1.2 Explain briefly the development of plot, characters and themes in a text
5.2.1 Identify key stylistic features of a text and explain briefly why the author uses them
5.3.1 Respond imaginatively and intelligibly through creating power points, visuals, posters, blogs and webpages
WEEK LESSON DAY CLASS
1 1 MONDAY 1ALBIRUNI
2 2 TEUSDAY 1ALFARABI
3 3 WEDNESDAY 1ALKINDI
4 4 THURSDAY 1ALRAZI
5 5 FRIDAY
6 6 2ALBIRUNI
7 7 2ALFARABI
8 8 THEME 2ALKINDI
9 9 PEOPLE AND CULTURE 2ALRAZI
10 10 HEALTH AND ENVIRONMENT
11 11 SCIENCE AND TECHNOLOGY 3ALBIRUNI
12 CONSUMERISM
12 AND FINANCIAL AWARENESS 3ALFARABI
13 13 3ALKINDI
14 14 3ALRAZI
15 15 ASSESSMENT
16 16 WRITTEN EXERCISES
17 17 TEST / EXAM
18 18 PRESENTATION
19 19 QUIZ R/TMATERIAL
20 20 PROJECT BASED PULSE 2
21 21 OTHERS CLOSE UP
22 22 REFERENCE BOOK
23 23 LESSON TYPE LIT COMPONENT TEXTBOOK
24 24 NON TEXT BOOK BASED HANDOUT(S)
25 25 TEXT BOOK BASED - PULSE 2 WORKSHEET(S)
26 26 NON TEXT BOOK BASED LAPTOP/LCD
27 27 TEXT BOOK BASED - CLOSE UP HEBAT MATERIAL
28 28
29 29
30 30 CROSS CURRICULAR PAK 21
31 31 LANGUAGE ROUND TABLE
32 32 ENVIRONMENTAL SUSTAINABILITY THINK-PAIR-SHARE
33 33 VALUES GALLERY WALK
34 34 SCIENCE AND TECHNOLOGY PRESENTATION
35 35 PATRIOTISM AND CITIZENSHIP FORUM- HOT SEAT
36 36 CREATIVITY AND INNOVATION I-THINK MAP
37 37 ENTREPRENEURSHIP ISSUE RESEARCH
38INFORMATION
38 AND COMMUNICATIONS TECHNOLOGYPRACTICAL WORK
39 39 GLOBAL SUSTAINABILITY OTHERS
40 40 FINANCIAL EDUCATION
41 41
42 42
43 VALUES
44 KINDNESS
45 COOPERATION ITHINK
46 TOLERANCE CIRCLE
47 JUSTICE BUBBLE
48 HONESTY DOUBLE BUBBLE
49 GRATEFUL TREE
50 HELPFUL BRACE
51 RESPONSIBLE FLOW
52 WELL-MANNERED MULTI FLOW
53 RESPECT BRIDGE
54 LOVE
55 PATIENCE
56 DEDICATION
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
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TIME UNIT TOPIC
7.30AM 1 WHAT DO YOU LIKE
8.00AM 2 FACT OR FICTION
8.30AM 3 WILD WEATHER
9.00AM 4 LIFE ON EARTH
9.30AM 5 LETS EXPERIMENT
10.00AM 6 MONEY
10.30AM 7 JOURNEYS
11.00AM 8 GOOD LUCK, BAD LUCK
11.30AM 9 TAKE CARE
12.00PM
12.30PM 1 FAMILY TIES
1.00PM 2 FOOD,FOOD,FOOD
1.30PM 3 THE WONDERS OF NATURE
2.00PM 4 SPECIAL RELATIONSHIPS
2.30PM 5 A PLACE TO CALL HOME
3.00PM 6 READY, STEADY, GO!
3.30PM 7 EXTREME SITUATION
8 TIME TO SPARE
9 HIGH-TECH WORLD
10 THAT'S ENTERTAINMENT
11 LESSON TO LEARN
EXTBOOK SKILLS
1.0 LISTENING SKILLS
2.0 SPEAKING SKILLS
3.0 READING SKILLS
4.0 WRITING SKILLS
5.0 LITERATURE IN ACTION
LANGUAGE AWARENESS
FOCUS SKILLS
LISTENING
SPEAKING
READING
WRITING
LITERATURE IN ACTION
LANGUAGE AWARENESS
4C ELEMENT
CREATIVITY
CRITICAL THINKING
COLLABORATION
COMMUNICATION
REMARKS
MEDICAL LEAVE
ON LEAVE
MEETING
COURSE
ASSEMBLY
EVENT
EXAM
OTHERS
PRE
U1R2LESSON
Pupils' prior knowledge are activated in this lesson using ‘Unit opener’ in Teacher’s Book. (Stages four and
U1R1 Pupils' prior knowledge are activated in this lesson using the ‘Unit opener’ in Teacher’s Book.
before
U1L1 collecting
U1LAPupils
Pupils' prior
look their responses.
atknowledge
pictures arediscuss
and activated bywith
them following the partner(s).
their talk introductory notes on
Teacher usespage
who?10 how?
in the where?
Teacher’sandBook
who
Pupils are asked how do they spend their free time and write the question on the board, then to discuss the questio
U1L2 Pupils' prior knowledge are activated using ABCD cards for multiple-choice questions that have four choice
pupils use one of the cards to show their response to a series of questions that check pupils’ understanding of the m
U1S1 Pupils' prior knowledge are activated by asking pupils to write down words and expressions for showing em
U1S2 Pupils'
partner(s) priorcollecting
before knowledge areasactivated
ideas a class. with a True/False
Teacher writes theactivity. Pupilsonare
pupils’ ideas thegiven
boardred and
and green
draw cards (red
attention to
to spe
U1W1 Teacher
whiteboard and explains what is meant by the term ‘abbreviation’ and provide one or two examples that are writte
they
each already know.
pupil has to tellPupils
whetherare they
allowed
thinktoeach
discuss their ideas
statement withortheir
is True Falsetalk partner(s).
using Teacher writes the pupils’ id
their cards.
U1W2 Pupils' prior knowledge are activated by asking pupils to explain how they will go about planning a piece o
U2R1 Teacher
U2R2 Pupils areuses "Unit
asked to Opener"
keep theirtotextbooks
start. Pupils are given
closed. Teacheran opportunity to speak
writes the words in in
in red small
the groups or withon
‘Word Focus’ talk p
p.18
Pupils then are asked to look at these same words in red in the text and to check meaning by looking carefully at t
definitions with those
given.
U1R1 (Activity C) Pupils are asked to scan the text for the main points in the text.
LESSON DEVELOPMENT
Understanding
U1R2 (ActivitiestheDmain
& E)points
. Pupilsin are
a text is applying
focused reading for
on developing gistmain skill for this lesson.
their
skill.
(Activity F) Pupils are focused on the complementary skill.
U1L2 (Activity D)Pupils are asked to make notes about the differences, similarities or connections between the pi
U1LA
correct(Grammar
answers Activities A to G) Pupils have encountered the present simple and present continuous in Form 2
U1L1 (Activity
Activities E andB) Pupilsonaredeveloping
F focus to match the thesentences
main skilltofor
thethis
categories
lesson. (not to a particular picture) (Activity C) Pup
Activity D focuses
U1S1 (Activity on the complementary
A) Teacher asks questions skill.
to encourage the use of words that express feelings. Pupils are to follow
U1S2 (Activity
U1W1 B)Pupils
(Activities A, B, C,use
D informal register
and E) Pupils aretotocomplete Activity
write answers Pupils are1-3.
to questions to use the ‘Ideas
Pupils Focus’, second
are to punctuate que
the sente
correctly.
U1W2 (Activities F and G) Pupils are asked to complete the activities by referring to examples given
U2R1 (Activity D) Pupils must write sentences on their own using the key words in this activity. Pupils are asked
U2R2 (Activities A, B, C, E and ‘Ideas Focus’) Pupils are asked to discuss in small groups. When pupils are ready
POST LESSON
that they have learned in relation to the topic Family Ties. When
pupils are ready, collect and share words/expressions as a whole
ready,
class. their ideas are collected and shared as a whole class. Pupils write ideas on the board, checking that all five t
U1LAhave
•You Pupils are today
learnt asked to write two sentences using vocabulary introduced in the unit. One sentence using a stativ
•You have done well
U1L2 Pupils
•Your talk are asked
partner to review
has done well their learning in this lesson by getting them to close their textbooks and then to r
U1S1 Pupils are asked to review their learning by giving a one-minute verbal summary of the lesson. Pupils are a
U1S2 Pupils are asked to review their learning in this lesson by getting pupils to write down what was the most im
U1W1 Pupils are asked to review their learning in this lesson by describing what they have learnt in the lesson an
U1W2 Pupils are asked to review their learning in this lesson by completing an exit card: ‘what went well in your
U2R1 Pupils are asked to identify with their talk partner(s) at least one new word or expression that they have lear
U2R2 Pupils are put in small groups and asked to tell each other about what they had for dinner last night. Pupils
k partner. The final stage to Activity E Pupils are allowed to discuss their answers as a class and for individual pupils to explai
are only used in the present simple and provide examples
sked to check and discuss their answers in small groups.
alk partner(s) before collecting ideas as a class. Pupils are invited to provide follow-up responses
essions to use in the discussion.
ve feedback on spelling and language accuracy.

ss feelings such as happiness, sadness, surprise, or interest.
give individuals feedback as moved between pupils’ desks.

ected and shared as a whole class. Teacher writes ideas on the board, checking that all three tips have been included.
th the class.
for planning the writing lessons in lesson cycle 2.

eir answers. (Activity F)Pupils are given opportunity to listen to the recording a second time and to check the

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ENGLISH LESSON PLAN FORM 3 2019 LESSON

WEEK 5 DAY MONDAY DATE

At the end of the lesson, pupils should be able to:

Pupils will be successful if they can:

PAK 21 ACTIVITY PRESENTATION VALUE COOPERATION

ENGLISH LESSON PLAN FORM 2 2019 LESSON

At the end of the lesson, pupils should be able to:

Pupils will be successful if they can:

PAK 21 ACTIVITY PRESENTATION VALUE COOPERATION

ENGLISH LESSON PLAN FORM 1 2019 LESSON

LESSON CROSS CURRICULUR

At the end of the lesson, pupils should be able to:

LEARNING 1. use present simple and present continuous correctly

Pupils will be successful if they can:

NUOUS VS PAST SIMPLE

d lesson so listening, speaking,

d lesson so listening, speaking,

then, they will discuss the

like / wouldn't like

d lesson so listening, speaking,

d lesson so listening, speaking,

then, they will discuss the

resent Continuous (affirmative,

d lesson so listening, speaking,

d lesson so listening, speaking,

then, they will discuss the

pupils are asked to sum up

At the end of the lesson, pupils should be able to:

Pupils will be successful if they can:

PAK 21 ACTIVITY THINK-PAIR-SHARE VALUE COOPERATION

ENGLISH LESSON PLAN FORM 1 2019 LESSON 11

THEME PEOPLE AND CULTURE TOPIC WHAT DO YOU LIKE UNIT 2

Pupils will be successful if they can:

PAK 21 ACTIVITY THINK-PAIR-SHARE VALUE DEDICATION

At the end of the lesson, pupils should be able to:

Pupils will be successful if they can:

PAK 21 ACTIVITY PRESENTATION VALUE COOPERATION

ENGLISH LESSON PLAN FORM 2 2019 LESSON 13

Pupils will be successful if they can:

PAK 21 ACTIVITY PRESENTATION VALUE COOPERATION

THEME PEOPLE AND CULTURE TOPIC FOOD,FOOD,FOOD UNIT 2

At the end of the lesson, pupils should be able to:

LEARNING 1. use past continuous and past simple correctly

Pupils will be successful if they can:

SUCCESS 1. answer the questions correctly

3. after sharing session, pupils are given more

At the end of the lesson, pupils should be able to:

At the end of the lesson, pupils should be able to:

PAK 21 ACTIVITY GALLERY WALK VALUE COOPERATION

ENGLISH LESSON PLAN FORM 3 2019 LESSON 14

At the end of the lesson, pupils should be able to:

Pupils will be successful if they can:

i-THINK MAP 4C ELEMENT

PAK 21 ACTIVITY VALUE

At the end of the lesson, pupils should be able to:

At the end of the lesson, pupils should be able to:

PAK 21 ACTIVITY PRESENTATION VALUE COOPERATION

ENGLISH LESSON PLAN FORM 1 2019 LESSON 12

WEEK 5 DAY FRIDAY DATE 1 February, 2019

CLASS 1ALBIRUNI TIME 11.00AM TO 12.00PM ATTENDANCE

THEME PEOPLE AND CULTURE TOPIC WHAT DO YOU LIKE UNIT 2

LESSON CROSS CURRICULUR

At the end of the lesson, pupils should be able to: