WEEK: DAY: Friday DATE:

SUBJECT: ENGLISH LESSON: 55 TIME:

FORM/CLASS: 3 CENDEKIA W2: 8.05 - 8.40 a.m.
DURATION: 70 minutes W3: 8.40 - 9.15 a.m.
THEME: Health and Environment
TOPIC: READY, STEADY, GO! (UNIT 6) RESOURCES:
FOCUS SKILLS: Listening 12 Textbook

LANGUAGE/ Sport related vocabulary/language for expressing emotions page 74

GRAMMAR FOCUS: Choose an item.
iTHiNK MAPS:
Main Skill: Listening
Circle
CONTENT 1.1 Understand meaning in a variety of familiar context
STANDARD/S: Complementary Skill: Speaking CROSS CURRICULAR
ELEMENTS:
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
Creativity and Innovation
Main Skill: Listening

LEARNING LEARNING
1.1.1 Understand independently the main ideas in simple longer texts on an increased range DOMAIN:
of familiar topics
STANDARD/S: Complementary Skill: Speaking
Analyse

2.1.5 Express and respond to common feelings such as happiness, sadness, surprise, and interest
ASSESSMENT:
Main Listening Written Exercise
By the end of the lesson, pupils will be able to understand independently
the main ideas in 6 conversations by circling the correct answers based on MORAL VALUES:
the key words underlined and the similar words they heard from the text Politeness
LEARNING
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to express and respond to
common feelings such as happiness, sadness, surprise and interest by
acting out the emotions in the given situations.
ACTIVITIES : FA/ Differentiation Strategies
I. PRE LESSON a. Pupils play a game of who can list the most word related to sports I-Think Map: Circle Map
b. Pupils show their mini white board to determine the winner FA: Starter
II. LESSON c. Pupils read the information in the Exam Close-up box
DEVELOPMENT d. Pupils read the Exam Task and practice the strategies suggested in the FA: Think-Pair-Share
– GIST- TASK Exam Close-up box Differentiation: Organise talk
e. Pupils think about the words they may hear when listening to the text partners or grouping so that a more
proficient pupil can help and
f. Pupils list the words, share with a partner and then discuss in class support a less proficient pupil.
III. DETAILED TASK g. Pupils listen to 6 separate conversations and answer the questions in
the Exam Task Differentiation: To support less
h. Pupils listen again to check answers confident pupils, pause the listening
i. Pupils share answers as a class track at selected intervals to allow
thinking time. Alternatively, read
j. Pupils discuss the words and intonation of the speakers that help them and pause at specific intervals from
get the answers the audio script in the Teacher’s
IV. POST-LESSON k. Pupils practise with their talk partner(s) saying the sentences and Book if it helps less proficient pupils
expressing the emotions mentioned in Activity B on p.74 of the to listen to your voice rather than
Student’s Book that of a native speaker. Play the
track from the CD when pupils feel
l. Selected pupils demonstrate expressing the different emotions more confident.
FA: Wait time
Moral Value: Politeness

FA: Plenary
REFLECTION:
Attendance: 30 / 31 Number: 30 / 31 pupils were able to achieve the learning objectives.
Absent: 1 / 31 Only __/____ were not able to achieve the learning objectives. These pupils will be _________
Truant: / _____________________________________________________________________________
School Activity: / Follow-up / Reinforcement: Lesson could not be conducted and will be postponed due to
WEEK: DAY: Friday DATE:

SUBJECT: ENGLISH LESSON: 43 TIME:

FORM/CLASS: 4 DEDIKASI W8: 11.55 a.m. - 12.30 p.m
DURATION: 35 minutes Choose an item.

THEME: People and Culture

TOPIC: BEING A TEEN (UNIT 4) RESOURCES:
7 Textbook
FOCUS SKILLS: Speaking
page 56
LANGUAGE/ Talking about technology and education; expressing opinion
GRAMMAR FOCUS: Choose an item.
iTHiNK MAPS:
Main Skill: Speaking Tree

2.3 Use appropriate communication strategies

CONTENT CROSS CURRICULAR
STANDARD/S: ELEMENTS:
Complementary Skill: Reading
Information and Communications Technology
3.1 Understand a variety of text by using a range of appropriate reading strategies to construct meaning
Main Skill: Speaking LEARNING DOMAIN:
Analyse
2.3.1 Confirm understanding in discourse-level exchanges by repeating back what a speaker has said
LEARNING Create
STANDARD/S:
Complementary Skill: Reading
ASSESSMENT:
3.1.4 Use independently familiar and some unfamiliar print and digital resources to check meaning andspecify):
Others (Pls extend understanding
Main Speaking Oral output
By the end of the lesson, pupils will be able to confirm understanding in their
pair discussion on the advantages and disadvantages of the educational MORAL VALUES:
tools by repeating what the speaker has said using the sentence patterns Politeness
LEARNING
“So, you think that…”
OBJECTIVES:
Complementary Reading
By the end of the lesson, pupils will be able to use digital resources or
dictionaries to check meaning of words / phrases provided in Activity B
ACTIVITIES : a. Pupils’ prior knowledge is activated by asking pupils to discuss the FA/Differentiation Strategies
I. PRE LESSON questions, written on the board, in small groups. ( What is virtual reality? I-Think Map: Tree Map
How is it used for entertainment purposes? How is it used for FA: Starter
educational purposes? (i.e. gaming and medical or military training)
b. Pupils share their answers with the class
II. LESSON c. Pupils read the questions in Activity A and discuss them as a class
DEVELOPMENT d. Pupils study the 5 pictures and captions in Activity B and explain their FA: No Hands-up (lollipop)
– GIST- TASK understanding of each of them (refer to Teacher’s Book for some
background note on e-books, interactive whiteboard and virtual reality)
e. Pupils work with their talk partner(s) and use digital resources or, if
unavailable, dictionaries, to look up / check the meaning of the FA: Think-Pair-Square
words/phrases in the box and, if necessary, ‘e-books’, ‘interactive
whiteboard’ and ‘virtual reality’.
f. Pupils go through the information provided in the TIPS! box and listen to
teacher’s explanation.
g. Pupils are advised that they should respond to each other’s ideas by
saying ‘So, you think that…’ followed by a summary of what the pupil has
 just said. If the summary is correct, they can move on, if not, the pupil Moral Value: Politeness
replies ‘no, what I think is…’
III. DETAILED TASK h. Pupils, in pairs, discuss the advantages and disadvantages of each FA: Think-Pair-Share
educational tool and decide which ones are suitable. Pupils are reminded Differentiation: Support can
that when appropriate, they should use the words / phrases in the box. be given to less proficient pupils
i. Selected pupils act out their discussion in class depending on their needs, such
as by providing vocabulary to use
in the speaking tasks, or
sentence starters and model
IV. POST-LESSON j. Pupils are divided into groups. sentence constructions to help
k. Pupils are given a definition of one of the words in the box (Activity B). the pupil produce sentences.
l. The group that gives the right word first is given a point. ( Alternatively, FA: Plenary – Game/Quiz
pupils work in small groups and take it in turns to describe the meaning
of a word for the rest of the group to guess.)
REFLECTION:
Number: 28 /32 pupils were able to achieve the learning objectives.
Attendance: 28 / 32
Absent: 4 / 32
Truant: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
School Activity: /
_____________________________________________________________________________

Follow-up / Reinforcement: Lesson could not be conducted and will be postponed due to: