DAILY LESSON PLAN

ENGLISH LANGUAGE PANEL, SMK RIAM, MIRI

WEEK/LESSON NO. 4 LESSON 4 (Non-Textbook-Based) FORM 1 UTARID

SUBJECT English DATE / DAY 2/4/2024 TUESDAY
UNIT 6 TIME 9.00 - 10.00 AM
TOPIC Money
THEME Consumerism and Financial Awareness
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING Think-pair-share Past Simple Verbs, Reference Pronouns
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: and Coordinating Conjunctions
CONTENT STANDARD(S)
Main: Complementary:
4.1 Communicate intelligibly through print and digital media on 4.1 Communicate intelligibly through print and digital media on
familiar topics familiar topics
LEARNING STANDARD(S)
Main: Complementary:
4.1.3 Narrate factual and imagined events and experiences 4.1.5 Connect sentences into two coherent paragraphs or more
using basic coordinating conjunctions and reference pronouns
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Write a short text about a shopping trip using basic coordinating conjunctions and reference pronouns.

Candy’s shopping trip text from Lesson 4.

FORMATIVE ASSESSMENT TECHNIQUE(S Strategic Questioning MATERIAL(S) Ron’s shopping trip worksheet
https://anyflip.com/lnvbl/svgh/basic
ACTIVITIES
 Ask pupils to remind you about how Candy spent her inheritance in the previous reading lesson.
PRE-LESSON  Briefly focus pupils’ attention on the text on Candy’s shopping trip and remind them of their focus on coordinating
conjunctions and on reference pronouns. Elicit a few examples.
1)
 Tell pupils that Candy has a brother, Ron, who also inherited 2000 ringgits. Tell pupils that they will create a short text
about Ron’s shopping trip, which they will swap with classmates, who will calculate how much he spent and how much
he has left.
 Divide pupils into pairs, hand out the worksheet and tell pupils to create their text. Tell them that they can use the
Candy text to help, if necessary, and that they should pay attention to coordinating conjunctions, reference pronouns,
LESSON
and simple past tense verbs.
DEVELOPMENT  Monitor and support as necessary and make a note of any common language errors relating to use of past simple,
coordinating conjunctions and reference pronouns.
2)
 Tell pairs to swap texts and to complete the table to calculate how much Ron spent and how much he has left.
 Tell pupils to check their answers with each other.
 Write any common language errors on the board and ask pupils to correct these as a whole class.
 Ask pupils to read each other’s texts and to underline one thing the writers have done well (e.g. good use of vocabulary,
POST-LESSON good idea for spending the inheritance)
 Elicit examples from the whole class.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATION - pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
- pupils complete the tasks(s) on their own

TEACHER’S Students were able to achieve the objectives by writing a short text detailing how Cindy spent her money using appropriate
REFLECTION conjunctions and reference pronouns. Students also able to complete the task given and actively giving responses in class.
 DAILY LESSON PLAN
TEACHER’S
ENGLISH LANGUAGE PANEL, SMK RIAM, MIRI
REFLECTION
WEEK/LESSON NO. 4 LESSON 4 (Non-Textbook-Based) FORM 1 URANUS
SUBJECT English DATE / DAY 3/4/2024 WEDNESDAY
UNIT 6 TIME 7.30 - 8.30 AM
TOPIC Money
THEME Consumerism and Financial Awareness
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING Think-pair-share Past Simple Verbs, Reference Pronouns
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: and Coordinating Conjunctions
CONTENT STANDARD(S)
Main: Complementary:
4.1 Communicate intelligibly through print and digital media on 4.1 Communicate intelligibly through print and digital media on
familiar topics familiar topics
LEARNING STANDARD(S)
Main: Complementary:
4.1.3 Narrate factual and imagined events and experiences 4.1.5 Connect sentences into two coherent paragraphs or more
using basic coordinating conjunctions and reference pronouns
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Write a short text about a shopping trip using basic coordinating conjunctions and reference pronouns.

Candy’s shopping trip text from Lesson 4.

FORMATIVE ASSESSMENT TECHNIQUE(S Strategic Questioning MATERIAL(S) Ron’s shopping trip worksheet
https://anyflip.com/lnvbl/svgh/basic
ACTIVITIES
 Ask pupils to remind you about how Candy spent her inheritance in the previous reading lesson.
PRE-LESSON  Briefly focus pupils’ attention on the text on Candy’s shopping trip and remind them of their focus on coordinating
conjunctions and on reference pronouns. Elicit a few examples.
1)
 Tell pupils that Candy has a brother, Ron, who also inherited 2000 ringgits. Tell pupils that they will create a short text
about Ron’s shopping trip, which they will swap with classmates, who will calculate how much he spent and how much
he has left.
 Divide pupils into pairs, hand out the worksheet and tell pupils to create their text. Tell them that they can use the
Candy text to help, if necessary, and that they should pay attention to coordinating conjunctions, reference pronouns,
LESSON
and simple past tense verbs.
DEVELOPMENT  Monitor and support as necessary and make a note of any common language errors relating to use of past simple,
coordinating conjunctions and reference pronouns.
2)
 Tell pairs to swap texts and to complete the table to calculate how much Ron spent and how much he has left.
 Tell pupils to check their answers with each other.
 Write any common language errors on the board and ask pupils to correct these as a whole class.
 Ask pupils to read each other’s texts and to underline one thing the writers have done well (e.g. good use of vocabulary,
POST-LESSON good idea for spending the inheritance)
 Elicit examples from the whole class.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATION - pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
- pupils complete the tasks(s) on their own

Students were able to achieve the objectives by writing a short text detailing how Cindy spent her money using appropriate
TEACHER’S
conjunctions and reference pronouns. Students also able to complete the task given and actively giving responses in class.
REFLECTION
 DAILY LESSON PLAN
ENGLISH LANGUAGE PANEL, SMK RIAM, MIRI

WEEK/LESSON NO. 4 LESSON 4 (Non-Textbook-Based) FORM 1 ZUHRAH

SUBJECT English DATE / DAY 3/4/2024 WEDNESDAY
UNIT 6 TIME 10.00 - 11.00 AM
TOPIC Money
THEME Consumerism and Financial Awareness
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING Think-pair-share Past Simple Verbs, Reference Pronouns
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: and Coordinating Conjunctions
CONTENT STANDARD(S)
Main: Complementary:
4.1 Communicate intelligibly through print and digital media on 4.1 Communicate intelligibly through print and digital media on
familiar topics familiar topics
LEARNING STANDARD(S)
Main: Complementary:
4.1.3 Narrate factual and imagined events and experiences 4.1.5 Connect sentences into two coherent paragraphs or more
using basic coordinating conjunctions and reference pronouns
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Write a short text about a shopping trip using basic coordinating conjunctions and reference pronouns.

Candy’s shopping trip text from Lesson 4.

FORMATIVE ASSESSMENT TECHNIQUE(S Strategic Questioning MATERIAL(S) Ron’s shopping trip worksheet
https://anyflip.com/lnvbl/svgh/basic
ACTIVITIES
 Ask pupils to remind you about how Candy spent her inheritance in the previous reading lesson.
PRE-LESSON  Briefly focus pupils’ attention on the text on Candy’s shopping trip and remind them of their focus on coordinating
conjunctions and on reference pronouns. Elicit a few examples.
1)
 Tell pupils that Candy has a brother, Ron, who also inherited 2000 ringgits. Tell pupils that they will create a short text
about Ron’s shopping trip, which they will swap with classmates, who will calculate how much he spent and how much
he has left.
 Divide pupils into pairs, hand out the worksheet and tell pupils to create their text. Tell them that they can use the
Candy text to help, if necessary, and that they should pay attention to coordinating conjunctions, reference pronouns,
LESSON
and simple past tense verbs.
DEVELOPMENT  Monitor and support as necessary and make a note of any common language errors relating to use of past simple,
coordinating conjunctions and reference pronouns.
2)
 Tell pairs to swap texts and to complete the table to calculate how much Ron spent and how much he has left.
 Tell pupils to check their answers with each other.
 Write any common language errors on the board and ask pupils to correct these as a whole class.
 Ask pupils to read each other’s texts and to underline one thing the writers have done well (e.g. good use of vocabulary,
POST-LESSON good idea for spending the inheritance)
 Elicit examples from the whole class.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATION - pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
- pupils complete the tasks(s) on their own

Students were able to achieve the objectives by writing a short text detailing how Cindy spent her money using appropriate
TEACHER’S
conjunctions and reference pronouns. Students also able to complete the task given and actively giving responses in class.
REFLECTION
 DAILY LESSON PLAN
ENGLISH LANGUAGE PANEL, SMK RIAM, MIRI

WEEK/LESSON NO. 4 LESSON 5 (Non-Textbook-Based) FORM 1 UTARID

SUBJECT English DATE / DAY 3/4/2024 WEDNESDAY
UNIT 6 TIME 12.00 - 13.00 AM
TOPIC Money
THEME Consumerism and Financial Awareness
MAIN SKILL Literature in CROSS-CURRICULAR ELEMENTS Financial Education
Action
21ST CENTURY LEARNING Brainstorming Adjectives and nouns
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main:
5.3 Express and imaginative response to literary texts
LEARNING STANDARD(S)
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Complete an Octopoem about money in pairs.

Octopoem about friendship and

FORMATIVE ASSESSMENT TECHNIQUE(S Concept mapping MATERIAL(S) Octopoem template
https://anyflip.com/lnvbl/svgh/basic
ACTIVITIES
 Write this statement on the board: Money is a friend and an enemy.
PRE-LESSON  Ask pupils to think about whether they agree with this sentence in connection with their own lives, and why/why not.
 Tell pupils to share their opinions in groups of 3 or 4.
1)
 Elicit answers and reasons from a few pupils in the whole class.
 Tell pupils that this task prepares them to think about what money is and does, and that they will write a poem about
money in the lesson.
 Show them the Octopoem about Friendship and ask them to think about possible reasons for the writer’s opinions.
LESSON  Elicit suggestions from the whole class.
DEVELOPMENT  Now ask pupils to complete the Octopoem about money. They can do this individually or in pairs, depending on their
preference and what you think is most suitable.
2)
 Ask fast finishers to share their poems and ask each other questions about the poems.
 Put the poems on the classroom wall or on desks and ask pupils to walk around, read the poems, and note down one
phrase they like.
 With the whole class, ask pupils to share phrases they like, and to say why.
POST-LESSON
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATION - pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
- pupils complete the tasks(s) on their own

TEACHER’S Students were able to complete the blanks using appropriate words and the information they learnt from previous experience
REFLECTION regarding friendship. Students were also be able to share their opinion and thought regarding the matter discussed.
 DAILY LESSON PLAN
ENGLISH LANGUAGE PANEL, SMK RIAM, MIRI

WEEK/LESSON NO. 4 LESSON 5 (Non-Textbook-Based) FORM 1 URANUS

SUBJECT English DATE / DAY 4/4/2024 THURSDAY
UNIT 6 TIME 10.30 - 11.30 AM
TOPIC Money
THEME Consumerism and Financial Awareness
MAIN SKILL Literature in CROSS-CURRICULAR ELEMENTS Financial Education
Action
21ST CENTURY LEARNING Brainstorming Adjectives and nouns
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main:
5.3 Express and imaginative response to literary texts
LEARNING STANDARD(S)
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Complete an Octopoem about money in pairs.

Octopoem about friendship and

FORMATIVE ASSESSMENT TECHNIQUE(S Concept mapping MATERIAL(S) Octopoem template
https://anyflip.com/lnvbl/svgh/basic
ACTIVITIES
 Write this statement on the board: Money is a friend and an enemy.
PRE-LESSON  Ask pupils to think about whether they agree with this sentence in connection with their own lives, and why/why not.
 Tell pupils to share their opinions in groups of 3 or 4.
1)
 Elicit answers and reasons from a few pupils in the whole class.
 Tell pupils that this task prepares them to think about what money is and does, and that they will write a poem about
money in the lesson.
 Show them the Octopoem about Friendship and ask them to think about possible reasons for the writer’s opinions.
LESSON  Elicit suggestions from the whole class.
DEVELOPMENT  Now ask pupils to complete the Octopoem about money. They can do this individually or in pairs, depending on their
preference and what you think is most suitable.
2)
 Ask fast finishers to share their poems and ask each other questions about the poems.
 Put the poems on the classroom wall or on desks and ask pupils to walk around, read the poems, and note down one
phrase they like.
 With the whole class, ask pupils to share phrases they like, and to say why.
POST-LESSON
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATION - pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
- pupils complete the tasks(s) on their own

Students were able to complete the blanks using appropriate words and the information they learnt from previous experience
TEACHER’S
regarding friendship. Students were also be able to share their opinion and thought regarding the matter discussed.
REFLECTION
 DAILY LESSON PLAN
ENGLISH LANGUAGE PANEL, SMK RIAM, MIRI

WEEK/LESSON NO. 4 LESSON 5 (Non-Textbook-Based) FORM 1 ZUHRAH

SUBJECT English DATE / DAY 5/4/2024 FRIDAY
UNIT 6 TIME 7.00 - 8.00 AM
TOPIC Money
THEME Consumerism and Financial Awareness
MAIN SKILL Literature in CROSS-CURRICULAR ELEMENTS Financial Education
Action
21ST CENTURY LEARNING Brainstorming Adjectives and nouns
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main:
5.3 Express and imaginative response to literary texts
LEARNING STANDARD(S)
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Complete an Octopoem about money in pairs.

Octopoem about friendship and

FORMATIVE ASSESSMENT TECHNIQUE(S Concept mapping MATERIAL(S) Octopoem template
https://anyflip.com/lnvbl/svgh/basic
ACTIVITIES
 Write this statement on the board: Money is a friend and an enemy.
PRE-LESSON  Ask pupils to think about whether they agree with this sentence in connection with their own lives, and why/why not.
 Tell pupils to share their opinions in groups of 3 or 4.
1)
 Elicit answers and reasons from a few pupils in the whole class.
 Tell pupils that this task prepares them to think about what money is and does, and that they will write a poem about
money in the lesson.
 Show them the Octopoem about Friendship and ask them to think about possible reasons for the writer’s opinions.
LESSON  Elicit suggestions from the whole class.
DEVELOPMENT  Now ask pupils to complete the Octopoem about money. They can do this individually or in pairs, depending on their
preference and what you think is most suitable.
2)
 Ask fast finishers to share their poems and ask each other questions about the poems.
 Put the poems on the classroom wall or on desks and ask pupils to walk around, read the poems, and note down one
phrase they like.
 With the whole class, ask pupils to share phrases they like, and to say why.
POST-LESSON
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATION - pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
- pupils complete the tasks(s) on their own

TEACHER’S Students were able to complete the blanks using appropriate words and the information they learnt from previous experience
REFLECTION regarding friendship. Students were also be able to share their opinion and thought regarding the matter discussed.
 RANCANGAN PENGAJARAN HARIAN
PENDIDIKAN MORAL TINGKATAN 5

MINGGU 4 HARI Selasa

TARIKH 02.04.2024 MASA 10.30 - 11.30 AM
KELAS 5 BUMI JUMLAH MINIT 60 MINIT
TEMA INSAN BERMORAL
TAJUK NORMA MASYARAKAT GLOBAL MEMBENTUK KEHARMONIAN SEJAGAT
STANDARD KANDUNGAN 5.1 Norma Masyarakat Global
STANDARD 5.1.5 Mengekspresikan perasaan apabila mengamalkan norma masyarakat global.
PEMBELAJARAN
OBJEKTIF Di akhir pengajaran dan pembelajaran, murid dapat:
PEMBELAJARAN 1. Mengekspresikan perasaan apabila mengamalkan norma masyarakat global.
KRITERIA KEJAYAAN Murid dapat mengekspresikan perasaan apabila mengamalkan norma masyarakat global
AKTIVITI 1. Murid mendengar penerangan guru tentang isi pelajaran dan kaitannya dengan
(Buku Teks MS ) objektif pelajaran dan kriteria kejayaan. SI: Video
2. Guru mengulangkaji topik yang lepas
3. Aktiviti main peranan dijalankan
4. Murid dibahagikan kepada beberapa kumpulan dan guru memberikan kad situasi
kepada setiap kumpulan
5. Murid dikehendaki melakonkan tentang cara menghormati tetamu dalam masyarakat
global
6. Murid diberikan tanggungjawab untuk memegang suatu peranan atau watak.
7. Murid diberikan masa untuk membuat persediaan.
8. Murid membuat persembahan dengan memainkan peranan atau watak yang telah
diberikan.
9. Murid dikehendaki mengekspresikan perasaan apabila mematuhi norma
masyarakat.
10. Murid membuat rumusan daripada simulasi yang dijalankan
11. Guru bersoal jawab dengan pelajartentang keseluruhan aktiviti
12. Murid melengkapkan latihan yang diberi oleh guru.
13. Murid mendengar guru membuat kesimpulan tentang isi pelajaran.
PETA i-THINK Peta Alir STRATEGI Main Peranan TAHAP TP 1
PAK21 PENGUASAAN
PENGISIAN KURIKULUM Kemahiran Abad Ke-21 Mahir Berkomunikasi
Kemahiran Berfikir Aras Tinggi (KBAT) Mengaplikasi
Strategi Pengajaran dan Pembelajaran Pembelajaran Kontekstual
Pendekatan Tematik Kemasyarakatan
Elemen Merentas Kurikulum (EMK) EMK - Sains Dan Teknologi
Nilai Murni – Kerjasama
BBM Buku teks, Kertas manila , Pen Marker
PENTAKSIRAN Soalan ( Lisan dan Bertulis )
REFLEKSI
28/28 (Semua Hadir)
Pelajar dapat mengekpresi perasaan menerusi perkongsian pendapat dan pemahaman
dalam perbincangan di dalam kelas berhubung dengan norma masyarakat global. Pelajar
juga mampu melakonkan watak dan memainkan peranan berdasarkan situasi yang
diberikan berkaitan norma masyarakat global.
 RANCANGAN PENGAJARAN HARIAN
PENDIDIKAN MORAL TINGKATAN 5

MINGGU 4 HARI Khamis

TARIKH 04.04.2024 MASA 9.00 - 10.00 AM
KELAS 5 BUMI JUMLAH MINIT 60 MINIT
TEMA INSAN BERMORAL
TAJUK NORMA MASYARAKAT GLOBAL MEMBENTUK KEHARMONIAN SEJAGAT
STANDARD KANDUNGAN 5.1 Norma Masyarakat Global
STANDARD 5.1.6 Mengamalkan sikap menghormati norma masyarakat global dalam kehidupan
PEMBELAJARAN harian.
OBJEKTIF Di akhir pengajaran dan pembelajaran, murid dapat:
PEMBELAJARAN 1. Mengamalkan sikap menghormati norma masyarakat global dalam kehidupan
harian.
KRITERIA KEJAYAAN Murid dapat mengamalkan sikap menghormati norma masyarakat global dalam
kehidupan harian.
AKTIVITI 1. Murid mendengar penerangan guru tentang isi pelajaran dan kaitannya dengan
(Buku Teks MS ) objektif pelajaran dan kriteria kejayaan. SI: Video
2. Murid menonton tayangan video masyarakat Jepun dan Arab melayan tetamu
3. Murid membuat refleksi daripada tayangan video
4. Murid dibahagikan kepada beberapa kumpulan
5. Murid menyertai forum bertajuk ‘Remaja dan norma masyarakat global’.
6. Setiap kumpulan diberi masa untuk membuat persediaan
7. Guru bertindak sebagai pembimbing dalam aktiviti forum
8. Guru bersoal jawab dengan murid tentang keseluruhan aktiviti
9. Murid melengkapkan latihan yang diberi oleh guru.
10. Murid mendengar guru membuat kesimpulan tentang isi pelajaran.
PETA i-THINK Peta Dakap STRATEGI Pembentangan TAHAP TP 1
PAK21 PENGUASAAN
PENGISIAN KURIKULUM Kemahiran Abad Ke-21 Kerja Sepasukan
Kemahiran Berfikir Aras Tinggi (KBAT) Menganalisis
Strategi Pengajaran dan Pembelajaran Pembelajaran Konstruktivisme
Pendekatan Tematik Kemasyarakatan
Elemen Merentas Kurikulum (EMK) EMK - Bahasa
Nilai Murni – Keberanian
BBM Buku teks, Kertas manila , Pen Marker
PENTAKSIRAN Soalan ( Lisan dan Bertulis )
REFLEKSI
27/28 (Gerhmatius )
Pelajar dapat menyatakan perbezaan dan memberikan sebab perbezaan antara norma
masyarakat global yang berbeza menerusi forum di dalam kelas.
 DAILY LESSON PLAN
ENGLISH FORM 4

WEEK 4 TIME 9.00 - 10.00 AM

DAY WEDNESDAY CLASS 4 MARIKH
DATE 03.04.2024 LESSON 14
MAIN FOCUSED SKILL Reading UNIT UNIT 1 ENGLISH DOWNLOAD

THEME Science and Technology TOPIC High -Tech World

LANGUAGE & GRAMMAR
Words/phrases related to technology, identifying sentences that explain something in a text
FOCUS
Main Skill: Reading
3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on a
wide range of familiar topics and some unfamiliar topics
LEARNING STANDARD
Complimentary Skill: Reading
3.1.2 Understand specific details and information in extended texts on a wide range of familiar topics and
some unfamiliar topics
By the end of the lesson, pupils will be able to:
3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on a
wide range of familiar topics and some unfamiliar topics by matching words from the text that
LEARNING OBJECTIVES
match the 6 words in bold in Activity 5.
3.1.2 Understand specific details and information in extended texts on a wide range of familiar topics and
some unfamiliar topics by matching 6 out of 7 sentences to 6 gaps in a text.
ACTIVITIES
1. Pupils turn to page 136 English Download and look at Activity 1. Pupils make a list of the things they
need electricity for, and the list is according to the order of importance.
PRE-LESSON 2. A few pupils share their list with the class.
3. Pupils match 6 types of power in Activity 2 with the methods used to produce it.
4. Pupils discuss the answers as a class.
5. Pupils skim read the text titled “Powered by play” to answer the question ‘what is kinetic energy?’.
6. Pupils discuss the answer as a class.
7. Pupils read 7 sentences in Activity 4 and match 6 out of the 7 sentences to the 6 gaps in the earlier
text. (Complementary Skill)
LESSON DEVELOPMENT 8. Pupils compare answers in pairs before discussing as a class.
9. Pupils read 6 sentences in Activity 5 and pay extra attention to the words in bold.
10. Pupils read the text again and match words from the text that match the 6 words in bold.(Main
Skill)
11. Pupils compare answers in pairs before discussing as a class.
12. Pupils review their learning in this lesson by working in pairs to discuss how has technology changed
POST-LESSON the way we communicate.
13. A few pairs share their discussion with the class.
TEACHING AIDS Textbook, Whiteboard, Dictionary, Teacher's Guidebook
CROSS CURRICULAR DIFFERENTIATION Strategy 3: Differentiate by the type
Values
ELEMENTS STRATEGIES and amount of support provided
ASSESSMENT Written Exercise M/INTELLIGENCES Verbal-Linguistic
21ST CENTURY TEACHING & English Download Textbook ,
Think, Pair-Share RESOURCES
LEARNING Whiteboard, - -
LEARNING DOMAIN Create PBD Reading
REFLECTION Attendance: 33/33
Students were able to share at least 4 things that needed electricity to function and were able to give at
least 3 pro and cons of having technology in their life. Students also were able to complete the task given
to them.
 DAILY LESSON PLAN
ENGLISH FORM 4

WEEK 4 TIME 8.00 - 9.30 AM

DAY FRIDAY CLASS 4 MARIKH
DATE 05.04.2024 LESSON 15
MAIN FOCUSED SKILL Language Awareness
UNIT UNIT 1 ENGLISH DOWNLOAD
(Grammar/Vocabulary)
THEME Science and Technology TOPIC High -Tech World
LANGUAGE &
Causative forms, wishes and preferences
GRAMMAR FOCUS
Main Skill: Language Awareness
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly
LEARNING STANDARD
covered

By the end of the lesson, pupils will be able to understand

causative forms, wishes and preferences by completing the 8 sentences using causative, completing the
LEARNING
second sentence for each pair so that it has a similar meaning to the first sentence for at least 3 pairs of
OBJECTIVES
sentences, completing 5 dialogues with the correct form of the verbs and circle the correct words for 6
sentences.
ACTIVITIES
14. Pupils work in pairs to tell their partners a scientific fact about themselves.
PRE-LESSON 15. Pupils combine with different pairs to form groups and report to each other the facts using
reported speech.
16. Pupils turn to page 139 English Download and read the Grammar Box about causative forms.
17. Pupils read the sentence in Activity 2 and state what verb it uses to form the causative, the
meaning of the sentence and how would the structure of the sentence change if verb “get” is
used as well as the meaning of the sentence.
18. Pupils check the answer in groups before discussing as a class.
19. Pupils read the 8 sentences in Activity 3 and then complete the 8 sentences using causative and
the correct form of the bold verbs.
20. Pupils check the answer in groups before discussing as a class.
21. Pupils read 6 pairs of sentences in Activity 4 and then complete the second sentence for each
LESSON
pair so that it has a similar meaning o the first sentence using the words in bold.
DEVELOPMENT
22. Pupils check the answers as a class.
23. Pupils turn to page 141 and read the Grammar box abour wishes and preferences.
24. Pupils read the sentence in Activity 2 and state what it expresses and the structure used.
25. Pupils check the answer in groups before discussing as a class.
26. Pupils read 5 incomplete dialogues in Activity 3 and then complete them with the correct form of
the verbs.
27. Pupils check the answer in groups before discussing as a class.
28. Pupils read the 6 sentences in Activity 4 and then circle the correct words.
29. Pupils check the answers as a class.
TEACHING AIDS Textbook, Whiteboard, LCD, Teacher's Guidebook
CROSS CURRICULAR DIFFERENTIATION Strategy 2: Differentiate by the task
Language
ELEMENTS STRATEGIES pupils are given
ASSESSMENT Written Exercise M/INTELLIGENCES Verbal-Linguistic
21ST CENTURY
English Download Textbook ,
TEACHING & Think, Pair-Share RESOURCES
Whiteboard, - -
LEARNING
LEARNING DOMAIN Apply PBD Not Applicable
REFLECTION Attendance: 29/33
Students were able use the grammar function learnt from the lesson to complete the task given and
use them appropriately in sentences and completing text.