WEEK 7 ( 22/4/2024 – 26/4/2024 )

FORM TOPIC SKILLS

4 SI2
UNIT 2 READY FOR SPEAKING
4 AKAUN EVERYTHING WRITING
READING

UNIT 3 LIFE’S GREAT WRITING

5 SI3 MYSTERY READING
LANGUAGE AWARENESS
5 AKAUN

SUBJECT WEEK DAY & DATE CLASS NUM.OF TIME & LESSON
PUPILS
 DURATION

8:00 – 9:00
English Language 7 Monday, April 22, 2024 4 SI2 30 60 18
Minutes
THEME: People and Culture TOPIC: Unit 2 – Ready for anything

Writing LANGUAGE/ words / phrases describing people’s

FOCUS SKILL:
characteristics
L/S/R/W/LA/LiA GRAMMAR FOCUS:

Main Skill:

4. Writing

4.2 Communicate with appropriate language, form and style

CONTENT STANDARD: Complementary Skill:

3. Reading

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
Main Skill:

4. Writing

4.2.3 Produce an extended plan or draft and modify this appropriately in response to feedback
LEARNING STANDARD: or independently
Complementary Skill:

3. Reading

3.1.2 Understand specific details and information in extended texts on a wide range of familiar
topics
By the end of the lesson, pupils will be able to:

1. Produce an extended plan or draft and modify this appropriately in response to feedback or independently by
LEARNING OBJECTIVES: creating an appropriate example to support the opinion about a
person’s personality expressed for 4 sentences and write a description of a person they admire in about 2
paragraphs.
2. Understand specific details and information in extended texts on a wide range of familiar topics by identifying
keywords and answering 3 comprehension questions
CROSS CURRICULAR 3.Values DIFFERENTIATION Strategy 3: Differentiate by the type and
ELEMENTS: STRATEGIES: amount of support provided
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)

1. Pupils activate their prior knowledge by brainstorming characteristics and characteristic phrases from previous lesson.
2. Pupils work with their talk partner(s) and come up with somebody famous that they admire and discuss the following questions:
(Why do they admire this person? What have they achieved?)

3. A few pairs share their discussion with the class.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils turn to Full Blast page 27 and read the rubric of Section B writing task and copy the key words onto their exercise book.
(Complementary Skill)

2. Pupils compare their answers with their partners before checking answers as a class.
3. Pupils move on to Section C and look at the picture accompanying the text and predict who they think the man is
4. Pupils read through the description and clarify any unknown words with the teacher.
5. Pupils read through the questions and answer 3 comprehension questions. (Complementary Skill)
6. Pupils compare their answers with their partners before checking answers as a class.
7. Pupils proceed to Section D and read through sentences 1-3 and think of an appropriate example to support the opinion about a
person’s personality expressed in each sentence. (Main Skill)

8. Pupils are selected randomly to read aloud their examples.

9. Pupils write a rough draft using the given plan (Plan and Tip in Student’s Book) by writing brief notes for each paragraph and then
exchange their drafts with their partners for feedback or improvement.

10. Pupils go on to Section E and write a description of a person they admire. They need to include why they admire this person and
how he or she has influenced them. (Main Skill)

11. Pupils are selected randomly to read aloud their descriptions.

POST-LESSON: (10 minutes)

1. Pupils get into groups of 4 and one member thinks of a job and describes the characteristics that they need for the job while other
members of the group guess which job the pupil is thinking of.

Application √ Evaluation ☐ TEACHING & Pupil-Centredness

HOTS: LEARNING
Analysis ☐ Creation √ STRATEGIES:

TEACHING Form 4 Full Blast Textbook LEARNING Written Work

ASSESSMENT:
MATERIALS: English Dictionary/Thesaurus

TEACHER’S REFLECTION:
26/30 pupils achieved objective 1
26/30 pupils achieved objective 2
The pupils who did not achieve the objectives will be given support in the next lesson.
 LESSON PLAN FORM 5
LESSO
DAY Tuesday DATE 22/4/2024 WEEK 7
N
17
SUBJEC CLAS
T
English
S
5 AKAUN TIME 11:30AM – 12:30PM 1 hour
UNIT 2
ENGLISH THEM People and Life's Great
FOCUS Writing UNIT TOPIC
DOWNLO E Culture Mysteries
AD
LANGUAGE & GRAMMAR
The conventions of story writing; words/phrases describing feelings
FOCUS
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print and digital media on familiar topics 4.1.4 Express and respond to real or
LEARNIN imagined opinions and
CONTENT
G
STANDAR Complementary Skill: Speaking STANDAR
feelings
D Complimentary Skill: Speaking
D
2.1.5
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topicsExplain and justify own
feelings or those of others
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
LEARNIN 1. Pupils can write a story of about 140-
G 4.1.4 Express and respond to real or imagined opinions and feelings
SUCCESS 190 words.
by writing a story of about 140-190 words.
OBJECTI 2.1.5 Explain and justify own feelings or those of others by CRITERIA 2. Pupils can justify their ideas for all 5
VES justifying their ideas for all 5 senses to their partner. senses to their partner.

TEACHING AND LEARNING STRATEGIES

1. Pupils turn to page 26 English Download and read the information on stories and how to make characters
lifeline.
2. Pupils read the instructions, verbs and adverbs in Activity 1 and complete 5 sentences using the appropriate
PRE-LESSON verb or adverb.
3. Pupils compare their answers in pairs before discussing as a class.
4. Pupils move on to Activity 2 and read the instructions, words in the orange box and the 5 sentences.
5. Pupils compare their answers in pairs before discussing as a class.
6. Pupils proceed to Activity 6 and work in pairs to imagine they are on a beach in the summer.
7. Pupils need to describe how each of the senses aroused by being on the beach makes them feel by listing at
least 2 words or phrases for each of the 5 senses and justify their ideas for each of the senses to their partner.
(Complementary Skill)
8. All pairs take turn to demonstrate the task in front of the class.
9. Pupils go on to Activity 7 and read the writing task, the rough plan as well as the Language Bank.
10. Pupils answer as a class the following question: What are the 3 things you must do when you write the story?
LESSON 11. Pupils write short notes of about 30-40 words to plan their writing and later exchange their notes with a
DEVELOPMENT partner for feedback.
12. Pupils write a story of about 140-190 words using their short notes as well as phrases from the Language
Bank. (Main Skill)
Differentiated Actvities:
Less proficient pupils: During Activities 1 and 2, give a list of definitions of the adverbs in Activity 1 and
adjectives in Activity 2 to help them chose the correct word to fill the gaps. In the writing activity, allowthem to
write only three paragraphs i.e. a beginning a middle and an end.
More proficient pupils: Write a more detailed narrative in about 200-250 words
13. Pupils review their learning in this lesson by completing an exit card: ‘what went well in your writing?’ and
POST-LESSON ‘your writing would have been even better if…’
14. A few pupils share their cards with the class.
DIFFERENTIATI Strategy 4: Differentiate by the outcome CROSS CURRICULAR
ON STRATEGIES ELEMENTS
Values
expected from pupils
M/
INTELLIGENCE Verbal-Linguistic ASSESSMENT Written Exercise
S
 21ST CENTURY TEACHING
RESOURCES English Download Textbook, Whiteboard, - -
& LEARNING
Think, Pair-Share
16/17 pupils achieved objective 1
16/17 pupils achieved objective 2
The pupils who did not achieve the objectives will be given support in the next lesson.
REFLECTION

LESSON PLAN FORM 5

LESSO
DAY Wednesday DATE 23/4/2024 WEEK 7
N
17
SUBJEC CLAS
T
English
S
5 SI3 TIME 9.30-10.30AM 1 hour
FOCUS Writing UNIT UNIT 2 THEM People and TOPIC Life's Great
ENGLISH E Culture Mysteries
 DOWNLO
AD
LANGUAGE & GRAMMAR
The conventions of story writing; words/phrases describing feelings
FOCUS
Main Skill: Writing Main Skill: Writing
4.1 Communicate intelligibly through print and digital media on familiar topics 4.1.4 Express and respond to real or
LEARNIN imagined opinions and
CONTENT
G
STANDAR Complementary Skill: Speaking STANDAR
feelings
D Complimentary Skill: Speaking
D
2.1.5
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topicsExplain and justify own
feelings or those of others
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
LEARNIN 1. Pupils can write a story of about
G 4.1.4 Express and respond to real or imagined opinions and feelings
SUCCESS 140-190 words.
by writing a story of about 140-190 words.
OBJECTI 2.1.5 Explain and justify own feelings or those of others by CRITERIA 2. Pupils can justify their ideas for all 5
VES justifying their ideas for all 5 senses to their partner. senses to their partner.

TEACHING AND LEARNING STRATEGIES

1. Pupils turn to page 26 English Download and read the information on stories and how to make characters
lifeline.
2. Pupils read the instructions, verbs and adverbs in Activity 1 and complete 5 sentences using the appropriate
PRE-LESSON verb or adverb.
3. Pupils compare their answers in pairs before discussing as a class.
4. Pupils move on to Activity 2 and read the instructions, words in the orange box and the 5 sentences.
5. Pupils compare their answers in pairs before discussing as a class.
6. Pupils proceed to Activity 6 and work in pairs to imagine they are on a beach in the summer.
7. Pupils need to describe how each of the senses aroused by being on the beach makes them feel by listing at
least 2 words or phrases for each of the 5 senses and justify their ideas for each of the senses to their partner.
(Complementary Skill)
8. All pairs take turn to demonstrate the task in front of the class.
9. Pupils go on to Activity 7 and read the writing task, the rough plan as well as the Language Bank.
10. Pupils answer as a class the following question: What are the 3 things you must do when you write the story?
LESSON 11. Pupils write short notes of about 30-40 words to plan their writing and later exchange their notes with a
DEVELOPMENT partner for feedback.
12. Pupils write a story of about 140-190 words using their short notes as well as phrases from the Language
Bank. (Main Skill)
Differentiated Actvities:
Less proficient pupils: During Activities 1 and 2, give a list of definitions of the adverbs in Activity 1 and
adjectives in Activity 2 to help them chose the correct word to fill the gaps. In the writing activity, allowthem to
write only three paragraphs i.e. a beginning a middle and an end.
More proficient pupils: Write a more detailed narrative in about 200-250 words
13. Pupils review their learning in this lesson by completing an exit card: ‘what went well in your writing?’ and
POST-LESSON ‘your writing would have been even better if…’
14. A few pupils share their cards with the class.
DIFFERENTIATI Strategy 4: Differentiate by the outcome CROSS CURRICULAR
ON STRATEGIES ELEMENTS
Values
expected from pupils
M/
INTELLIGENCE Verbal-Linguistic ASSESSMENT Written Exercise
S
21ST CENTURY TEACHING
RESOURCES English Download Textbook, Whiteboard, - -
& LEARNING
Think, Pair-Share

REFLECTION MC

SUBJECT WEEK DAY & DATE CLASS NUM.OF TIME & LESSON
PUPILS DURATION
 8:00 – 9:00
English Language 7 Wednesday, April 24, 2024 4 AKAUN 30 60 18
Minutes
THEME: People and Culture TOPIC: Unit 2 – Ready for anything

Writing LANGUAGE/ words / phrases describing people’s

FOCUS SKILL:
characteristics
L/S/R/W/LA/LiA GRAMMAR FOCUS:

Main Skill:

4. Writing

4.2 Communicate with appropriate language, form and style

CONTENT STANDARD: Complementary Skill:

3. Reading

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
Main Skill:

4. Writing

4.2.3 Produce an extended plan or draft and modify this appropriately in response to feedback
LEARNING STANDARD: or independently
Complementary Skill:

3. Reading

3.1.2 Understand specific details and information in extended texts on a wide range of familiar
topics
By the end of the lesson, pupils will be able to:

1. Produce an extended plan or draft and modify this appropriately in response to feedback or independently by
LEARNING OBJECTIVES: creating an appropriate example to support the opinion about a
person’s personality expressed for 4 sentences and write a description of a person they admire in about 2
paragraphs.
2. Understand specific details and information in extended texts on a wide range of familiar topics by identifying
keywords and answering 3 comprehension questions
CROSS CURRICULAR 3.Values DIFFERENTIATION Strategy 3: Differentiate by the type and
ELEMENTS: STRATEGIES: amount of support provided
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)

1. Pupils activate their prior knowledge by brainstorming characteristics and characteristic phrases from previous lesson.
2. Pupils work with their talk partner(s) and come up with somebody famous that they admire and discuss the following questions:
(Why do they admire this person? What have they achieved?)

3. A few pairs share their discussion with the class.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils turn to Full Blast page 27 and read the rubric of Section B writing task and copy the key words onto their exercise book.
(Complementary Skill)

2. Pupils compare their answers with their partners before checking answers as a class.
3. Pupils move on to Section C and look at the picture accompanying the text and predict who they think the man is
4. Pupils read through the description and clarify any unknown words with the teacher.
5. Pupils read through the questions and answer 3 comprehension questions. (Complementary Skill)
6. Pupils compare their answers with their partners before checking answers as a class.
7. Pupils proceed to Section D and read through sentences 1-3 and think of an appropriate example to support the opinion about a
person’s personality expressed in each sentence. (Main Skill)

8. Pupils are selected randomly to read aloud their examples.

9. Pupils write a rough draft using the given plan (Plan and Tip in Student’s Book) by writing brief notes for each paragraph and then
exchange their drafts with their partners for feedback or improvement.

10. Pupils go on to Section E and write a description of a person they admire. They need to include why they admire this person and
how he or she has influenced them. (Main Skill)

11. Pupils are selected randomly to read aloud their descriptions.

POST-LESSON: (10 minutes)

1. Pupils get into groups of 4 and one member thinks of a job and describes the characteristics that they need for the job while other
members of the group guess which job the pupil is thinking of.

Application √ Evaluation ☐ TEACHING & Pupil-Centredness

HOTS: LEARNING
Analysis ☐ Creation √ STRATEGIES:

TEACHING Form 4 Full Blast Textbook LEARNING Written Work

ASSESSMENT:
MATERIALS: English Dictionary/Thesaurus

TEACHER’S REFLECTION:

MC
 LESSON PLAN FORM 5
LESSO
DAY Wednesday DATE 23/4/2024 WEEK 7
N
20
SUBJEC CLAS
T
English
S
5 AKAUN TIME 7.30-8.30AM 1 hour
UNIT 3 The
ENGLISH THEM Health and World
FOCUS Reading UNIT TOPIC
DOWNLO E Environment of
AD Sport
LANGUAGE & GRAMMAR
Words/phrases related to sport, sponsorships, money
FOCUS
Main Skill: Reading Main Skill: Reading
3.2.1
3.2 Explore and expand ideas for personal development by reading independently Read
and widely a variety of
suitable print and
Complementary Skill: Reading digital texts to
investigate and
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
analyse global
issues
Complimentary Skill:
LEARNIN
CONTENT Reading
G
STANDAR 3.1.4 Use independently
STANDAR
D
D a range of familiar
print and digital
resources and some
unfamiliar
resources to check
meaning and
extend
understanding
By the end of the lesson, pupils will be able to: What I’m looking for
(WILF)
3.2.1 Read a variety of suitable print and digital texts to investigate and analyse global issues
by answering 8 1. Pupils can answer 8
comprehension questions and identifying 5 different comprehension
LEARNIN ways in which athletes earn money questions.
G SUCCESS 2. Pupils can identify 5
OBJECTI CRITERIA different ways in which
3.1.4 Use independently a range of familiar print and digital resources and some unfamiliar resources to check meaning and extend un
VES athletes earn money.
by matching 5 3. Pupils can match 5
types of payments to their meanings types of payments to
their meanings.

TEACHING AND LEARNING STRATEGIES

1. Pupils activate prior knowledge in this lesson by brainstorming as a class what they think
makes a job important, e.g.value to society, earning, status, etc and which jobs they consider
to be important.
PRE-LESSON 2. Pupils’s ideas and jobs are listed on the board so they may refer to it later if there is a need.
3. Pupils turn to page 32 English Download and read the instructions and the jobs in Activity 1.
4. Pupils rank 7 jobs according to their order of importance in pairs.
5. A few pairs share their discussion with the class.
LESSON 6. Pupils skim read the article “Show me the money” on page 32 and identify 5 different ways in
DEVELOPMENT which athletes earn money (salary, advertising, sponsorship, appearance fees, video games).
(Main Skill)
7. Pupils discuss the answers as a class.
8. Pupils read the article again, the Download box and 8 questions in Activity 3.
9. Pupils answer 8 comprehension questions in Activity 3. (Main Skill)
10. Pupils compare answers in pairs before discussing as a class.
 11. Pupils move on to Activity 4 and read the instructions and phrases in the orange box.
12. Pupils match 5 types of payments to their meanings using dictionaries or digital resources to
clarify the meaning. (Complementary Skill)
13. Pupils compare answers in pairs before discussing as a class.

Differentiated Actvities:
Less proficient pupils: Provide a copy of the text and highlight the relevant information to answer the
questions in Activity 3. All pupils need to do then is decide which information is relevant to which
question. For Activity 4, written definitions of the more challenging words or phrases are given.
Alternatively, pupils may use a dictionary to look up the words.
More proficient pupils: Think of at least 3 of their own ideas either for or against athletes earning so
much money and to write a list to share with the class.
1. Pupils review their learning in this lesson by working in pairs and completing Activity 5 or
POST-LESSON reviewing the vocabulary introduced in Activity 4 by playing true or false.
2. Pupils discuss the answers as a class.
Strategy 3: Differentiate by the type and
amount of support provided
DIFFERENTIATI CROSS CURRICULAR
ON STRATEGIES ELEMENTS
Values
Strategy 4: Differentiate by the outcome
expected from pupils
M/
Written
INTELLIGENCE Verbal-Linguistic ASSESSMENT
S Exercise
Think,
21ST CENTURY TEACHING
RESOURCES English Download Textbook, Whiteboard, - -
& LEARNING
Pair-
Share
REFLECTION MC
 NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION

8:30 – 9:30
English Language 1 Thursday, April 25, 2024 4SI2 60 20
Minutes
THEME: People and Culture TOPIC: Unit 2 – Ready for anything

Reading LANGUAGE/ words / phrases describing plot / setting /

FOCUS SKILL:
characters;
L/S/R/W/LA/LiA GRAMMAR FOCUS:

Main Skill:

3. Reading

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
CONTENT STANDARD:
meaning
Complementary Skill:

2. Speaking

2.4 Communicate appropriately to a small or large group on familiar topics

Main Skill:

3. Reading

3.1.2 Understand specific details and information in extended texts on a wide range of familiar
LEARNING STANDARD: topics
Complementary Skill:

2. Speaking

2.4.1 Summarise the main points of a story, text or plot

By the end of the lesson, pupils will be able to:
LEARNING OBJECTIVES: 1. Understand specific details and information in extended texts on a wide range of familiar topics by answering a
question in the rubric in Section B and answering 5 MCQ questions for Section C.
2. Summarise the main points of a story, text or plot by summarising the main events from the text in order.
CROSS CURRICULAR 3.Values DIFFERENTIATION Strategy 4: Differentiate by the outcome
ELEMENTS: STRATEGIES: expected from pupils
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)

1. Pupils activate their prior knowledge by brainstorming the main features of the detective story genre.
2. Pupils turn to Full Blast page 28 and work in pairs to discuss 3 questions about Sherlock Holmes in Section A.
3. A few pairs share their discussions with the class.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils proceed to Section B and look at the picture accompanying the text and answer the question in the rubric (Who do you think the
people are and what do you think is happening?) (Main Skill)

2. Pupils work in pairs and later a few pairs share their predictions with the class.
3. Pupils read the title of the story and respond whether they have heard of it before. Pupils read through the text and clarify any unknown
 Words with the teacher at the same time.

4. Pupils move on to Section C and read through the questions and the options.
5. Pupils read the same text again and answer 5 MCQ questions. (Main Skill)
6. Pupils discuss their answers in pairs and later the answers are discussed as a class.
7. Pupils close their books. In pairs, take it in turns to summarise the main events from the text in order, starting with the hundred-thousand
pound burglary of the Mazarin stone. (Complementary Skill)

8. Pupils discuss their ideas with their partners before discussing as a class.
9. Pupils go on to Section E and read the questions.
10. Pupils work in pairs to discuss 3 questions about Sherlock Holmes from the extract.

POST-LESSON: (10 minutes)

1. Pupils review features of detective stories by listening to the teacher reading aloud a list of typical features in different genres and identifying
which features belong to the detective genre.

Application √ Evaluation ☐ TEACHING & Pupil-Centredness

HOTS: LEARNING
Analysis ☐ Creation √ STRATEGIES:

TEACHING Form 4 Full Blast Textbook LEARNING Written Work

ASSESSMENT:
MATERIALS: English Dictionary/Thesaurus

TEACHER’S REFLECTION:

Lesson was not carried out due to school programme. (Panitia Pendidikan Islam)
 NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION

8:30 – 9:30
English Language 1 Thursday, April 25, 2024 4AKAUN 60 20
Minutes
THEME: People and Culture TOPIC: Unit 2 – Ready for anything

Reading LANGUAGE/ words / phrases describing plot / setting /

FOCUS SKILL:
characters;
L/S/R/W/LA/LiA GRAMMAR FOCUS:

Main Skill:

3. Reading

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
CONTENT STANDARD:
meaning
Complementary Skill:

2. Speaking

2.4 Communicate appropriately to a small or large group on familiar topics

Main Skill:

3. Reading

3.1.2 Understand specific details and information in extended texts on a wide range of familiar
LEARNING STANDARD: topics
Complementary Skill:

2. Speaking

2.4.1 Summarise the main points of a story, text or plot

By the end of the lesson, pupils will be able to:
LEARNING OBJECTIVES: 1. Understand specific details and information in extended texts on a wide range of familiar topics by answering a
question in the rubric in Section B and answering 5 MCQ questions for Section C.
2. Summarise the main points of a story, text or plot by summarising the main events from the text in order.
CROSS CURRICULAR 3.Values DIFFERENTIATION Strategy 4: Differentiate by the outcome
ELEMENTS: STRATEGIES: expected from pupils
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)

1. Pupils activate their prior knowledge by brainstorming the main features of the detective story genre.
2. Pupils turn to Full Blast page 28 and work in pairs to discuss 3 questions about Sherlock Holmes in Section A.
3. A few pairs share their discussions with the class.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils proceed to Section B and look at the picture accompanying the text and answer the question in the rubric (Who do you think the
people are and what do you think is happening?) (Main Skill)

2. Pupils work in pairs and later a few pairs share their predictions with the class.
3. Pupils read the title of the story and respond whether they have heard of it before. Pupils read through the text and clarify any unknown
Words with the teacher at the same time.

4. Pupils move on to Section C and read through the questions and the options.
5. Pupils read the same text again and answer 5 MCQ questions. (Main Skill)
6. Pupils discuss their answers in pairs and later the answers are discussed as a class.
7. Pupils close their books. In pairs, take it in turns to summarise the main events from the text in order, starting with the hundred-thousand
pound burglary of the Mazarin stone. (Complementary Skill)

8. Pupils discuss their ideas with their partners before discussing as a class.
9. Pupils go on to Section E and read the questions.
10. Pupils work in pairs to discuss 3 questions about Sherlock Holmes from the extract.

POST-LESSON: (10 minutes)

1. Pupils review features of detective stories by listening to the teacher reading aloud a list of typical features in different genres and identifying
which features belong to the detective genre.

Application √ Evaluation ☐ TEACHING & Pupil-Centredness

HOTS: LEARNING
Analysis ☐ Creation √ STRATEGIES:

TEACHING Form 4 Full Blast Textbook LEARNING Written Work

ASSESSMENT:
MATERIALS: English Dictionary/Thesaurus

TEACHER’S REFLECTION:

Lesson was not carried out due to school programme. (Panitia Pendidikan Islam)

LESSON PLAN FORM 5

 LESSO
DAY Thursday DATE 25/4/2024 WEEK 7
N
21
SUBJEC CLAS
T
English
S
5AKAUN TIME 7.30AM-8.30AM 1 hour
UNIT 2
Health and The
ENGLISH THEM
FOCUS UNIT
Language Awareness (Grammar/Vocabulary)
E
TOPIC World of
DOWNLO Environment
Sport
AD
LANGUAGE & GRAMMAR
The present perfect simple, the present perfect continuous and the past simple.
FOCUS
Main Skill: Language Awareness Main Skill:
Language Awareness
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered
This is a grammar-focused
LEARNIN
CONTENT lesson so listening,
G
STANDAR
D
STANDAR speaking, reading and
D writing skills are not
explicitly covered

By the end of the lesson, pupils will be able to understand What I’m looking for (WILF)
past simple, past continuous; used to, would, be/get used to 1. Pupils can answer 12
LEARNIN by answering 12 gap fills in the text, circling 10 correct gap fills in the text.
G SUCCESS 2. Pupils can circle 10 correct
words for 10 sentences and completing 20 gap fills in the
OBJECTI CRITERIA words for 10 sentences.
dialogues
VES 3. Pupils can complete 20 gap
fills in the dialogues.

TEACHING AND LEARNING STRATEGIES

1. 2 sentences are written on the board (1 present perfect simple sentence and 1 present perfect
continuous sentence).
2. Pupils work with their talk partner(s) and say: which verb form has been used; why has it been used;
PRE-LESSON
and come up with another example using the same tense for the same reason.
3. Pupils’ answers are written onto the board. The class decide if they agree or disagree with the
explanations given.
4. Pupils turn to page 35 English Download and read the Grammar Box about present perfect or
present perfect continuous.
5. Pupils read the 2 sentences in Activity 2 and discuss as a class which tense is used (present perfect
or present perfect continuous)
6. Pupils go on to Activity 3 and read the text about the history of sport.
7. Pupils look at the first gap in the text and identify as a class what clue that will help them to choose
the correct tense (since).
8. Pupils answer 12 gap fills in the text using time expressions or other clues to help them.
9. Pupils compare answers in groups before discussing as a class.
10. Pupils turn to page 37 and read the Grammar Box about past simple and present perfect simple.
11. Pupils read the 2 sentences in Activity 2 and discuss as a class which tense is used (past
LESSON
imple/present perfect simple)
DEVELOPMENT
12. Pupils go on to Activity 3 and read the 10 questions before answering.
13. Pupils circle 10 correct words for 10 sentences.
14. Pupils compare answers in groups before discussing as a class.
15. Pupils proceed to Activity 4 and read the incomplete dialogues.
16. Pupils complete 20 gap fills in the dialogues using either past simple or present perfect simple.
17. Pupils compare answers in groups before discussing as a class.
18.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more proficient pupil can help and
support a less proficient pupil.
More proficient pupils: -
 19. Pupils write 2 sentences; 1 sentence using past simple and 1 sentence using present perfect simple
20. Pupils exchange their sentences with a partner and correct each other’s sentences if there are
POST-LESSON
mistakes.
21. A few pairs read aloud their partners’ sentences.
DIFFERENTIATI Strategy 2: Differentiate by the task pupils CROSS CURRICULAR
ON STRATEGIES ELEMENTS
Language
are given
M/
Individual/
INTELLIGENCE Verbal-Linguistic ASSESSMENT
S Pair work
21ST CENTURY TEACHING Think, Pair-
RESOURCES English Download Textbook, Whiteboard, - -
& LEARNING Share
Lesson was not carried out due to school programme. (Panitia Pendidikan Islam)
REFLECTION

NUM.O
TIME &
SUBJECT WEEK DAY & DATE CLASS F LESSON
DURATION
PUPILS

English Language 7 Friday, April 26, 2024 4AKAUN 7:30 – 8:30 21

 60
Minutes
THEME: People and Culture TOPIC: Unit 2 – Ready for anything

Language Awareness LANGUAGE/ Past simple vs. past continuous

FOCUS SKILL:
L/S/R/W/LA/LiA GRAMMAR
FOCUS:

Main Skill:

N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not
CONTENT
explicitly covered.
STANDARD: Complementary Skill:

N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
Main Skill:

N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not
LEARNING explicitly covered.
STANDARD:
Complementary Skill:

N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:
3.Understand past simple vs. past continuous by answering 22 gap fills in a text.
CROSS CURRICULAR 1.Language DIFFERENTIATION Strategy 5: Differentiate by the time
ELEMENTS: STRATEGIES: pupils are given to complete a task
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

1. Pupils activate their prior knowledge of past simple and past continuous by looking at 2 sentences on the board.
2. The first sentence uses past simple while the second sentence uses past continuous. Pupils have to identify the difference.
3. Pupils listen to teacher’s brief recap about past simple and past continuous.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils turn to Full Blast page 29 and look at the Grammar section.
2. Pupils read through the examples in the grammar box and read the 2 sentences and identify the difference between the 2 sentences.
3. Pupils turn to the Grammar Reference on page 160 and identify similar examples of past continuous.
4. Pupils compare their answers with a partner and discuss as a class.
5. Pupils remain with their partners and come up with their own examples.
6. All the pairs share their example sentences with the class.
7. Pupils answer 22 gap fills in a text.
8. Pupils compare their answers with a partner before discussing as a class.
9. Pupils then move on to page 30 and complete the Vocabulary activities as a follow-up.
POST-LESSON: (10 minutes)

1. Pupils work in pairs and come up with 2 different questions with one using past simple while the other using past continuous.
2. Pupils share their questions in small groups.

Application √ Evaluation ☐ TEACHING & Pupil-Centredness

HOTS: LEARNING
Analysis ☐ Creation ☐ STRATEGIES:

TEACHING Form 4 Full Blast Textbook LEARNING Written Work

ASSESSMENT:
MATERIALS: English Dictionary/Thesaurus

TEACHER’S REFLECTION:

17/22 pupils achieved objective 1

17/22 pupils achieved objective 2
The pupils who did not achieve the objectives will be given support in the next lesson.

NUM.O
TIME &
SUBJECT WEEK DAY & DATE CLASS F LESSON
DURATION
PUPILS
9:30 –
10:30
English Language 7 Friday, April 26, 2024 4SI2 21
60
Minutes
THEME: People and Culture TOPIC: Unit 2 – Ready for anything
 Language Awareness LANGUAGE/ Past simple vs. past continuous
FOCUS SKILL:
L/S/R/W/LA/LiA GRAMMAR
FOCUS:

Main Skill:

N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not
CONTENT
explicitly covered.
STANDARD: Complementary Skill:

N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
Main Skill:

N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not
LEARNING explicitly covered.
STANDARD:
Complementary Skill:

N/A

This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:
1. Understand past simple vs. past continuous by answering 22 gap fills in a text.
CROSS CURRICULAR 1.Language DIFFERENTIATION Strategy 5: Differentiate by the time
ELEMENTS: STRATEGIES: pupils are given to complete a task
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

1. Pupils activate their prior knowledge of past simple and past continuous by looking at 2 sentences on the board.
2. The first sentence uses past simple while the second sentence uses past continuous. Pupils have to identify the difference.
3. Pupils listen to teacher’s brief recap about past simple and past continuous.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils turn to Full Blast page 29 and look at the Grammar section.
2. Pupils read through the examples in the grammar box and read the 2 sentences and identify the difference between the 2 sentences.
3. Pupils turn to the Grammar Reference on page 160 and identify similar examples of past continuous.
4. Pupils compare their answers with a partner and discuss as a class.
5. Pupils remain with their partners and come up with their own examples.
6. All the pairs share their example sentences with the class.
7. Pupils answer 22 gap fills in a text.
8. Pupils compare their answers with a partner before discussing as a class.
9. Pupils then move on to page 30 and complete the Vocabulary activities as a follow-up.
 POST-LESSON: (10 minutes)

1. Pupils work in pairs and come up with 2 different questions with one using past simple while the other using past continuous.
2. Pupils share their questions in small groups.

Application √ Evaluation ☐ TEACHING & Pupil-Centredness

HOTS: LEARNING
Analysis ☐ Creation ☐ STRATEGIES:

TEACHING Form 4 Full Blast Textbook LEARNING Written Work

ASSESSMENT:
MATERIALS: English Dictionary/Thesaurus

TEACHER’S REFLECTION:
23/30 pupils achieved objective 1
23/30 pupils achieved objective 2
The pupils who did not achieve the objectives will be given support in the next lesson.

LESSON PLAN FORM 5

LESSO
DAY Friday DATE 26/4/2024 WEEK 7
N
21
SUBJEC CLAS
T
English
S
5SI3 TIME 11.30AM-12.30AM 1 hour
FOCUS UNIT UNIT 2
Language Awareness (Grammar/Vocabulary) THEM Health and TOPIC The
 E

LANGUAGE & GRAMMAR

The present perfect simple, the present perfect continuous and the past simple.
FOCUS
Main Skill: Language Awareness Main Skill:
Language Awareness
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered
This is a grammar-focused
LEARNIN
CONTENT lesson so listening,
G
STANDAR
D
STANDAR speaking, reading and
D writing skills are not
explicitly covered

By the end of the lesson, pupils will be able to understand What I’m looking for (WILF)
past simple, past continuous; used to, would, be/get used to 1. Pupils can answer 12
LEARNIN by answering 12 gap fills in the text, circling 10 correct gap fills in the text.
G SUCCESS 2. Pupils can circle 10 correct
words for 10 sentences and completing 20 gap fills in the
OBJECTI CRITERIA words for 10 sentences.
dialogues
VES 3. Pupils can complete 20 gap
fills in the dialogues.

TEACHING AND LEARNING STRATEGIES

1. 2 sentences are written on the board (1 present perfect simple sentence and 1 present perfect continuous
sentence).
2.Pupils work with their talk partner(s) and say: which verb form has been used; why has it been used; and
PRE-LESSON
come up with another example using the same tense for the same reason.
3.Pupils’ answers are written onto the board. The class decide if they agree or disagree with the
explanations given.
1. Pupils turn to page 35 English Download and read the Grammar Box about present perfect or
present perfect continuous.
2. Pupils read the 2 sentences in Activity 2 and discuss as a class which tense is used (present perfect
or present perfect continuous)
3. Pupils go on to Activity 3 and read the text about the history of sport.
4. Pupils look at the first gap in the text and identify as a class what clue that will help them to choose
the correct tense (since).
5. Pupils answer 12 gap fills in the text using time expressions or other clues to help them.
6. Pupils compare answers in groups before discussing as a class.
7. Pupils turn to page 37 and read the Grammar Box about past simple and present perfect simple.
8. Pupils read the 2 sentences in Activity 2 and discuss as a class which tense is used (past
LESSON
imple/present perfect simple)
DEVELOPMENT
9. Pupils go on to Activity 3 and read the 10 questions before answering.
10. Pupils circle 10 correct words for 10 sentences.
11. Pupils compare answers in groups before discussing as a class.
12. Pupils proceed to Activity 4 and read the incomplete dialogues.
13. Pupils complete 20 gap fills in the dialogues using either past simple or present perfect simple.
14. Pupils compare answers in groups before discussing as a class.
15.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more proficient pupil can help and
support a less proficient pupil.
More proficient pupils: -
16. Pupils write 2 sentences; 1 sentence using past simple and 1 sentence using present perfect simple
17. Pupils exchange their sentences with a partner and correct each other’s sentences if there are
POST-LESSON
mistakes.
18. A few pairs read aloud their partners’ sentences.
DIFFERENTIATI Strategy 2: Differentiate by the task pupils CROSS CURRICULAR
ON STRATEGIES ELEMENTS
Language
are given
 M/
Individual/
INTELLIGENCE Verbal-Linguistic ASSESSMENT
S Pair work
21ST CENTURY TEACHING Think, Pair-
RESOURCES English Download Textbook, Whiteboard, - -
& LEARNING Share
21/27 pupils achieved objective 1
21/27 pupils achieved objective 2
The pupils who did not achieve the objectives will be given support in the next lesson.
REFLECTION