Unit 1 What Do You Like
Unit 1 What Do You Like
Unit 1 What Do You Like
ENGLISH FORM 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2018 LESSON 1
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Reading
TOPIC Money
THEME Consumerism dan Financial Awareness
LANGUANGE/GRAMMAR Vocabulary related to the topic of money
FOCUS
MAIN CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.1 Ask about and give detailed information about themselves and others
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
COM. LEARNING STANDARD 3.1.4 Use with some support familiar print and digital resources to check meaning
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Ask about and give detailed information about themselves and others
2. Use with some support familiar print and digital resources to check meaning
ACTIVITIES PRE-LESSON 1. Greet pupils and explain that in this lesson, they’ll get to know
each other a little, and will practise speaking, listening and using
dictionaries about a topic which they’ll be studying over the next 5
lessons. Tell them they’ll find out the topic later.
LESSON DELIVERY 2. Introduce yourself. Tell pupils a little about your family,
something you like and why, and something you don’t like and why.
Tell pupils that you want them to introduce themselves to each
other in small groups, and that they will need to remember what
their classmates tell them, as they’ll report this information to
other classmates.
4. Divide pupils into groups of 3, and ask them to tell each other
about their family, something they like and why, and something
they don’t like and why.
5. Create new groups of 3 and ask pupils to tell their new groups
about themselves and the classmates in the previous groups.
6. Ask a few pupils to tell you one interesting thing they learned
about a classmate.
7. Divide pupils into groups of 5 or 6 and explain that the topic of
the lesson is now changing. Tell pupils that you’ll say 5 letters of
the alphabet, and that the group must make this letter together in
any way they choose, so that their group represents the letter. E.g. if
you say C, they could stand in a semi-circle.
8. Say the letters M-O-N-E-Y pausing after each letter, so that
groups have time to make the letter.
9. Elicit from the class the word they’ve made (Money).
10. Ask pupils to work in pairs and think of 5 ways or more people
can get money (e.g. find it on the street): tell them that they can use
dictionaries to find and check words if necessary.
11. Elicit suggestions on the board.
POST LESSON 12. Ask pupils to put these ways of getting money in order from
most common to least common: pupils do this individually, and
then share answers as a whole class.
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21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2018 LESSON 2
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Money
THEME Consumerism dan Financial Awareness
LANGUANGE/GRAMMAR Past Simple Verbs
FOCUS
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.6 Understand with support longer simple narratives on a wide range of familiar topics
COM. CONTENT STANDARD 2.4 Communicate appropriately to a small or large group on familiar topics
COM. LEARNING STANDARD 2.4.1 Narrate short stories, events and experiences
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Understand with support longer simple narratives on a wide range of familiar topics
2. Narrate short stories, events and experiences
ACTIVITIES PRE-LESSON 1. Write lesson aims on the board:
• to understand the events in a story
• to retell the story with your classmates
2. Draw stick figures of 2 men, a small hut (teach or check this
word if necessary) and the moon on the board. You can use
pictures instead if you prefer.
3. Tell pupils that you will tell them a story, and ask them to predict
the connection between the men, the hut and the moon.
4. Elicit suggestions from the whole class and write them briefly on
the board.
LESSON DELIVERY 5. Tell pupils the story.
6. Ask them to compare their predictions with real connection in
the story briefly in pairs and then as a whole class.
7. Now ask pupils to listen again to the story and to be ready to tell
you some of the details of the story.
8. Tell the story again and elicit some of the key details.
9. Tell pupils that you’ll ask them to retell the story together.
10. Hand out the story prompts and ask pupils to use them to tell
the story together in pairs or small groups.
11. If necessary, tell the story once more to help pupils while they
are working with the prompts.
12. Elicit the story, line by line, as a whole class activity.
POST LESSON 13. Ask pupils what the final part of the story means, and elicit
their suggestions.
(There is no correct answer, as the story is open to different
interpretations. One interpretation is that rich people are people
who want to give, and poor ones are ones who want to take.
Another is that we should think about the beauty of the world
around us, not about possessions. Other interpretations are
possible.
14. Hand out the story so that pupils can check their work.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2018 LESSON 3
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Money
THEME Consumerism dan Financial Awareness
LANGUANGE/GRAMMAR Vocabulary related to the topic of money
FOCUS
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
COM. LEARNING STANDARD 3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words
and by context
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Understand specific details and information in simple longer texts
2. Guess the meaning of unfamiliar words from clues provided by other known words
and by context
ACTIVITIES PRE-LESSON 1. Give pupils the text on Candy’s shopping trip. Ask them to cover
or fold them so that they can see only Candy.
2. Elicit suggestions from the whole class in response to the
question above the picture of Candy.
LESSON DELIVERY 3. Ask pupils to uncover or unfold the text, to read it, and to answer
questions 1 and 2.
4. Check the answers with the whole class.
5. Tell pupils that they’ll now focus on how language is used in the
text.
6. Focus briefly on coordinating conjunctions (‘linking words’ may
be a more learner-friendly phrase) as a whole class. Give an
example, and then ask pupils to identify other examples, and to
explain what they link. Pupils can use L1 if necessary, as the main
focus here is on understanding and learning, not on language use
7. Give an example of a reference pronoun and what it refers to.
8. Divide the class into 2. Tell pupils in the one half to circle
reference pronouns in paragraphs 1-3 of the text and to be ready to
say who or what the pronouns refer to. Tell pupils in the other half
to do the same for paragraphs 4-6.
9. Elicit feedback: if time is short, elicit just a few examples, so that
you leave time for stage 10.
POST LESSON 10. Briefly ask pupils to tell you the skills and language focus for
the lesson.
11. Ask pupils whether they think it was a good idea to spend the
money in this way. There are no right or wrong answers here: the
aim is to elicit opinions.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2018 LESSON 4
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Money
THEME Consumerism dan Financial Awareness
LANGUANGE/GRAMMAR Past Simple Verbs, Reference Pronouns and Coordinating Conjunctions
FOCUS
MAIN CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
MAIN LEARNING STANDARD 4.1.3 Narrate factual and imagined events and experiences
COM. CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
COM. LEARNING STANDARD 4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating
conjunctions and reference pronouns
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Narrate factual and imagined events and experiences
2. Connect sentences into two coherent paragraphs or more using basic coordinating
conjunctions and reference pronouns
ACTIVITIES PRE-LESSON 1. Ask pupils to remind you about how Candy spent her inheritance
in the previous reading lesson.
2. 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.
LESSON DELIVERY 3. 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.
4. 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, and simple past
tense verbs.
5. 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.
6. Tell pairs to swap texts and to complete the table to calculate
how much Ron spent and how much he has left.
7. Tell pupils to check their answers with each other.
8. Write any common language errors from stage 3 on the board,
and ask pupils to correct these as a whole class.
POST LESSON 9. Ask pupils to read each other’s texts and to underline one thing
the writers have done well (e.g. good use of vocabulary, good idea
for spending the inheritance)
10. Elicit examples from the whole class.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2018 LESSON 5
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Literature in Action
TOPIC Money
THEME Consumerism dan Financial Awareness
LANGUANGE/GRAMMAR Adjectives and nouns
FOCUS
MAIN CONTENT STANDARD 5.3 Express an imaginative response to literary texts
MAIN LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple stories and poems.
Other imaginative responses as appropriate
COM. CONTENT STANDARD 5.3 Express an imaginative response to literary texts
COM. LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple stories and poems.
Other imaginative responses as appropriate
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Respond imaginatively and intelligibly through creating simple stories and poems.
Other imaginative responses as appropriate
ACTIVITIES PRE-LESSON 1. Write this statement on the board: Money is a friend and an
enemy.
2. Ask pupils to think about whether they agree with this sentence
in connection with their own lives, and why/why not.
3. Tell pupils to share their opinions in groups of 3 or 4.
LESSON DELIVERY 4. Elicit answers and reasons from a few pupils in the whole class.
5. 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.
6. Show them the Octopoem about Friendship and ask them to
think about possible reasons for the writer’s opinions.
7. Elicit suggestions from the whole class.
8. 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.
9. Ask fast finishers to share their poems and ask each other
questions about the poems.
10. 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.
POST LESSON 11. With the whole class, ask pupils to share phrases they like, and
to say why.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STRATEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2018 LESSON 6
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Language Awareness
TOPIC Money
THEME Consumerism dan Financial Awareness
LANGUANGE/GRAMMAR Giving advice and making suggestions
FOCUS
MAIN CONTENT STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
MAIN LEARNING STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
ACTIVITIES PRE-LESSON 1. Teacher writes on the board ‘party’ and asks pupils to work in
groups of 3 - 4 to come up with as many words they can think of
which are connected to ‘party’ (e.g. balloons, food, music, dancing,
gifts etc.)
2. Teacher introduces theme of the lesson – pupils will be working
in groups to organise a class party. They will need to decide what
they will buy for the party (i.e. decorations, food, drink, games etc.)
and think of possible games and activities for the party. However,
they will only have a fixed amount of money to spend.
LESSON DELIVERY 3. Teacher prepares before the lesson a handout containing a short
dialogue between 2 – 3 pupils discussing what to buy. Teacher to
ensure that target language structures are included within the
dialogue (e.g. Why don’t we …, How about …, What about …, Could
we …? / That’s a good idea / suggestion. I’m not sure about that
etc.)
4. Teacher gives the handout to pupils and asks them to read the
dialogue and underline the giving, accepting / rejecting language
structures. The teacher may wish to select a group of more
confident pupils to act out the dialogue in front of the class.
5. Teacher then goes through the structures and drills pupils
chorally and individually to ensure pupils have an awareness of
pronunciation and intonation of the given structures.
6. Pupils are then put into groups of 3 – 4 and are tasked with
deciding what they will do for the class party. This could involve
them putting together some events/games etc. as well as deciding
on food and drink. Teacher will explain that the party will last for
two hours and they will have a fixed amount of money to spend.
Before the lesson, the teacher will need to prepare a price list of
various items / food / drinks etc. that pupils may wish to buy for
their party and also on the amount that pupils are allowed to
spend.
8. Pupils then plan their party using the language structures
presented at the beginning of the lesson.
9. Once pupils have decided on their plans for the party they can
then report back their ideas to the whole class or are reformed into
different groups (i.e. one pupil from each group form new groups
and tell their new group about their plans).
10. Class can then vote on which party they would most like to
attend.
POST LESSON 11. To round off the lesson pupils then tell each other about a party
they have been to and what they liked about it.
12. Homework task - pupils can write an email to an imaginary
friend who needs some advice on organising their own class party.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 1
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2018 LESSON 7
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Reading
TOPIC Free Time Activities
THEME People and Culture
LANGUANGE/GRAMMAR Free Time Activities
FOCUS
MAIN CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.1 Ask about and give detailed information about themselves and others
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
COM. LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Ask about and give detailed information about themselves and others
2. Understand specific details and information in simple longer texts
ACTIVITIES PRE-LESSON 1. Students play a game of Hangman to introduce the topic.
Use dashes to represent the letters of free time and write
them on the board. Teacher asks students to suggest of the
alphabet. Continue until they have guessed the answer.
LESSON DELIVERY Activity 1 (SB page 10)
1. Students look at the pictures. Teacher elicits that they
illustrates the topic of the lesson (free time activities).
2. Teacher elicits the words for the four activities in the
pictures and writes them on the board. Students read the
quiz.
3. Teacher plays the CD. Students listen to the words in blue
and repeat them.
4. Teacher makes sure they pronounce hang out correctly
with the stress on out. Check they understand the meaning
of hang out with someone (spend a lot of time with
someone).
Activity 2 (SB page 10)
1. Students read the quiz again and choose the best answer
for each question. They check their score.
2. Students compare their scores in pairs. Teacher listens to
students’ opinions of their descriptions as a class
3. Teacher checks students understand sociable, shy and
switch off. Teacher elicits that opposite to switch off is
switch on.
Extension Activity (SB page 10)
1. Students look at the words in blue in the quiz and choose
the three activities they like the most. They work in groups
of four. Each group has to agree on three activities that are
the most popular in their groups.
POST LESSON Write your own quiz (see SOW page 133)
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
MAIN LEARNING STANDARD This is a grammar focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.