TS25 DAILY LESSON PLAN

WEEK : 2 DAY : MONDAY DATE : 24/Feb/2025

SUBJECT ENGLISH FORM 3 ALK

THEME People and Culture

TIME 9.00 AM to 10.20 AM
TOPIC Family Ties
MAIN FOCUSED
LESSON 1 Reading
SKILL
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using 3.1.1 Understand the main points in longer
a range of appropriate reading strategies texts on an increased range of familiar topics
to construct meaning
Complimentary Skill: Speaking
CONTENT Complementary Skill: Speaking LEARNING 2.1.4 Explain own point of view
STANDARD 2.1 Communicate information, ideas, STANDARD
opinions and feelings intelligibly on familiar
topics

By the end of the lesson, pupils should What I'm Looking For:
be able to:
3.1.1 Understand the main points in longer 1. Pupils can match 3 headings with 3
texts on an increased range of familiar sections in the text.
topics by answering at least 6/10 2. Pupils can state 1 relation that they have
LEARNING questions correctly SUCCESS a strong bond with and another that they don’t
OBJECTIVE CRITERIA get along well with.
2.1.4 Explain own point of view by
answering 4/6 questions correctly

LESSON DEVELOPMENT
 1. Pupils are asked to look at the title of the unit and to
2. explain what it means
3. Pupils state which other words they know that can mean ties in this context
4. Pupils tell the rest of the class about a relation that they have a strong bond with and another that they
PRE-LESSON don’t get on so well with by writing on a piece of paper and putting them into a box anonymously. Teacher
randomly picks a few and read aloud.

1. Pupils turn to Close Up page 6 and read the instructions in A. Pupils have 1 minute to write down as many
words as they can think of that describe family members.
2. Pupils compare their lists with a partner and all the words thought by the pupils are written on a board.
3. Pupils read the title of the reading passage and ask them the meaning of the word “ancestors”.
4. Pupils write down the different ways to learn about their family’s past. A few pupils are asked to read aloud
their ideas.
5. Pupils quickly scan through the text to compare their ideas.
LESSON DELIVERY
6. Pupils read a text about family history and match the headings with the correct sections in the text.
7. Pupils discuss answers as a class.

1. Pupils discuss with their partners why it is important to preserve family ties.
2. Pupils list one word they have learned throughout the lesson and share with the class.

POST-LESSON

20 pupils were able to achieve the objectives.

REFLECTION 3 pupils need extra guidance.
Attendance: 23 / 23
 TS25 DAILY LESSON PLAN

WEEK : 2 DAY : MONDAY DATE : 24-Feb-2025

SUBJECT ENGLISH FORM 5 STEM

THEME People and Culture

TIME 11.20 AM to 12.00 PM
TOPIC It's Personal!
MAIN FOCUSED
LESSON 1 Reading
SKILL
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using 3.1.1 Understand the main points in extended
a range of appropriate reading strategies texts on a wide range of familiar topics and
to construct meaning some unfamiliar topics
CONTENT LEARNING
STANDARD Complementary Skill: Speaking STANDARD Complimentary Skill: Speaking
2.1 Communicate information, ideas, 2.1.5 Explain and justify own feelings or those
opinions and feelings intelligibly on familiar of others
topics

By the end of the lesson, pupils should What I'm Looking For:
be able to:
3.1.1 Understand the main points in 1. Pupils can state the best title article out of
extended texts on a wide range of familiar the 3 possible titles.
topics and some unfamiliar topics by 2. Pupils can discuss their feelings regarding
deciding which out of the 3 possible titles 3 questions with at least 1 reason for each.
LEARNING is the best title for the article. SUCCESS
OBJECTIVE CRITERIA
2.1.5 Explain and justify own feelings or
those of others by discussing their feelings
regarding 3 questions with at least 1
reason for each.

LESSON DEVELOPMENT
 1. Pupils turn to English Download page 5 and look at the picture and predict who they think the people are (a
family).
2. Pupils discuss as a class how many generations of the family are in the picture (three) and how the people
are feeling and why they are feeling this way (they are happy because they are outdoors on a nice day doing
something fun).
3. Pupils read the title of the unit and discuss as a class what the title means and who they discuss their
PRE-LESSON personal issues with.
4. The following phrases are written on the board: adoptive family, blended family, extended family, single-
parent family and traditional family.
5. Pupils to discuss in pairs what they think these terms mean.
6. Pupils share their ideas as a class.

1. Pupils turn to page 6 and read the instructions in Activity 1.

2. Pupils work individually to answer 8 statements by deciding whether a child or a parent should do the
specified household chores.
3. Pupils discuss answers in pairs before discussing as a class.
4. Pupils move on to Activity 2 and discuss in pairs which of the chores in Activity 1 they do.
5. Pupils also discuss the following questions with at least 1 reason for each question(Complementary Skill):
• How they feel about doing these and other household chores?
• Do they enjoy doing household chores?
• Do they feel it is their duty to help their parents with household chores? Why/Why not?
6. A few pairs share their discussion with the class.
7. Pupils go on to Activity 3 and read the instructions.
8. Pupils are asked 3 general WH-questions about the main points in the text.
9. Pupils then identify the key words in the titles (tips/falls apart/treat) and skim read the text to look for the
key words.
LESSON DELIVERY 10. Pupils read the text and decide which out of the 3 possible titles is the best title for the article. (Main Skill)
11. Pupils discuss the answer as a class.

Differentiated Actvities:
Less proficient pupils: Provide vocabulary to use in the speaking activity, or sentence starters.
More proficient pupils: Write a summary sentence/phrase for each of the four paragraphs. (For example: who
should do the chores at home/why teens don’t do chores/Jessica decides enough is enough/why Jessica didn’t
ask for help sooner).

1. Pupils review their learning in this lesson by describing what they learnt in the lesson and how they learnt it.
2. Pupils discuss their ideas with their partners before sharing with the class.

POST-LESSON
 1. Pupils review their learning in this lesson by describing what they learnt in the lesson and how they learnt it.
2. Pupils discuss their ideas with their partners before sharing with the class.

POST-LESSON

11 pupils were able to achieve the objectives.

REFLECTION
Attendance: 11 / 11

TS25 DAILY LESSON PLAN

WEEK : 2 DAY : MONDAY DATE : 24-Feb-2025

SUBJECT ENGLISH FORM 5 PERNIAGAAN

THEME People and Culture

TIME 12.00 PM to 1.20 PM
TOPIC It's Personal!
MAIN FOCUSED
LESSON 1 Reading
SKILL
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using 3.1.1 Understand the main points in extended
a range of appropriate reading strategies texts on a wide range of familiar topics and
to construct meaning some unfamiliar topics

CONTENT Complementary Skill: Speaking LEARNING Complimentary Skill: Speaking

STANDARD 2.1 Communicate information, ideas, STANDARD 2.1.5 Explain and justify own feelings or those
opinions and feelings intelligibly on familiar of others
topics
 By the end of the lesson, pupils should What I'm Looking For:
be able to:
3.1.1 Understand the main points in 1. Pupils can state the best title article out of
extended texts on a wide range of familiar the 2 possible titles.
topics and some unfamiliar topics by 2. Pupils can discuss their feelings regarding
LEARNING deciding which out of the 3 possible titles SUCCESS 2 questions with at least 1 reason for each.
OBJECTIVE is the best title for the article. CRITERIA
2.1.5 Explain and justify own feelings or
those of others by discussing their feelings
regarding 3 questions with at least 1
reason for each.

LESSON DEVELOPMENT
1. Pupils turn to English Download page 5 and look at the picture and predict who they think the people are (a
family).
2. Pupils discuss as a class how many generations of the family are in the picture (three) and how the people
are feeling and why they are feeling this way (they are happy because they are outdoors on a nice day doing
something fun).
3. Pupils read the title of the unit and discuss as a class what the title means and who they discuss their
personal issues with.
4. The following phrases are written on the board: adoptive family, blended family, extended family, single-
PRE-LESSON
parent family and traditional family.
5. Pupils to discuss in pairs what they think these terms mean.
6. Pupils share their ideas as a class.

1. Pupils turn to page 6 and read the instructions in Activity 1.

2. Pupils work individually to answer 8 statements by deciding whether a child or a parent should do the
specified household chores.
3. Pupils discuss answers in pairs before discussing as a class.
4. Pupils move on to Activity 2 and discuss in pairs which of the chores in Activity 1 they do.
5. Pupils also discuss the following questions with at least 1 reason for each question(Complementary Skill):
• How they feel about doing these and other household chores?
• Do they enjoy doing household chores?
• Do they feel it is their duty to help their parents with household chores? Why/Why not?
6. A few pairs share their discussion with the class.
LESSON DELIVERY 7. Pupils go on to Activity 3 and read the instructions.
8. Pupils are asked 3 general WH-questions about the main points in the text.
9. Pupils then identify the key words in the titles (tips/falls apart/treat) and skim read the text to look for the
key words.
10. Pupils read the text and decide which out of the 3 possible titles is the best title for the article. (Main Skill)
11. Pupils discuss the answer as a class.
 6. A few pairs share their discussion with the class.
LESSON DELIVERY 7. Pupils go on to Activity 3 and read the instructions.
8. Pupils are asked 3 general WH-questions about the main points in the text.
9. Pupils then identify the key words in the titles (tips/falls apart/treat) and skim read the text to look for the
key words.
10. Pupils read the text and decide which out of the 3 possible titles is the best title for the article. (Main Skill)
11. Pupils discuss the answer as a class.

1. Pupils review their learning in this lesson by describing what they learnt in the lesson and how they learnt it.
2. Pupils discuss their ideas with their partners before sharing with the class.

POST-LESSON

20 pupils were able to achieve the objectives.

REFLECTION 4 pupils need extra guidance.
Attendance: 24 / 24
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 TS25 DAILY LESSON PLAN

WEEK : 2 DAY : TUESDAY DATE : 25/Feb/2025

PENDIDIKAN SENI
SUBJECT ENGLISH FORM 4
VISUAL
THEME Science and Technology
TIME 7.40 AM to 9.00 AM
TOPIC Let's Chat
MAIN FOCUSED
LESSON 1 Reading
SKILL
Main Skill: Main Skill:
3. Reading 3. Reading
3.1 Understand a variety of texts by using 3.1.1 Understand the main points in extended
a range of appropriate reading strategies texts on a wide range of familiar topics
to construct meaning
CONTENT LEARNING Complementary Skill:
STANDARD Complementary Skill: STANDARD 2. Speaking
2. Speaking 2.1.4 Explain and justify own point of view
2.1 Communicate information, ideas,
opinions and feelings intelligibly on familiar
topics

By the end of the lesson, pupils should What I'm Looking For:
be able to:
1. understand the main ideas in Pupils can:
extended texts by deciding the importance 1) match 3 names to 3 different opinions.
of 6 words and their meanings as well as 2) discuss with their partners 2 questions.
identifying specific information in the texts
LEARNING SUCCESS
by matching 4 names to 6 different
OBJECTIVE CRITERIA
opinions.
2. Explain and justify own point of view
by discussing with their partners 3
questions.
 LESSON DEVELOPMENT
1. Pupils are asked whether they have heard the term “social networking sites”.
2. Pupils name a few popular social networking sites and a few share how many hours they spend on the social
media.
3. Pupils work in pairs and discuss with their partners whether they are members of any social networking site
PRE-LESSON and what they use it for.
4. A few pairs share their discussions with the rest of the class.

1. Pupils turn to page 8 and read the headline of the articles and then a few pupils share with the class what
they think the texts will be about (four people expressing their opinions about social networking sites).
2. Pupils are read the TIPS corner at the upper right corner of the page and listen to teacher’s explanation about
the tips.
3. Pupils read through the text and underline any unknown words at the same time.
4. Pupils decide which words are important for understanding the text and try to guess what they mean by
working in pairs. (Main Skill)
5. A few pairs share their answers with the class.
6. Pupils read through questions 1-7 and answer 7 questions in Section D and then discuss as class. (Main
Skill)
LESSON DELIVERY
7. Pupils need to provide justifications for their answers. Pupils move on to Section E.
8. Pupils discuss with their partners 3 questions (what do you think of social networking sites?/with which writer
do you share the same opinion?/have you had a similar experience?) A few pairs share their discussions with
the class. (Complementary skill)

1. In pairs, pupils discuss at least one new word/phrase that they have learnt today. (Self/Peer Assessment)
2. Teacher collect responses from pupils. (Lollipop sticks)
3. Teacher sums up today’s lesson.
POST-LESSON

17 pupils were able to achieve the objectives.

REFLECTION 4 pupils need extra guidance.
Attendance: 21 / 24
 TS25 DAILY LESSON PLAN

WEEK : 2 DAY : TUESDAY DATE : 25-Feb-2025

SUBJECT ENGLISH FORM 3 ALK

THEME People and Culture

TIME 10.40 AM to 11.20 AM
TOPIC Family Ties
MAIN FOCUSED
LESSON 2 Reading
SKILL
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using 3.1.2 Understand specific details and
a range of appropriate reading strategies information in longer texts on an increased
to construct meaning range of familiar topics

CONTENT Complementary Skill: Reading LEARNING Complimentary Skill: Reading

STANDARD 3.1 Understand a variety of texts by using STANDARD 3.1.3 Guess the meaning of unfamiliar words
a range of appropriate reading strategies from clues provided by other words and by
to construct meaning context on an increased range of familiar
topics

By the end of the lesson, pupils should What I'm Looking For:
be able to:
3.1.2 Understand specific details and 1. Pupils can identify 6 true or false
information in longer texts on an increased statement from the text
range of familiar topics by answering at 2. Pupils can guess the meaning of 4
least 6/10 questions correctly unfamiliar words
LEARNING SUCCESS
3.1.3 Guess the meaning of unfamiliar
OBJECTIVE CRITERIA
words from clues provided by other words
and by context on an increased range of
familiar topics by answering 4/6 questions
correctly
 words from clues provided by other words
and by context on an increased range of
familiar topics by answering 4/6 questions
correctly

LESSON DEVELOPMENT
1. Pupils activate prior knowledge by using “Unit Opener” on Close Up page 5 and look at the picture and the
caption and state how appropriate the caption is for the picture as a class.
2. Pupils work in pairs to describe how and why people’s hands change as they get older and what a person’s
PRE-LESSON hand can reveal about him or her.
3. A few pupils share their discussion with the class.

1. Pupils read the Exam Close-Up text on page 7. After that, pupils proceed to read the Exam Task and
underline the key words in the text.
2. Pupils answer 10 True/False questions in the Exam Task.
3. Pupils find 6 underlined words in the text and circle their correct meanings.
4. Pupils discuss answers in pairs and later as a class.
LESSON DELIVERY 5. Pupils look at Idea Focus on page 7. Pupils work in pairs and answer 2 questions (If you can go back in
time, which one of your ancestors would you like to meet? Why? Why not)
6. A few pairs share their discussion with the rest of the class.

1. Pupils review their learning in this lesson by recalling with their talk partners the exam tips they read on
page 7.
2. A few pairs share what they recall with the class.
POST-LESSON

21 pupils were able to achieve the objectives.

REFLECTION 2 pupils need extra guidance.
Attendance: 23 / 24

TS25 DAILY LESSON PLAN

WEEK : 2 DAY : TUESDAY DATE : 25-Feb-2025

 SUBJECT ENGLISH FORM 4 PRINSIP PERAKUNAN

THEME Science and Technology

TIME 11.20 AM to 12.40 PM
TOPIC Let's Chat
MAIN FOCUSED
LESSON 1 Reading
SKILL
Main Skill: Main Skill:
3. Reading 3. Reading
3.1 Understand a variety of texts by using 3.1.1 Understand the main points in extended
a range of appropriate reading strategies texts on a wide range of familiar topics
to construct meaning
CONTENT LEARNING Complementary Skill:
STANDARD Complementary Skill: STANDARD 2. Speaking
2. Speaking 2.1.4 Explain and justify own point of view
2.1 Communicate information, ideas,
opinions and feelings intelligibly on familiar
topics

By the end of the lesson, pupils should What I'm Looking For:
be able to:
1. understand the main ideas in Pupils can:
extended texts by deciding the importance 1) match 4 names to 6 different opinions.
of 6 words and their meanings as well as 2) discuss with their partners 3 questions.
identifying specific information in the texts
LEARNING by matching 4 names to 6 different SUCCESS
OBJECTIVE opinions. CRITERIA

2. Explain and justify own point of view

by discussing with their partners 3
questions.

LESSON DEVELOPMENT
1. Pupils are asked whether they have heard the term “social networking sites”.
2. Pupils name a few popular social networking sites and a few share how many hours they spend on the social
media.
3. Pupils work in pairs and discuss with their partners whether they are members of any social networking site
PRE-LESSON
and what they use it for.
4. A few pairs share their discussions with the rest of the class.
 2. Pupils name a few popular social networking sites and a few share how many hours they spend on the social
media.
3. Pupils work in pairs and discuss with their partners whether they are members of any social networking site
PRE-LESSON
and what they use it for.
4. A few pairs share their discussions with the rest of the class.

1. Pupils turn to page 8 and read the headline of the articles and then a few pupils share with the class what
they think the texts will be about (four people expressing their opinions about social networking sites).
2. Pupils are read the TIPS corner at the upper right corner of the page and listen to teacher’s explanation about
the tips.
3. Pupils read through the text and underline any unknown words at the same time.
4. Pupils decide which words are important for understanding the text and try to guess what they mean by
working in pairs. (Main Skill)
5. A few pairs share their answers with the class.
6. Pupils read through questions 1-7 and answer 7 questions in Section D and then discuss as class. (Main
Skill)
LESSON DELIVERY 7. Pupils need to provide justifications for their answers. Pupils move on to Section E.
8. Pupils discuss with their partners 3 questions (what do you think of social networking sites?/with which writer
do you share the same opinion?/have you had a similar experience?) A few pairs share their discussions with
the class. (Complementary skill)

1. In pairs, pupils discuss at least one new word/phrase that they have learnt today. (Self/Peer Assessment)
2. Teacher collect responses from pupils. (Lollipop sticks)
3. Teacher sums up today’s lesson.
POST-LESSON

21 pupils were able to achieve the objectives.

REFLECTION 3 pupils need extra guidance.
Attendance: 24 / 24
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 TS25 DAILY LESSON PLAN

WEEK : 2 DAY : WEDNESDAY DATE : 26/Feb/2025

SUBJECT ENGLISH FORM 5 PERNIAGAAN

THEME People and Culture

TIME 10.40 AM to 11.00 AM
TOPIC It's Personal!
MAIN FOCUSED
LESSON 2 Reading
SKILL
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using 3.1.2 Understand specific details and
a range of appropriate reading strategies information in extended texts on a wide range
to construct meaning of familiar topics and some unfamiliar topics

CONTENT Complementary Skill: Speaking LEARNING Complimentary Skill: Speaking

STANDARD 2.1 Communicate information, ideas, STANDARD 2.1.3 Explain and justify plans and ambitions
opinions and feelings intelligibly on familiar
topics

By the end of the lesson, pupils should What I'm Looking For:
be able to:
3.1.1 Understand the main points in 1. Pupils can match 3 sentences to 4 gaps.
extended texts on a wide range of familiar 2. Pupils can state at least 1 reason for each
topics and some unfamiliar topics by chore in the list.
LEARNING matching 3 sentences to 4 gaps. SUCCESS
OBJECTIVE CRITERIA
2.1.5 Explain and justify own feelings or
those of others by stating at least 1 reason
for each chore in the list.

LESSON DEVELOPMENT
 1. Pupils discuss in pairs their opinions about helping their parents with household chores.
2. Pupils share their ideas as a class.

PRE-LESSON

3. Pupils turn to English Download page 7 and read the instructions in Activity 4 and also the sentences to
clarify with teacher any parts they do not understand.
4. Pupils work individually to match 5 sentences to 6 gaps (1 is not needed).(Main Skill)
5. Pupils check their answers in pairs before discussing as a class.
6. Pupils go on to Activity 5 and read the instructions also the sentences to clarify with teacher any parts they
do not understand.
7. Pupils complete 6 sentences using the correct form of the expressions in the yellow box.
8. Pupils check their answers in pairs before discussing as a class.
9. Pupils move on to Activity 6 and read the instructions also the sentences to clarify with teacher any parts
they do not understand.
10. Pupils work with a partner and imagine they are sharing a flat and one of them has a birthday the next day
and they have invited a group of friends to come to the flat to celebrate.
11. Pupils must make a plan of everything they need to do, including household chores, food preparation and
decorations etc.
12. Pupils write a list of household chores that need to be done and then discuss each chore and decide who
LESSON DELIVERY will do what, when and why and justify the list with at least 1 reason for each chore. (Complementary Skill)
13. A few pairs share their list with the class.

Differentiated Actvities:
Less proficient pupils: Provide simple definition of each of the expressions in Activity 5 (e.g. put your feet up
means have some rest). Show pupils how to use the context of the article and the sentences to match the
definition to the correct expression. For the speaking activity, provide relevant vocabulary to use describing
different household chores and sentence starters such as ‘If you ………… then I will…………..’.

1. Pupils review their learning in this lesson by identifying with their talk partner(s) at least one new word or
expression that they have learned in relation to the reading text topic.
2. A few pairs share their words/expressions as a whole class.
POST-LESSON
 18 pupils were able to achieve the objectives.
REFLECTION 4 pupils need extra guidance.
Attendance: 22 / 23

TS25 DAILY LESSON PLAN

WEEK : 2 DAY : WEDNESDAY DATE : 26-Feb-2025

SUBJECT ENGLISH FORM 4 PRINSIP PERAKUNAN

THEME
TIME 11.20 AM to 12.40 PM
TOPIC
MAIN FOCUSED
LESSON
SKILL

CONTENT LEARNING
STANDARD STANDARD

By the end of the lesson, pupils should What I'm Looking For:
be able to:

LEARNING SUCCESS
OBJECTIVE CRITERIA
 LEARNING SUCCESS
OBJECTIVE CRITERIA

LESSON DEVELOPMENT

PRE-LESSON

LESSON DELIVERY

POST-LESSON

REFLECTION
Attendance:
 TS25 DAILY LESSON PLAN

WEEK : 2 DAY : WEDNESDAY DATE : 26/Feb/2025

SUBJECT ENGLISH FORM 5 STEM

THEME People and Culture

TIME 1.20 PM to 2.40 PM
TOPIC It's Personal!
MAIN FOCUSED
LESSON 2 Reading
SKILL
Main Skill: Reading Main Skill: Reading
3.1 Understand a variety of texts by using 3.1.2 Understand specific details and
a range of appropriate reading strategies information in extended texts on a wide range
to construct meaning of familiar topics and some unfamiliar topics

CONTENT Complementary Skill: Speaking LEARNING Complimentary Skill: Speaking

STANDARD 2.1 Communicate information, ideas, STANDARD 2.1.3 Explain and justify plans and ambitions
opinions and feelings intelligibly on familiar
topics

By the end of the lesson, pupils should What I'm Looking For:
be able to:
3.1.1 Understand the main points in 1. Pupils can match 5 sentences to 6 gaps.
extended texts on a wide range of familiar 2. Pupils can state at least 1 reason for each
topics and some unfamiliar topics by chore in the list.
LEARNING matching 5 sentences to 6 gaps. SUCCESS
OBJECTIVE CRITERIA
2.1.5 Explain and justify own feelings or
those of others by stating at least 1 reason
for each chore in the list

LESSON DEVELOPMENT
 1. Pupils discuss in pairs their opinions about helping their parents with household chores.
2. Pupils share their ideas as a class.

PRE-LESSON

3. Pupils turn to English Download page 7 and read the instructions in Activity 4 and also the sentences to
clarify with teacher any parts they do not understand.
4. Pupils work individually to match 5 sentences to 6 gaps (1 is not needed).(Main Skill)
5. Pupils check their answers in pairs before discussing as a class.
6. Pupils go on to Activity 5 and read the instructions also the sentences to clarify with teacher any parts they
do not understand.
7. Pupils complete 6 sentences using the correct form of the expressions in the yellow box.
8. Pupils check their answers in pairs before discussing as a class.
9. Pupils move on to Activity 6 and read the instructions also the sentences to clarify with teacher any parts
they do not understand.
10. Pupils work with a partner and imagine they are sharing a flat and one of them has a birthday the next day
LESSON DELIVERY and they have invited a group of friends to come to the flat to celebrate.
11. Pupils must make a plan of everything they need to do, including household chores, food preparation and
decorations etc.
12. Pupils write a list of household chores that need to be done and then discuss each chore and decide who
will do what, when and why and justify the list with at least 1 reason for each chore. (Complementary Skill)
13. A few pairs share their list with the class.

1. Pupils review their learning in this lesson by identifying with their talk partner(s) at least one new word or
expression that they have learned in relation to the reading text topic.
2. A few pairs share their words/expressions as a whole class.
POST-LESSON

10 pupils were able to achieve the objectives.

REFLECTION
Attendance: 10 / 11
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 TS25 DAILY LESSON PLAN

WEEK : 2 DAY : THURSDAY DATE : 27/Feb/2025

SUBJECT ENGLISH FORM 5 STEM

THEME People and Culture

TIME 7.40 AM to 9.00 AM
TOPIC It's Personal!
MAIN FOCUSED
LESSON 3 Language Awareness
SKILL
Main Skill: Language Awareness Main Skill: Language Awareness

This is a grammar-focused lesson so This is a grammar-focused lesson so listening,

listening, speaking, reading and writing speaking, reading and writing skills are not
skills are not explicitly covered explicitly covered
CONTENT LEARNING
STANDARD STANDARD

By the end of the lesson, pupils should What I'm Looking For:
be able to:
understand present simple; present 1. Pupils can answer 9 sentences using the
continuous; stative verbs; relative clauses present simple or present continuous.
by answering 9 sentences using the 2. Pupils can circle 10 correct answers in the
LEARNING present simple or present continuous and SUCCESS text.
OBJECTIVE circling 10 correct answers in the text. CRITERIA

LESSON DEVELOPMENT
1. 2 sentences are written on the board (1 present simple sentence and 1 present continuous sentence).
2. Pupils explain why the present simple or present continuous is used and their individual functions.
3. Pupils are asked if they remember what stative verbs are and to think of 2 examples of stative verbs.
PRE-LESSON 4. Pupils share their ideas with the class.
 1. 2 sentences are written on the board (1 present simple sentence and 1 present continuous sentence).
2. Pupils explain why the present simple or present continuous is used and their individual functions.
3. Pupils are asked if they remember what stative verbs are and to think of 2 examples of stative verbs.
PRE-LESSON 4. Pupils share their ideas with the class.

1. Pupils turn to English Download page 9 and read the grammar theory about present simple, present
continuous and stative verbs.
2. Pupils work in pairs to give at least 1 example that shows the different uses of the tenses.
3. Pupils move onto Activity 2 and read the instructions and the sentences quickly and discuss as a class
which clues will help them to choose the correct tense.
4. Pupils complete 3 gap fills for 3 sentences.
5. Pupils compare answers in pairs before discussing as a class.
6. Pupils go on to Activity 3 and read the instructions and the sentences to clarify anything they don’t
understand.
7. Pupils read the sentences and identify which clues will help them to choose the correct tense using time
expressions or other clues.
8. Pupils answer 9 sentences using the present simple or present continuous.
LESSON DELIVERY 9. Pupils compare answers in pairs before discussing as a class.
10. Pupils move on to Activity 4 and read the title of the text and picture and then discuss as a class what
pocket money is.
11. Pupils read through the text once without answering and to identify any words or clues that will help them to
choose the correct answers.
12. Pupils circle 10 correct answers in the text.
13. Pupils compare answers in pairs before discussing as a class.

1. Pupils review their learning in this lesson by working with their partner(s) and making their own sentences
using relative clauses. A list of relative clauses is written on the board.
2. A few pairs share their sentences with the whole class.
POST-LESSON

11 pupils were able to achieve the objectives.

REFLECTION
Attendance: 11 / 11
 TS25 DAILY LESSON PLAN

WEEK : 2 DAY : THURSDAY DATE : 27-Feb-2025

SUBJECT ENGLISH FORM 5 PERNIAGAAN

THEME People and Culture

TIME 9.40 AM to 11.00 AM
TOPIC It's Personal!
MAIN FOCUSED
LESSON 3 Language Awareness
SKILL
Main Skill: Language Awareness Main Skill: Language Awareness

This is a grammar-focused lesson so This is a grammar-focused lesson so listening,

listening, speaking, reading and writing speaking, reading and writing skills are not
skills are not explicitly covered explicitly covered
CONTENT LEARNING
STANDARD STANDARD

By the end of the lesson, pupils should What I'm Looking For:
be able to:
understand present simple; present 1. Pupils can answer 6 sentences using the
continuous; stative verbs; relative clauses present simple or present continuous.
by answering 6 sentences using the 2. Pupils can circle 8 correct answers in the
LEARNING present simple or present continuous and SUCCESS text.
OBJECTIVE circling 8 correct answers in the text. CRITERIA
 LESSON DEVELOPMENT
1. 2 sentences are written on the board (1 present simple sentence and 1 present continuous sentence).
2. Pupils explain why the present simple or present continuous is used and their individual functions.
3. Pupils are asked if they remember what stative verbs are and to think of 2 examples of stative verbs.
PRE-LESSON 4. Pupils share their ideas with the class.

1. Pupils turn to English Download page 9 and read the grammar theory about present simple, present
continuous and stative verbs.
2. Pupils work in pairs to give at least 1 example that shows the different uses of the tenses.
3. Pupils move onto Activity 2 and read the instructions and the sentences quickly and discuss as a class
which clues will help them to choose the correct tense.
4. Pupils complete 3 gap fills for 3 sentences.
5. Pupils compare answers in pairs before discussing as a class.
6. Pupils go on to Activity 3 and read the instructions and the sentences to clarify anything they don’t
understand.
7. Pupils read the sentences and identify which clues will help them to choose the correct tense using time
expressions or other clues.
8. Pupils answer 9 sentences using the present simple or present continuous.
9. Pupils compare answers in pairs before discussing as a class.
10. Pupils move on to Activity 4 and read the title of the text and picture and then discuss as a class what
pocket money is.
11. Pupils read through the text once without answering and to identify any words or clues that will help them to
choose the correct answers.
LESSON DELIVERY 12. Pupils circle 10 correct answers in the text.
13. Pupils compare answers in pairs before discussing as a class.

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: Write their own paragraph about a topic (i.e. the plot of a film they like). A list of relative
pronouns is written on the board and see who can use the most relative pronouns correctly in their paragraph.
Pupils write out the paragraph again, this time with gaps where the relative pronouns should go. Pupils swap
paragraphs and see if they can fill all the gaps with the correct relative pronouns.

1. Pupils review their learning in this lesson by working with their partner(s) and making their own sentences
using relative clauses. A list of relative clauses is written on the board.
2. A few pairs share their sentences with the whole class.
POST-LESSON
 1. Pupils review their learning in this lesson by working with their partner(s) and making their own sentences
using relative clauses. A list of relative clauses is written on the board.
2. A few pairs share their sentences with the whole class.
POST-LESSON

10 pupils need extra guidance.

REFLECTION
Attendance: 10 / 23

TS25 DAILY LESSON PLAN

WEEK : 2 DAY : THURSDAY DATE : 27/Feb/2025

PENDIDIKAN SENI
SUBJECT ENGLISH FORM 4
VISUAL
THEME Science and Technology
TIME 11.20 AM to 12.00 PM
TOPIC Let's Chat
MAIN FOCUSED
LESSON 2 Language Awareness
SKILL
Main Skill: Main Skill:
N/A N/A
This is a grammar focused lesson so This is a grammar focused lesson so listening,
listening, speaking, reading and writing speaking, reading and writing skills are not
skills are not explicitly covered. explicitly covered.
CONTENT LEARNING
STANDARD STANDARD

By the end of the lesson, pupils should What I'm Looking For:
be able to:

LEARNING SUCCESS
 1. understand the difference between Pupils can:
present simple and present continuous by 1) fill in the gaps in 4 dialogues
filling in the gaps of 4 dialogues 2) match 6 verbs to 6 nouns to form phrases.
LEARNING SUCCESS
OBJECTIVE 2. understand computer-based CRITERIA
vocabulary by matching 6 verbs to 6 nouns
to form phrases.

LESSON DEVELOPMENT
1. Pupils look at 2 sentences written on the board. The first sentence uses present simple while the second
uses present continuous.
(Ex: I walk to school every day. I am walking to school now).
2. Pupils point out the difference between the 2 sentences and listen to teacher’s explanation.
PRE-LESSON 3. Pupils work in groups to answer a PowerPoint quiz about the difference between Present Simple and Present
Continuous.

1. Pupils turn to Full Blast page 9 and read through the examples.
2. Pupils classify the sentences using either Present Simple or Present Continuous.
3. Pupils discuss in pairs to come up with 3 examples and a few pairs share their examples with the class.
4. Pupils then proceed to the grammar activity and fill in the blanks of 4 dialogues.
5. Pupils check answers with their partners before discussing as a class.
LESSON DELIVERY 6. Pupils turn to page 10 and read through 6 verbs and the nouns.
7. Pupils use their background knowledge on computers and match the verbs with the nouns to form phrases.
8. Pupils check answers with their partners before discussing as a class.

1. Pupils write 6 sentences, 3 of which are stative while the other 3 are action verbs in the present continuous.
2. Pupils make 2 deliberate mistakes. Pupils then swap sentences and see if they can spot the sentences which
are wrong. (Self-Peer Assessment)
3. Teacher sums up today’s lesson.
POST-LESSON

14 pupils were able to achieve the objectives.

REFLECTION
REFLECTION 2 pupils need extra guidance.
Attendance: 16 / 24

TS25 DAILY LESSON PLAN

WEEK : 2 DAY : THURSDAY DATE : 27/Feb/2025

SUBJECT ENGLISH FORM 3 ALK

THEME People and Culture

TIME 12.40 PM to 2.00 PM
TOPIC Family Ties
MAIN FOCUSED
LESSON 3 Language Awareness
SKILL
Main Skill: Main Skill:
N/A N/A
This is a grammar focused lesson so This is a grammar focused lesson so listening,
listening, speaking, reading and writing speaking, reading and writing skills are not
skills are not explicitly covered. explicitly covered.
CONTENT LEARNING
STANDARD STANDARD

By the end of the lesson, pupils should What I'm Looking For:
be able to:
Main Skill: 1. Pupils can answer 8 gap fill questions
N/A
This is a grammar focused lesson so 2. Pupils can complete an incomplete text
LEARNING listening, speaking, reading and writing SUCCESS with 10 gap fills using either Present Simple or
OBJECTIVE skills are not explicitly covered. CRITERIA Present Continuous.
 This is a grammar focused lesson so 2. Pupils can complete an incomplete text
LEARNING listening, speaking, reading and writing SUCCESS with 10 gap fills using either Present Simple or
OBJECTIVE skills are not explicitly covered. CRITERIA Present Continuous.

LESSON DEVELOPMENT
1. 2 sentences with different tenses (Present Simple and Present Continuous) are written on the board. Pupils
are asked to identify the difference between the 2 sentences.
2. Pupils compare their answers in pairs before discussing as a class.
PRE-LESSON

3. Pupils turn to Close-Up page 9 and read the 4 sentences in Section A. Pupils work in pairs to match each
sentence with one use of the Present Simple and discuss answers as a class.
4. Pupils are reminded that adverbs of frequency are often used with Present Simple.
5. Pupils proceed to Section B and read the 5 sentences. Pupils remain in their pairings and match each
sentence with one use of the Present Continuous. Pupils discuss answers as a class.
6. Pupils proceed to Section C and read 4 sentences and underline the verbs and later discuss answers as a
class.
7. Pupils complete the rule with Present Simple or Present Continuous for Section D and then move on to
LESSON DELIVERY Section E and identify the difference between “think” and “thinking”. Pupils then discuss answers for D and E.
8. Pupils move on to Section F and G and choose the correct answers for 8 gap fill questions and complete an
incomplete text with 10 gap fills using either Present Simple or Present Continuous.
9. Pupils discuss answers to F and G as a class and do corrections for any mistakes.

10. Pupils write 2 sentences using vocabulary introduced in the unit. One sentence using a stative verb and the
other using an action verb in the present continuous.
11. Pupils work in pairs to assess each other’s sentences.
POST-LESSON

21 pupils were able to achieve the objectives.

REFLECTION 4 pupils need extra guidance.
Attendance: 25 / 25
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