DAILY ENGLISH LANGUAGE LESSON PLAN
A. T & L Details
Subject English
Date 8th July 2019
Time 12.30 pm – 1.30 pm
Class 5 Kamil
Number of Pupils 38
Theme World of knowledge
Topic Unit 11 : Natural Disasters
Focus Skills: L/S/R/W/LA/LiA Reading
Pupils already have prior knowledge on the natural
Pupils’ Prior Knowledge
disasters.
2.3 By the end of the 6-year primary schooling, pupils will
Content Standard be able to read independently for information and
enjoyment.
2.3.1 Able to read for information and enjoyment with
Learning Standard guidance:
(b) non-fiction
By the end of the lesson, pupils should be able to:
i) Complete the jigsaw reading of flash floods in
Learning Objectives pairs.
ii) Answer 6/8 comprehension questions correctly
in the worksheet given.
Classroom Based Assessment
Q and A via worksheets
(PBD)
Communication, knowledge acquisition and multiple
Cross Curricular Elements intelligences
(Curriculum/HOTS/Values) Compare and contrast and make decisions
Able to understand details of the natural disaster.
Pictures of flash floods, a manila card on the article of
Teaching Materials flash floods, worksheet, Comprehension book and sticky
notes.
Arts in Education – visual arts, Visual arts
musical arts & movement
B. Teacher’s Details
Focused Theme during Supervision
Skill of explaining the content
Soft Skills (KI)
Teamwork skills
New Pedagogies (PMI) – 6C’s
Critical thinking, cooperation, problem-solving
Steps / Time
Content T & L Activites Remarks
(Minutes)
1) Teacher displays 5 pictures
of flash floods to the class.
2) Pupils observe carefully at
the pictures.
To arouse 3) Teacher focusses on the
- Problem
pupils’ picture of planets and
solving
Set Induction interests highlights the main points.
(5 mins) through - Compare and
displaying 4) Pupils observe carefully and contrast
some pictures guess the topic of the day.
of flash floods
5) Through brisk questioning,
teacher introduces the topic
and leads them to the lesson.
Presentation To elicit verbal 1) Teacher displays a manila - Make decisions
(15 mins) responses card about the article of flash
from the pupils floods at the whiteboard.
about the topic
2) Teacher explains the content
To give input of the lesson.
about the topic.
3) Teacher writes down some
meaning of the words on the
whiteboard and explains
them to the pupils.
4) Teacher asks some
reinforcement questions to
enhance pupils’
understanding.
5) Pupils answer the questions
respectively.
1) Pupils are divided into pairs.
2) Pupils are required to divide
the content of the flash flood
into two parts.
To 3) Pupil A has to read the first
demonstrate part of the content and - Communication
pupils’s explain it to Pupil B, while - Comparing and
understanding Pupil B has to read the
structuring
and ability of second part and explain it to
Practice practicing their - Able to
(15 mins) Pupil A.
knowledge. understand
4) Each pair is given 10 minutes details
Pair work to read and explain to each
other respectively.
Jigsaw reading
5) Teacher monitors the class
and helps if necessary.
4) Teacher discusses the
answers with the pupils.
1) Pupils are asked to be
prepared with their
Comprehension book.
To test the 2) Pupils are distributed with a
pupils’ worksheet containg on the
comprehension flash floods..
and application
- Critical thinking
of knowledge 3) Pupils are asked to answer
Production learned. - Make
the comprehension questions
(20 mins) judgement
and paste it on their
Individual Comprehension book.
worksheet 4) Teacher monitors and help
out the pupils.
5) Teacher provides guidance if
necessary.
Closure 1) Pupils are given ‘Sticky - Logical
(5 mins) To recall what Notes’ to write on a solution reasoning
have been for flash floods.
learnt
2) Pupils are asked to paste it
on the parking lot in the
- Cognitive English Corner.
Closure
3) Teacher concludes the
lesson by emphasizing the
Social Closure impacts of flash floods.
Reflection
Cooperating Teacher’s Comments :
Supervisor’s Comments:
