DAILY LESSON PLAN

ENGLISH FORM 2
WEEK 7 TIME 13.10-14.10
DAY MONDAY CLASS 2KRK
DATE 09.05.2022 LESSON 41
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Teacher to select
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 5.1 Engage with, respond to and interpret a variety of literary text types
MAIN LEARNING STANDARD 5.1.1 Explain in simple language connections between characters, places, or events in texts
and their own lives
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.5 Express opinions or feelings about character or personality
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. Explain in simple language connections between characters, places, or events in
texts and their own lives
2. Express opinions or feelings about character or personality
ACTIVITIES PRE-LESSON
LESSON DELIVERY For this activity you will need large poster paper, marker pens and
long pieces of string or ribbon.
1. Choose a text that pupils have read. Start by asking them to work
in threes and retell the story. Monitor and correct.
2. Elicit back the story.
3. Put pupils into groups of 6 - 8. Give each group a large piece of
poster paper and markers. Give each group a focus: a character / a
place / an event. Each group should have a different focus. Tell
them to create a mind map with us much information as they can
remember about their particular focus.
4. When they have finished tell each group to select a couple of
presenters and ask them to present their poster to the rest of the
class. Go around and let each group present for a minute or so.
5. Give each group 2 - 3 large pieces of ribbon or string – long
enough to stretch across the room. Tell pupils in the group to
decide how their particular focus (a person, place or event)
connects to one of the others in the room. Ask the first group to
select another group and explain how they connect, e.g. We have
looked at the main character. Our character went on a trek to the
mountain and got lost. This group is talking about the places in the
story and they talked about the mountain where our character
went. If they do this successfully they should hold one end of the
string and pass the other end to the other group. Both groups
should
continue to hold this physical symbol of the connection. Choose a
second group and repeat. Continue until you have created a web of
string or ribbon across the room connecting all the different
aspects of the story. It will get more difficult to pass the string as
more and more links are made and there is likely to be a tangled
web by the end. This is fine - the pupils enjoy the challenge of
passing the string and at the end you can point out how events,
people and places all interconnect in life.
Alternative: if this task is difficult, an alternative is to put the
pupils into new groups with one pupil from each of the original
 groups. Ask them to find a connection between each of their
original group ideas.
6. Once you have finished the activity ask the pupils to sit down
again. Tell them to think about the different places, people and
events in the story. Give them an example of how they connect to
you, e.g. I love the sea and in this story there is a beautiful beach.
The main character also loves the sea so we like the same place.
7. Tell the pupils to think about how the story connects to them.
Ask them to work in pairs and tell each other the connections.
POST LESSON
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Round Table iThink Map Circle Map
CCE/CE 21st Century Literacy Resilient
High Order Thinking Skills Analysis
Teaching and Learning Strategy Contextual Learning
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Homework
SUCCESS CRITERIA Pupils can explain in simple language connections between characters, places, or events in
texts and their own lives
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 4
WEEK 7 TIME 11.40-12.10
DAY MONDAY CLASS 4 FARABI
DATE 09.05.2022 LESSON 5
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
TOPIC Let’s chat
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Words/phrases related to free-time activities; words/phrases/language used in informal
letters and emails
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar
situations
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
COM. LEARNING STANDARD 3.1.5 Recognize with little or no support the attitude or opinion of the writer in extended
texts on a wide range of familiar topics
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Communicate with appropriate language, form and style
2. Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
ACTIVITIES PRE-LESSON 6 sentences / phrases (3 using formal language, 3 using informal
language) are written on the board. Students are asked what is
different about the sentences. Students asked to work with talk
partner(s) and change the formal phrases / sentences to informal
and the informal to formal.
LESSON DELIVERY Activity A (Students Book page 18)
1.Students asked to look at the layout of the text and say what it is.
Students are asked some questions. Students read through the
questions and check their understanding. Students do the activity
and the answers checked with the class. Students asked some
comprehension questions. Any unknown words are explained.
Activity B (Students Book page 18)
1.Students refer to Simon’s email and pay attention to the notes
Mark has made. Students must read each note which refers to a
specific sentences/ phrase in the email and match them with the
points a-c. Students read through the points a-c. Students do the
activity and the answers checked with the class.
Activity C (Students Book page 18)
1.Students read Mark’s email and underline the sentences that
correspond to his notes. Students do the activity. The answers
checked with the class. Students read through the two questions
and their understanding are checked. Students do the activity. The
answers checked with the class. Students asked some
comprehensions questions.
Activity E (Students Book page 18)
1.Students refer to Simon’s email in activity A. Students are
explained that they should use the same prompts, but different
ideas and expressions/phrases to expand on them with the
exception of ‘sure’ which they should turn into ‘can’t’ since they
have to turn down Simon’s invitation. Students write their emails
and some students are chosen to read out their emails.
POST LESSON Students divided into small groups and give each group 10 strips of
paper (5 with an informal sentence or phrase suitable for an
 informal letter, 5 with a formal sentence or phrase suitable for a
formal letter). Students divide the strips into two groups ‘formal’
or ‘informal’ When students are ready elicit answers onto the
board.
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Hot Seat iThink Map Tree Map
CCE/CE 21st Century Literacy Thinker
High Order Thinking Skills Analysis
Teaching and Learning Strategy Multiple Intelligence
Element Across the Curriculum (EMK) EMK - Information and Communication
technology Skills (ICT)
Moral Values – Love
ASSESSMENT Homework
SUCCESS CRITERIA
REFLECTION Attendance: __/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
 DAILY LESSON PLAN
ENGLISH FORM 2
WEEK 7 TIME 10.40-11.40
DAY MONDAY CLASS 2 JABIR
DATE 09.05.2022 LESSON 41
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Teacher to select
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 5.1 Engage with, respond to and interpret a variety of literary text types
MAIN LEARNING STANDARD 5.1.1 Explain in simple language connections between characters, places, or events in texts
and their own lives
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.5 Express opinions or feelings about character or personality
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
3. Explain in simple language connections between characters, places, or events in
texts and their own lives
4. Express opinions or feelings about character or personality
ACTIVITIES PRE-LESSON
LESSON DELIVERY For this activity you will need large poster paper, marker pens and
long pieces of string or ribbon.
1. Choose a text that pupils have read. Start by asking them to work
in threes and retell the story. Monitor and correct.
2. Elicit back the story.
3. Put pupils into groups of 6 - 8. Give each group a large piece of
poster paper and markers. Give each group a focus: a character / a
place / an event. Each group should have a different focus. Tell
them to create a mind map with us much information as they can
remember about their particular focus.
4. When they have finished tell each group to select a couple of
presenters and ask them to present their poster to the rest of the
class. Go around and let each group present for a minute or so.
5. Give each group 2 - 3 large pieces of ribbon or string – long
enough to stretch across the room. Tell pupils in the group to
decide how their particular focus (a person, place or event)
connects to one of the others in the room. Ask the first group to
select another group and explain how they connect, e.g. We have
looked at the main character. Our character went on a trek to the
mountain and got lost. This group is talking about the places in the
story and they talked about the mountain where our character
went. If they do this successfully they should hold one end of the
string and pass the other end to the other group. Both groups
should
continue to hold this physical symbol of the connection. Choose a
second group and repeat. Continue until you have created a web of
string or ribbon across the room connecting all the different
aspects of the story. It will get more difficult to pass the string as
more and more links are made and there is likely to be a tangled
web by the end. This is fine - the pupils enjoy the challenge of
passing the string and at the end you can point out how events,
people and places all interconnect in life.
Alternative: if this task is difficult, an alternative is to put the
pupils into new groups with one pupil from each of the original
groups. Ask them to find a connection between each of their
 original group ideas.
6. Once you have finished the activity ask the pupils to sit down
again. Tell them to think about the different places, people and
events in the story. Give them an example of how they connect to
you, e.g. I love the sea and in this story there is a beautiful beach.
The main character also loves the sea so we like the same place.
7. Tell the pupils to think about how the story connects to them.
Ask them to work in pairs and tell each other the connections.
POST LESSON
TEACHING AIDS Textbook, Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Round Table iThink Map Circle Map
CCE/CE 21st Century Literacy Resilient
High Order Thinking Skills Analysis
Teaching and Learning Strategy Contextual Learning
Element Across the Curriculum (EMK) EMK - Languange
Moral Values – Choose an item.
ASSESSMENT Homework
SUCCESS CRITERIA Pupils can explain in simple language connections between characters, places, or events in
texts and their own lives
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.