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    2021 Form5 KSSM Sample LP

    Uploaded by

    NORHANIM BINTI NORDIN Moe

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    2021 Form5 KSSM Sample LP

    Uploaded by

    NORHANIM BINTI NORDIN Moe
    4 views2 pages

    Original Title

    2021 FORM5 KSSM SAMPLE LP

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    © © All Rights Reserved

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    4 views2 pages

    2021 Form5 KSSM Sample LP

    Uploaded by

    NORHANIM BINTI NORDIN Moe

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    2021 FORM 5 ENGLISH LANGUAGE DAILY LESSON PLAN

    ENGLISH LANGUAGE PANEL OF SMK…

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

    Wednesday, 20 12:00 – 1:00


    English Language 1 1 5? 30
    January, 2021 60 Minutes
    THEME: People and Culture TOPIC: Unit 1 – It’s Personal!

    FOCUS SKILL: Reading LANGUAGE/ Words/phrases related to family


    L/S/R/W/LA/LiA GRAMMAR members; collocations and expressions
    FOCUS:
    CONTENT STANDARD
    Main Skill: Complementary Skill:
    3. Reading 2. Speaking
    3.1 Understand a variety of texts by using a range of 2.1 Communicate information, ideas, opinions and
    appropriate reading strategies to construct meaning feelings intelligibly on familiar topics
    LEARNIN STANDARD
    Main Skill: Complementary Skill:
    3. Reading 2. Speaking
    3.1.1 Understand the main points in extended texts on a 2.1.5 Explain and justify own feelings or those of
    wide range of familiar topics and some unfamiliar topics others

    LEARNING OBJECTIVES
    By the end of the lesson, pupils will be able to:
    1. understand the main points in the article by choosing the best title for the article.
    2. explain and justify own feelings or those of others by responding to questions related to household chores.
    *Friendly reminder: L.Os should be based on the Learning Standards stated. Not ACTIVITIES
    SUCCESS CRITERIA
    What I’m Looking For (WILF):
    1. Pupils can identify the differences between the five categories of family by completing the task on page 5.
    2. Pupils can explain and justify their feelings about household chores.
    3. Pupils can understand the main points in the article by deciding the best title for the article on page 6
    CROSS CURRICULAR 3.Values DIFFERENTIATION Strategy 6: Differentiate by supporting
    ELEMENTS: STRATEGIES: individual learning preferences and
    needs
    TEACHING & LEARNING ACTIVITIES
    *The activities below are based on the Learning Outline suggested in the S.o.W.
    PRE-LESSON (15 minutes)
    1. Teacher writes down five different categories of a family on the whiteboard: adoptive family, blended family, extended
    family, single-parent family and traditional family.
    2. Pupils are given 5 minutes to discuss the terms together with each other.
    3. Teacher calls out the pupils at random to share ideas with the rest in the classroom.
    4. Pupils are given 5 minutes to complete Activity 1 on page 5 with a partner.
    5. Once finished, the teacher instructs the pupils to share their answers with their tablemates. (Think-Pair-Share)
    6. Teacher discusses the correct answers as a whole class and then introduces today’s lesson learning objectives and success
    criteria to the pupils.

    LESSON DEVELOPMENT (40 minutes) *Main&Comple.Skills should be addressed at this stage


    1. Pupils are to read and understand the instructions in Activity 1 on page 6.
    2. Teacher checks pupils’ understanding and gives them 5 minutes to complete the task on their own by writing down C for
    Child and P for Parents.
    3. Teacher calls out pupils at random to share their answers by asking a question from Activity 2. * Complementary Skill
    4. Pupils are told to read and understand the instruction for Activity 3 on page 6.
    5. Teacher writes down these open-end questions on the whiteboard for the pupils to think about:
    2021 FORM 5 ENGLISH LANGUAGE DAILY LESSON PLAN
    ENGLISH LANGUAGE PANEL OF SMK…

    i) What kind of chores mentioned in Paragraph 1?


    ii) In Paragraph 2, what is the reason why teenagers refused to help their parents?
    iii) In Paragraph 3, what did Stilwell decide to do?
    6. Pupils are to work with a partner to read the article and understand the main points by choosing the best title. *Main Skill
    7. Teacher calls out pupils at random to check their answers and discuss the correct answers as a whole class.
    8. Teacher extends Activity 2 by asking questions related to the article that the pupils have read earlier.

    POST-LESSON (15 minutes)


    1. *I don’t have the Teacher’s Book yet so I leave it blank here
    HOTS: Application √ Evaluation √ TEACHING & LEARNING Pupil-Centredness
    Analysis √ Creation ☐ STRATEGIES:
    TEACHING KSSM Form 5 Download Textbook LEARNING ASSESSMENT: Written Work
    MATERIALS: Other printed and digital materials
    TEACHER’S REFLECTION:

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