LAMPIRAN A

DAILY LESSON PLAN FORMAT (RPH)

A. TEACHING & LEARNING

LESSON PLAN
DETAILS

Subject English

Date 20/3/2024 Thursday

7.25 - 8.00 AM
Time 8.00 - 8.35 AM
LESSON: 3

Class 3 Aster

Number of pupils 36 /37

Theme People and Culture

UNIT 1 (Family Ties) TB: CLOSE-UP

Topic

Skill/Focus Language Awareness/ Grammar

Language Focus family-related vocabulary, including collocations and

expressions

Prior Knowledge Formal and informal registers for target audience

Main Skill: Reading
This is a grammar lesson, so reading, writing, speaking
Content Standard 3.1 Understand a variety of texts by using a range of appropriate reading strategies to constru
and listening are not explicitly covered.
Complementary Skill: Speaking

2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics

This
Main is aReading
Skill: grammar lesson, so reading, writing, speaking
3.1.1 Understand theexplicitly
and listening are not covered.
main points in longer texts on an
Learning Standard increased range of familiar topics
Complimentary Skill: Speaking
2.1.4 Explain own point of view
Learning objectives: -

By the end of the lesson, pupils will be able to:

answer T/B page 9:

1- Pupils will be able to answer exercise A & B at

Learning Objective least 1/4 correctly (for weak), 2/4 correctly (for

intermediate) and 4/4 correctly (for advanced).

2- Pupils will be able to answer Exercise F and G at least

Exercise F: 2/8 correctly (for weak), 4/8 correctly (for
intermediate) and 8/8 or more words correctly (for
 advanced).
Exercise G: 2/10 correctly (for weak), 5/10 correctly (for
intermediate) and 8/10 or more words correctly (for
advanced).

3- Pupils able to write a simple paragraph on the

situation today by using both Present Simple and
Present Continuous in at least 50 words.

Assessment questions, creativity, observation, presentation

Thinking Habits (HOTS/KBAT) Application and creating

Science: human faces/ characters/ DNA or genetics

Cross Curricular Elements (CCE) Geography: place of birth/ hometown/ ancestor’s origin

Value Application Mutual Respect and understanding

Power point, a picture, Videos, laptop, Worksheet,
Teaching Aids (TA)
mini whiteboard, wheel of fortune (as reward system: coin,
sweets, stationary, self-esteem (little teacher), compliment
(good job!) and claps 3 times from classmates)

Arts in Education Storytelling and photography/ photograph

 B. TEACHER DETAILS
/ Communication Skills
/ Critical Thinking and Problem-Solving Skills
/ Lifelong Learning and Managing Information Skills
/ Social Skills
Soft Skills (SS):
/ Ethics and Moral
Entrepreneurship Skills
/ Leadership Skills
/ Contextual Learning
Project Based Learning
/ Problem Solving Based Learning
Brain Based Learning
4C or 7C/3R/3M Competencies
Current Pedagogy (CP):1
Exploratory Learning
/ Inquiry Based Learning
/ Cooperative Learning
/ Self-Directed Learning

Steps / Time Content Teaching & Learning Remarks

(Minutes) Activities
Set Induction Instructions: Teaching
1. Teacher shows a Aid(s):
(5 minutes) “State the current situation/ scene in the
body language and
in class”
Worksheets,
By asking them verbally on what is going on right expression/ scene to
Laptop, LCD,
now and what they can see? (Teacher is showing the pupils and ask PowerPoint
body language and teacher also ask students on
questions on slides
their observation with others)
describing and telling SS:
Ques. 1
answering the Communication
“What do you see now in our classroom? skill/ social skill
question given by
What is happening?” (1 or 2 for weak, 3 or 4
for intermediate, 5 for advanced with proof teacher. (pupils CP: Contextual
and explanation) standing in a mixed Learning

group- weak,
EA: CCE:
 intermediate and Environmental
Looking, learning, standing, we are sustainability
advanced)
studying, we are learning, we stand, I Awareness
stand, she stands and etc. 2. Teacher gives 3
minutes for students ICT:
Question 2 Searching for
to copy the LO and
information of
What do you think the reason we are SC today on the unfamiliar words/
doing this? To show what situation? presentation
board (lcd projector)
EA: and thinking VALUE
brainstorming to Respect
(weak: present tense, present continuous, for
intermediate pupil: to use the grammar in discuss about it.
conversation or in a sentence and for advanced: 3. “Point and guess” Innovation by me:
full explanation about the topic learnt and proof) “Point and Guess”
games being played,
game
teacher starts
pointing to the
students and the
students will answer
and the others will
keep on continuing
until all of them get
to sit. (hand pointing
and verbally)
4. Everyone will clap
for themselves for
about 3 claps.
5. Teacher praises and
rewards pupils who
answer fast by
giving them
(from the spinning
wheel of fortune’s
list).
1. Pupils jot down some Teaching
Step 1
notes on the board in Aid(s):
(Presentation about 3 minutes. (lcd
) projector shown) Worksheets,
(15 minutes) Laptop, LCD,
2. This is a must for PowerPoint
them so they will know slides
where they are during
the lesson after set SS:
Communication
induction.
skill/ social skill

3. The pupils in pair

CP: Contextual
answer also practice the
Learning
grammar leaned by
answering the exercise CCE:
to make sure they get Observation,
the gist of the topic. checklist,
(pair work determined document
by teacher)- analysis,
cooperative quizzes,
interview,
3. Pupils match their discussions
answer by writing their
answers in their own ICT:
exercise book (followed Searching for
information of
by their level)-weak,
unfamiliar words/
intermediate and presentation
advanced.
VALUE
4. Teacher ask pupils Respect
from each group (pair)
to discuss the answers
with their classmates.
(presentation)-teacher
snaps some answers in
teacher’s hp/tab and
everyone will see from
the lcd projector to
check the answers.

1. Pupils in a group Teaching

Step 2
(mixed level), will Aid(s):
(Practice)
have to read and
(20 minutes) Worksheets,
answer the Laptop, LCD,
PowerPoint
 questions. (pair slides
work & cooperative)
SS:
and they answer as Communication
in the LO skill/ social skill

instructions.
CP: Contextual
2. Pupils underline the Learning
keywords of the
CCE:
questions and Environmental
identify the answers sustainability
Awareness
that they should
write. (answers level ICT:
as in LO). Searching for
information of
3. Pupils write down unfamiliar words/
some short phrases in presentation

their exercise book

VALUE
and tell teacher which Respect
group finish first and
they will be rewarded
(as in the wheel of
fortune’s list)
4. Teacher will snap
some of their answers
in teacher’s hp/tab
and present it to their
classmates.
(Presentation)

Two Stay Three Stray 1. Pupils will have to go Teaching

Step 3
to the other groups to Aid(s):
(Production)
have a “hot seat” by
(20 minutes) Worksheets,

Process:
 Weak: helping with short points

putting two members Laptop, LCD,

PowerPoint
of every group to stay
slides
and to tell the
keywords answers SS:
Communication
that they got to
skill/ social skill
others who came and
the other three will CP: Contextual
Learning
get complete from the
others too. CCE:
Environmental
(collaborative and the
sustainability
answers of Awareness
understanding in
ICT:
different level will be
Searching for
answered by them as information of
unfamiliar words/
in the LO). Which
presentation
group finish the
process will be
VALUE
rewarded (wheel of Respect
fortune)

1- Exit card / post it notes 1. Teacher recaps the Sticky notes or small
Closure paper and parking lot
2- Pupils will receive enhancement lesson.
(5 minutes) on the classroom’s
Exercise 2. Teacher ends wall
the lesson by giving
them exit cards or
sticky notes to
summarize today’s
lesson and talk
briefly about the
topic learnt.

3. Teacher asks
pupils to complete
enhancement
exercise as a
remedial effort
from teacher for
 every pupil in the
class.

Students’ Reflection: Attendance in class: 36 /37

All 36/36 students were able to achieve the learning objectives and have been given enrichment exercises. The
workbook page 3. In my opinion, the approach of new set induction applies very well as all the students really showing
good understanding and actively participated more then last lesson on reading lesson (Tuesday, 19 th March 2024). I will
try this approach and new game that I have invented “ Point and Guess” for new Reading or next lesson in the class
next week. Hope it works well and effective for the set induction.

Mentor’s Remark:

Supervising Lecturer’s Remark: