Lesson Plan_bi 2013 (Revised)

7/29/2019 Lesson Plan_bi 2013 (Revised)

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Time

0705 - 0745

0745 - 0825

0825 - 0905

0905 - 0945

0945 - 1025

1045 - 1125

1125 - 1205

1205 - 1245

1245 - 1325

MONDAY

TUESDAY

WEDNESDAYTHURSDAY

FRIDAY

SATURDAY

JAN

FEB

MAC

APR

MAY

JUN

JULAUG

SEPT

OCT

NOV

2013

2014

2015

20162017

2018

01

02

03


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04

05

06

07

08

09

1011

12

13

14

15

16

17

18

19

20

2122

23

24

25

26

27

28

29

30

31

THEMES

PEOPLE

SOCIAL ISSUES

HEALTH

ENVIRONMENT

SCIENCE & TECH.

VALUES

TOPIC:

Chapter 1 :Getting T

Chapter 2 :Family TreChapter 3: Stand By

Chapter 4: It All Start

Chapter 5: Do You ca

Chapter 6: What A W

Chapter 7: Safe Hom

Chapter 8: Safety Firs

Chapter 9: Safe Livin


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Chapter 10: I'll Be Th

Chapter 11: Never To

Chapter 12: Indepen

Chapter 13: Food For

Chapter 14: Your He

Chapter 15: A Lifelon

Chapter 16: Deep Im

Chapter 17: As Good

Chapter 18: A Test of

L&S

READING

WRITING

GRAMMAR

NUMBER

i. T

ii. T

iii Tiv T

v. T

vi. T

vii.T

viii.T

ix. T

x. T

i

ii

iiiiv

form 2

Chapter 1: What Pe

Chapter 2 : Villagers

Chapter 3 : Famous

Chapter 4 : Stop Air

Chapter 5 : Flood W

Chapter 6 : Give Us

Chapter 7 : Time Is

Chapter 8 : What ArChapter 9: Looking

Chapter 10: Food For

Chapter 11: Fun Wa

Chapter 12: Going O

Chapter 13: Our Gre

Chapter 14: Innovati


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LEARNING OUTCOMES FORM 1

LISTENING & SPEAKING

1.0. Language For Interpersonal Use

1.1. Make friends and keep relationships by

a. Introducing oneself

L1.(i). Talking about (describing) ones hobbies, pastimes, routines, ambitions and hopes, etc.

L3. (viii) Writing a short letter to friend about ones hopes and ambitions, etc.

b. Taking part in conversations and discussions.

L1. (ii). Asking questions politely to get information

(iii). Responding appropriately to questions by stating, refuting and giving details

L2. (vi). Participating in T-guide discussions on topic of interest by agreeing or disagreeing to opinions

L3. (x). Reading newspaper articles, etc and discussing points of interest with friends

c. Talking about self, family and friends, interests, etc, and understand when others talk about themselves

L2. (viii). Writing a short letter to a friend about ones hopes, interests, ambitions, etc

d. Exchanging ideas, information and opinions on topics of interestL1. (ii) Asking questions politely to get information

(iii) Responding appropriately to questions by stating, refuting and giving details

L2. (vii). Seeking clarification on what was said and responding appropriately

1.2. Take part in social interaction by

a. carrying out a variety of language functions;

L1. (i) Expressing congratulations and responding appropriately.

(ii) Giving compliments and responding appropriately

(iv) Giving oral and written instruction to do something

L2.(v) Writing simple messages to friends and family members relating to the above functions

L3. (viii) Writing simple letters to friends and relatives

b. Participating in conversations and discussions ;

L2. (vi) Participating in a conversation by agreeing or disagreeing politely with other

c. making plans and arrangements

L2. (vii). Making decisions with others to do something.

1.3. Obtain goods and services by making enquires and ordering goods and services

L1. (i) Enquiring as to what a facility has.(ii) Understanding the types of services available as posted outside the facility.

L2. (iii) Making further enquires as to details about the services and the services offered..

(iv) Responding appropriately on receiving the information

L3. (v) Filling out an application form.

READING SKILLS


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1.2. Take part in social interaction byb. Participating in conversations and discussions ;


2.0. Language for Informational Use

2.1. Obtain information for different purposes by

a. Listening to talks, speeches and other multimedia sources

L1/2/3. (i). Listening to and understanding a variety of texts of suitable length

b. Reading materials such as articles in print and electronic media

L1/2/3. (ii) Reading silently and aloud with understanding a variety of texts of suitable length

(iii) Acquiring information skills: using the table of contents to look for information

2.2. Process Information by;

a. skimming and scanning for specific information and ideas.

L1. B (i) Stating what type of text that is being read.

(ii) Scanning for details

b. Extracting main ideas and supporting details

L1, A(ii) Noting important details

L2.A(iv) Identifying important ideas by listening and checking

L3. A (v) Jotting down key ideas of a text listened to (who, what, when, how, why)

L2. B (vi) Identifying main ideas in simple text(vii) Identifying supporting details or ideas

c. Following sequence of ideas

L2.A(iii) Following sequence of ideas

L3.B(iii) Following sequence of ideas.

d. predicting outcomes

L3. B (x) Identifying cause and effect in simple texts

(xi) making simple predictions of outcomes, giving reasons

(xii) Drawing obvious conclusions in simple texts

ese. Using dictionaries

f. Getting meaning of unfamiliar words by using word attack skills

L2.B (iv) Using dictionary to find the meaning of unfamiliar words.

L2.B (x) acquiring a range of vocabulary

L3.B (ix) Acquiring the meaning of words using word formation, base words and contextual clues

t

WRITING SKILLS


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1.2. Take part in social interaction by

b. Participating in conversations and discussions ;


2.3. Presenting Information to different audience by;

a. Writing directions, instructions, recounts, announcements using appropriate formats and conventions

L2. (xvii). Writing recounts, ect

(xviii). Writing descriptions, etc

(xix) Punctuating meaningfully using capital letters, commas, full stops, question marks

L3: (xix) Writing a simple report complete with tables and/or pie-charts.

b. Giving instructions, describing, narrating orally;

L1: (xiv) Recounting orally what events took place

c. Composing, revising and editing drafts, and checking accuracy of spelling, punctuation and grammarL1: (xvi) taking spelling and dictation of seen texts

L2: (xix) Punctuating meaningfully using appropriate punctuations

L3: (xx) Applying process writing skills by

a. Discussing topic with teacher and peers and jotting down ideas

b. Writing out an outline

c. Writing paragraphs with a clear focus

d. Revising and editing the draft until it is clear and flow well

e. Proof-reading the draft to eliminate mistakes

f. Writing the final draft of the text

LITERATURE3.0. Language For Aesthetic Use

31. Listen to, read, view and respond to literary works by;

a. Understanding and telling in one's own words the story/poem heard or read and giving one's opinion

L1. (iii). Retelling the story or content of the poem in one's own words.

L1. (ii) Finding out the meaning of unfamiliar words by using contextual clues/dictionary

b. Recognizing elements in a story such as characters and setting

L2. (iv). Giving sequence of events

L3. (vi). Talking about characters in a story and writing a simple paragraph on them.

L3. (ix). Talking about how events, characters and values similar to real life

L3. (XII). Understanding some figurative language in the text suitable to students' proficiency level

c. Explaining the message the writer is trying to convey and discussing how this relates to one's life.L2. (viii). Talking about values in a text.

L3. (xi) Talking about the theme and writing a simple paragraph about the theme of the story

d. Understanding other people' culture, traditions, customs and beliefs

L2. (v) Talking about the place and time the story/poem took place and writing simple paragraph

e. Reciting poems with feeling and expressions.

L1. (i) Reciting a poem with feeling & expression & with correct pronounciation, intonation, stress and rhythm

L2. (x) saying what one thinks about the text and writing a paragraph or two


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3.2. Express themselves creatively and imaginatively by

a. Dramatizing texts and role-playing characters

b. Retelling a story from a different point of view and presenting it in another genre

c. Composing simple poems, and stories and dialogues

L1. (i) Acting out sections of a text.

L1 (i) Retelling a story from different point of view and presenting it in another genre

L2. (ii) Changing the text to another form (genre)

L3. (iii) Composing simple poem, stories and dialogue at a level suitable to learner


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LEARNING OBJECTIVES

talk about the topic taught orally

introduce themselves to each other

talk about himself/herself in English to the class

talk orally on the topic studied in English

relate the topic learnt with the real situation and general issues

give own suitable and appropriate ideas and opinion on the topic learnt

respond to questions politely and appropriately

involve in class discussion in English

complete the tasks given related to the topic taught

answer at least 50% of the queastions given correctly(weak students)

answer at least 80% of the questions given correctly (good classes)

give correct meaning to words heard or learnt orraly based on context

complete all the tasks given.

form grammatically correct sentences orraly

identify main ideas and supporting ideas from the texts read/heard

give correct and appropriate meaning to words read or heard based on contextalk/explain what the text read/heard is about in own words

interpret the text read or heard correctly and accordingly

identify suitable contents from the text read to complete the tasks or questions

arrange the ideas or events in the text in correct order

match the questions with the answer correctly

complete the sentences given correctly

answer at least 50% of the queastions given correctly(weak students)


expand the ideas or information from the text read or heard in other skills

understand and apply the skills in answering comprehension questions in real situation

differentiate differences among the categories of language items taught

use the language items taught or learnt correctly orally and in writing

apply what they had learnt in real situation

improve their writing ability using what they had learnt in grammar classes

decide when, where and how to use different language items in writing or orally

answer at least 50% of the questions given correctly( weak students)


answer all the questions correctly

realise their mistakes and errors and make changes in future

understand and apply strategies and tips used in certain genre

identify and apply different stages when writing essay in English

understand and apply the correct format used in certain writing genre

use correct and suitable language items in their essay based on question

use correct sentence structure used for certain essay types


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choose and use suitable vocabularies in their essay based on question's requirement

write at least short and simple sentences in their essay (weak students)

write quality essay with own words (good students)

write essay with minimum help from teacher (good students)

write simple and short essay with maximum help from teacher (weak student)

write by copying from the model essay given (weak students)

apply what they had learnt in real situationidentify the errors and mistakes and make changes in future

use correct tenses and suitable words based on topic or question given

identify the content points from the text and arrange in order

summarize the text using the content points identified earlier

read and understand what the text is about when writing a summary

summarize the text using own words as much as possible (good students)

summarize by copying or lifting from the text (weak students)

describe the characters in the story based on the evidence from the story

talk about the story read in own words (good students)

arrange the events in the story correctly

explain what the story is about based on the story readgive meaning of words found in literary works baesd on context

identify the meaning of each line in the poem read or heard

interpret the text read or heard correctly and accordingly

answer the questions given correctly based on the story or poem studied

write short account of the theme and morale values found in the story or poem studied


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REFLECTION

All students from good class able to follow and understand the lesson.

It is easy for the good students to understand and apply it in task given

Most of the students in good class involve in discussion and respond well

It is difficult to get most of the students in weak class to understand.

Students in weak class have difficulty in understanding and applying in task

Only a few in weak class involve in discussion and respond to questions

Students in weak class having difficulty in using the right words in their writing or task

Stds in weak class having difficulty in applying what they had learnt

Stds. In weak class having difficulty in using English language orally and in writing

Most of the students having problem with literary terms used in the poems and short stories

Most of the students having problem expressing their ideas in English Language

Most of the weak students having difficulty in forming correct sentence structures in writing

Some of the good stds still having difficulty in forming correct sent. structures in their writing

Most of the weak students having difficulty in forming correct sentence structures in writing

Most of the weak students did not show interest in English

The lesson goes on smoothly and achieves its objective(s)

Some students in good class still showing negative attitude toward the subject and lesson

FOLLOW-UP ACTIONGive more challenging task to the good students.

Give minimum questions to weak students

Focus on certain topic/skill at time to weak students

Give more oral exercises for them to practice using the language

Sometimes have to explain in their mother tongue to get them understand

Give more vocabularies or words to students related to topic

Ask the students to copy the answer as model for them to follow

Encourage students t read more and use the languae often

Encourage students to read more literary worksExpose students to materials in English as model

Give more practice on using English in their writing

Start with simple sentence in order to familiarise them

Try and always trying to gain their interest in the subject (English)

Use all ways to change their attitude toward the language and perception

Keep on with the objectives and strategies;with some modification


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CLOSING

summarizes the lesson.

asks reinforcement questions to gauge students' understanding

asks some students to talk about what they had learnt or the topic taught

gives all important points taught in the lessonreminds students on what they will do in the next or following lesson

gives homework: Expansion Exercise related to the topic taught.


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TOPIC FORM 2

TOPIC FORM 3


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revises what the students had learnt in the previous lesson

gives exercise related to the language item/grammar taught

tells the students to complete the exercise in pair/small group or individually

expects students to complete the exercise in pair/small group or individually

checks and corrects the exercise given earlier

shows and explains model questions usually asked in examination

gives articles or texts and gives task based on the article given: identifygives real examination questions as pracitce exercise

Reading

gives and explains in detail tips or guidance in answering compreh.questions in exam.

gives examples on types of questions usually asked in examination

discusses the examples and shows how to tackle each type of questions

gives sample passages and questions and tells students what they are going to do

shows or explains how to get or look for information or important points from the text.

gives more sample questions and tells students to try them out

checks and discusses the sample questions

gives comprehension passage to students and tells them what to do.asks stds to read the passage silently and tell what the text is about in their own words.

tells the stds to reread the text and answer all the quests. given in pair/individually.

reminds students on tips or strategies in answering comprehension questions

checks and discusses the exercise

tells students to read their answer aloud

walks around and focuses in helping the weak students

gives homework: More reading passages or articles

summarizes the content of the passages

gets some students to give own ideas or opinion on the content of the passage or article

revises the previous lesson

checks students' homeworkrevises and reminds the students on the tips in answering comprehension questions.

WRITING

shows pictures/articles/teaching aids/ etc and asks oral questions

expects students to respond to questions asked

distributes articles/pictures/teaching materials, etc and explains what to do

explains articles/pictures,etc in detail.

explains important aspects that the students should know in writing essay.

gives examples of the important aspects

tells what the students will learn (writing genre) in the particular lesson.

briefly explains the genre taught in the particular lesson.introduces/shows and explains in detail the tips/strategies to write essay for particular genre

shows/gives and explains the sample essay for the particular genre or essay type taught

tells students to copy notes related to the lesson of the day.

expects students to copy notes

shows & explains in detail the format or generic structure of the essay for particular genre

shows and explains the layout of the essay : Introduction, Body and Closing

gives examples of the structure or format of the essay


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explains by pointing out the important elements or aspects related to the structure/format

shows sample essay related to the genre taught

explains by pointing out the correct format or structure in the essay

tells students to copy the format or structure and reminds them to follow in real situation

introduces language elements used for particular genre or essay type

shows and explains in detail the language structures introduced earlier

gives and explains the language structure or items for specific genre

gives examples on how to use the language structure in writing their essay

shows sample essay and points out the language items learnt earlier found in the essay

gives execises for the students to complete related to the language items introduced earlier

checks and corrects exercises with the students

tells the students that they will see the model essay in this lesson

shows and explains numberous of sample essay related to the genre taught

tells the students to identify the structure or format used in the sample essay

shows and explains the essay structure used in the sample essay

reminds the stds to follow the structure if they want to score good mark in examination

gives task to the students: identify the language items related to genre from the sample

expects students to read out aloud their answer and show to the classshows and explains the language items used in the essay (sample essay)

gives written exerices to the students

checks and corrects exercise (if time premitted)

tells the students that they will learn how to start writing the essay

shows the correct sentence structure used to write particular essay based on genre taught

tells students to give ideas or opinions of their own while teacher writes the essay on board

expects students to involve in the joint writing session

shows the appropriate and correct structure and language used to write introduction

shows by writing on the board how to write the body (based on question's requirement)

shows by writing on the board how to write the introduction (based on que's requirement)

shows by writing on the board how to write the closing (based on question's requirement)gives task for students to complete in class or at home

divides students into group and assigns tasks to every group

tells one group to write the introduction, other write the body and some write closing

tells students to write individually and write until they get the best result

tells some students from different groups to read out aloud their essay

listens and corrects students' task

tells students to combine (after checking) their essay and write complete essay

tells the students that they will be writing complete essay on their own in this lesson

reminds students to refer to what they had learnt or copied throughout the previous lessons

gives articles/pictures/questions to every student and explains what to do.

tells students to look for information from the articles or texts given such as vocabulary, etctells students to list down all important information in the articles, etc that they'll use later

distributes question to every student and explains how to complete it

reminds all the skills that thay had learnt previously

tells students to write the essay individually with some teacher's help

expects students to complete essay individually with minimum or maximum guide

reminds students to use all the information learnt earlier to help them in writing the essay

gives expansion exercise related to the genre or topic taught

reminds students to pass up their essay form checking and correcting


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reminds students to write more often on their own in order to improve their writing skills


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CLASS

1 ARIF

1 BESTARI

1 CEKAL

1 DEDIKASI

1 ELIT

2 ARIF

2 BESTARI

2 CEKAL

2 DEDIKASI

2 ELIT

3 ARIF

3 BESTARI

3 CEKAL

3 DEDIKASI

3 ELIT

4 ARIF4 BESTARI

4 CEKAL

4 DEDIKASI

4 ELIT

5 ARIF

5 BESTARI

5 CEKAL

5 DEDIKASI

5 ELIT

NILAM CLASSPKS 1

PKS 2

MONTHLY TEST 1

MONTHLY TEST 2

PUBLIC HOLIDAY

OCCASSIONAL HOLIDAY

MID-SEMESTER HOLIDAYS

SEMESTER HOLIDAYS

YEAR END HOLIDAYSCHINESE NEW YEAR

NEW YEAR HOLIDAY

GAWAI DAYAK

HARI RAYA PUASA

HARI RAYA HAJI

WESAK DAY


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NO TEACHING - LEARNING

REVISION

CORRECTION

GRAPHIC MATERIALS

GRAMMARCLOSEST IN MEANING

READING COMPREHENSION

PAPER 1

PAPER 2

ESSAY

SUMMARY

LITERATURE COMPONENT


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REVISION

does quick revision on tips and strategies in answering related topics/skills/section

shows sample questions

explains the sample questions

shows and explains past year questions in detail

gives questions (exercise) related to the section/skill taught

tells what the students need to do

checks and corrects students works.

asks students to tell their answer individually/whole class

expects students to complete the exercise individually/small group/orally

tells the actually answer to the class and explains why the answer is correct or wrong

tells students to do their correction and make changes to their answer (if wrong)

gives some tips and strategies to answer related skills/section/paper

CORRECTION

gives general comment on students' performance in the related paper

gives some suggestions on how to improve their achievement in related paper

returns students question's paper and gives some comment to related studentsshows and explains the answer for every question and section

gets student randomly to give their answer to certain question and asks them to explains their choice

comments on their answer and tells why the answer is wrong or correct

tell students to do their correction in their note book

expects the students to do their correction and hand in to the teacher

shows the suggected answer for the essay/summary question,

tells the students to copy the suggested answer (esp, the weak students)

reminds students to apply the skills and tips in the next tests/exams.

does correction for Paper 1 : Section A & B (Question 1 - 18)

does correction for Paper 1 : Section C (Question 19 - 24)

does correction for Paper 1 : Section D (Question 25 - 40)does correction for Paper 2 : Section A (Question 1 - Guided Essay)

does correction for Paper 2 : Section B (Question 2 : Literature Component)

does correction for paper 2 : Section C ( Question 3 : Summary)


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time duration

0705 - 0825

40 Minutes 0825 - 0945

80 Minutes 0905 - 1025

1045 - 1205

(5 - 7 Minutes) 1125 - 1245

(3 - 5 Minutes) 1205 - 1325

(30 Minutes) 0705 - 0745

(3 - 5 Minutes) 0745 - 0825

(70 Minutes) 0825 - 0905

0905 - 0945

0945 - 1025

1045 - 1125

1125 - 1205

1205 - 1245

1245 - 1325


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LEARNING OUTCOMES/OBJECTIVES

FORM 1

CHAPTER 1: Getting to know you.

Interpersonal

Taking part in conversations and discussions.

Introducing oneself.

Talking about self, friends and interests and understanding others

Talking about self, family, friends, interests, past events and feelings

Reading materials such as articles in print and in electronic media

skimming and scanning for specific information and ideas

Using dictionaries

Composing, revising and editing drafts and checking accuracy of spelling, etc

Chapter 2: Family Ties

Talking about self, family, friends, interests, past events and feelings


Listening to spoken texts such as talks, speeches and texts from other sources

skimming and scanning for specific information and ideasWriting Essay: Recounts

Chapter 3: Stand By Me

Taking part in conversations and discussions

Skimming for specific information and ideas

Writing Recount

Chapte r4: It All Starts At Home

exchanging ideas and giving opinions on topic of interest

Participating in conversations and discussions

exchanging ideas and giving opinions on topic of interestListening to spoken texts such as talks, speeches, and texts from other sources


Skimming and scanning for specific information and ideas

Chapter 5: Do you care enough?

Exchanging ideas and giving opinions on topic of interest

Participating in conversations and discussions

Reading materials such as talks, speeches, and texts from other sources

Skimming and scanning for specific informationWriting announcements, using appropriate format and conventions

Chapter 6: What A Wonderful World!

Exchanging ideas and giving opinions on topic of interest


Writing directions, instructions, recounts and announcements using appropriate format


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Getting meanings of unfamiliar words by using word attack skill

Extracting main ideas and supporting details

Following sequence of events

Chapter 7 Safe Homes

Taking part in conversation and discussionsExchanging ideas and giving opinions on topics of interest

Writing directions, instructions, recounts and announcements using appropriate fromat


Listening to spoken texts such as talks, speeches, and texts from other sources

Chapter 8: Safety first

Taking part in conversation and discussions

Taking dictation of seen texts


Following sequence of events

Reading materials such as articles in print and in electronic mediaListening to spoken texts such as talks, speeches, and texts from other sources

Writing directions, instructions, recounts and announcements using appropriate fromat


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topic form 2 Topic Form 3

Chapter 1: What People Do Chapter 1 : They Touch Our Life

Chapter 2: Chapter 2 :

Chapter 3 :

Chapter 4 :

Chapter 5 :


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CLASS 1 ARIF DAY :

TIME 0825 - 0905 DATE : 02 JAN

TIME DURATION: 40 Minutes

THEME

TOPIC

SUB-TOPIC

SKILLSLEARNING OUTCOME(S) & SPECIFICATIONS:

i

TEACHING MATERIAL(S)

SET -INDUCTION (5 - 7 Minutes)

PRESENTATION STAGES (5 - 7 Minutes)

DAILY LESSON PLAN (2013)

TEACHING STAGES

LEARNING OBJECTIVE(S): By the end of the lesson, students should be able to

remember and follow what they should do throughout the year in Form 1


ENGLISH LANGUAGE

WEDNESD

Introduction To English Language Form 1 Syllabus


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CLASS DAY :

TIME DATE : 02 SEPT

TIME DURATION: 40 Minutes 40 Minutes 40 Minutes

THEME

TOPIC

SUB-TOPIC

SKILLS

LEARNING OUTCOME(S) & SPECIFICATIONS:



i. T

vii.T

vi T

ii T


I TI T

I T

I T

I T

I T

I T

I T

I T

CLOSING ( 3 - 5 MINUTES) (5 - 7 Minutes)

I T

I TI T

REFLECTION:

FOLLOW-UP ACTION(S)


ENGLISH LANGUAGE


TEACHING STAGES

shows pict./articles, etc, and asks oral questions related to the materials shown.










ENGLISH LANGUAGE

MONDA

Chapter 1 :Getting To Know You


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CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I T

I T

I T

I T

I T

I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :


ENGLISH LANGUAGE

MONDA





TEACHING STAGES







MONDA




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TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I T

I T

I T

I T

I T

I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


ENGLISH LANGUAGE

MONDA




TEACHING STAGES











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THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I T

I T

I T

I T

I T

I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT



ENGLISH LANGUAGE

MONDA


TEACHING STAGES













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THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I T

I T

I T

I T

I T

I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME


ENGLISH LANGUAGE

MONDA


TEACHING STAGES













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TOPIC

SUB-TOPIC

SKILLS




i. Tvii.T

vi T

ii T


I T

I T

I T

I T

I T

I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

ENGLISH LANGUAGE

MONDA




TEACHING STAGES













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SUB-TOPIC

SKILLS




i. T

vii.Tvi T

ii T


I T

I T

I T

I T

I T

I T

I T

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I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

MONDA



ENGLISH LANGUAGE


TEACHING STAGES


L1.(i). Talking about (describing) ones hobbies, pastimes, routines, ambitions and hopes, etc.L1.(i). Talking about (describing) ones hobbies, pastimes, routines, ambitions and hopes, etc.









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SKILLS




i. T

vii.T

vi Tii T


I T

I T

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I T

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I T

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I T

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I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS



ENGLISH LANGUAGE

MONDA



L1.(i). Talking about (describing) ones hobbies, pastimes, routines, ambitions and hopes, etc.LEARNING OBJECTIVE(S): By the end of the lesson, students should be able to

TEACHING STAGES









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i. T

vii.T

vi T

ii TPRESENTATION STAGES (5 - 7 Minutes)

I T

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REFLECTION:

FOLLOW-UP ACTION(S)




TEACHING STAGES










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2013

Y


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2013


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CLASS 1 ARIF DAY :

TIME 0825 - 0905 DATE : 02 JAN

TIME DURATION: 40 Minutes

THEME

TOPIC

SUB-TOPIC




i. T

vii.T

vi T

ii T

PRESENTATION STAGES (5 - 7 Minutes)I T

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I TI T

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REFLECTION:

FOLLOW-UP ACTION(S)



TEACHING STAGES












ENGLISH LANGUAGE

WEDNESD


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CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I TI T

I T

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I T

I T

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I T


I T

I TI T

REFLECTION:

FOLLOW-UP ACTION(S)



ENGLISH LANGUAGE




TEACHING STAGES







MONDA



ENGLISH LANGUAGE


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CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I T

I T

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I T

I T

I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :



ENGLISH LANGUAGE

MONDA

TEACHING STAGES












MONDA


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TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I T

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I T


I T

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REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


MONDA


ENGLISH LANGUAGE

TEACHING STAGES













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THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I T

I T

I T

I T

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I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT




ENGLISH LANGUAGE

MONDA




TEACHING STAGES










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THEME

TOPIC

SUB-TOPIC

SKILLS




i. T

vii.T

vi T

ii T


I T

I T

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I T


I T

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REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME



ENGLISH LANGUAGE

MONDA

TEACHING STAGES













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TOPIC

SUB-TOPIC

SKILLS




i. Tvii.T

vi T

ii T


I T

I T

I T

I T

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I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC


MONDA



ENGLISH LANGUAGE

TEACHING STAGES













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SUB-TOPIC

SKILLS




i. T

vii.Tvi T

ii T


I T

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I T

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REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC




ENGLISH LANGUAGE

MONDA




TEACHING STAGES









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SKILLS




i. T

vii.T

vi Tii T


I T

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I T

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REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS



ENGLISH LANGUAGE

MONDA


TEACHING STAGES











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i. T

vii.T

vi T


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REFLECTION:

FOLLOW-UP ACTION(S)


TEACHING STAGES












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2013

Y


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CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC




I T

iv T

vi T

ii T


I T

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I T

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I TI T

I T

REFLECTION:

FOLLOW-UP ACTION(S)



TEACHING STAGES











ENGLISH LANGUAGE

MONDA



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CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS




I T

iv T

vi T

ii T


I TI T

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I T

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I T

I T

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I T


I T

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REFLECTION:

FOLLOW-UP ACTION(S)



ENGLISH LANGUAGE



TEACHING STAGES







MONDA



ENGLISH LANGUAGE


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CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS




I T

iv T

vi T

ii T


I T

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I T

I T

I T

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I T


I T

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REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :



ENGLISH LANGUAGE

MONDA

TEACHING STAGES











MONDA


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TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS




I T

iv T

vi T

ii T


I T

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I T

I T

I T

I T

I T

I T


I T

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I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


MONDA


ENGLISH LANGUAGE

TEACHING STAGES












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THEME

TOPIC

SUB-TOPIC

SKILLS




I T

iv T

vi T

ii T


I T

I T

I T

I T

I T

I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT




ENGLISH LANGUAGE

MONDA



TEACHING STAGES










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THEME

TOPIC

SUB-TOPIC

SKILLS




I T

iv T

vi T

ii T


I T

I T

I T

I T

I T

I T

I T

I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME



ENGLISH LANGUAGE

MONDA

TEACHING STAGES












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TOPIC

SUB-TOPIC

SKILLS




I Tiv T

vi T

ii T


I T

I T

I T

I T

I T

I T

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I T

I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC


MONDA



ENGLISH LANGUAGE

TEACHING STAGES












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SUB-TOPIC

SKILLS




I T

iv Tvi T

ii T


I T

I T

I T

I T

I T

I T

I T

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I T


I T

I T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC




ENGLISH LANGUAGE

MONDA



TEACHING STAGES









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SKILLS




I T

iv T

vi Tii T


I T

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REFLECTION:

FOLLOW-UP ACTION(S)

CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC

SKILLS



ENGLISH LANGUAGE

MONDA


TEACHING STAGES










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I T

iv T

vi T


I T

I T

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I T

I T

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REFLECTION:

FOLLOW-UP ACTION(S)


TEACHING STAGES











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CLASS DAY :

TIME DATE : 02 SEPT


THEME

TOPIC

SUB-TOPIC




I T

iv T

vi T

ii T


I T

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I T

I T

I T

I T


I TI T

I T

REFLECTION:

FOLLOW-UP ACTION(S)

Only a few in weak class involve in dis

Documents

Lesson Plan_bi 2013 (Revised)