English Language Skills Department
Professional Development & Activities Committee
Weekly Lesson Plan
Instructions:
Complete the Weekly Lesson Plan outline for the entire week. Each lesson should have clear measurable ‘higher order thinking skills’
(HOTs) objectives. Once completed, email the Weekly Plan to your Supervisor before your first session on Sundays of each week.
Note: The fields will expand as you type your lesson plan. Please adjust the print range before printing.
A. GENERAL INFORMATION
Enter Dates for this week Beginning Date: 9-Mar-25 Ending Date: 13-Mar-25
Teacher’s ELSD ID
Course Logistics
M224513
Teacher’s Name Section No. Course ID Time Class
Wael Mustafa Mustafa 85982 ENG101 Begins: 9:00
Building Classroom No. Textbook Category
Time Class Ends:
Humanities 2712 Qskills 1 A
10:15
STRAND: READING AND WRITING This week’s ELSD Curriculum Pacing Schedule:
(Refer to pacing schedule on portal.)
Week No. Unit No. Page Nos.
10 3 44-69
B. WEEKLY LESSON PLAN
SUNDAY’S LESSON
Lesson Skill: Reading Unit: 3 Pages: 44-50
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)
Main: Identifying pros and cons.
Subsidiary: Students will get the chance to write about “vacations” which will help enhance their writing skill.
Lesson Objectives: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).
By the end of this lesson, students will be able to:
1. Read for specific information.
2. Read for main ideas.
3. Learn and use new vocabulary in new contexts.
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)
Lead-in & Presentation:
Textbook- Ss will discuss the unit question P. 45. (Group work T elicits some answers)
Textbook- Ss will look at the photo and discuss the questions (Ex. A) P. 45. (Group work T elicits some answers)
Practice Exercises: (Controlled and Semi-controlled)
Textbook- Ss will listen and answer. (Ex. B) P. 45. (Individually Pair check)
Textbook- T will elicit and explain meaning of new words (Ex. A) P. 46. (T-Ss \ Ss-T)
Textbook- Ss will complete the sentences using the new words. (Ex. A) P. 46. (Individually Pair check)
Textbook- Ss will preview the text (Ex. b) P. 47. (Individually Pair check)
Textbook- Ss will identify the main idea of the text. (Ex. B) P. 49. (Individually Pair check)
Textbook- Ss will identify the pros and cons of long and short vacations. (Ex. C) P. 49. (Individually Pair check)
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English Language Skills Department
Professional Development & Activities Committee
Weekly Lesson Plan
Productive Activities:
Textbook- Ss will choose the good ways to study English and write why it’s the best. (“Write What You Think”) P. 50.
(Individually Pair check T elicits some questions)
o Textbook- Ss will choose one question and write a response. (Ex. B) P. 50. (Individually Pair check
Feedback to the class)
Reflection (POS/NEG):
MONDAY’S LESSON
Lesson Skill: Reading Unit: 3 Pages: 51-57
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)
Main: Reading charts, graphs, and tables.
Subsidiary: Students will write about “relaxing at work” which will help enhance their writing skill.
Lesson Objective: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).
By the end of this lesson, students will be able to:
1. Interpret charts, graphs, and tables.
2. Read for details.
3. Learn and use new vocabulary in new contexts.
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)
Lead-in & Presentation:
T will lead in by drawing and asking “Which one is a graph, a pie chart, a table?” (Whole class)
Practice Exercises: (Controlled and Semi-controlled)
Textbook- Ss will discuss the question. (Ex. B) P. 52. (Individually Pair check)
Textbook- T will elicit and explain meaning of new words (Ex. A) P. 54. (T-Ss \ Ss-T)
Textbook- Ss will complete the sentences using the new words. (Ex. A) P. 54. (Individually Pair check)
Textbook- Ss will preview the text by skimming. (Ex. B) P. 54. (Individually Pair check)
Textbook- Ss will identify the problem and solution. (Ex. B) P. 56. (Individually Pair check)
Textbook- Ss will match and answer. (Ex. C) P. 57. (Individually Pair check)
Productive Activities:
Textbook- Ss will answer the question “Quick Write”. (Ex. C) P. 54. (Individually Pair check)
Reflection (POS/NEG):
TUESDAY’S LESSON
Lesson Skill: Vocabulary Unit: 3 Pages: 58-60
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)
Main: Modifying nouns.
Subsidiary: Students will synthesize information from Reading1, Reading 2 and the unit video which will improve their writing
skill.
Lesson Objectives: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).
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English Language Skills Department
Professional Development & Activities Committee
Weekly Lesson Plan
By the end of this lesson, students will be able to:
1. Identify information from the video.
2. Modifying nouns.
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)
Lead-in & Presentation:
Textbook- T will lead in by asking “Where is Malaysia? What do people do on vacation in Malaysia?” (Ex. A) P.
58. (Whole class)
Practice Exercises: (Controlled and Semi-controlled)
Textbook- T will pre-teach the unit video vocabulary. P. 58. (T-Ss \ Ss-T)
Textbook- Ss will watch the video “Vacationing in Malaysia” and complete the activity. (Ex. B) P. 58.
(Individually Pair check)
Textbook- Ss will do the activity by modifying nouns. (Ex. A) P. 59. (Group work)
Textbook- Ss will order the words to create a sentence. (Ex. B) P. 60. (Group work)
Productive Activities:
Textbook- Ss will discuss the question. (Ex. C) P. 58. (Group discussion Feedback to the class)
Textbook- Ss will synthesize information in the “Write What You Think” question. P. 59. (Group discussion)
o Textbook- Ss will choose one question and write a response. P. 59. (Individually Pair check Feedback to
the class)
Reflection (POS/NEG):
WEDNESDAY’S LESSON
Lesson Skill: Writing & Grammar Unit: 3 Pages: 61-69
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)
Main: Using correct paragraph structure.
Subsidiary: Students will write about “vacations” which will improve their writing skill.
Lesson Objectives: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).
By the end of this lesson, students will be able to:
1. Identify parts of a paragraph (topic sentence, supporting sentences, concluding sentence)
2. Use because in sentences.
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)
Lead-in & Presentation:
T will lead in by asking “How many topic sentences do we have in a paragraph? How many supporting
sentences? How many concluding sentences?”
Practice Exercises: (Controlled and Semi-controlled)
Textbook- Ss will complete the activity by identifying the topic sentences, supporting sentences and the
concluding sentence. (Ex. A) P. 61&62 (Individually Pair check)
(Controlled) Textbook- Ss will order the sentences to form a logical paragraph. (Ex. B) P. 62&63 (Individually
Pair check)
(Because) T will lead in by writing “I went home because I was tired.” and asking Ss: “Why did I go home? What’s
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English Language Skills Department
Professional Development & Activities Committee
Weekly Lesson Plan
the reason?”
Textbook- T will play the grammar skill video. P. 64 (Whole class)
Textbook- Ss will join the sentences using because. (Ex. A) P. 64&65. (Individually Pair check)
Productive Activities:
(Controlled) Textbook- Ss will choose one topic from previous activity and write the sentences in the form of a
paragraph. (Ex. C) P. 63 (Individually)
(Free) Ss will complete the two sentences with their own ideas. (Ex. B) P. 65. (Individually Pair check)
Reflection (POS/NEG):
THURSDAY’S LESSON
Lesson Skill:
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)
Main:
Subsidiary:
Lesson Objectives: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).
By the end of this lesson, students will be able to:
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)
Lead-in & Presentation:
Practice Exercises: (Controlled and Semi-controlled)
Productive Activities:
Reflection (POS/NEG):
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