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    Lesson 3 Form 1 Cefr

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    Sabrina Petrus
    The daily lesson plan is for an English language class on Friday of week 2. The 45-minute lesson will focus on reading comprehension and vocabulary related to money using a text about Candy's shopping trip. Students will read the text and answer questions to understand details. They will also identify coordinating conjunctions and reference pronouns in the text. The lesson aims to help students understand how language is used to construct meaning in longer texts.

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    Lesson 3 Form 1 Cefr

    Uploaded by

    Sabrina Petrus
    275 views2 pages
    The daily lesson plan is for an English language class on Friday of week 2. The 45-minute lesson will focus on reading comprehension and vocabulary related to money using a text about Candy's shopping trip. Students will read the text and answer questions to understand details. They will also identify coordinating conjunctions and reference pronouns in the text. The lesson aims to help students understand how language is used to construct meaning in longer texts.

    Original Title

    LESSON 3 FORM 1 CEFR

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    The daily lesson plan is for an English language class on Friday of week 2. The 45-minute lesson will focus on reading comprehension and vocabulary related to money using a text about Candy's shopping trip. Students will read the text and answer questions to understand details. They will also identify coordinating conjunctions and reference pronouns in the text. The lesson aims to help students understand how language is used to construct meaning in longer texts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    275 views2 pages

    Lesson 3 Form 1 Cefr

    Uploaded by

    Sabrina Petrus
    The daily lesson plan is for an English language class on Friday of week 2. The 45-minute lesson will focus on reading comprehension and vocabulary related to money using a text about Candy's shopping trip. Students will read the text and answer questions to understand details. They will also identify coordinating conjunctions and reference pronouns in the text. The lesson aims to help students understand how language is used to construct meaning in longer texts.

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    © All Rights Reserved
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    DAILY LESSON PLAN

    WEEK
    DATE DAY Friday TIME 7.00 am- 8.00 am 2
    1 NO. OF
    CLASS Bestari THEME CCE Awareness
    Consumerism and Financial Information and Communications Technology
    PUPILS
    44

    SUBJECT English Language TOPIC NON TEXTBOOK - Money LESSON 3


    ASSESSMENT

    Written Report

    Quiz

    MAIN SKILL(S) LANGUAGE/ Presentation


    Reading GRAMMAR Vocabulary related to the topic of money
    FOCUS FOCUS Q & A / Oral

    Observation

    Project

    Main Skill:
    CONTENT 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
    STANDARD Complimentary Skill:
    3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
    LEARNING Main Skill:
    STANDARD 3.1.2 Understand specific details and information in simple longer texts
    Complimentary Skill:
    3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context
    SUCCESS By the end of the lesson, pupils are able to:
    CRITERIA (SC)/ 1. understand specific details and information in simple longer texts
    LEARNING 2. guess the meaning of unfamiliar words from clues provided by other known words and by
    OBJECTIVES context

    1. Text Book 6. ICT 21st LEARNING ACTIVITIES


    TEACHING 2. Audio 7. Reference Book Round Table
    LEARNING 3. Magazine 8. Newspaper Think Pair Share
    Hot Seat
    MATERIALS 4. Workbook 9. Lit. Component TB
    Group Presentation
    5. Handouts 10. Others: Role Play
    1. Give pupils the text on Candy’s shopping trip. Ask them to cover or Gallery Walk
    fold them so that they can see only Candy. Three Stray, One Stay
    PRE LESSON Peta i-THINK
    2. Elicit suggestions from the whole class in response to the question
    i-THINK
    above the picture of Candy.
    Circle Map (For Defining)
    3. Ask pupils to uncover or unfold the text, to read it, and to answer Tree Map (For Classifying)
    questions 1 and 2. Bubble Map (For Describing)
    4. Check the answers with the whole class. Double Bubble Map (For Comparing)
    5. Tell pupils that they’ll now focus on how language is used in the Flow Map (For Sequencing)
    text. Multi-Flow Map (For Cause & Effect)
    6. Focus briefly on coordinating conjunctions (‘linking words’ may be Brace Map (Whole To Parts)
    a more learner-friendly phrase) as a whole class. Give an example, and Bridge Map (For Analogies)
    then ask pupils to identify other examples, and to explain what they HOTs
    DEVELOPMENT Create
    link. Pupils can use L1 if necessary, as the main focus here is on
    Evaluate
    understanding and learning, not on language use
    Analyse
    7. Give an example of a reference pronoun and what it refers to. Apply
    8. Divide the class into 2. Tell pupils in the one half to circle reference Understand
    pronouns in paragraphs 1-3 of the text and to be ready to say who or Remember
    what the pronouns refer to. Tell pupils in the other half to do the same
    for paragraphs 4-6. DIFFERENTATION STRATEGIES
    9. Elicit feedback: if time is short, elicit just a few examples, so that you Differentiate by instruction and feedback.

    leave time for stage 10. Differentiate by the task pupils are given.
    Differentiate by the type and amount of
    10. Briefly ask pupils to tell you the skills and language focus for the support provided.
    lesson. Differentiate by the outcome expected from
    pupils.
    11. Ask pupils whether they think it was a good idea to spend the Differentiate by the time pupils are given
    POST LESSON money in this way. There are no right or wrong answers here: the aim to complete a task.
    is to elicit opinions. Differentiate by supporting individual
    learning preferences and need.
    Differentiate by the types of question
    asked.
    Differentiate by the feedback given.

    EMK/ FOLLOW-UP
    Language
    MORAL VALUES REMEDIAL ENHANCEMENT ENRICHMENT
    of the pupils were able to understand the lesson taught.
    of the pupils were able to complete the assigned task(s)
    REFLECTION of the pupils needed extra guidance/reinforcement.
    of the pupils participate actively during the lesson.
    NOTES/REMARKS:

    ADMIN CHECK

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