Week 20 RPH
Week 20 RPH
Week 20 RPH
• Ask pupils to practise with their talk partner(s) saying the sentences and expressing the emotions mentioned in Activity
POST-LESSON B on p.74 of the Student’s Book.
• When ready, select pupils to demonstrate expressing the different emotions.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S LESSON IS CONTINUED
REFLECTION
LESSON 60
WEEK/LESSON NO. 20 FORM 5 SI
(Speaking 10)
SUBJECT English DATE / DAY 8.8.2022 MONDAY
UNIT 7 TIME 12.30 – 1.30
TOPIC The Media Duration 1 HOUR
THEME Science and Technology
MAIN SKILL Speaking CROSS-CURRICULAR Science and Technology
ELEMENTS
21ST CENTURY LEARNING Think-pair-share LANGUAGE/GRAMMAR Recognising words and phrases justifying
TECHNIQUE(S) FOCUS: main points of arguments
CONTENT STANDARD(S)
Main: 2.2 Use register appropriately Complementary: 2.4 Communicate appropriately to a small or
large group on familiar topics
LEARNING STANDARD(S)
Main: 2.2.1 Use formal and informal registers appropriately in Complementary: 2.4.1 Explain the main points of an idea or
most familiar and some unfamiliar contexts argument
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Make a presentation to a committee using a formal register.
• Present and justify their main points of argument.
Choose an A speaking activity sourced by teachers
FORMATIVE ASSESSMENT TECHNIQUE(S) MATERIAL(S)
item.
ACTIVITIES
• Talk about the facilities of the school.
PRE-LESSON • Ask pupils what are the facilities they think could have been more improved?
• Open up as a class discussion.
1.
• Tell pupils that their school has just received a large sum of money by a mystery donor and pupils must decide how to
spend the money.
• Divide pupils into groups and give each group a worthy cause for the funds i.e. new books for the school library; sport
apparatus for the gym; start-up of an online school magazine; instruments or sound-proof room the music department;
more computers for ICT; plants and shrubs for a school garden; and so on.
LESSON
• Tell pupils that they are going to make a presentation to a committee which includes the head teacher, teachers and
DEVELOPMENT parents so they must use a formal register.
• They must present the main points of their argument, clearly stating why their cause is the best cause for the donated
funds.
• Give pupils enough time to practise their group presentations.
• When ready, ask each group to give their presentation to the class.
• At the end, have a class vote on who gave the best presentation.
• Ask pupils to complete this exit card about the speaking activity: ‘what they were able to do well in the activity?’ and
POST-LESSON ‘what they found particularly challenging about the activities?.
• Collect the cards and use them for planning subsequent lessons.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO - 5 pupils complete the tasks(s) with teacher’s guidance
N
High-proficiency pupils
- 20 pupils complete the tasks(s) on their own
25 out of 25 pupils achieved the learning objectives.
TEACHER’S
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 20 LESSON 59 (Speaking 9) FORM 4 SI
SUBJECT English DATE / DAY 9.8.2022 TUESDAY
UNIT 5 TIME 7.30 – 8.00
TOPIC Globetrotting Duration ½ HOUR
THEME People and culture
MAIN SKILL Speaking CROSS-CURRICULAR Global Sustainability
ELEMENTS
21ST CENTURY LEARNING Think-pair-share LANGUAGE/GRAMMAR sequencing past action and events; words and
TECHNIQUE(S) FOCUS: phrases describing feelings; words and phrases
describing a beach setting
CONTENT STANDARD(S)
Main: 2.1 Communicate information, ideas, opinions and feelings Complementary: 4.1 Communicate intelligibly through print and
intelligibly on familiar topics digital media on familiar topics
LEARNING STANDARD(S)
Main: 2.1.5 Express and respond to feelings such as amusement, Complementary: 4.1.4 Express and respond to opinions and
anger and regret common feelings such as amusement, anger and regret
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Choose a picture of an annoying incident and describe how they felt about the incident.
• Write a paragraph describing how they felt about an annoying incident.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p72
Teacher’s Book p72
ACTIVITIES
• Play a story-telling game. For example: Take a piece of paper and cut into 16 squares. A: on four squares put an adjective
describing mood (i.e. miserable, ecstatic) B: on four more put a different location (i.e. the beach, school playground) C: on
four more an object (i.e. a head scarf, sunglasses) D: on the last four a verb (i.e. riding, running.
PRE-LESSON • Fold the papers in quarters so pupils cannot see what is written.
• Divide class into groups. Each group takes a paper from A-D then makes up a story / recount using all the picked out words
in their stories.
• When ready, collect responses.
1)
• Ask pupils to look at the first picture, read through the prompts underneath it and check understanding.
• Ask pupils to imagine that they are the man in the picture and that this has happened to them. They should describe what
happened and how they felt.
• Point out to pupils that they can use some of the idioms presented in the vocabulary activity in order to describe their
feelings more vividly.
• Point out to pupils that they will need to use the past tenses.
• Allow pupils some time to prepare their stories.
LESSON
• Choose some pupils to describe what happened and how they felt. (Student’s book p72 Activity
DEVELOPMENT A)
2)
• Ask pupils the questions and initiate a short discussion.
• Once candidates have discussed Activities A and B with their talk partner(s) and responses have been collected to share
with the class, ask pupils to choose one of the pictures.
• Ask pupils to write a paragraph starting ‘Last Sunday…’ and recount what happened and how they felt either as the man or
the girl depending on the picture they have chosen.
• Remind pupils to use words / phrases given below. (Student’s book p72 Activity B)
• Choose some of the more successful / descriptive recounts. Ask pupils to read out their recounts to the class.
• Tell pupils to take on the part of their chosen character and put expression in their voices as they read their recounts. If time
POST-LESSON allows, do a hot seat activity.
• Choose two pupils to take on the roles of the characters from the pictures and get the rest of the pupils to ask questions
about their day at the beach.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance.
N High-proficiency pupils
- pupils complete the tasks(s) on their own.
TEACHER’S LESSON IS CONTINUED ON THE NEXT CLASS
REFLECTION
WEEK/LESSON NO. 20 LESSON 59 (Speaking 9) FORM 4 MPV
SUBJECT English DATE / DAY 9.8.2022 TUESDAY
UNIT 5 TIME 9.00 – 10.00
TOPIC Globetrotting Duration 1 HOUR
THEME People and culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR sequencing past action and events; words and
TECHNIQUE(S) FOCUS: phrases describing feelings; words and phrases
item. describing a beach setting
CONTENT STANDARD(S)
Main: 2.1 Communicate information, ideas, opinions and feelings Complementary: 4.1 Communicate intelligibly through print and
intelligibly on familiar topics digital media on familiar topics
LEARNING STANDARD(S)
Main: 2.1.5 Express and respond to feelings such as amusement, Complementary: 4.1.4 Express and respond to opinions and
anger and regret common feelings such as amusement, anger and regret
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Choose a picture of an annoying incident and describe how they felt about the incident.
• Write a paragraph describing how they felt about an annoying incident.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p72
Teacher’s Book p72
ACTIVITIES
• Play a story-telling game. For example: Take a piece of paper and cut into 16 squares. A: on four squares put an adjective
describing mood (i.e. miserable, ecstatic) B: on four more put a different location (i.e. the beach, school playground) C: on
four more an object (i.e. a head scarf, sunglasses) D: on the last four a verb (i.e. riding, running.
PRE-LESSON • Fold the papers in quarters so pupils cannot see what is written.
• Divide class into groups. Each group takes a paper from A-D then makes up a story / recount using all the picked out words
in their stories.
• When ready, collect responses.
1)
• Ask pupils to look at the first picture, read through the prompts underneath it and check understanding.
• Ask pupils to imagine that they are the man in the picture and that this has happened to them. They should describe what
happened and how they felt.
• Point out to pupils that they can use some of the idioms presented in the vocabulary activity in order to describe their
feelings more vividly.
• Point out to pupils that they will need to use the past tenses.
• Allow pupils some time to prepare their stories.
LESSON
• Choose some pupils to describe what happened and how they felt. (Student’s book p72 Activity
DEVELOPMENT
A)
2)
• Ask pupils the questions and initiate a short discussion.
• Once candidates have discussed Activities A and B with their talk partner(s) and responses have been collected to share
with the class, ask pupils to choose one of the pictures.
• Ask pupils to write a paragraph starting ‘Last Sunday…’ and recount what happened and how they felt either as the man or
the girl depending on the picture they have chosen.
• Remind pupils to use words / phrases given below. (Student’s book p72 Activity B)
• Choose some of the more successful / descriptive recounts. Ask pupils to read out their recounts to the class.
• Tell pupils to take on the part of their chosen character and put expression in their voices as they read their recounts. If time
POST-LESSON allows, do a hot seat activity.
• Choose two pupils to take on the roles of the characters from the pictures and get the rest of the pupils to ask questions
about their day at the beach.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 10 pupils complete the tasks(s) with teacher’s guidance.
N High-proficiency pupils
- 8 pupils complete the tasks(s) on their own.
TEACHER’S 18 out of 18 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK LESSON 56 (Revision Lesson 1) FORM 3 DEDIKASI
LEARNING STANDARD(S)
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
• work in pairs to complete the exercises on the Present Simple, the Present Continuous, the Past Simple, and the Past
Continuous provided in the textbook with at least 9 out of 12 correct answers.
ACTIVITIES
• Write the following sentences on the board and then ask pupils to tell the difference between the
four:
- I read a book every day.
PRE-LESSON
- I am reading a book now.
- I watched TV last night.
- I was watching TV when you called last night.
1. Review and discuss the concept of the Present Simple, the Present Continuous, the Past Simple, and
the Past Continuous as a class.
LESSON 2. Teacher elicits more examples on the topic from pupils.
DEVELOPMENT 3. Teacher writes a few questions on the board and elicit the answers from pupils.
4. Pupils complete the exercises in the textbook (page 30 – Activity A) in pairs.
5. Discuss the answers as a class.
POST-LESSON
Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.
2.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that there are two situations
that need to be improved and that they need to come up with suggestions to improve them.
• Ask pupils to read the situations and explain anything they don't understand.
• Tell pupils to look at the situations and decide on their suggestions.
• Pupils work individually to complete the task.
• They then check their answers in pairs before checking as a class. (Student’s book p92 Activity 2)
3.
LESSON
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit hey must that there are two
DEVELOPMENT
parts to the task. First, they must circle the subject of the report and then they must underline what they have to write
about.
• Ask pupils to read the task and explain anything they don't understand.
• Pupils work individually to complete the task.
• They then check their answers in pairs before checking as a class. (Student’s book p92 Activity 3)
4.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that the report in 4 is in
answer to the question in 3 and that they must find and underline the suggestions in the passive and answer questions
about the report. Point out that the questions will help them to analyse the task in order to understand it better.
• Read out the report or ask a strong student to do so.
• Ask pupils if they think it is a good report. If yes, elicit why. Then look at the questions in depth to analyse the task. Make
sure pupils understand they need to underline only the suggestions made in the passive voice. Also, they need to see if the
writer has given reasons for their suggestions and a final recommendation.
• Once the answers have been checked, ask pupils why they think the writer did not use the passive voice for all of the
suggestions (it would sound unnatural and too formal). (Student’s book p92 Activity 4)
• Hold a class discussion about what would be the best programmes to show on their school channel.
POST-LESSON
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 10 pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- 16 pupils complete the tasks(s) on their own
TEACHER’S 26 out of 26 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 20 LESSON 60 (Speaking 9) FORM 4 MPV
SUBJECT English DATE / DAY 10.8.2022 WEDNESDAY
UNIT 5 TIME 8.30 – 9.30
TOPIC Globetrotting Duration 1 HOUR
THEME People and culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR sequencing past action and events; words and
TECHNIQUE(S) FOCUS: phrases describing feelings; words and phrases
item. describing a beach setting
CONTENT STANDARD(S)
Main: 2.1 Communicate information, ideas, opinions and feelings Complementary: 4.1 Communicate intelligibly through print and
intelligibly on familiar topics digital media on familiar topics
LEARNING STANDARD(S)
Main: 2.1.5 Express and respond to feelings such as amusement, Complementary: 4.1.4 Express and respond to opinions and
anger and regret common feelings such as amusement, anger and regret
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Choose a picture of an annoying incident and describe how they felt about the incident.
• Write a paragraph describing how they felt about an annoying incident.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p72
Teacher’s Book p72
ACTIVITIES
• Play a story-telling game. For example: Take a piece of paper and cut into 16 squares. A: on four squares put an adjective
describing mood (i.e. miserable, ecstatic) B: on four more put a different location (i.e. the beach, school playground) C: on
four more an object (i.e. a head scarf, sunglasses) D: on the last four a verb (i.e. riding, running.
PRE-LESSON • Fold the papers in quarters so pupils cannot see what is written.
• Divide class into groups. Each group takes a paper from A-D then makes up a story / recount using all the picked out words
in their stories.
• When ready, collect responses.
1)
• Ask pupils to look at the first picture, read through the prompts underneath it and check understanding.
• Ask pupils to imagine that they are the man in the picture and that this has happened to them. They should describe what
happened and how they felt.
• Point out to pupils that they can use some of the idioms presented in the vocabulary activity in order to describe their
feelings more vividly.
• Point out to pupils that they will need to use the past tenses.
• Allow pupils some time to prepare their stories.
LESSON
• Choose some pupils to describe what happened and how they felt. (Student’s book p72 Activity
DEVELOPMENT
A)
2)
• Ask pupils the questions and initiate a short discussion.
• Once candidates have discussed Activities A and B with their talk partner(s) and responses have been collected to share
with the class, ask pupils to choose one of the pictures.
• Ask pupils to write a paragraph starting ‘Last Sunday…’ and recount what happened and how they felt either as the man or
the girl depending on the picture they have chosen.
• Remind pupils to use words / phrases given below. (Student’s book p72 Activity B)
• Choose some of the more successful / descriptive recounts. Ask pupils to read out their recounts to the class.
• Tell pupils to take on the part of their chosen character and put expression in their voices as they read their recounts. If time
POST-LESSON allows, do a hot seat activity.
• Choose two pupils to take on the roles of the characters from the pictures and get the rest of the pupils to ask questions
about their day at the beach.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 16 pupils complete the tasks(s) with teacher’s guidance.
N High-proficiency pupils
- 4 pupils complete the tasks(s) on their own.
TEACHER’S 20 out of 20 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK LESSON 57 (Revision Lesson 2) FORM 3 DEDIKASI
LANGUAGE/
THEME Miscellaneous (mixed themes) used to / be used to/ get used to
GRAMMAR FOCUS
LESSON SKILL/FOCUS Language Awareness
21ST CENTURY LEARNING Think-Pair-Share Close Up Student’s Book p.30 (Activity C)
TECHNIQUE 9 (PAK 21) MATERIALS Worksheet (Refer material below)
CONTENT STANDARD(S)
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING STANDARD(S)
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
LEARNING OBJECTIVES
By the end of the lesson, pupils should be able to:
• work in pairs to complete the exercises on the use of “used to / be used to/ get used to” provided in the worksheet and
the textbook with at least 13 out of 16 correct answers.
ACTIVITIES
• Write the following sentences on the board and then ask pupils to tell the difference between the
three in terms of meaning:
PRE-LESSON
- The children used to eat simple meals.
- The children are used to eating simple meals.
- The children will get used to eating simple meals after a while.
1. Review and discuss the concept of used to / be used to/ get used to as a class.
2. Teacher elicits more examples on the topic from pupils.
LESSON 3. Teacher writes a few questions on the board and elicit the answers from pupils.
DEVELOPMENT 4. Pupils complete the exercises in the worksheet and in the textbook (page 30 – Activity C) in
pairs.
5. Discuss the answers as a class.
POST-LESSON
Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.
(Revision 9)
TOPIC TIME 8.30 – 9.30
Video Games
LESSON SKILL/FOCUS
LISTENING
21ST CENTURY LEARNING
TECHNIQUE 9 (PAK 21) CLASS DISCUSSION
CONTENT STANDARD(S)
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics
LEARNING OBJECTIVES
Answer the questions based on the information from the audio with at least 15 out of 20 correct answers.
ACTIVITIES
PRE-LESSON (Set Induction) Pupils answer prompt questions (related to the topic) from teacher.
POST-LESSON Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.
Proficient pupils:
DIFFERENTIATION - 19 Pupils complete the tasks(s) on their own
• Ask pupils to practise with their talk partner(s) saying the sentences and expressing the emotions mentioned in Activity
POST-LESSON B on p.74 of the Student’s Book.
• When ready, select pupils to demonstrate expressing the different emotions.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 0 pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- 19 pupils complete the tasks(s) on their own
TEACHER’S 19 out of 19 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
LESSON 59 (Speaking 9)
WEEK/LESSON NO. 20 FORM 4 SI
CONTINUATION
SUBJECT English DATE / DAY 11.8.2022 THURSDAY
UNIT 5 TIME 11.30 – 12.00
TOPIC Globetrotting Duration ½ HOUR
THEME People and culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR sequencing past action and events; words and
TECHNIQUE(S) FOCUS: phrases describing feelings; words and phrases
item. describing a beach setting
CONTENT STANDARD(S)
Main: 2.1 Communicate information, ideas, opinions and feelings Complementary: 4.1 Communicate intelligibly through print and
intelligibly on familiar topics digital media on familiar topics
LEARNING STANDARD(S)
Main: 2.1.5 Express and respond to feelings such as amusement, Complementary: 4.1.4 Express and respond to opinions and
anger and regret common feelings such as amusement, anger and regret
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Choose a picture of an annoying incident and describe how they felt about the incident.
• Write a paragraph describing how they felt about an annoying incident.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p72
Teacher’s Book p72
ACTIVITIES
• Play a story-telling game. For example: Take a piece of paper and cut into 16 squares. A: on four squares put an adjective
describing mood (i.e. miserable, ecstatic) B: on four more put a different location (i.e. the beach, school playground) C: on
four more an object (i.e. a head scarf, sunglasses) D: on the last four a verb (i.e. riding, running.
PRE-LESSON • Fold the papers in quarters so pupils cannot see what is written.
• Divide class into groups. Each group takes a paper from A-D then makes up a story / recount using all the picked out words
in their stories.
• When ready, collect responses.
1)
• Ask pupils to look at the first picture, read through the prompts underneath it and check understanding.
• Ask pupils to imagine that they are the man in the picture and that this has happened to them. They should describe what
happened and how they felt.
• Point out to pupils that they can use some of the idioms presented in the vocabulary activity in order to describe their
feelings more vividly.
• Point out to pupils that they will need to use the past tenses.
• Allow pupils some time to prepare their stories.
LESSON
• Choose some pupils to describe what happened and how they felt. (Student’s book p72 Activity
DEVELOPMENT A)
2)
• Ask pupils the questions and initiate a short discussion.
• Once candidates have discussed Activities A and B with their talk partner(s) and responses have been collected to share
with the class, ask pupils to choose one of the pictures.
• Ask pupils to write a paragraph starting ‘Last Sunday…’ and recount what happened and how they felt either as the man or
the girl depending on the picture they have chosen.
• Remind pupils to use words / phrases given below. (Student’s book p72 Activity B)
• Choose some of the more successful / descriptive recounts. Ask pupils to read out their recounts to the class.
• Tell pupils to take on the part of their chosen character and put expression in their voices as they read their recounts. If time
POST-LESSON allows, do a hot seat activity.
• Choose two pupils to take on the roles of the characters from the pictures and get the rest of the pupils to ask questions
about their day at the beach.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 10 pupils complete the tasks(s) with teacher’s guidance.
N High-proficiency pupils
- 17 pupils complete the tasks(s) on their own.
TEACHER’S 27 out of 27 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 20 LESSON 60 (Speaking 9) FORM 4 SI
SUBJECT English DATE / DAY 11.8.2022 THURSDAY
UNIT 5 TIME 12.00 – 1.00
TOPIC Globetrotting Duration 1 HOUR
THEME People and culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an LANGUAGE/GRAMMAR sequencing past action and events; words and
TECHNIQUE(S) FOCUS: phrases describing feelings; words and phrases
item. describing a beach setting
CONTENT STANDARD(S)
Main: 2.1 Communicate information, ideas, opinions and feelings Complementary: 4.1 Communicate intelligibly through print and
intelligibly on familiar topics digital media on familiar topics
LEARNING STANDARD(S)
Main: 2.1.5 Express and respond to feelings such as amusement, Complementary: 4.1.4 Express and respond to opinions and
anger and regret common feelings such as amusement, anger and regret
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Choose a picture of an annoying incident and describe how they felt about the incident.
• Write a paragraph describing how they felt about an annoying incident.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p72
Teacher’s Book p72
ACTIVITIES
• Play a story-telling game. For example: Take a piece of paper and cut into 16 squares. A: on four squares put an adjective
describing mood (i.e. miserable, ecstatic) B: on four more put a different location (i.e. the beach, school playground) C: on
four more an object (i.e. a head scarf, sunglasses) D: on the last four a verb (i.e. riding, running.
PRE-LESSON • Fold the papers in quarters so pupils cannot see what is written.
• Divide class into groups. Each group takes a paper from A-D then makes up a story / recount using all the picked out words
in their stories.
• When ready, collect responses.
1)
• Ask pupils to look at the first picture, read through the prompts underneath it and check understanding.
• Ask pupils to imagine that they are the man in the picture and that this has happened to them. They should describe what
happened and how they felt.
• Point out to pupils that they can use some of the idioms presented in the vocabulary activity in order to describe their
feelings more vividly.
• Point out to pupils that they will need to use the past tenses.
• Allow pupils some time to prepare their stories.
LESSON
• Choose some pupils to describe what happened and how they felt. (Student’s book p72 Activity
DEVELOPMENT
A)
2)
• Ask pupils the questions and initiate a short discussion.
• Once candidates have discussed Activities A and B with their talk partner(s) and responses have been collected to share
with the class, ask pupils to choose one of the pictures.
• Ask pupils to write a paragraph starting ‘Last Sunday…’ and recount what happened and how they felt either as the man or
the girl depending on the picture they have chosen.
• Remind pupils to use words / phrases given below. (Student’s book p72 Activity B)
• Choose some of the more successful / descriptive recounts. Ask pupils to read out their recounts to the class.
• Tell pupils to take on the part of their chosen character and put expression in their voices as they read their recounts. If time
POST-LESSON allows, do a hot seat activity.
• Choose two pupils to take on the roles of the characters from the pictures and get the rest of the pupils to ask questions
about their day at the beach.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 10 pupils complete the tasks(s) with teacher’s guidance.
N High-proficiency pupils
- 17 pupils complete the tasks(s) on their own.
TEACHER’S 27 out of 27 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK/LESSON NO. 20 LESSON 62 (Writing 13) FORM 5 SI
SUBJECT English DATE / DAY 12.8.2022 FRIDAY
UNIT 7 TIME 8.00 – 9.00
TOPIC The Media Duration 1 HOUR
THEME Science and Technology
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Mind mapping LANGUAGE/GRAMMAR FOCUS: Words and phrases related to the media,
TECHNIQUE(S) using passive forms to create formal
tone
CONTENT STANDARD(S)
Main: 4.2 Communicate with appropriate language, form and style Complementary: 2.1 Communicate information, ideas, opinions
and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main: 4.2.4 Use formal and informal registers appropriate to the Complementary: 2.1.2 Ask about and explain advantages and
target audience in most familiar and some unfamiliar situations disadvantages of ideas, plans, arrangements
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
• Write a report for the college dean using a formal register about the types of regular features and articles that could be included in
the college monthly magazine.
• Match 7 suggestions about what to print in the college monthly magazine.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S)
Student’s Book p93, Teacher’s Book p84-85
ACTIVITIES
• Tell pupils that the school has decided to start a monthly magazine for pupils.
PRE-LESSON • Ask them to work with a talk partner and decide what kind of features and articles they would like to be included in the
magazine.
1.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit they must match the
suggestions with the result.
• Ask pupils to read the suggestions and the results and explain anything they don't understand. Explain that a good way to
support suggestions is by describing the end results.
• Pupils work individually to complete the task.
• They then check their answers in pairs before checking as a class. (Student’s book p93 Activity 5)
2.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must look at two
ways of making recommendations and then answer some questions about them.
• Ask pupils to read the recommendations and explain anything they don't understand.
• Explain that they can use a gerund or the passive voice to make a recommendation.
• Pupils work individually to complete the task.
LESSON • They then check their answers in pairs before checking as a class. (Student’s book p93 Activity 6)
DEVELOPMENT 3.
• Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must write the
recommendation in two different ways.
• Ask pupils to read the recommendation and explain anything they don't understand.
• Tell them to look back at 6 if they need help rewriting the recommendation in two ways.
• Pupils work individually to complete the task.
• They then check their answers in pairs before checking as a class. (Student’s book p93 Activity 7)
4.
• Read the task out to pupils and explain anything they don't understand.
• Remind them to give reasons for their suggestions and recommendations in their report.
• Go over the Plan with the pupils. Remind them to state the aim of their report in the introduction, to support their
suggestions and to make structure.
• Ask pupils to write short notes for each paragraph and go round checking as they write.
• Assign the writing task for homework.. (Student’s book p93 Activity 8)
• Ask pupils to complete an exit card about the writing activities: ‘what they were able to do well in the activities?’ and ‘what
POST-LESSON they found particularly challenging about the activities?’
• Collect the cards and use them for planning subsequent lessons.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- 10 pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- 16 pupils complete the tasks(s) on their own
TEACHER’S 26 out of 26 pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
WEEK 10 FORM 4 SI
(Revision 9)
TOPIC TIME 11.30 – 12.30
Video Games
LESSON SKILL/FOCUS
LISTENING
21ST CENTURY LEARNING
TECHNIQUE 9 (PAK 21) CLASS DISCUSSION
CONTENT STANDARD(S)
1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics
LEARNING OBJECTIVES
Answer the questions based on the information from the audio with at least 15 out of 20 correct answers.
ACTIVITIES
PRE-LESSON (Set Induction) Pupils answer prompt questions (related to the topic) from teacher.
POST-LESSON Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s topic.
Proficient pupils:
DIFFERENTIATION - Pupils complete the tasks(s) on their own