WEEK/LESSON NO.

LESSON 6 (Non-Textbook-Based) FORM 1 Bestari

SUBJECT English DATE / DAY
UNIT TIME
TOPIC Money Duration
THEME Consumerism and Financial Awareness
MAIN SKILL Language CROSS-CURRICULAR ELEMENTS Financial Education
Awareness
21ST CENTURY LEARNING Giving advice and making suggestions
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
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 OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Giving some advice to a friend who is attending a dinner party using the target language structures.

Conversation 1 handout
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) https://www.excellentesl4u.com/esl-
party-conversation.html
ACTIVITIES
 Teacher writes on the board ‘dinner party’ and asks pupils to work in groups of 3 - 4 to come up with as many words
they can think of which are connected to ‘party’ (e.g. gift, host, formal, food etc.)
PRE-LESSON  Teacher introduces theme of the lesson – pupils will be working in pairs to help a friend who is attending a dinner party.
They will need to decide what she needs to do before and during the party (i.e. attire, eating etiquettes, gifts etc.) and
However, she will only have a fixed amount of money to spend.
1)
 Teacher prepares before the lesson a handout containing a short dialogue between 2 pupils discussing what to buy for
the gift. Teacher to ensure that target language structures are included within the dialogue (e.g. Why don’t we …, How
about …, What about …, Could we …? / That’s a good idea / suggestion. I’m not sure about that etc.)
 Teacher gives the handout to pupils and asks them to read the dialogue and underline the giving, accepting / rejecting
language structures. The teacher may wish to select a group of more confident pupils to act out the dialogue in front of
the class.
 5. Teacher then goes through the structures and drills pupils chorally and individually to ensure pupils have an
awareness of pronunciation and intonation of the given structures.
LESSON
2)
DEVELOPMENT  Pupils are then put into groups of 3 – 4 and are tasked with deciding what they will buy for the host party. This could
involve them putting together some ideas and they will have a fixed amount of money to spend. Before the lesson, the
teacher will need to prepare a price list of various items that pupils may wish to buy for their host party and also on the
amount that pupils are allowed to spend.
 Pupils then plan to buy their gifts and talk about eating etiquettes using the language structures presented at the
beginning of the lesson.
 Once pupils have decided on their plans for the party they can then report back their ideas to the whole class or are
reformed into different groups (i.e. one pupil from each group form new groups and tell their new group about their
plans).
 Class can then vote on which gift they would most likely buy.
 To round off the lesson pupils then tell each other about the gift they choose what they liked about it.
POST-LESSON
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 _____ out of ______ pupils achieved the learning objectives.
 REFLECTION _____ pupils were given remedial treatment.

WEEK/LESSON NO. LESSON 7 (Speaking) FORM 1 Bestari

SUBJECT English DATE / DAY
UNIT 1 What Do You Like? TIME
TOPIC Free Time Activities Duration
THEME People and Culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Language
21ST CENTURY LEARNING Free Time Activities
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
2.1 Communicate information, ideas, opinions and feelings intelligibly 3.1 Understand
on familiar a variety of texts by using a range of appropriate reading
topics

LEARNING STANDARD(S)
Main: Complementary:
2.1.1 Ask about and give detailed information about themselves and others
3.1.2 Understand specific details and information in simple longer texts
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Complete a quiz by answering five questions.
 Talk about at least two weekend activities in pairs.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.10
Teacher’s Book p.10
ACTIVITIES
 Play a game of Hangman to introduce the topic. Use dashes to represent the letters of free time and write them on the
PRE-LESSON board: _ _ _ _ _ _ _ _
Ask pupils to suggest letters of the alphabet. Continue until they have guessed the answer.
1)
 Pupils look at the pictures. Elicit that they illustrate the topic of the lesson (free time activities).
 Elicit the words for the four activities in thee pictures and write them on the board (play computer games, go to a
concert, go for a run, go shopping).
 Pupils read the quiz.
 Play the CD. Pupils listen to the words in blue and repeat them.
 Make sure they pronounce hang out correctly with the stress on out. Check they understand the meaning of hang out
with someone (spend a lot of time with someone). (Pulse Student’s Book p.10 – Activity 1)
2)
 Pupils read the quiz again and choose the best answer for each question.
 They check their score.
 Pupils compare their scores in pairs.
 Listen to pupils' opinions of their descriptions as a class.
 Check pupils understand sociable, shy and switch off. (Pulse Student’s Book p.10 – Activity 2)
LESSON
3)
DEVELOPMENT  Ask pupils to read the descriptions in the score for the quiz again.
 They then match adjectives 1-3 with their opposites a-c.
 Pupils compare answers in pairs.
 Check answers as a class. (Pulse Student’s Book p.10 – Activity 3)
4)
 Pupils look at the diary page and copy it into their notebooks without the example go shopping with Mum unless it is
true for them.
 They work individually and fill in the diary page using the activities in blue in exercise 1 or any other activities they do,
eg play tennis, go to the cinema, go swimming.
 Monitor while they are writing and give help if necessary. (Pulse Student’s Book p.10 – Activity 4)
5)
 Nominate two or three pupils to answer the example question What do you do on Saturday morning?
 Pupils work in pairs and ask and answer questions about their weekend activities.
 Listen to their ideas as a class. (Pulse Student’s Book p.10 – Activity 5)
  Pupils choose the three activities that they like the most and share their reasons with the class.
POST-LESSON
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 _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.

WEEK/LESSON NO. LESSON 8 (Reading) FORM 1 Bestari

SUBJECT English DATE / DAY
UNIT 1 What Do You Like? TIME
TOPIC Free Time Activities Duration
THEME People and Culture
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Language
21ST CENTURY LEARNING Urban sports
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
2.1 strategies
3.1 Understand a variety of texts by using a range of appropriate reading Communicate information,
to construct ideas, opinions and feelings intelligibly o
meaning

LEARNING STANDARD(S)
Main: Complementary:
3.1.2 Understand specific details and information in simple longer texts
2.1.1 Ask about and give detailed information about themselves and oth
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Read a magazine interview and state whether the six sentences are true or false and correct the false sentences.
 Choose a preferable sports and state at least two reasons for the chosen sports.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.11
Teacher’s Book p.11
ACTIVITIES
 Write the word sport on the board. Put pupils into teams of four.
PRE-LESSON  Ask them to tell you a sport beginning with a random letter, eg b. The first team to give a correct word, eg basketball,
gets a point. Continue with other letters of the alphabet.
1)
 Pupils look at the pictures and answer the question.
 Pupils compare answers in pairs.
 Check answers as a class. (Pulse Student’s Book p.11 – Activity 1)
2)
 Pupils read the sentences carefully first.
 Play the CD.
LESSON
 Pupils listen and follow the text in their books. They decide if the sentences are true or false and correct the false
DEVELOPMENT sentences.
 Pupils compare answers in pairs.
 Check answers as a class. (Pulse Student’s Book p.11 – Activity 2)
3)
 Give pupils time to think about their answer and make a few notes.
 Pupils work in pairs and compare their answers.
 Listen to pupils' ideas as a class. (Pulse Student’s Book p.11 – Activity 4)
 Ask pupils to make a list in their notebooks of any other sports they can think of.
POST-LESSON
DIFFERENTIATIO By amount of teacher’s support:
N Low-proficiency pupils
- pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
 - pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.