UP E-Lesson Plan

Lesson Plan Template
1. Social Communication
7-Oct-15
Date:
Lesson:
Aim:
A. Introduction
B. Opening and Closing
Timing
What
Develop
independent
learning skill
and study
planning..
How
SESSION 1
20 minutes
Course Overview
Discuss using a power point presentation.
25 minutes
Leveling of expectations for the Course
Have students answer a questionnaire and

present it before class afterwards.
5 minutes
Overview of the Unit Lessons
The teacher presents the topics.
15 minutes
Pre-assessment
The learners answer the KWL Chart.
5 minutes
Preliminary Questions
Have students answer individually the three

questions on page 14.
SESSION 2
15 minutes
Study Skills: Reflective Learning Journal
Discuss the topic using powerpoint

presentation.
Analyze sample entries with the students.
Homework:
Write your first reflective journal.
Next Lesson's Follow up: Social Communication: Self-introduction
9-Oct-15
Date:
1. Social Communications
Lesson:
Aim:
A. Introductions
Timing
What
Express
themselves in
effectively in
specified
formal and
informal
contexts.
How
SESSION 1
5 minutes
Pre-Assessment
5 minutes
Introducing one self
5 minutes
Have students brainstorm on their Australian

Australian destination and completing a selfdestination and complete the selfintroduction paragraph
introductory paragraph.
10 minutes
Key vocabulary
Have students classify the expressions

according to its function.
5 minutes
Self-introduction and Personal Information

(1B.3 - 1B6)
Have students introduce themselves to

other classmates and fill in the information
sheet.
10 minutes
Formal Introductions and Dialogue
Show an AVP on Formal Introductions.

Analyze the formal Introductions and
Dialogue.
30 minutes
Self Introduction
Have students introduce themselves while

the others are rating each performance
using a rubric.
10
Generalization
Have students point out the strong and

weaknesses of the presenters in general.
5 minutes
Reading Comprehension and How to Keep

Conversation Going
Have students work on Exercises 1B.7 and

1B.8.
Homework:
Write your second reflective journal.
Next Lesson's Follow up: Opening and closing conversation
Have students watch an AVP on introducing

oneself and have them comment o each
communication event.

14-Oct-15
Date:
Lesson:
Aim:
A. Opening and Closing
Conversations
Timing
What
Express
themselves in
effectively in
specified
formal and
informal
contexts.
How
SESSION 1
5 minutes
Pre-Assessment
15 minutes
Exercise 1C.1
Have students choose the most appropriate

reply to the given conversation openings
Opening a Conversation
Discuss the different purposes in opening a

conversation.
Exercise 1C.2 and 1C.3
Have students complete opening statements

and identify suitable responses.
10 minutes
Closing a conversation
Discuss the different ways of ending a

conversation.
5 minutes
Exercise 1C.4
Have students rewrite the conversation

observing proper order.
10 minutes
Opening and Closing Conversation
Have students listen to small talks and let

them identify how each speaker ended each
conversation
Small talk
Group students into three and have them

prepare a small talk observing proper
opening and ending a conversation.
15
Role Play
Have each group present their output
10
Critiquing and generalization
Have students express what they have

observed and have them give emphasis to
the strong points.
15 minutes
Homework:
Write your second reflective journal
Next Lesson's Follow up: Social Communication: Articles
16-Oct-15
Date:
Lesson:
Aim:
Express
themselves in
effectively in
specified
formal and
informal
contexts.
Introducing someone
Timing
What
How
SESSION 1
15 minutes
Pre-Assessment
Have students complete the concept map

on social communication using their
knowledge of the first three lessons. Have
each group present their part.
Activating schema
5 minutes
15 minutes
Formal and Informal Setting
Opening a Conversation
Exercise 1D.2
Present the two concepts on the board and

ask each students to write a word for each
relevant to each concept. Have volunteer
student/s summarize the important points.
Have students identify the proper sequence

in introducing people to observe courtesy.
Ask the students why is it so.
10 minutes
Listening
Have students listen to a conversation and

fill in the blanks with the appropriate names.
15 minutes
Interview
Have students interview three of their

classmates.
5 minutes
Summarizing information
Have students choose one of the

interviewed classmate and each will prepare
a summary of the accumulated information
for the purpose of introducing that
classmate.
20
Role Play: Introducing someone
Have students role play and actual

communication event where one is
introducing a person.
Generalization
Have students share their observations and

name the good practices observed.
Homework:
Next Lesson's Follow up: Social Communication: Articles
21-Oct-15
Date:
Lesson:
Aim:
Use articles
appropriately.
Articles
Timing
What
How
SESSION 1
10 minutes
Pre-Assessment
Activating schema
Present a paragraph and have students

analyze how the articles were used. (Review
of previously learned concepts)
30
Exercises 1E.1 - 1E.3
Have students answer the exercises

individually and check responses by
processing how the students arrived at their
answers.
10
Three-dimensional grammar framework
Explain how the three-dimensional grammar

framework works.
20 minutes
Three-dimensional grammar framework group

activity
Group students into three groups with three

members each group. Assign them to work
with one of the articles by identifying its
meaning, form and use.
15 minutes
Presentation of outputs
Have each group present their output.

Questions maybe asked for clarification.
5 minutes
Generalization
Have students present their over-all learning

in this lesson.
Homework:
Next Lesson's Follow up: Social Communication: Verb Tense Review
23-Oct-15
Date:
Lesson:
Aim:
Verb Tense Review

Timing
What
Use verb
tenses
appropriately.
How
SESSION 1
20 minutes
Motivation
Ask students questions about their everyday

living. The students get to choose one card
which bears the question and answer it
impromptu.
10
Tense Change-up
Have students rewrite the paragraph by

changing the tense of the verbs. Then
process students responses.
30
Verb Tense Review
Explain briefly the concepts regarding verb

tenses. Allow students to explain after
presenting illustration for each tense and
aspect.
20 minutes
Three-dimensional grammar framework group

activity
Group students into three groups with three

members each group. Assign them to work
with one of the articles by identifying its
meaning, form and use.
20 minutes
Exercises1F.4 -1F.5

individually.
10 minutes
Processing
Have students process the information.
Homework:
Next Lesson's Follow up: Social Communication: Verb Tense Review (Part 1)
28-Oct-15
Date:
Lesson:
Aim:
Verb Tense Review

Timing
What
Use verb
tenses
appropriately.
How
SESSION 1
Show them a parody of the song Hello by
Adele shown in the Ellen de Generes show.
10 minutes
Motivation
Ask students about their reaction. Have
them comment on the quality of
communication shown
15
Impromptu Speaking
Have students choose a card which bears a

question and have them answer it orally on
the spot.
Have students play the Tic-Tac-Toe.
30
Tic-Tac-Toe
Have students identify the base form of the

verb for 1 turn and another turn if they could
use it n sentence.
Generalization
Ask students about irregular verbs.
20
Tense Relay
See instructions on Teachers Manual Page

18.
10 minutes
Exercise 1F-7 and 1F-8

individually then process the answers with
them.
Homework:
Write your reflective journal
Next Lesson's Follow up: Social Communication: Verb Tense Review (Part 2)
30-Oct-15
Date:
Lesson:
Aim:
Verb Tense Review (Part 2)
Timing
What
Use verb
tenses
appropriately.
How
SESSION 1
Show them a an AVP from TED talk entitled
How to make people listen to you
30 minutes
Viewing
While viewing, students will take down
notes. Then after viewing, have ask HOTS
questions about what they viewed.
15
Verb Tense Elimination
See Teachers Manual page 19 for the full

instruction.
25
Seat works : exercises 1F10 to 1F13
Have students answer the exercises with

processing of answer after each exercise.
10
Think, Pair and Share
Have students write sentences based on the

sequence given in each number.
10
Generalization
When do we use the different tenses and

aspect of verbs.
Homework:
Next Lesson's Follow up: Social Communication: Repetition and introduction to academic writing
4/11/2015
Date:
Lesson:
Academic writing
Aim:
Nature and Scope

Timing
What
How
SESSION 1
10 minutes
Motivation
Show AVP on ________________
15
Impromptu Speaking

the spot.
10
Secret whisperers
See instructions on Teachers Manual Page

22
10
Generalization
Why do we need to repeat or ask someone

to repeat what you have said or have been
said?
10 minutes
Motivation
Show AVP on academic writing
20
Handling primary and secondary sources
Have students listen to a brief discussion of

kinds of sources.
10
Exercises 2B.1 to 2B.4
Have students answer the exercises with

processing of answer after each exercise.
Generalization
Have students present a concept map types

of sources.
Homework:
Next Lesson's Follow up: Academic Writing: Types of sources
Understand
the
importance of
repetition and
academic
writing.
How
______________
hoose a card which bears a

e them answer it orally on
on Teachers Manual Page
to repeat or ask someone

u have said or have been
ademic writing
ten to a brief discussion of
nswer the exercises with

swer after each exercise.
esent a concept map types
6/11/2015
Date:
Lesson:
Academic Writing
Aim:
Types of Sources
Timing
What
How
SESSION 1
10 minutes
Motivation
Show AVP on ________________
15
Impromptu Speaking

the spot.
30
Primary and Secondary Sources
Brief discussion on types of sources
10
Practice Exercise
Identify what type of source is used in the

given items (exercise 2.B.1)
20
Oral Practice
Show different items and have them identify

whether its a primary or secondary source.
Generalization
Have students recite with confidence the

difference between primary and secondary
sources.
Homework:
Next Lesson's Follow up: Academic Writing: Primary and Secondary Sources Group Activity
Understand
the
importance of
repetition and
academic
writing.
How
______________

on types of sources
e of source is used in the

cise 2.B.1)
ems and have them identify

mary or secondary source.
cite with confidence the

en primary and secondary
11/11/2015
Date:
Lesson:
Academic Writing
Aim:
Types of Sources
Timing
What
How
SESSION 1
10 minutes
Motivation
Show AVP on primary and secondary

sources
15
Impromptu Speaking

the spot.
Students will each receive a copy of the
primary sources and they are going to
interrogate historical sources to find
evidence to help answer the question about
the campaign of womens suffrage. Have
students select questions or it will be
provided to them.
Group Activity on Using variety of primary sources and

interpret the evidences
40
Have them use the chart in assessing the

reliability of the sources as evidence whilst
attempt to answer their question.
15
Presentation of output
Homework:
Have students orally present their outputs.
Next Lesson's Follow up: Academic Writing: Primary and Secondary Sources Group Activity
Interpret
primary
sources
How
mary and secondary

h receive a copy of the

and they are going to
ical sources to find
answer the question about
womens suffrage. Have
uestions or it will be
.
he chart in assessing the

ources as evidence whilst
r their question.
ally present their outputs.

Date:
13-11-15
Lesson:
Academic Writing
Aim:
Brainstorming
Timing
What
How
SESSION 1
15
25
30
Impromptu Speaking

the spot.
Guided student discussion on Brainstorming
The teachers present the concept and have

students (as guided by the teacher) explore
the topic and be able to arrive at a
conclusion of what brainstorming is..
Brainstorming activities
Have students stay with their respective

groups and have them brainstorm on given
topics. They are given three minutes for
each topic. Presentations and processing of
output will be done afterwards.
Have each group present their respective
piece.
Group 1 and 3: How do you balance school
work and life enjoyment?
20
Speaking Contest presentation
Group 2: How to lessen environmental

effects of human actions.
Students from the other groups are allowed

to ask questions and critic other groups
based on the guidelines in speaking in front
of people.
Homework:
Next Lesson's Follow up: Academic Writing: Mind-Mapping
Brainstorm on
given topic
How

sent the concept and have

ed by the teacher) explore
able to arrive at a
at brainstorming is..
ay with their respective

them brainstorm on given
given three minutes for
entations and processing of
ne afterwards.
present their respective
How do you balance school

oyment?
lessen environmental
actions.
e other groups are allowed

and critic other groups
delines in speaking in front

Date:
18-11-15
Lesson:
Academic Writing
Aim:
Create and
present mindmaps
Mind-mapping
Timing
What
How
SESSION 1
15
25
Impromptu Speaking

the spot.
Discuss Mind-mapping

conclusion of what mind-mapping is.
Mind-mapping Activities
50
Complete Exercises 2C.4 to 2C.7

Homework:
Next Lesson's Follow up: Academic Writing: Descriptions
Have students stay with their respective

groups and have them create mind-maps on
given topics. They are given five minutes for
each topic. Presentations and processing of
output will be done afterwards.
Date:
20-11-15
Academic Writing
Lesson:
Timing
Aim:
Create a
mind-mapping
Description: Displaying
Data
What
How
SESSION 1
15
Impromptu Speaking

the spot.
Have them compare and contrast the two
illustrations on the board.
10
Deduction Exercise
Activating the schema
10
Exercise 2D.1
25
Discussion Linear and Non-linear texts
Deepening Activity
20
Guide them in identify the how data were

presented (i.e. Linear and non-linear texts)
Match the names of the following data
display tools with the correct image.
conclusion of what linear and non-linear text
is.
Match the introductions to the questions.
Notice how the word has been changed
(paraphrased). Processing of outputs.
Exercise 2D.2
20
Describe a non-linear text

Evaluation
10
Exercise 2D.3
Homework:
Next Lesson's Follow up:

Academic Writing: Review for one-period
test
Have students work in groups and have

them write a description for each non-linear
text.
For each of the following charts, write an
introductory sentence to describe what the
graph shows.

Date:
25-11-15
Timing
Academic Writing
Lesson:
Aim:
Description: Displaying
Data
What
Create a
mind-mapping
Pass the test
How
SESSION 1
15
Impromptu Speaking

the spot.
20
Simple recall
Have students create a mind map on the

board about linear and non-linear text.
Process outputs
Exercise 2D.3
For each of the following charts, write an

introductory sentence to describe what the
graph shows.
One-period Test
Have students answer the test quietly.
Evaluation
10
45
Homework:

Academic Writing: Advance reading on
Organization and Layout
Date:
27-11-15
Academic Writing
Lesson:
Aim:
Description:
ORGANIZATION AND
LAYOUT
Timing
What
How
SESSION 1
15
Impromptu Speaking

the spot.
10
Presentation of Test Results
Have students identify how well they

performed in the test.
25
Reinforcement Activity
Identify the statement that will best

represent the concepts in the non-linear
texts.
Activating Schema
15
Exercise 2E.2
In groups, read the three introductions for an

article about boxing. Then identify which
article is the best. Process students
responses.
20
Discussion Organization and Layout

generalization of how to organize ideas in a
paragraph or in an essay.
Deepening
Identify how each paragraph was developed.
Homework:
Next Lesson's Follow up: Academic Writing: Review Organization and Layout
DIFFERENTI
ATE THE
WAYS OF
PRESENTIN
G IDEAS IN
THE
WRITTEN
DISCOURSE
How

entify how well they

test.
ment that will best

ncepts in the non-linear
he three introductions for an

ng. Then identify which
. Process students

able to arrive at a
how to organize ideas in a
n essay.
h paragraph was developed.
Date:
2/12/2015
Academic Writing
Lesson:
Aim:
Description:
ORGANIZATION AND
LAYOUT
Timing
What
How
SESSION 1
15
Impromptu Speaking
Activating Schema
20
Exercise 2E.2

the spot.
In groups, read the three introductions for an
article about boxing. Then identify which
article is the best. Process students
responses.
30
Discussion Organization and Layout

generalization of how to organize ideas in a
paragraph or in an essay.
15
Deepening
Identify how each paragraph was developed.

Process students answers
Home Reading
10
Of Studies by Francis Bacon

Homework:
Write your reflective journal and Home Reading

Report
Next Lesson's Follow up: Academic Writing: Review Organization and Layout
Discuss how students will work on their

Home Reading Report.
DIFFERENTI
ATE THE
WAYS OF
PRESENTIN
G IDEAS IN
THE
WRITTEN
DISCOURSE
How

he three introductions for an

ng. Then identify which
. Process students

able to arrive at a
how to organize ideas in a
n essay.
h paragraph was developed.

s answers
dents will work on their

Report.
Date:
4/12/2015
Academic Writing
Lesson:
Aim:
Description:
ORGANIZATION AND
LAYOUT
Timing
What
How
SESSION 1
15
Impromptu Speaking

the spot.
20
Mind-map on Organizing Ideas
In groups, have students prepare a mindmap of how to organize ideas. Presentation

of outputs
Reinforcement Activity
Each group will be given five paragraphs

each and they are going to identify and
explain how each ideas were developed and
presented.
30
Evaluation
25
Exercise 2E.3
Homework:

Study Skills: Time Management
(Southida)
Have students to work individually on the

exercise. Processing of answers.
DIFFERENTI
ATE THE
WAYS OF
PRESENTIN
G IDEAS IN
THE
WRITTEN
DISCOURSE
How

students prepare a mindganize ideas. Presentation
e given five paragraphs

e going to identify and
h ideas were developed and
work individually on the

sing of answers.
Date:
9/12/2015
Academic Writing
Lesson:
Aim:
Study Skill: Time

Management
Timing
What
How
SESSION 1
15
Impromptu Speaking

the spot.
20
Activating Schema
Complete the table by indicating your

actual/usual time table. Presentation of
outputs.
20
Reporting by Southida
Have students listen to the prepared

presentation by Southida.
10
Deepening
Question and answer portion.
25
Identifying Priorities
Have students create their PRIORITY

MATRIX. Presentation and processing of
output.
Homework:

Study Skills: Time Management
(Southida)
Identify ways
on how study
efficiently by
using proper
time
management
How

le by indicating your
table. Presentation of
ten to the prepared

Southida.
swer portion.
eate their PRIORITY

tation and processing of

Academic Writing
Date:
11/12/2015
Lesson:
Study Skill: Time

Management
Aim:
Priority Matrix
Timing
What
How
SESSION 1
10
Impromptu Speaking

the spot.
10
Scaffolding
How do you manage your time?Do you think

it is a best practice or not?
10
Discuss three test of time.
Have students take down notes.
15
Deepening: Have students fill in the Priority Matrix and share Each student will accomplish the matrix and
their outputs before the class.
present their output to their classmates.
15
Weekly Schedule
Have students complete the weekly

schedule form and share responses to a
partner. Each partner will determine whether
the schedule observes proper time
management
20
Generalization
Group students and let them draft a

generalization with regard to setting
priorities and proper time management
10
Group presentation
Students will present their generalization

and give explanation when needed.
Homework:
Next Lesson's Follow up: Study Skills: Offering and Inviting
Determine
ways to test
time
Fill in a
Priority Matrix
and weekly
schedule
How

age your time?Do you think

ce or not?
ke down notes.
accomplish the matrix and

put to their classmates.
omplete the weekly

nd share responses to a
rtner will determine whether
erves proper time
and let them draft a

th regard to setting
per time management
sent their generalization

tion when needed.
Date:
16-12-15
Academic Writing
Lesson:
Aim:
Communication: Offering and
Inviting
Timing
What
How
SESSION 1
10
Impromptu Speaking

the spot.
Ask students to share their experiences in
hosting their birthday party or any
celebration.
10
Activating Schema
Direct them to talk about how they have

invited someone, accepted or declining
others invitations.
Write on the board the phrases or sentences
they use.
20
Discourse analysis
Group students. Each group will classify

phrases or sentences which are use to
invite, accept of decline an invitation in each
dialog.
Presentation of output
10
Reporting
Lily will present her report on Offering and

Inviting
Checking of Outputs
The class will check the output of the group

based from the report of Lily.
With the same grouping have students
prepare a 4-minute skit using the functional
language on offering and inviting for 10
minutes.
35
Role Play
Each group will present their skit.

After each group, the audience will give
comments and suggestion with the regards
to the manner how they have presented the
functional language.
Homework:
Next Lesson's Follow up: Study Skills: Expressing Thanks
Use
expressions in
order to offer
and invite
accordingly
How

hare their experiences in

hday party or any
k about how they have

accepted or declining
.
rd the phrases or sentences
Each group will classify

nces which are use to
decline an invitation in each
utput
er report on Offering and
eck the output of the group

eport of Lily.
ouping have students

te skit using the functional
ring and inviting for 10
resent their skit.
, the audience will give

uggestion with the regards
w they have presented the
ge.
Date:
18-12-15
Timing
Academic Writing
Lesson:
Aim:
Communication: Expressing
Thanks
What
Use
expressions in
order to
express
gratitude
How
SESSION 1
10
Impromptu Speaking

the spot.
Ask students to share a story about the best
gift they have ever received.
10
Activating Schema
Ask them how they expressed their gratitude
or how did they say thank you.
10
Discourse analysis
Have students listen to several clips and

have them write down ways on how people
say thank you to other people.
10
Reporting
Michael will present her report on

expressing Thanks
Checking of Outputs
The class will check the output of the group

based from the report of Lily.
Seat work
Have students choose the most appropriate

response for each statement. WB E3C.2
page 56
With the same grouping have students
prepare a 4-minute skit using the functional
language on how to say thanks for 10
minutes.
30
Role Play
Each group will present their skit.

After each group, the audience will give
comments and suggestion with the regards
to the manner how they have presented the
functional language.
Homework:
Next Lesson's Follow up: Reading: Locating Main Points

Date:
23-12-15
Lesson:
Academic Writing
Aim:
Eeading: Skimming
Timing
What
Get necessary
information
using
Skimming
How
SESSION 1
10
10
10
Impromptu Speaking

the spot.
Activating Schema
Ask students the strategies they employ

when reading read for pleasure, studying
and research. Write their responses on the
board. Test students insights by having them
explain the differences of the strategies for
each reading activity.
Discussion
From the responses of the students highlight

responses which is close to the reading
strategy skimming. Clear concepts by
stating the procedure in using this reading
strategy.
Give students a copy of the selection.
10
Modeling
Then have volunteer students read each

question. Show the students how to find the
answer to each question by skimming.
15
Guided Practice
Give students another selection. After the

questions are read enumerate the steps in
using this reading strategy while implicitly
guiding students towards the answer.
15
Application: group work
Skim the article entitled Pulp Fiction on

Page 58 (WB) and answer the questions
that follows.
15
Generalization
Process students responses.
Homework:
Next Lesson's Follow up: Academic Writing: Adjective and Adverbs
Let the students explain why and how we

use skimming.

Differentiate
adjective and
adverbs.
Academic Writing
Date:
25-12-15
Lesson:
Aim:
Use adjective
and adverbs
accordingly.
Adjective and Adverbs
Timing
What
How
SESSION 1
10
Impromptu Speaking
10
Activating Schema

the spot.
Show several pictures and have students
describe the picture/ While so doing, write
the adjectives and adverbs they use on the
board.
Afterwards, let them classify the words
under each category.
10
Discussion
A short lecture on adjective and adverbs.
10
Modeling: Discourse Analysis
Read the given sentence and determine

how they differ. (Focus on how adjectives
and adverbs change the meaning of a given
statement)
15
Guided Practice
Analyze the given statements and state how

the meaning differs and what made it differ.
20
Application
Have students accomplish WB 3E.4 to 6.
10
Generalization
Have students write a paragraph stating the

use of an adjective and an adverb.
Homework:
Next Lesson's Follow up: Listening: Signposting Language

Signposting Language
Date:
30-12-15
Lesson:
Aim:
Listening
Timing
What
How
SESSION 1
question and have them answer it orally on the spot.
10
Impromptu Speaking
10
Activating Schema
10
Discussion
A short lecture on signposting language
Modeling
Have students complete Exercise 3F.1
Guided Practice
Have students complete Exercise 3F.2-3
Application
Have students complete Exercise 3F.4-5
How do you listen for information.

(create a map based on students answers)
Ask:
10
Activating Schema
When do you listen?

When do you hear?
10
Modeling
Work with students in accomplishing E.4A.1
20
Guided Practice
Have students accomplish E4A.2 and E4A.3

individually.
10
Application
Homework:
Next Lesson's Follow up: Study Skills: Taking Notes
Have students work on E4A.5 -6.

Process responses.
Spot markers used by

speakers for unusual
names.
Differentiate listening
and hearing
How

e them answer it orally on the spot.
n for information.
sed on students answers)
n signposting language
omplete Exercise 3F.1
omplete Exercise 3F.2-3
omplete Exercise 3F.4-5
en?
ar?
nts in accomplishing E.4A.1
ccomplish E4A.2 and E4A.3
ork on E4A.5 -6.
es.

Date:
1/4/2016
Lesson:
Timing
Taking Notes
Aim:
What
Develop
strategies in
taking notes
How
SESSION 1
10
Impromptu Speaking
10
Activating Schema

the spot.
Have students work on Exercise 4B.1
Process answers
10
Discussion
A short lecture on taking notes (report by

Lam)
Modeling
Have students complete Exercise 4B.2
Guided Practice
45
Application
Have students complete Exercise 4B.4 to

4B.7
Generalization
What do you think is the best way to take

notes and why?
Homework:
Date:
8/1/2016
Timing
Lesson:
Agreeing and disagreeing
Aim:
What
How
SESSION 1
10
Impromptu Speaking
10
Activating Schema

the spot.
Have students work on Exercise 4C.1
Process answers
10
Discussion
A short lecture on taking notes (report by

Lam)
Modeling
Guided Practice
45
Application
Have students complete Exercise 4B.4 to

4B.7
Generalization
What do you think is the best way to take

notes and why?
Homework:
Use functional
words and
phrases to
express
agreement or
disagreement
How

ork on Exercise 4C.1
n taking notes (report by
omplete Exercise 4B.2
omplete Exercise 4B.3
omplete Exercise 4B.4 to
k is the best way to take
Date:
11/1/2016
Timing
Lesson:
What
Revision
10
Impromptu Speaking
70
Seatwork
Agreeing and disagreeing
Aim:
How
What is an essay? What are the steps in writing a
essay? What are the parts of an essay?
Discuss toopic sentence and parts of an essay.
Present an essay an have students identify the

topic sentence, introduction, body and conclusion
10
Guided Practice
Homework:
Next Lesson's Follow up: Study Skills: Essay writing
Group students in to three groups and have them

identify the topic sentence, introduction, body and
conclusion. Have each group describe how each
part is presented in the essay.
Use functional words

and phrases to
express agreement
or disagreement
How
y? What are the steps in writing an
the parts of an essay?
entence and parts of an essay.
y an have students identify the

ntroduction, body and conclusion.
n to three groups and have them

sentence, introduction, body and
each group describe how each
in the essay.
Date:
15/1/2016
Timing
10
Lesson:
What
Revision
Parts of an Essay
Aim:
How


20
Discussion
10
Modeling

Guided Practice

20
Explain the in writing the nature and scope of an

essay.
20
Homework:
Next Lesson's Follow up: Review the nature and scope essay writing
Determine the parts

of the essay based
from information and
transition signal
used
How



in the essay.
ting the nature and scope of an
Date:
15/1/2016
Timing
10
Lesson:
Parts of an Essay
What
Revision
Aim:
How


20
Discussion
10
Modeling

20
Guided Practice

20
Application:individual task
Have each student identify the parts of the jumble

essay.
Homework:

Think of a topic that you would like to write about and
prepare a mind map.
Determine the parts

of the essay based
from information and
transition signal
used
How



in the essay.
nt identify the parts of the jumbled
Date:
21/1/2016
Timing
10
Lesson:
4E. TRENDS
What
Revision
Aim:
How
Presentation of assignments
Discuss linear and non-linear texts

20
Discussion
10
Modeling
Present several charts and have students look at

the lines carefully and let them choose the
appropriate word or phrase to describe it.
20
Guided Practice
Have students work on Exercises 4E.1 to 4E.5.

Process answers after each activity.
20
Application:individual task
have students work on Exercises 4e.6 to 4E.8
Homework:
Cut charts from newspaper and magazines and highlight the

words used to describe the trend.
Use charts to illustrate how a particular trend will

be described using a jargon or specialized
vocabulary
Describe trends
using a chart
How
ssignments
d non-linear texts
strate how a particular trend will

ng a jargon or specialized
charts and have students look at

y and let them choose the
or phrase to describe it.
ork on Exercises 4E.1 to 4E.5.

after each activity.
ork on Exercises 4e.6 to 4E.8
Date:
25/1/2016
Timing
10
Lesson:
4F. Social Conversation
What
Revision
Aim:
How
Presentation of assignments
Activate schema by having students make a list o

situations in which they might need to hold
conversation. Process answers.
20
Discussion
Discuss the nature and scope of social
conversation.
10
Listening activity
Have students listen to a passage and they are to

choose the correct answer to the given questions.
30
Guided Practice
Have students work on Exercises 4E.1 to 4F.2 to

4F.5. Process answers after each activity.
20
Application: group activity
Role play showing an event where you need to

engage in a social conversation.
Homework:
What is your learning style? Have students respond to the

Learning Style Inventory.
Engage effectively
ina social
converation.
How
ssignments
by having students make a list of

h they might need to hold
ocess answers.
re and scope of social
ten to a passage and they are to

ct answer to the given questions.
ork on Exercises 4E.1 to 4F.2 to

swers after each activity.
g an event where you need to

al conversation.
Date:
29/1/2016
Timing
20
Lesson:
What
Activating schema
5A. LEARNING STYLES
Aim:
How
Have students present their assignment.
Discuss the different types of leanring styels.

20
Discussion
have students answer Exercise 5A.1 and 5A.2
40
Group Actvity
Have each group accomplish a task in Exercise

5A.3
10
Generalization
Have students answer questions in page 98 of the

Workbook.
Homework:
Next Lesson's Follow up: Complete 5A.5
DIFFERENTIATE
THE DIFFERENT
LEARNING STYLES
How
resent their assignment.
rent types of leanring styels.
swer Exercise 5A.1 and 5A.2
accomplish a task in Exercise
nswer questions in page 98 of the
Date:
2/1/2016
Timing
10
Lesson:
What
Activating schema
Giving Suggestions and

Warning
Aim:
How
Show objects and ask for students suggestions or

warnings. Write the words and phrases for giving
suggestions and warning on the board.
Discuss speech markers used in giving

suggestions and warnings.
20
Discussion
have students classify the speech markers wheth

they are used for giving suggestions or warnings.
40
Group Actvity
Role play a communication event where you give

suggestions and warning.
10
Generalization
What is the diffference between giving suggestion

and giving warnings?
Homework:
Next Lesson's Follow up: Complete 5C.5
Give suggestions
and warning
How
d ask for students suggestions or

he words and phrases for giving
warning on the board.
markers used in giving

warnings.
assify the speech markers whether

giving suggestions or warnings.
munication event where you give

warning.
rence between giving suggestions

ngs?
Date:
2/22/2016
Timing
10
Lesson:
What
Activating schema
Scanning
Aim:
How
How do you extract information from a given text.
Discuss the steps in using reading strategy

Scanning.
20
Discussion
Nature and scope of scanning
20
Modeling
Show students how scanning could be effectively

done.
20
Guided Practice
Let the students work on the given text using

scanning.
20
Application
Have students accomplish 5D exercises.
Homework:
Next Lesson's Follow up: Practice scanning documents.
Extract information
from a text using
scanning.
How
act information from a given text.
s in using reading strategy
e of scanning
ow scanning could be effectively
work on the given text using
ccomplish 5D exercises.
Date:
2/26/2016
Timing
10
Lesson:
What
Activating schema
Collocations
Aim:
How
How do you extract information from a given text.
Discuss the steps in using reading strategy

Scanning.
20
Discussion
Nature and scope of scanning
20
Modeling
Show students how scanning could be effectively

done.
20
Guided Practice
Let the students work on the given text using

scanning.
20
Application
Have students accomplish 5D exercises.
Homework:
Next Lesson's Follow up: Practice scanning documents.
Extract information
from a text using
scanning.
How
act information from a given text.
s in using reading strategy
e of scanning
ow scanning could be effectively
work on the given text using
ccomplish 5D exercises.
Date:
19-5-16
Role play
Lesson:
Aim:
Determine the
strategies on
how each
revision skill
works.
Study Skills: Revision Skills

Timing
What
How
SESSION 1
20
Motivation
Present to class the students video

presentation.
Have them give their reactions or insights
about their project.
10
Activating Schema
Group students. Each group will create a

concept map that will show students revision
skills. The representative of the group will
present the output.
10
Discussion
Deliver a brief lecture on the top 10 Revision

Tips
20
Self-Evaluation
Have students work on their workbook

pages 162-163.
10
Group work: Reasons for Revision
Have students arrange the concepts in light

of effective revision.
Processing of answers.
10
Discussion
Give a brief lecture on memory techniques.
10
Generalization
Have students state the importance of

revision and name the strategy they like best
and why.
Homework:
Accomplish Workbook page 164 to 165

Next Lesson's Follow up: Confirming and Clarifying.

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Lesson Plan Template

Discuss using a power point presentation.

Leveling of expectations for the Course

Have students answer a questionnaire and

Overview of the Unit Lessons

The teacher presents the topics.

The learners answer the KWL Chart.

Have students answer individually the three

Study Skills: Reflective Learning Journal

Discuss the topic using powerpoint

Write your first reflective journal.

Next Lesson's Follow up: Social Communication: Self-introduction

Lesson Plan Template

Introducing one self

Have students brainstorm on their Australian

Have students classify the expressions

Self-introduction and Personal Information

Have students introduce themselves to

Formal Introductions and Dialogue

Show an AVP on Formal Introductions.

Have students introduce themselves while

Have students point out the strong and

Reading Comprehension and How to Keep

Have students work on Exercises 1B.7 and

Write your second reflective journal.

Next Lesson's Follow up: Opening and closing conversation

Have students watch an AVP on introducing

Lesson Plan Template

Have students choose the most appropriate

Discuss the different purposes in opening a

Exercise 1C.2 and 1C.3

Have students complete opening statements

Discuss the different ways of ending a

Have students rewrite the conversation

Opening and Closing Conversation

Have students listen to small talks and let

Group students into three and have them

Have each group present their output

Critiquing and generalization

Have students express what they have

Write your second reflective journal

Next Lesson's Follow up: Social Communication: Articles

Lesson Plan Template

Have students complete the concept map

Formal and Informal Setting

Present the two concepts on the board and

Have students identify the proper sequence

Have students listen to a conversation and

Have students interview three of their

Have students choose one of the

Role Play: Introducing someone

Have students role play and actual

Have students share their observations and

Write your second reflective journal

Next Lesson's Follow up: Social Communication: Articles

Lesson Plan Template

Present a paragraph and have students

Exercises 1E.1 - 1E.3

Have students answer the exercises

Three-dimensional grammar framework

Explain how the three-dimensional grammar

Three-dimensional grammar framework group

Group students into three groups with three