WEEK: DAY: Wednesday DATE: 14 February 2020

SUBJECT: ENGLISH LESSON: 35 TIME:0730-0800

FORM/CLASS: 3 Choose an item.
DURATION: 70 minutes Choose an item.
THEME: Health and Environment
TOPIC: SPECIAL RELATIONSHIP (UNIT 4) RESOURCES:
FOCUS SKILLS: Listening 8 Textbook
LANGUAGE/ Vocabulary related to the topic of relationships
GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
Main Skill: Listening Circle
1.2 Use appropriate listening strategies in a variety of context
CONTENT CROSS CURRICULAR
STANDARD/S: Complementary Skill: Speaking ELEMENTS:
2.1 Communicate information, ideas, opinions and feelings Values
intelligibly on familiar topics
LEARNING DOMAIN:
Main Skill: Listening
Evaluate
1.2.1 Guess the meaning of unfamiliar words from clues provided
by other words and by context on an increased range of familiar ASSESSMENT:
LEARNING
topics Written Exercise
STANDARD/S:
Complementary Skill: Speaking MORAL VALUES:
2.1.1 Paraphrase short simple texts Compassion
Main Listening
By the end of the lesson, pupils will be able to guess the meaning of
unfamiliar words from clues provided by other words and by context while
LEARNING listening to a dialogue to answer 6 True and False Statements
OBJECTIVES:
Complementary Speaking
By the end of the lesson, pupils will be able to paraphrase the dialogue
they heard using their own words
ACTIVITIES : a. Pupils list as many words related to relationship and emotions that they FA/ Differentiation Strategies
I. PRE LESSON have learnt in the previous lesson. (mini whiteboard) FA Mini whiteboard
b. Pupils share their answers I-Think Map: Circle Map
II. LESSON c. Pupils read the Exam Close-Up box and discuss what they understood
DEVELOPMENT d. Pupils are reminded how the phrases in В paraphrased what the FA: Think- Pair- Share
– GIST- TASK speakers said. Differentiation: Organise talk
partners or grouping so that a more
e. Pupils are reminded that in listening tasks at this level, they are proficient pupil can help and support a
expected to be able to work out how the way in which someone less proficient pupil.
speaks, as well as what they say, affects the answer. (Explain that Moral Value: Compassion
when we speak, our emotions are usually obvious to the listener) Differentiation: To support less
f. Pupils read the six sentences in the Exam Task and ask anything they confident pupils, pause the listening
track at selected intervals to allow
don't understand thinking time. Alternatively, read and
g. Pupils underline any key words and think about the synonyms they pause at specific intervals from the
might hear on the recording audio script in the Teacher’s Book if it
helps less proficient pupils to listen to
h. Pupils listen to the recording and complete the task your voice rather than that of a native
i. Pupils check and compare answers in pairs speaker. Play the track from the CD
when pupils feel more confident.
j. Pupils listen again to check their answers
FA: Think- Pair- Share
k. Pupils check their answer as a class
III. DETAILED TASK l. Pupils summarise what they have heard to their talking partner using
Differentiation: To support less
their own words proficient pupils, speaking frames
m. Selected pupils share their answers should be provided
FA: Lollipop
IV. POST-LESSON n. Pupils discuss with their talk partner(s) at least one new word or
expression that they have learned in relation to the lesson topic. FA: Lollipop
 o. Pupils share words/expressions as a whole class

REFLECTION: Number: ___/___ pupils were able to achieve the learning objectives.
Attendance: /
Absent: /
Truant: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
School Activity: /
_____________________________________________________________________________

Follow-up / Reinforcement: Lesson could not be conducted and will be postponed due to