WEEK/LESSON NO.

LESSON 1 (Reading 1) FORM 5 NILAM

SUBJECT English DATE / DAY MONDAY
UNIT 1 TIME
TOPIC It’s Personal! Duration
THEME People And Culture
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING Brainstorming Words/phrases related to family
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: members; collocations and
expressions
CONTENT STANDARD(S)
Main: 3.1 Understand a variety of texts by using a range of Complementary: 1.3 Recognise features of spoken genres on
appropriate reading strategies to construct meaning familiar topics
LEARNING STANDARD(S)
Main: 3.1.1 Understand the main points in extended texts on Complementary: 2.1.5 Explain and justify own feelings or
awide range of familiar topics and some unfamiliar topics those of others
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Read 8 household chores items and decide whether parent or children should do it.
 Skim read the article and decide on the best title for the article.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book, p6
Teacher’s Book, p9
ACTIVITIES
 Write: adoptive family, blended family, extended family, single-parent family and traditional family on
the whiteboard.
PRE-LESSON
 Asks pupils to discuss in pairs what they think these terms mean.
 When ready, share pupils’ ideas as a class.
1.
 Ask pupils to read the instructions and check that they understand what they have to do.
 Ask pupils to read the items and explain anything they don't understand.
 Pupils work individually to decide whether a child or a parent should do the specified household
chores and mark their answers.
 They then discuss their answers in pairs before discussing as a class. Pupils should justify their
answers.
(Student’s book p6
Activity 1)
2.
 Ask pupils to discuss the question with their partner and to justify their answer.
LESSON
 Monitor and help with vocabulary, but do not interrupt fluency.
DEVELOPMENT
 Make a note of any mistakes to go over with the class afterwards. (Student’s book p6
Activity 2)
3.
 Ask pupils to read the instructions and check that they understand what they have to do.
 Ask pupils to read the titles and explain anything they don't understand.
 Ask pupils to underline the key words in the titles (tips, falls apart, treat). Then ask them to skim.
 read the text and look for these ideas. Explain to pupils that they do not need to read in detail at this
stage as they will have the opportunity to do so later.
 Pupils do the task individually, but check answer as a class. (Student’s book p6
Activity 3)

 Pupils work in small groups.

 Ask pupils to discuss the importance of having a clean home. Tell them to consider how they feel
POST-LESSON  when their room is a mess and how they feel once it has been cleaned.
 Ask pupils if they think Jessica Stilwell was right to go on strike. Elicit how they would react if their
parents did the same thing.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATION - pupils complete the tasks(s) with teacher’s guidance
High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S __15___ out of ____15__ pupils achieved the learning objectives.
REFLECTION