SUBJECT: ENGLISH LESSON: 3 TIME: FORM/CLASS: 5 Choose an item. DURATION: 60 minutes Choose an item. THEME: People and Culture TOPIC: UNIT 1: IT'S PERSONAL RESOURCES: FOCUS SKILLS: Language Awareness 1 Textbook LANGUAGE/ present simple; present continuous; stative verbs; relative clauses Student’s Book – p9 & 11 GRAMMAR FOCUS: Teacher’s Book – p11 – 13 Main Skill: Language Awareness iTHiNK MAPS: 3.1 Understand a variety of text by using a range of appropriate CONTENT Tree reading strategies to construct meaning STANDARD/S: Complementary Skill: Choose an item. CROSS CURRICULAR Choose an item. ELEMENTS: Main Skill: Language Awareness Language This is a grammar-focused lesson so listening, speaking, reading and writing are not explicitly covered Choose an LEARNING DOMAIN: item. Analyse LEARNING This is a grammar focused lesson so listening, speaking, Create STANDARD/S: reading and writing skills are not explicitly covered. (FORM 4) ASSESSMENT: Complementary Skill: Choose an item. Written Exercise Choose an item. Choose an item. Oral answers Choose an item. Main Language Awareness MORAL VALUES: By the end of the lesson, pupils will be able to Respect for the elders a. complete Activities 2, 3 and 4 with the correct present simple or present continuous tense based on the adverbs of frequency and time expressions used in the sentences LEARNING b. underline the relative clauses in 2 sentences (Activity 2) and choose OBJECTIVES: which sentence goes with the correct meaning c. circle 12 correct relative pronouns to complete a paragraph on the topic “Learning about Relationships)
Complementary Choose an item.
ACTIVITIES : a. Pupils’ prior knowledge is activated in this lesson by asking them (or FA/Differentiation Strategies I. PRE LESSON write questions on the board) to elicit responses using either the present FA: Starter simple or present continuous (Eg: Do you play games? / What are we learning today?) b. Pupils review why the present simple or present continuous is used by I-THINK: Tree Map stating the different uses of present simple and present continuous c. Pupils discuss in pairs if they remember what stative verbs are and give examples (ensure physical distancing, pupils discuss from where they FA: Think-Pair-Share sit) d. Pupils share their answers with the class II. LESSON e. Pupils revise quickly the uses of the present simple, the present DEVELOPMENT continuous and stative verbs (pupils have encountered the present – GIST- TASK simple and present continuous in Form 2, Form 3 and Form 4 so they should be able to complete these activities relatively quickly) (clues such as adverbs of frequency and time expressions will determine which of Differentiation: Organise talk partners or grouping so that a more the tense should be used) proficient pupil can help and support f. Pupils complete Activity 2 and 3 in pairs and then discuss answers in a less proficient pupil. groups before sharing answers as a class (ensure physical distancing, pupils discuss from where they sit) FA: Pair-Square-Share g. Pupils complete Activity 4 individually (Teacher monitors and uses this opportunity to note who is competent in using the present tenses and Moral Value: Respect for who needs further practice) the elders h. Pupils share answers as a class FA: No Hands Up i. Pupils move on to relative clauses activities on p11 (Nominate) j. Pupils revise relative clauses and relative pronouns by studying and III. DETAILED TASK identifying the relative pronoun in the sentence written on the board – The woman who lives next door is a teacher (Answer: who) (Pupils have learned relative clauses and relative pronouns in Form 4) k. Pupils provide other examples of relative pronouns (Answers: which, that, whose, etc) FA: No Hands Up l. Pupils answer questions posed by teacher (refer to Teacher’s Book p13 (Nominate) Activity 1) m. Pupils complete Activity 2 in pairs/groups, then check answers as a class FA: No Hands Up (ensure physical distancing, pupils discuss from where they sit) (Pose/Pause/Pounce? n. Pupils complete Activity 3 individually (Teacher monitors and uses this Bounce) opportunity to note who is competent in using relative clauses and who Differentiation: Challenge more needs further practice) NOTE: You may need to ask pupils to complete proficient pupils by asking them to write their own paragraph about a Activity 3, p11 as homework if time in the lesson is too short topic (i.e. the plot of a film they like). Put a list of relative pronouns on the board and see who can use the most relative pronouns correctly in their paragraph. Ask pupils to write out the paragraph again, this time with gaps where the relative pronouns should go. Ask pupils to swap paragraphs o. Pupils review their learning in this lesson by working in pairs and making and see if they can fill all the gaps their own sentences using relative clauses listed on the board (ensure with the correct relative pronouns. physical distancing, pupils discuss from where they sit) FA: Plenary IV. POST-LESSON p. Pupils share their sentences to the whole class Differentiation:In the post- lesson you can include some more challenging relative clauses which use prepositions (such as ‘for which’ and ‘to whom’) in the list for more proficient pupils. REFLECTION: Number: ___/___ pupils were able to achieve the learning objectives. Attendance: / Absent: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________ Truant: / School Activity: / _____________________________________________________________________________
Follow-up / Reinforcement: PdP could not be conducted and will be postponed due to: