WEEK/LESSON NO.

14 LESSON 19 (Reading 6) FORM 5 BIJAK/ KAA2

SUBJECT English DATE / DAY TUESDAY
UNIT 4 TIME 8.30-10.00 AM
TOPIC Shopping Therapy Duration 1.5 HOURS
THEME Consumerism and Financial Awareness
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR FOCUS: Words/phrases related to shopping,
TECHNIQUE(S) features of non-fiction texts,
advantages/disadvantages
CONTENT STANDARD(S)
Main: 3.1 Understand a variety of texts by using a range of Complementary: 2.1 Communicate information, ideas, opinions
appropriate reading strategies to construct meaning and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main: 3.1.6 Recognise with little or no support typical features at Complementary: 2.1.2 Ask about and explain advantages and
word, sentence and text levels of a wide range of genres disadvantages of ideas, plans, arrangements
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Read the text review and briefly describe how the item works using at least two information from the review.
 Talk about at least two advantages and disadvantages of buying goods online.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S)
Student’s Book p44, Teacher’s Book p42
ACTIVITIES
 Play a shopping vocabulary game.
 Take a piece of paper and cut into small squares. Make sure you have one square for each pupil. On half the squares put a
word/phrase related to shopping (see list below). On the other half put a corresponding definition. Give each pupil a
PRE-LESSON
paper. Tell them to stand up and mingle until they find their partner i.e. word and correct definition.
 Phrases to use: a browser, shopaholic, food court, retail therapy, full refund, window shopping, price tag, shoplifter,
bargain hunter)
1.
 Ask pupils to read the instructions and check that they understand what they have to do.
 Ask pupils to read the words and explain anything they don't understand.
 Check pronunciation by saying each of the words the pupils and asking them to repeat after you. Correct where necessary.
 Pupils work individually to mark their preferences.
 They then discuss their answers in pairs before discussing as a class. (Student’s book p44 Activity 1)
2.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that there are two parts to
LESSON the task they must say which, if any, of the items in 1 they have bought online, and then they must discuss the advantages
DEVELOPMENT and disadvantages of online shopping.
 Pupils discuss their answers in pairs before discussing as a class.
 List the advantages and disadvantages on the board. (Student’s book p44 Activity 2)
3.
 Ask pupils to read the instructions and check that they understand what they have to do.
 Ask pupils to skim read the texts and look for the answer. 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. Ask them to underline the parts of the texts that help them to
answer the question.
 Pupils do the task individually, but check answer as a class. (Student’s book p44 Activity 3)
 Play a true or false game. Read out a word/phrase and one of the definitions.
POST-LESSON  Pupils decide whether the definition is right or wrong.
 They can use traffic light cards or just raise their hand if they think the definition is correct.
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.
 LESSON 21
WEEK/LESSON NO. 14 FORM 5 KAA1
(Language Awareness 4)
SUBJECT English DATE / DAY TUESDAY 28 JUNE 2022
UNIT 4 TIME 10.30-11.30
TOPIC Shopping Therapy Duration 1 HOUR
THEME Consumerism and Financial Awareness
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR past perfect simple, past perfect
TECHNIQUE(S) FOCUS: continuous, past simple
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:
 Revise past perfect tenses and complete eight sentences using the past perfect simple and the past perfect continuous
correctly.
 Revise past perfect tenses and past simple and complete eight sentences using the correct tenses revised.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book, pp47, p49
Teacher’s Book, p43-44, p45-46
ACTIVITIES
 Write questions on the board to elicit responses using either the past perfect simple or past perfect continuous
PRE-LESSON (sometimes called progressive).
 Ensure pupils have appropriate wait time and/or opportunities to discuss their responses with talk partners.
LESSON 1.
DEVELOPMENT  Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they need to
identify the perfect tenses, and then decide which of the two sentences could be changed into a question beginning
with How long...?
 Pupils work individually to do the task.
 They then check their answers in pairs before checking as a class. (Student’s book p47 Activity 2)
2.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that for each pair of
sentences, they must use the Same verb, but with different tenses the past perfect simple and the past perfect
continuous.
 Ask pupils to read the sentences and explain anything they don't understand.
 Ask pupils to read the sentences again and to underline any time expressions or other clues that will help them to
choose the correct tense.
 Encourage pupils to look back at the examples in the grammar theory to write the correct tense.
 Pupils work individually to complete the sentences.
 They then check their answers in pairs before checking as a class. (Student’s book p47 Activity 3)
3.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must decide
which tense the past perfect simple or the past perfect continuous to use each time.
 Ask pupils to read the sentences and explain anything they don't understand.
 Ask pupils to read the sentences again and to underline any time expressions or other clues that will help them to
choose the correct tense.
 Pupils work individually to complete the sentences.
 They then check their answers in pairs before checking as a class. (Student’s book p47 Activity 4)
4.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that three of the four
sentences will require a verb in the past simple and another in the past perfect simple or continuous. Explain the
fourth sentence requires
 verbs in the past simple tense only and they will have to explain why.
 Ask pupils to read the sentences and explain anything they don't understand.
 Pupils work individually to complete the task.
 They then check their answers in pairs before checking as a class. (Student’s book p49 Activity 2)
5.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must
determine which action happened first.
 Ask pupils to read the sentences and explain anything they don't understand.
  Remind pupils to read the sentences carefully and to underline any time expressions or other clues that will help
them to choose the correct tense.
 Encourage pupils to look at the examples in grammar theory so as to underline the action that happened first
correctly.
 Pupils work individually to complete the task.
 They then check their answers in pairs before checking as a class. (Student’s book p49 Activity 3)
6.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must use the
past simple if it is possible to do so. If not, the gaps should be completed with one of the past perfect tenses.
 Ask pupils to read the sentences and explain anything they don't understand.
 Remind pupils to read the sentences carefully and to look for any time expressions or other clues that will help them
to choose the correct tense.
 Remind pupils to look back at the grammar theory as they do the task.
 Pupils work individually to complete the task.
 They then check their answers in pairs before checking as a class. (Student’s book p49 Activity 4)
 Ask pupils to write two or three gapped sentences using the past tenses they have learnt.
POST-LESSON  Each sentence must have two gaps for two different verbs as in Student’s book p49 Activity 2.
 They swap with a partner and complete their partner's sentences.
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. 14 LESSON 19 (Reading 6) FORM 5 ELIT
SUBJECT English DATE / DAY 26 JUNE 2022 TUESDAY
UNIT 4 TIME 12.30-1.30
TOPIC Shopping Therapy Duration 1 HOUR
THEME Consumerism and Financial Awareness
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR FOCUS: Words/phrases related to shopping,
TECHNIQUE(S) features of non-fiction texts,
advantages/disadvantages
CONTENT STANDARD(S)
Main: 3.1 Understand a variety of texts by using a range of Complementary: 2.1 Communicate information, ideas, opinions
appropriate reading strategies to construct meaning and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main: 3.1.6 Recognise with little or no support typical features at Complementary: 2.1.2 Ask about and explain advantages and
word, sentence and text levels of a wide range of genres disadvantages of ideas, plans, arrangements
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Read the text review and briefly describe how the item works using at least two information from the review.
 Talk about at least two advantages and disadvantages of buying goods online.
English Download
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S)
Student’s Book p44, Teacher’s Book p42
ACTIVITIES
 Play a shopping vocabulary game.
 Take a piece of paper and cut into small squares. Make sure you have one square for each pupil. On half the squares put a
word/phrase related to shopping (see list below). On the other half put a corresponding definition. Give each pupil a
PRE-LESSON
paper. Tell them to stand up and mingle until they find their partner i.e. word and correct definition.
 Phrases to use: a browser, shopaholic, food court, retail therapy, full refund, window shopping, price tag, shoplifter,
bargain hunter)
1.
 Ask pupils to read the instructions and check that they understand what they have to do.
 Ask pupils to read the words and explain anything they don't understand.
 Check pronunciation by saying each of the words the pupils and asking them to repeat after you. Correct where necessary.
 Pupils work individually to mark their preferences.
 They then discuss their answers in pairs before discussing as a class. (Student’s book p44 Activity 1)
LESSON
2.
DEVELOPMENT
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that there are two parts to
the task they must say which, if any, of the items in 1 they have bought online, and then they must discuss the advantages
and disadvantages of online shopping.
 Pupils discuss their answers in pairs before discussing as a class.
 List the advantages and disadvantages on the board. (Student’s book p44 Activity 2)

 Play a true or false game. Read out a word/phrase and one of the definitions.
POST-LESSON  Pupils decide whether the definition is right or wrong.
 They can raise their hand if they think the definition is correct.
By amount of teacher’s support:
DIFFERENTIATIO Low-proficiency pupils
N - pupils complete the tasks(s) with teacher’s guidance

TEACHER’S _____ out of ______ pupils achieved the learning objectives.

REFLECTION ALMOST ALL pupils were given remedial treatment.