LESSON PLAN FORM 5

DAY Tuesday DATE WEEK LESSON 30

SUBJECT English CLASS TIME 1 hour
UNIT 4 Consumerism and
ENGLISH
FOCUS Reading UNIT THEME Financial TOPIC Shopping Therapy
DOWNLOA
Awareness
D
LANGUAGE & GRAMMAR FOCUS Words/phrases related to shopping and gadgets, multiple-choice questions
Main Skill: Reading Reading
Main Skill:
3.1 Understand a variety of texts by using a range 3.1.1 Understand the main points in
of appropriate reading strategies to construct extended texts on a wide range
meaning of familiar topics and some
CONTENT LEARNING unfamiliar topics
STANDARD Complementary Skill: Writing STANDARD Complimentary Skill: Writing
4.2 Communicate with appropriate language, 4.2.4 Use formal and informal
form and style registers appropriate to the
target audience in most familiar
and some unfamiliar situations
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
3.1.1 Understand the main points in extended 1. Pupils can answer 7 MCQ questions.
2. Pupils can write an advertisement of at
texts on a wide range of familiar topics and least 50 words using the appropriate
some unfamiliar topics by answering 7 MCQ tone and register.
LEARNING questions SUCCESS
OBJECTIVES 4.2.4 Use formal and informal registers CRITERIA
appropriate to the target audience in most
familiar and some unfamiliar situations by
writing an advertisement of at least 50 words using
the appropriate tone and register.

TEACHING AND LEARNING STRATEGIES

1. Pupils revise their knowledge of shopping vocabulary by playing a game.
2. A piece of paper is cut into small squares. On half the squares there is a word/phrase related to shopping (see
PRE-LESSON list below). On the other half a corresponding definition.
3. Each pupil is then given a ‘square’ that can be either the word or the definition. They need to stand up and
mingle until they find their partner i.e. word and correct definition.
LESSON 4. Pupils turn to page 44 English Download and read the Download box and instructions and the questions in
DEVELOPMENT Activity 4.
5. Pupils work as a class to identify key words in the questions before looking for information in the texts.
6. Pupils read the 4 texts again and answer 7 MCQ questions. (Main Skill)
7. Pupils compare answers in pairs before discussing as a class.
8. Pupils go on to Activity 5 and read the instructions, the words in the orange box and the 6 sentences.
9. Pupils complete 6 sentences using the words from the orange box.
10. Pupils compare answers in pairs before discussing as a class.
11. Pupils work in pairs to think up a new gadget and write an advertisement of about 50 words using the 4-
information provided in Activity 6 using the appropriate tone and register that reflect their target audience..
(Complementary Skill)
Differentiated Actvities:
Less proficient pupils: Help to locate the relevant information in the articles to answer the questions. Mirror this
process for questions 1–3 and allow pupils to attempt 4–7. If necessary, narrow the options for each question to two
or three possible answers.
1
 More proficient pupils: Write a more detailed advertisement and/or a FAQs article that could be part of an
instruction manual.
12. Pupils present their gadgets to the rest of the class.
POST-LESSON
13. Pupils work as a class to ask and then give feedback i.e. in the form of two stars and a wish.
Strategy 3: Differentiate by the type and
amount of support provided
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Financial Education
STRATEGIES
Strategy 4: Differentiate by the outcome
expected from pupils
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
English Download Textbook, Whiteboard, - 21ST CENTURY TEACHING &
RESOURCES Think, Pair-Share
- LEARNING

PBD Choose an item. LEARNING DOMAIN Analyse

____ /
REFLECTION ATTENDANCE
____

NOTE