NUM.

OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
9:00-9:30
English
Language
13 Sunday, June 26, 2022 1T 30 19
Minutes
Consumerism and TOPIC : Modal verbs to talk about rules
THEME : and obligations
Financial Awareness
FOCUS SKILL: Writing LANGUAGE/ modal verbs
L/S/R/W/LA/LiA GRAMMAR
FOCUS:
Main Skill:
CONTENT N/A
STANDARD: This is a grammar focused lesson so listening, speaking, reading and
writing skills are not explicitly covered.
Main Skill:
N/A
LEARNING This is a grammar focused lesson so listening, speaking, reading and
STANDARD:
writing skills are not explicitly covered.
Complementary Skill:
N/A
4.2.4 No learning standard
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  to work in pairs to complete the exercises provided.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA:  Pupils are able to work in pairs to complete the exercises provided in the
worksheet with at least 15 out of 20 correct answers.
CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by
CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
Nominate a few pupils to orally share with the class the school rules that they know.

LESSON DELIVERY: (20 minutes)

1. Teacher explains the concept of modal verbs to talk about rules and obligations (must, mustn’t,
should, shouldn’t) to pupils.
2. Teacher gives more examples of modal verbs to talk about rules and obligations to pupils.
3. Teacher writes a few questions on the board and elicit the answers from pupils.
4. Teacher distributes a worksheet containing exercises on modal verbs to talk about rules and
obligations. Pupils complete the exercises in pairs.
Discuss the answers as a class.
POST-LESSON: (5 minutes)

 Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:

5 pupils need teacher’s attention during the lesson. Teacher provide one to one session with them as he
chooses 6 good pupils to facilitate their moderate 25 friends and teacher monitor them. The session was a
little bit loud and under control as they were discussing but teacher felt happy to see the learning and
discussion happened among the peers in the classroom.
 NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
9:00-9:30
English
Language
13 Sunday, June 26, 2022 1c 30 21
Minutes
Consumerism and TOPIC : Modal verbs to talk about rules
THEME : and obligations
Financial Awareness
FOCUS SKILL: Writing LANGUAGE/ modal verbs
L/S/R/W/LA/LiA GRAMMAR
FOCUS:
Main Skill:
CONTENT N/A
STANDARD: This is a grammar focused lesson so listening, speaking, reading and
writing skills are not explicitly covered.
Main Skill:
N/A
LEARNING This is a grammar focused lesson so listening, speaking, reading and
STANDARD:
writing skills are not explicitly covered.
Complementary Skill:
N/A
4.2.4 No learning standard
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  to work in pairs to complete the exercises provided.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils are able to work in pairs to complete the exercises provided in the worksheet with
at least 15 out of 20 correct answers.
CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by
CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
Nominate a few pupils to orally share with the class the school rules that they know.

LESSON DELIVERY: (20 minutes)

5. Teacher explains the concept of modal verbs to talk about rules and obligations (must, mustn’t,
should, shouldn’t) to pupils.
6. Teacher gives more examples of modal verbs to talk about rules and obligations to pupils.
7. Teacher writes a few questions on the board and elicit the answers from pupils.
8. Teacher distributes a worksheet containing exercises on modal verbs to talk about rules and
obligations. Pupils complete the exercises in pairs.
Discuss the answers as a class.
POST-LESSON: (5 minutes)

 Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS :
 English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
6 pupils need teacher’s attention during the lesson. Teacher provide one to one session with them as he
chooses 7 good pupils to facilitate their moderate 16 friends and teacher monitor them. The session was a
little bit loud and under control as they were discussing but teacher felt happy to see the learning and
discussion happened among the peers in the classroom.
 NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
11:30-
English 12:30
Language
13 Sunday, June 26, 2022 1E 23
30
Minutes
Consumerism and TOPIC : Modal verbs to talk about rules
THEME : and obligations
Financial Awareness
FOCUS SKILL: Writing LANGUAGE/ modal verbs
L/S/R/W/LA/LiA GRAMMAR
FOCUS:
Main Skill:
CONTENT N/A
STANDARD: This is a grammar focused lesson so listening, speaking, reading and
writing skills are not explicitly covered.
Main Skill:
N/A
LEARNING This is a grammar focused lesson so listening, speaking, reading and
STANDARD:
writing skills are not explicitly covered.
Complementary Skill:
N/A
4.2.4 No learning standard
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  to work in pairs to complete the exercises provided.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils are able to work in pairs to complete the exercises provided in the worksheet with
at least 15 out of 20 correct answers.
CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by
CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
Nominate a few pupils to orally share with the class the school rules that they know.

LESSON DELIVERY: (20 minutes)

9. Teacher explains the concept of modal verbs to talk about rules and obligations (must, mustn’t,
should, shouldn’t) to pupils.
10. Teacher gives more examples of modal verbs to talk about rules and obligations to pupils.
11. Teacher writes a few questions on the board and elicit the answers from pupils.
12. Teacher distributes a worksheet containing exercises on modal verbs to talk about rules and
obligations. Pupils complete the exercises in pairs.
Discuss the answers as a class.
POST-LESSON: (5 minutes)

 Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
3 pupils need teacher’s attention during the lesson. Teacher provide one to one session with them as he
chooses 6 good pupils to facilitate their moderate 25 friends and teacher monitor them. The session was a
little bit loud as the pupils in this class was a little talkative and still under control as they were discussing
but teacher felt happy to see the learning and discussion happened among the peers in the classroom.
 NUM.OF TIME &
;SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
10:00-
English 11:00
Language
13 Sunday, June 26, 2022 2 Pearl 23
60
Minutes
Consumerism and TOPIC : Benefits of Online Shopping
THEME :
Financial Awareness
FOCUS SKILL: Speaking LANGUAGE/ -
L/S/R/W/LA/LiA GRAMMAR
FOCUS:
CONTENT 2.1 Communicate information, ideas, opinions and feelings intelligibly
STANDARD: on familiar topics

Main Skill:
LEARNING 2. Speaking
STANDARD: 2.1.4 Explain and give reasons for simple advice
Complementary Skill:
N/A
Choose an item.
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES: 1. Carry out a speaking task using the ideas discussed earlier.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: 1. Pupils should be able to carry out a speaking task using the ideas discussed
earlier within 15 minutes
CROSS 4.Science and DIFFERENTIATION Strategy 3: Differentiate by
CURRICULAR Technology the type and amount of
STRATEGIES:
ELEMENTS:
support provided
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)

 Ask pupils whether they have done any online shopping before.
 Choose two volunteers to come to the front of the class and talk about a few items which they
bought online.

LESSON DELIVERY: (20 minutes)

1. Pupils read the speaking task and details.
2. Pupils and teacher discuss the speaking task as a class.
3. In pairs, pupils brainstorm the important words / useful ideas to be employed in the speaking task,
and then share them with the class.
4. Pupils and teacher discuss the vocabularies/ ideas brainstormed as a class.
5. Using the ideas discussed, pupils carry out the speaking task with their partners.

POST-LESSON: (5 minutes)
 Pupils answer simple questions on the “exit cards”. Questions are based on today’s topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Classroom
MATERIALS : English Dictionary/Thesaurus ASSESSMENT: Assessment
TEACHER’S REFLECTION:
5 pupils were absent and 4 pupils need teacher’s attention during the lesson. Teacher provide one to one
session with them and he monitor the rest of them by choosing 3 advanced pupils to facilitate their 17
friends and he only provide help when needed. Teacher felt happy to see the learning and discussion
happened among the peers in the classroom.
 NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
9:00-9:30
English
Language
14 Monday, June 27, 2022 1C 30 19
Minutes
THEME : People and Culture TOPIC : Places

FOCUS SKILL: Writing LANGUAGE/ Writing a review using also and

L/S/R/W/LA/LiA GRAMMAR too, past simple verbs, could and
FOCUS: couldn’t
Main Skill:
CONTENT 4. Writing
STANDARD: 4.1 Communicate intelligibly through print and digital media on
familiar topics
Main Skill:
4. Writing
LEARNING 4.1.1 Give detailed information about themselves and others
STANDARD:
Complementary Skill:
4. Writing
4.2.3 Produce a plan or draft of two paragraphs or more and modify
this appropriately in response to feedback
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Write the review of an interesting place they visited recently.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils should be able to write the review of an interesting place they visited recently by
including at least 3 information about the place.

CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

 Tell pupils that you have written the name of a famous fictional character on a piece of paper.
They should try to guess what you have written by asking questions. You can only answer yes or no, eg Is it a
man? Yes. Is he a detective? Yes. Is it Sherlock Holmes? Yes!

LESSON DELIVERY: (40 minutes)

 Pupils read the three questions carefully first.
 Play the audio. Pupils follow the text in their books.
 They read the text again and find the answers.
 Check answers as a class. (Student’s Book p.28 – Activity 1)
2)
 Pupils read the notes in the Writing focus box.
 Ask pupils to translate also and too into their language.
 Highlight the fact that also comes after be but before main verbs and write two example sentences on the
board, eg He also speaks French. She is also a dancer.
 Highlight the position of too at the end of sentences. (Student’s Book p.28 – Activity 2)
3)
 Pupils read the review again.
 They work individually and find more examples of sentences with also and too.
 Pupils compare answers in pairs.
 Check answers as a class. .
POST-LESSON: (10 minutes)

 Write I play tennis. and I like watching films. on the board.

Ask pupils to write two more sentences beginning with I play and I like using too and also, eg Ialso play
basketball. I like playing computer games too.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 5 weak pupils in the class. Extra attention was given by teacher to them by providing one to one
learning session. He asked 5 advanced pupils to facilitate their friends as being monitored by teacher himself.
At the end of the lesson teacher felt happy to see some weak pupils showed their effort to complete their task
within the time given.
 NUM.OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
11:30-
English 12:30
Language
14 Monday, June 27, 2022 1D 21
60
Minutes
THEME : People and Culture TOPIC : Places

FOCUS SKILL: Writing LANGUAGE/ Writing a review using also and

L/S/R/W/LA/LiA GRAMMAR too, past simple verbs, could and
FOCUS: couldn’t
Main Skill:
CONTENT 4. Writing
STANDARD: 4.1 Communicate intelligibly through print and digital media on
familiar topics
Main Skill:
4. Writing
LEARNING 4.1.1 Give detailed information about themselves and others
STANDARD:
Complementary Skill:
4. Writing
4.2.3 Produce a plan or draft of two paragraphs or more and modify
this appropriately in response to feedback
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Write the review of an interesting place they visited recently.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils should be able to write the review of an interesting place they visited recently by
including at least 3 information about the place.

CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

 Tell pupils that you have written the name of a famous fictional character on a piece of paper.
They should try to guess what you have written by asking questions. You can only answer yes or no, eg Is it a
man? Yes. Is he a detective? Yes. Is it Sherlock Holmes? Yes!

LESSON DELIVERY: (40 minutes)

 Pupils read the three questions carefully first.
 Play the audio. Pupils follow the text in their books.
 They read the text again and find the answers.
 Check answers as a class. (Student’s Book p.28 – Activity 1)
2)
 Pupils read the notes in the Writing focus box.
 Ask pupils to translate also and too into their language.
 Highlight the fact that also comes after be but before main verbs and write two example sentences on the
board, eg He also speaks French. She is also a dancer.
 Highlight the position of too at the end of sentences. (Student’s Book p.28 – Activity 2)
3)
 Pupils read the review again.
 They work individually and find more examples of sentences with also and too.
 Pupils compare answers in pairs.
 Check answers as a class. .
POST-LESSON: (10 minutes)

 Write I play tennis. and I like watching films. on the board.

Ask pupils to write two more sentences beginning with I play and I like using too and also, eg Ialso play
basketball. I like playing computer games too.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 2 weak pupils in the class. Extra attention was given by teacher to them by providing one to one
learning session. He asked 5 advanced pupils to facilitate their moderate friends as being monitored by
teacher himself. At the end of the lesson teacher felt happy to see weak pupils showed their effort to complete
their task within the time given.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
11:00 -
English 11:30
Language
14 Monday, June 27, 2022 1D 20
30
Minutes
THEME : People and Culture TOPIC : Places

FOCUS SKILL: Writing LANGUAGE/ Writing a review using also and

L/S/R/W/LA/LiA GRAMMAR too, past simple verbs, could and
FOCUS: couldn’t
Main Skill:
CONTENT 4. Writing
STANDARD: 4.1 Communicate intelligibly through print and digital media on
familiar topics
Main Skill:
4. Writing
LEARNING 4.1.1 Give detailed information about themselves and others
STANDARD:
Complementary Skill:
4. Writing
4.2.3 Produce a plan or draft of two paragraphs or more and modify
this appropriately in response to feedback
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Write the review of an interesting place they visited recently.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils should be able to write the review of an interesting place they visited recently by
including at least 3 information about the place.

CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

 Tell pupils that you have written the name of a famous fictional character on a piece of paper.
They should try to guess what you have written by asking questions. You can only answer yes or no, eg Is it a
 man? Yes. Is he a detective? Yes. Is it Sherlock Holmes? Yes!

LESSON DELIVERY: (40 minutes)

 Pupils read the three questions carefully first.
 Play the audio. Pupils follow the text in their books.
 They read the text again and find the answers.
 Check answers as a class. (Student’s Book p.28 – Activity 1)
2)
 Pupils read the notes in the Writing focus box.
 Ask pupils to translate also and too into their language.
 Highlight the fact that also comes after be but before main verbs and write two example sentences on the
board, eg He also speaks French. She is also a dancer.
 Highlight the position of too at the end of sentences. (Student’s Book p.28 – Activity 2)
3)
 Pupils read the review again.
 They work individually and find more examples of sentences with also and too.
 Pupils compare answers in pairs.
 Check answers as a class. .

POST-LESSON: (10 minutes)

 Write I play tennis. and I like watching films. on the board.

Ask pupils to write two more sentences beginning with I play and I like using too and also, eg Ialso play
basketball. I like playing computer games too.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 5 weak pupils in the class. Extra attention was given by teacher to them by providing one to one
learning session. He asked 5 advanced pupils to facilitate their friends as being monitored by teacher himself.
At the end of the lesson teacher felt happy to see some low proficiency pupils showed their effort to complete
their task within the time given.

NUM.OF TIME &

;SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION

English 12:30-1:30
Language
14 Monday, June 27, 2022 2 Pearl 60 22
Minutes
THEME : People and Culture TOPIC : History of transport

FOCUS SKILL: Speaking LANGUAGE/ Learn and review asking

L/S/R/W/LA/LiA GRAMMAR questions using the Present
FOCUS: Perfect
Main Skill:
N/A
This is a grammar focused lesson so listening, speaking, reading and
CONTENT writing skills are not explicitly covered.
STANDARD: Complementary Skill:
N/A
This is a grammar focused lesson so listening, speaking, reading and
writing skills are not explicitly covered.
LEARNING Main Skill:
STANDARD: N/A
This is a grammar focused lesson so listening, speaking, reading and
writing skills are not explicitly covered.
 Complementary Skill:
N/A
2.2.1 No learning standard
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Write five questions using present perfect and ever.
(BASED ON LEARNING  Complete a short text about transport with 11 present perfect form of the verbs
STANDARD)
in brackets.
SUCCESS What I’m Looking For (WILF):
CRITERIA:  Write five questions using present perfect and ever.
 Complete a short text about transport with 11 present perfect form of the verbs
in brackets.
CROSS 1.Language DIFFERENTIATION Strategy 3: Differentiate by
CURRICULAR the type and amount of
STRATEGIES:
ELEMENTS:
support provided
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
 He write the sentence She has been to San Francisco on the board. Ask pupils to turn the statement into a
question. Elicit that the question is Has she been to San Francisco? and point out that we begin questions in
the present perfect with Has or Have..

LESSON DELIVERY: (20 minutes)

 Pupils copy the table into their notebooks.
 They complete the table using driven, has and haven't.
 They compare answers in pairs.
 Check answers as a class. Point out that we contract the negative short answers (hasn't, haven't) but we never
contract the affirmative short answers. (Student’s
Book p.79 – Activity 1)
2)
 Check pupils understand the task. Show how the words are reordered to make the question.
 Pupils work individually to write the question forms and the short answers to the questions.
 They Compare answers in pairs.
 Check answers as a class. Highlight the irregular past participle of sing (sung). (Student’s Book p.79 –
Activity 2)
3)
 Explain the task. Make sure pupils remember to use the past participle of the verbs in brackets.
 Check answers as a class. Highlight the irregular verb ride, rode, ridden.
 Put pupils into pairs.
 They ask and answer the questions from exercise 3.
Listen to some pairs as a class.

POST-LESSON: (5 minutes)
 Ask pupils to compare the most popular form of transport 100 years ago with the most popular form of
transport now.
 Pupils work in pairs to discuss the answers.

Application √ Evaluation √ TEACHING & Pupil-

HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Classroom
MATERIALS : English Dictionary/Thesaurus ASSESSMENT: Assessment
TEACHER’S REFLECTION:
There are 3 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 3 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see some low proficiency pupils showed their effort to
complete their task within the time given.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
 7:30-8:30
English
Language
14 Tuesday, June 28, 2022 1C 60 22
Minutes
Consumerism and TOPIC :
THEME : Successful Entrepreneur
Financial Awareness
FOCUS SKILL: Writing LANGUAGE/ vocabulary related to successful
L/S/R/W/LA/LiA GRAMMAR entrepreneur
FOCUS:
Main Skill:
CONTENT 4. Writing
STANDARD: 4.1 Communicate intelligibly through print and digital media on
familiar topics
Main Skill:
4. Writing
LEARNING 4.1.1 Give detailed information about themselves and others
STANDARD:
Complementary Skill:
4. Writing
4.1.5 Connect sentences into two coherent paragraphs or more using
basic coordinating conjunctions and reference pronouns
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  work in pairs to rewrite the text given by adding in the coordinating
(BASED ON LEARNING conjunctions.
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils should be able to work in pairs to rewrite the text given by adding in the
coordinating conjunctions (F.A.N.B.O.Y.S) with at least 70% accuracy.

CROSS 7.Entrepreneurship DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

1. Revise coordinating conjunctions (F.A.N.B.O.Y.S) as a class.
Next, ask pupils about any famous entrepreneurs they know.

LESSON DELIVERY: (40 minutes)

 Pupils read the question and details.
 Pupils and teacher discuss the writing task as a class.
 Pupils write the essay individually. Remind students to use coordinating conjunctions
(F.A.N.B.O.Y.S) to combine phrases or sentences in their essay.
 Once pupils are done, choose one short essay produced by them and rewrite it on the board.
Take out all the coordinating conjunctions.
 Divide pupils into pairs. Ask the pupils to try and write the text out again adding in the
coordinating conjunctions. Monitor and support.
 Check their ideas and rewritten paragraphs.
 Show pupils the original version of the text and ask them to find the elements that have been
removed.

POST-LESSON: (10 minutes)

Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
 Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 3 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 4 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency pupils able to
showed their effort to complete their task within the time given.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
9:00-9:30
English
Language
14 Tuesday, June 28, 2022 1D 30 22
Minutes
Consumerism and TOPIC :
THEME : Successful Entrepreneur
Financial Awareness
FOCUS SKILL: Writing LANGUAGE/ vocabulary related to successful
L/S/R/W/LA/LiA GRAMMAR entrepreneur
FOCUS:
Main Skill:
CONTENT 4. Writing
STANDARD: 4.1 Communicate intelligibly through print and digital media on
familiar topics
Main Skill:
4. Writing
LEARNING 4.1.1 Give detailed information about themselves and others
STANDARD:
Complementary Skill:
4. Writing
4.1.5 Connect sentences into two coherent paragraphs or more using
basic coordinating conjunctions and reference pronouns
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  work in pairs to rewrite the text given by adding in the coordinating
(BASED ON LEARNING conjunctions.
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils should be able to work in pairs to rewrite the text given by adding in the
coordinating conjunctions (F.A.N.B.O.Y.S) with at least 70% accuracy.

CROSS 7.Entrepreneurship DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

2. Revise coordinating conjunctions (F.A.N.B.O.Y.S) as a class.
Next, ask pupils about any famous entrepreneurs they know.

LESSON DELIVERY: (40 minutes)

 Pupils read the question and details.
 Pupils and teacher discuss the writing task as a class.
 Pupils write the essay individually. Remind students to use coordinating conjunctions
 (F.A.N.B.O.Y.S) to combine phrases or sentences in their essay.
 Once pupils are done, choose one short essay produced by them and rewrite it on the board.
Take out all the coordinating conjunctions.
 Divide pupils into pairs. Ask the pupils to try and write the text out again adding in the
coordinating conjunctions. Monitor and support.
 Check their ideas and rewritten paragraphs.
o Show pupils the original version of the text and ask them to find the elements that
have been removed.

POST-LESSON: (10 minutes)

Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 2 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 5 advanced pupils to facilitate their friends in group as being monitored by
teacher himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency
pupils able to showed their effort to complete their task within the time given.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
10:00-
English 11:00
Language
14 Tuesday, June 28, 2022 1E 23
60
Minutes
Consumerism and TOPIC :
THEME : Successful Entrepreneur
Financial Awareness
FOCUS SKILL: Writing LANGUAGE/ vocabulary related to successful
L/S/R/W/LA/LiA GRAMMAR entrepreneur
FOCUS:
Main Skill:
CONTENT 4. Writing
STANDARD: 4.1 Communicate intelligibly through print and digital media on
familiar topics
Main Skill:
4. Writing
LEARNING 4.1.1 Give detailed information about themselves and others
STANDARD:
Complementary Skill:
4. Writing
4.1.5 Connect sentences into two coherent paragraphs or more using
basic coordinating conjunctions and reference pronouns
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  work in pairs to rewrite the text given by adding in the coordinating
(BASED ON LEARNING conjunctions.
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils should be able to work in pairs to rewrite the text given by adding in the
coordinating conjunctions (F.A.N.B.O.Y.S) with at least 70% accuracy.
CROSS 7.Entrepreneurship DIFFERENTIATION Strategy 4: Differentiate by
CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)

3. Revise coordinating conjunctions (F.A.N.B.O.Y.S) as a class.
Next, ask pupils about any famous entrepreneurs they know.

LESSON DELIVERY: (40 minutes)

 Pupils read the question and details.
 Pupils and teacher discuss the writing task as a class.
 Pupils write the essay individually. Remind students to use coordinating conjunctions
(F.A.N.B.O.Y.S) to combine phrases or sentences in their essay.
 Once pupils are done, choose one short essay produced by them and rewrite it on the board.
Take out all the coordinating conjunctions.
 Divide pupils into pairs. Ask the pupils to try and write the text out again adding in the
coordinating conjunctions. Monitor and support.
 Check their ideas and rewritten paragraphs.
 Show pupils the original version of the text and ask them to find the elements that have been
removed.

POST-LESSON: (10 minutes)

Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 4 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 5 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency pupils able to
showed their effort to complete their task within the time given.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
9:00-9:30
English
Language
14 Tuesday, June 28, 2022 1T 30 22
Minutes
Consumerism and TOPIC :
THEME : Successful Entrepreneur
Financial Awareness
FOCUS SKILL: Writing LANGUAGE/ vocabulary related to successful
L/S/R/W/LA/LiA GRAMMAR entrepreneur
FOCUS:
Main Skill:
CONTENT 4. Writing
STANDARD: 4.1 Communicate intelligibly through print and digital media on
familiar topics
LEARNING Main Skill:
 4. Writing
4.1.1 Give detailed information about themselves and others
STANDARD:
Complementary Skill:
4. Writing
4.1.5 Connect sentences into two coherent paragraphs or more using
basic coordinating conjunctions and reference pronouns
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  work in pairs to rewrite the text given by adding in the coordinating
(BASED ON LEARNING conjunctions.
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA: Pupils should be able to work in pairs to rewrite the text given by adding in the
coordinating conjunctions (F.A.N.B.O.Y.S) with at least 70% accuracy.

CROSS 7.Entrepreneurship DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
4. Revise coordinating conjunctions (F.A.N.B.O.Y.S) as a class.
Next, ask pupils about any famous entrepreneurs they know.

LESSON DELIVERY: (20 minutes)

 Pupils read the question and details.
 Pupils and teacher discuss the writing task as a class.
 Pupils write the essay individually. Remind students to use coordinating conjunctions
(F.A.N.B.O.Y.S) to combine phrases or sentences in their essay.
 Once pupils are done, choose one short essay produced by them and rewrite it on the board.
Take out all the coordinating conjunctions.
 Divide pupils into pairs. Ask the pupils to try and write the text out again adding in the
coordinating conjunctions. Monitor and support.
 Check their ideas and rewritten paragraphs.
 Show pupils the original version of the text and ask them to find the elements that have been
removed.

POST-LESSON: (5 minutes)

Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 5 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 6 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency pupils able to
showed their effort to complete their task within the time given.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
 10:00-
English Wednesday, June 29, 11:00
Language
14
2022
1D 22
60
Minutes
Consumerism and TOPIC : S Modal verbs to talk about rules
THEME : Financial Awareness and obligations uccessful
Entrepreneur

FOCUS SKILL: Writing LANGUAGE/ vocabulary related to successful

L/S/R/W/LA/LiA GRAMMAR entrepreneur
FOCUS:
Main Skill:
CONTENT N/A
STANDARD: This is a grammar focused lesson so listening, speaking, reading and
writing skills are not explicitly covered.
Main Skill:
N/A
LEARNING This is a grammar focused lesson so listening, speaking, reading and
STANDARD:
writing skills are not explicitly covered.
Complementary Skill:
N/A
4.2.4 No learning standard
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Work in pairs to complete the exercises provided in the worksheet.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA:  Pupils should be able to work in pairs to complete the exercises provided in the
worksheet with at least 15 out of 20 correct answers.

CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
 Nominate a few pupils to orally share with the class the school rules that they know.

LESSON DELIVERY: (20 minutes)

 Teacher explains the concept of modal verbs to talk about rules and obligations (must, mustn’t,
should, shouldn’t) to pupils.
 Teacher gives more examples of modal verbs to talk about rules and obligations to pupils.
 Teacher writes a few questions on the board and elicit the answers from pupils.
 Teacher distributes a worksheet containing exercises on modal verbs to talk about rules and
obligations. Pupils complete the exercises in pairs.
 Discuss the answers as a class.

POST-LESSON: (5 minutes)
 Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 2 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 4 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency pupils able to
showed their effort to complete their task within the time given.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
11:00-
English Wednesday, June 29, 11:30
Language
14
2022
1T 22
30
Minutes
Consumerism and TOPIC : S Modal verbs to talk about rules
THEME : Financial Awareness and obligations uccessful
Entrepreneur

FOCUS SKILL: Writing LANGUAGE/ vocabulary related to successful

L/S/R/W/LA/LiA GRAMMAR entrepreneur
FOCUS:
Main Skill:
CONTENT N/A
STANDARD: This is a grammar focused lesson so listening, speaking, reading and
writing skills are not explicitly covered.
Main Skill:
N/A
LEARNING This is a grammar focused lesson so listening, speaking, reading and
STANDARD:
writing skills are not explicitly covered.
Complementary Skill:
N/A
4.2.4 No learning standard
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Work in pairs to complete the exercises provided in the worksheet.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA:  Pupils should be able to work in pairs to complete the exercises provided in the
worksheet with at least 15 out of 20 correct answers.

CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
 Nominate a few pupils to orally share with the class the school rules that they know.

LESSON DELIVERY: (20 minutes)

 Teacher explains the concept of modal verbs to talk about rules and obligations (must, mustn’t,
should, shouldn’t) to pupils.
 Teacher gives more examples of modal verbs to talk about rules and obligations to pupils.
 Teacher writes a few questions on the board and elicit the answers from pupils.
 Teacher distributes a worksheet containing exercises on modal verbs to talk about rules and
 obligations. Pupils complete the exercises in pairs.
 Discuss the answers as a class.

POST-LESSON: (5 minutes)
 Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 4 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 5 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency pupils able to
showed their effort by completing their task within the time given.

NUM.OF TIME &

;SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
9:00-9:30
English Wednesday, June 29,
Language
14
2022
2 Pearl 30 23
Minutes
THEME : People and Culture TOPIC : transport

FOCUS SKILL: Speaking LANGUAGE/ Asking for travel information

L/S/R/W/LA/LiA GRAMMAR
FOCUS:
Main Skill:
3. Reading
3.1 Understand a variety of texts by using a range of appropriate
CONTENT
reading strategies to construct meaning
STANDARD:
Complementary Skill:
1. Listening
1.1 Understand meaning in a variety of familiar contexts
Main Skill:
3. Reading
LEARNING 3.1.2 Understand specific details and information in simple longer
STANDARD: texts on a range of familiar topics
Complementary Skill:
1. Listening
1.1.2 Understand independently specific information and details in
simple longer texts on a range of familiar topics
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Read the information about trams in Manchester and answer questions based
(BASED ON LEARNING on the information.
STANDARD)
 Listen to dialogues about travel and write the number of the dialogue.
SUCCESS What I’m Looking For (WILF):
CRITERIA:  Read the information about trams in Manchester and answer 10 questions
based on the information.
 Listen to three dialogues about travel and write the number of the dialogue for
five sentences.
CROSS 1.Language DIFFERENTIATION Strategy 3: Differentiate by
CURRICULAR the type and amount of
STRATEGIES:
ELEMENTS:
support provided
 TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
Write the word Manchester on the board. Ask pupils to work in pairs and say what they know about this city. Listen to
their ideas as a class, eg It has two famous football teams, Manchester City and Manchester United. It's in the north of
England. It rains a lot. It's an industrial city.

LESSON DELIVERY: (20 minutes)

 Explain the task.
 Pupils look at the information about trams in Manchester. They answer the question.
 They compare answers in pairs.
 Check the answer as a class.
 Highlight Nina's speech bubble. Elicit answers to the question from the class. (Student’s Book p.80 –
Activity 1)
2)
 Pupils read the questions carefully first.
 They look at the information again and find the answers.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.80 –
Activity 2)
3)
 Read the question aloud to the class.
 Play the CD.
 Pupils listen and note down the answer check the answer as a class. (Student’s Book p.80 –
Activity 3)
4)

POST-LESSON: (5 minutes)
 Explain the task. Encourage pupils to find the key words in sentences a-e before they listen.
 Play the CD again.
 Pupils compare answers in pairs.
Check answers as a class.

Application √ Evaluation √ TEACHING & Pupil-

HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Classroom
MATERIALS : English Dictionary/Thesaurus ASSESSMENT: Assessment
TEACHER’S REFLECTION:

There are 3 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 4 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency pupils able to
showed their effort to complete their task within the time given.

NUM.OF TIME &

SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DUR;ATION
8:00-9:00
English Thursday, June 30,
Language
14
2022
1T 60 22
Minutes
Consumerism and TOPIC : S Modal verbs to talk about rules
THEME : Financial Awareness and obligations uccessful
Entrepreneur

FOCUS SKILL: Writing LANGUAGE/ vocabulary related to successful

L/S/R/W/LA/LiA GRAMMAR entrepreneur
FOCUS:
Main Skill:
CONTENT
STANDARD: N/A
This is a grammar focused lesson so listening, speaking, reading and
 Main Skill:
N/A
LEARNING This is a grammar focused lesson so listening, speaking, reading and
STANDARD:
writing skills are not explicitly covered.
Complementary Skill:
N/A
4.2.4 No learning standard
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Work in pairs to complete the exercises provided in the worksheet.
(BASED ON LEARNING
STANDARD)

SUCCESS What I’m Looking For (WILF):

CRITERIA:  Pupils should be able to work in pairs to complete the exercises provided in the
worksheet with at least 15 out of 20 correct answers.

CROSS 1.Language DIFFERENTIATION Strategy 4: Differentiate by

CURRICULAR the outcome expected from
STRATEGIES:
ELEMENTS:
pupils
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
 Nominate a few pupils to orally share with the class the school rules that they know.

LESSON DELIVERY: (20 minutes)

 Teacher explains the concept of modal verbs to talk about rules and obligations (must, mustn’t,
should, shouldn’t) to pupils.
 Teacher gives more examples of modal verbs to talk about rules and obligations to pupils.
 Teacher writes a few questions on the board and elicit the answers from pupils.
 Teacher distributes a worksheet containing exercises on modal verbs to talk about rules and
obligations. Pupils complete the exercises in pairs.
 Discuss the answers as a class.

POST-LESSON: (5 minutes)
 Pupils answer simple vocabulary questions on the “exit card”. Questions are based on today’s
topic.
Application √ Evaluation √ TEACHING & Pupil-
HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Discussion
MATERIALS : English Dictionary/Thesaurus ASSESSMENT:
TEACHER’S REFLECTION:
There are 5 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 6 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency pupils able to
showed their effort to complete their task within the time given. Teacher can use reward in order to motivate
the low proficiency pupils.

NUM.OF TIME &

;SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
11:30-
English Thursday, June 30, 12:00
Language
14
2022
2 Pearl 24
30
Minutes
THEME : People and Culture TOPIC : transport

FOCUS SKILL: Speaking LANGUAGE/ Asking for travel information

L/S/R/W/LA/LiA GRAMMAR
FOCUS:
Main Skill:
4. Writing
4.1 Communicate intelligibly through print and digital media on
CONTENT familiar topics
STANDARD: Complementary Skill:
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly
on familiar topics
Main Skill:
LEARNING 4. Writing
STANDARD: 4.1.2 Describe future plans or events
Complementary Skill:
2. Speaking
2.1.2 Ask about and express rules and obligations
LEARNING By the end of the lesson, pupils will be able to:
OBJECTIVES:  Read the information about trams in Manchester and answer questions based
(BASED ON LEARNING on the information.
STANDARD)
 Listen to dialogues about travel and write the number of the dialogue.
SUCCESS What I’m Looking For (WILF):
CRITERIA:  Write a dialogue asking for information about the place they want to travel.
 Practise and act out the dialogue for the class.
CROSS 1.Language DIFFERENTIATION Strategy 3: Differentiate by
CURRICULAR the type and amount of
STRATEGIES:
ELEMENTS:
support provided
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (5 minutes)
Write the word Manchester on the board. Ask pupils to work in pairs and say what they know about this city. Listen to
their ideas as a class, eg It has two famous football teams, Manchester City and Manchester United. It's in the north of
England. It rains a lot. It's an industrial city.

LESSON DELIVERY: (20 minutes)

 Pupils read the dialogue first.
 Play the CD. Pupils listen and follow the text in their books. They write answers 1-4 in their notebooks.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.81 – Activity 5)
2)
 Play the CD again, pausing after each question or statement and each response for pupils to repeat as a class.
 Ask pupils to repeat the dialogue several times both chorally and individually with the correct stress and
intonation.
 Pupils practise the dialogue in pairs. Then swap roles and practise the dialogue again.
(Student’s Book p.81 – Activity 6)
3)
 Pupils work individually. They copy the questions in bold into their notebooks.
 They look at the information on page 80 again and choose a different place from Nina to get to in Manchester.
 Pupils write answers to the questions. (Student’s Book p.81 – Activity 7)
4)
 Ask pupils to look at the Communication kit: Asking for travel information. Encourage them to use these
questions when writing their dialogue.
 Pupils work individually and write their dialogue, using the dialogue in the book as a model.
 Monitor while they are writing and give help if necessary.
 Pupils practise their dialogues in pairs.
For extra practice, they swap roles in both dialogues. (Student’s Book p.81 – Activity 8&9)
POST-LESSON: (5 minutes)
  Explain the task. Encourage pupils to find the key words in sentences a-e before they listen.
 Play the CD again.
 Pupils compare answers in pairs.
Check answers as a class.

Application √ Evaluation √ TEACHING & Pupil-

HOTS : Analysis √ Creation ☐ LEARNING Centredness
STRATEGIES
TEACHING Form 2 Pulse2 Textbook LEARNING Classroom
MATERIALS : English Dictionary/Thesaurus ASSESSMENT: Assessment
TEACHER’S REFLECTION:

There are 2 low proficiency pupils in the class. Extra attention was given by teacher by providing one to one
learning session. He gives task to 3 advanced pupils to facilitate their friends as being monitored by teacher
himself. At the end of the lesson teacher felt happy to see the peers learning and low proficiency pupils able to
showed their effort to complete their task within the time given. Teacher can use reward in each activity in
order to motivate the low proficiency pupils and to gain their longer attention span.