LESSON PLAN FORM 2

CLASS 2 Al - Biruni
VENUE 2B Classroom
DATE 30 March 2023
TIME 7:30 a.m. – 8:30 a.m.
TOPIC Job and chores
THEME Consumerism and Financial Awareness
FOCUS SKILL(S)
Speaking
CONTENT STANDARDS

LISTENING SPEAKING READING WRITING

SKILLS SKILLS SKILLS SKILLS

o 1.1 Understand meaning o 2.1 Communicate o 3.1 Understand a o 4.1 Communicate

in a variety of familiar information, ideas, variety of texts by using intelligibly through
contexts opinions and feelings a range of appropriate print and digital media
intelligibly on familiar reading strategies to on familiar topics
topics construct meaning

o 1.2 Use appropriate o 2.2 Use register o 3.2 Explore and expand o 4.2 Communicate with
listening strategies in a appropriately ideas for personal appropriate language,
variety of contexts development by reading form and style
independently and
widely
o 1.3 Recognise features o 2.3 Use appropriate
of spoken genres on communication
familiar topics strategies

o 2.4 Communicate
appropriately to a small
or large group on
familiar topics

LEARNING STANDARDS

o 1.1.1 Understand o 2.1.1 Ask about and o 3.1.1 Understand the o 4.1.1 Explain simple
independently on a explain key information main points in simple content from what they
range of familiar topics from simple texts longer texts on a range have read
of familiar topics

o 1.1.2 Understand o 2.1.2 Ask for and o 3.1.2 Understand o 4.1.2 Make and respond
independently specific respond appropriately to specific details and to simple requests and
information and details simple suggestions information in simple suggestions
in simple longer texts longer texts on a range
on a range of familiar of familiar topics
topics

o 1.1.3 Recognise with o 2.1.3 Express opinion o 3.1.3 Guess the o 4.1.3 Summarise the
support attitudes or about future plans or meaning of unfamiliar main points of a simple
opinions in simple events words from clues story, text or plot
longer texts on a range provided by other
of familiar topics known words and by

o 1.1.4 Understand with
little or no support
longer sequences of
classroom instructions
o 1.1.5 Understand with
little or no support more
complex questions
o 1.1.6 Understand with
little or no support
longer simple narratives
on a wide range of
familiar topics
o 1.2.1 Guess the
meaning of
unfamiliar words
from clues
provided by other
known words and
by context on a
range of familiar
topics
o 1.3.1 No
learning
standard (will be
taught in
subsequent
years)
a 1. Learn words related to jobs and chores
By the end of the lesson,
2.2. Ask and answer questions about chores they do at home.
students are able to:
Students can:
CROSS CURRICULAR
ELEMENTS
o 2.1.4 Express opinions
about simple spoken or
written advice given to
themselves or others
o 2.1.5 Express opinions
or feelings about
character and
personality
o 2.2.1 No learning
standard (will be taught
in subsequent years)
o 2.3.1 Keep interaction
going in short
exchanges by checking
understanding of what a
speaker is saying
o 2.4.1 Communicate
opinions or feelings
about a story, event or
experience
LEARNING GOALS
SUCCESS CRITERIA
1. Identify 4 out of 6 words related to the adverts.
2. Relate at least 3 chores that they do at home with the sentences given.
o Language
o Environmental sustainability
o Values
o Science and Technology
o Patriotism and Citizenship
o Creativity and Innovation
o Entrepreneurship
o Information and Communications Technology
o Global Sustainability
context on a range of
familiar topics
o 3.1.4 Use independently
familiar print and digital
resources to check
meaning
o 3.1.5 Recognise with
support the attitude or
opinion of the writer in
simple longer texts
o 3.1.6 No learning
standard (will be taught
in subsequent years)
o 3.2.1 Read and enjoy
fiction / non-fiction and
other suitable print and
digital texts of interest
o 4.1.4 Express opinions
and common feelings
such as happiness
sadness, surprise, and
interest
o 4.1.5 Organise, and
sequence ideas within
short texts on familiar
topics
o 4.2.1 Punctuate written
work with moderate
accuracy
o 4.2.2 Spell written
work with moderate
accuracy
o 4.2.3 Produce a plan or
draft of two paragraphs
or more and modify this
appropriately either in
response to feedback or
independently
o 4.2.4 No learning
standard (will be taught
in subsequent years)
 o Financial Education

LANGUAGE/
Vocabulary related to jobs and chores.
GRAMMAR FOCUS

MORAL VALUES Hardworking and diligent in obtaining money.

STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES

1. Teacher shows pictures related to jobs and chores.

SET INDUCTION
2. Teacher asks students to name the type of jobs in the Appendix 1
(TIME)
picture.
1. Explain the word chore (an ordinary job that must be
done regularly: e.g.: washing up)
2. Teacher plays the audio, and students repeat the
Pulse 2 textbook (page 62)
PRE-LESSON word chorally and individually.
Audio: 2.24
(TIME) 3. Make sure they pronounce the words correctly with
the correct stress.
4. Students work in pairs and discuss their answers as
a class.
1. Ask the class which activities they think young
people do for money and which they do to help
around the home.
2. Listen to their ideas as a class.
3. Next, students work individually and use words from
exercise 1 to complete the adverts on the
LESSON DEVELOPMENT Community noticeboard. Pulse 2 textbook (page 62)
(TIME) 4. Students compare the answer with their pair.
5. Volunteer share their answer with the class.
6. (Think-Pair-Share)

Differentiation strategy: Differentiate by outcome

expected from pupils.
1. Teacher plays the CD.
2. Students listen and check their answers for exercise
2. Pulse 2 textbook (page 62)
POST-LESSON (TIME)
3. Check the answer to the question Which two people Audio: 2.25
are looking for work? as a class.
4. Elicit that Alex and Mandy are looking for work.
1. Students work individually and complete the
sentences using the vocabulary from exercise 1.
CLOSURE
2. Nominate two students to read aloud the example Pulse 2 textbook (page 62)
(TIME)
question about the chores they do.
3. Listen to some pairs in class.
1. Teacher asks students to search for weird chores that they would find online and share them on
EXTENDED ACTIVITY
the next class.

RESOURCES/ ASSESSMENT FOR

T&L STRATEGIES
TEACHING MATERIALS LEARNING

Textbook Main Strategy: e.g. Collaborative Learning Lesson Development: Working

Speaker individually, students able to
Pictures 21st Century Skills: comprehend the meaning of the
Whiteboard answer given and complete the
 Think-Pair-Share 
Mix-Pair-Share
Gallery Walk
Numbered Heads Together
All Write Round-Robin
Exit Cards
Pairs Compare
Others: Circle-the-Sage

i-Think Map: exercise by putting it in the

correct advert.
Circle map Tree map
Bubble map Flow map

Double bubble map Multi flow map

Brace map Bridge map

HOTS:
Apply 
Analyse
Evaluate
Create

TEACHER’S REFLECTION
It was my first time taking a class with 2 Al- Biruni. Because it is still early in the day, students appear
to be quite engaged throughout the first class. They didn't appear scared by me when I introduced myself since
I used a casual tone and included some jokes to encourage the class to pay closer attention to me. They paid
close attention when I began my lesson at first, but as we progressed, they began to chat much more to
themselves. To grab their attention, I attempted to speak in a louder voice, but as soon as I stopped speaking,
they started conversing among themselves once more. I also learned about the pupils' level of proficiency
throughout this first class.

I believe this occurred because I spoke with the students informally during my session and they weren't
overly frightened by the manner I conducted the class. There are some pupils who didn't pay attention during
group work and bothered their friends. I did everything I could to ensure that they concentrated on completing
their task, but some students still did not put in the necessary effort and instead disrupted other pupils.

The lesson I took away from this class or lesson is that I need to be firmer with the students so that
they are afraid to be impolite when in my class, but still being accepting enough so that they do not rebel
during my lesson by not paying attention at all. I also discovered that instead of just letting the students sit
where they are meant to, I need to move them around to make the session more engaging. Since I know their
levels of proficiency and how they behaved in class, I will try to group them in a way that will help them work
more effectively during my next lecture.

The first step I believe I should take to improve my lesson is to be both stern enough to prevent
students from playing too much when I'm speaking or providing instructions in class, and fun enough for them
to enjoy it. Finally, I need to learn how to manage the kids who have problems paying attention or playing too
loudly during my lecture so that they do not distract the other students who are truly trying to learn. In order
for the students to work more effectively on the tasks and learn from their group members, I also need to group
the kids more effectively when they are performing group work.