Almond School Medium Term Plan

Almond School Medium Term Plan
Subject: English Language Term: 3A No. of Lessons: Year Group: Year 7
Week Lesson Title Learning Objectives Learning Outcomes Learning Activities Homework Assessment
Wilf
All
Most
Some
Level/Grade
1 Reading: Students should be At the end of the lesson, Starter: Checkpoint Observation
Analysis & able to: all the students should be i) Show learners picture of various students Critical
Interpretation i) use elements like able to: famous places, clothing and food in workbook pages thinking
Stories characters, setting, plot I. Identify landmarks and their local and international 68 to 71 Interpretation
structure to analyze a attribute them to cultures context.
story, II. give a detailed
Speaking and ii) Ask learners what they know Use one cultural
presentation on atleast
Listening: one culture about these places or things and icon from visuals
Generally ii) give details about what they represent to make an info
certain features of their most students should be
discussing able to: iii) Ask learners if they know any graph
personal cultures,
personal cultures I. compare standard other famous landmarks, people or
iii) discuss how English usage to non food from their own culture
Key Skills: language use reflect standard English usage
culture and voice of II. identify connectives in
Comparative poets, paragraphs Main Activity (VAK):
some students should be
analysis of Activities:
iv) compare non standard able to:
standard and non  Discussing the prompt questions on
English usage with the I. change non standard page 109 of students book
standard English English to standard
standard English use,  Use the visuals underneath to identify
English usage places and monuments
Writing: Using II. use different connectives
 Reading of extracts
connectives for v) identify connectives to build paragraphs and
 Extraction of key and difficult words
paragraph and explain the reason for sequence ideas
 Attempting questions under each
building their usage,
extract
vi ) use different  Compare examples of standard and
connectives to build non standard English in the table
paragraphs and sequence Class Practice:
ideas  Activity 7.1 to 7.9 in students book
Literacy: Benevolently, Diminishing,
well – tended, contraction,
Plenary: Students book 7, exercise

7.5, 7.6, 7.9 and 7.10.
Resources: Check point student
book 7,
2 Reading: Analysis Students should be At the end of the lesson, Starter: Checkpoint Observation
& Interpreting able to: all the students should be i) Show learners picture of various students Critical
novels from other i) deduce the meanings able to: famous places, clothing and food in workbook pages thinking
of unfamiliar words in I. Identify landmarks and
cultures their local and international 68 to 71 Interpretation
context using a range of attribute them to cultures
strategies, including context.
II. give a detailed
knowledge of word ii) Ask learners what they know Use one cultural
families, etymology and one culture about these places or things and icon from visuals
morphology. what they represent to make an info
most students should be
Speaking and able to: iii) Ask learners if they know any graph
Listening: I. compare standard other famous landmarks, people or
Speaking to ii) describe how English usage to non food from their own culture
Discuss selected linguistic and literary standard English usage
aspects of culture techniques are used to II. identify connectives in
create effects paragraphs
(food, language & Main Activity (VAK):
some students should be
dressing) Activities:
iii) comment on the able to:  Discussing the prompt questions on
writer’s choice of I. change non standard page 109 of students book
Key Skills: English to standard
language demonstrating  Use the visuals underneath to identify
Comparative an understanding of the English usage places and monuments
analysis of formal impact on readers. II. use different connectives
and informal to build paragraphs and
language sequence ideas
iv) identify the  Attempting questions under each
difference between extract
Writing skills: formal and informal  Compare examples of standard and
using interesting languages non standard English in the table
and appropriate Class Practice:
sentence openers v) comment on the use  Activity 7.1 to 7.9 in students book
of punctuation to create Literacy: Benevolently, Diminishing,
effects e.g using an well – tended, contraction,
ellipsis to show cliff
hanger
7.5, 7.6, 7.9 and 7.10.
v) use sentence
openers to create Resources: Check point student
different effects. book 7,
3 Reading: At the end of the lesson, Starter: Checkpoint Observation

Analysing and i) understandthe all the students should be i) Show learners picture of various students Critical
interpreting meaning, structure able to: famous places, clothing and food in workbook pages thinking
Haiku and subject matter of III. Identify landmarks and their local and international 68 to 71 Interpretation
Haiku attribute them to cultures context.
Speaking & IV. give a detailed ii) Ask learners what they know Use one cultural
Listening: ii) talk extensively on presentation on atleast about these places or things and icon from visuals
one culture
Listening to the cultural aspects of what they represent to make an info
most students should be
extracts on the selected extract iii) Ask learners if they know any graph
able to:
culture and other famous landmarks, people or
III. compare standard
discussing them iii) understand the use English usage to non food from their own culture
of ellipsis and the standard English usage
Key skills: Use of effects it creates IV. identify connectives in
punctuation for paragraphs Main Activity (VAK):
effect; the ellipsis iv) attempt the some students should be Activities:
production of a Haiku able to:  Discussing the prompt questions on
Writing: Writing III. change non page 109 of students book
standard English to  Use the visuals underneath to identify
to reproduce a
standard English usage places and monuments
Haiku IV. use different  Reading of extracts
connectives to build  Extraction of key and difficult words
paragraphs and sequence  Attempting questions under each
ideas extract
 Compare examples of standard and
non standard English in the table
Class Practice:
 Activity 7.1 to 7.9 in students book

7.5, 7.6, 7.9 and 7.10.
book 7,
4 Reading: Reading i) read aloud with At the end of the lesson, Starter: Checkpoint Observation
and analyzing confidence, accuracy all the students should be i) Show learners picture of various students Critical
friendly letters and style able to: famous places, clothing and food in workbook pages thinking
ii) list key features of V. Identify landmarks and their local and international 68 to 71 Interpretation
Speaking & informal language in a attribute them to cultures context.
VI. give a detailed
Listening: Making friendly letter ii) Ask learners what they know Use one cultural
short one culture about these places or things and icon from visuals
presentations iii) use formal and most students should be what they represent to make an info
about researched informal registers able to: iii) Ask learners if they know any graph
cultures appropriately according V. compare standard other famous landmarks, people or
to contexts, purpose English usage to non food from their own culture
Key Skills: The and audience. standard English usage
place of ellipsis in VI. identify connectives in
Haiku ( Dead iv) comment on the use paragraphs Main Activity (VAK):
Men’s Path) of dashes, ellipsis, semi some students should be Activities:
– colon and colons for able to:  Discussing the prompt questions on
Writing: Writing effect V. change non page 109 of students book
standard English to  Use the visuals underneath to identify
an informal letter
standard English usage places and monuments
with focus on the v) write confidently in a VI. use different  Reading of extracts
use of informal range of different connectives to build  Extraction of key and difficult words
language genres of fiction and paragraphs and sequence  Attempting questions under each
types of poems. ideas extract
Class Practice:

7.5, 7.6, 7.9 and 7.10.
book 7,
5 Reading :Reading i) use inferences and Starter: Checkpoint Observation
to determine deductions to recognize i) Show learners picture of various students Critical
themes in poetry explain implicit famous places, clothing and food in workbook pages thinking
meanings. their local and international 68 to 71 Interpretation
Speaking & context.
Listening: ii) identify and ii) Ask learners what they know Use one cultural
Listening to comment on the main about these places or things and icon from visuals
different poems ideas, viewpoints and what they represent to make an info
to determine purposes in a text. iii) Ask learners if they know any graph
rhyme and other famous landmarks, people or
rhythm iii) comment on the food from their own culture
different ways in which
Key Skills: writers convey themes
Learning about and the impact on the Main Activity (VAK):
word changes reader. Activities:
from non  Discussing the prompt questions on
standard English iv) listen, analyze what page 109 of students book
is heard and give a  Use the visuals underneath to identify
places and monuments
Writing: Writing reasoned response that
a group poem draws on arrange of  Extraction of key and difficult words
with a theme sources  Attempting questions under each
v) understand the extract
concept of word  Compare examples of standard and
change, mood, theme non standard English in the table
and structure in a poem Class Practice:
vi) evaluate and edit to
improve accuracy and
effectiveness of
language, grammar and
7.5, 7.6, 7.9 and 7.10.
structure of other
writings.
book 7,
vii) use a range of
planning methods to
generate, organize and
shape ideas.
6 Reading: Reading i) read and discuss a Starter: Checkpoint Observation
different types of range of fiction genres, i) Show learners picture of various students Critical
poems poems and playscripts famous places, clothing and food in workbook pages thinking
using visual elements or their local and international 75 and 79 Interpretation
Speaking & multi media context.
Listening: ii) Ask learners what they know Write a poem for
Listening to ii) discuss how writers about these places or things and either your
determine mood combine different what they represent mother, father or
and atmosphere structural, linguistic and iii) Ask learners if they know any teacher
literary features for other famous landmarks, people or conveying your
Keys Skills: effect. food from their own culture true feelings and
emotions.
Language for iii ) create an effect by
formal and using key linguistic and Main Activity (VAK):
informal speech literary techniques. Activities:
writing  Discussing the prompt questions on
iv) use conventions of page 109 of students book
Writing: Creating standard English  Use the visuals underneath to identify
places and monuments
atmosphere in a consistently in writing
poem  Extraction of key and difficult words
v) write confidently in a  Attempting questions under each
range of different extract
genres of fiction and  Compare examples of standard and
types of poems non standard English in the table
Class Practice:
 Activit in students book

7.5, 7.6, 7.9 and 7.10.
book 7,

WEEK LESSON TITLE LEARNING OBJECTIVES CONTENT LEARNING ACTIVITIES HOMEWORK ASSESSMEN
T
1 Reading: Analysis Students should be Starter: Checkpoint Observation
& Interpretation able to: i) Show learners picture of various students Critical
of Limerick i) use elements like famous places, clothing and food in workbook pages thinking
characters, setting, plot their local and international 68 to 71 Interpretati
structure to analyze a
Speaking and context. on
Listening: story, ii) Ask learners what they know Use one cultural
Discussing about these places or things and icon from visuals
Favourite ii) give details about what they represent to make an info
Characters certain features of their iii) Ask learners if they know any graph
personal cultures, other famous landmarks, people or
Key Skills: iii) discuss how food from their own culture
Demonstrative language use reflect
Pronouns culture and voice of
poets, Main Activity (VAK):
Writing: Writing Activities:
Skills in Poetry  Discussing the prompt questions on
iv) compare non standard page 109 of students book
( Rhymes, Diction English usage with the
and Themes)  Use the visuals underneath to
standard English use, identify places and monuments
v) identify connectives  Extraction of key and difficult words
and explain the reason  Attempting questions under each
for their usage, extract
vi ) use different  Compare examples of standard and
connectives to build non standard English in the table
paragraphs and sequence Class Practice:
ideas  Activity 7.1 to 7.9 in students book

7.5, 7.6, 7.9 and 7.10.
book 7,
2 Reading: Analysis Students should be Starter: Checkpoint Observation
& Interpretation able to: i) Show learners picture of various students Critical
of Sonnets 166 i) analyse the famous places, clothing and food in workbook pages thinking
difference in personal
their local and international 68 to 71 Interpretati
cultures and other
Speaking and cultures from extracts context. on
Listening: using attitude and ii) Ask learners what they know Use one cultural
Speaking to language about these places or things and icon from visuals
Discuss favorite what they represent to make an info
authors ii) discuss at least one iii) Ask learners if they know any graph
of either the food, other famous landmarks, people or
Key Skills: language or dressing food from their own culture
Demonstrative aspects of other
selected cultures
Adjectives.
Main Activity (VAK):
Writing skills: iii) Differentiate Activities:
Analyzing the between formal and  Discussing the prompt questions on
structures and informal language, page 109 of students book
features of  Use the visuals underneath to
identify places and monuments
poetry iv) understand the use
of simple punctuations  Reading of extracts
and incomplete  Extraction of key and difficult words
sentences for effecting  Attempting questions under each
informal writings, extract
v) use sentence non standard English in the table
openers to create Class Practice:
different effects.  Activity 7.1 to 7.9 in students book

7.5, 7.6, 7.9 and 7.10.
book 7,
3 Reading: Starter: Checkpoint Observation
Identifying i) understandthe i) Show learners picture of various students Critical
Voices & Rhyme meaning, structure famous places, clothing and food in workbook pages thinking
scheme and subject matter of their local and international 68 to 71 Interpretati
Haiku context. on
Speaking & ii) Ask learners what they know Use one cultural
Listening: ii) talk extensively on about these places or things and icon from visuals
Speaking to the cultural aspects of what they represent to make an info
discuss poetry the selected extract iii) Ask learners if they know any graph
preferences other famous landmarks, people or
iii) understand the use food from their own culture
Key skills: of ellipsis and the
Differences effects it creates
between a Main Activity (VAK):
Demonstrative iv) attempt the Activities:
Pronouns & production of a Haiku  Discussing the prompt questions on
Demonstrative page 109 of students book
Adjectives  Use the visuals underneath to
Writing:  Extraction of key and difficult words
Comparative  Attempting questions under each
analysis of extract
poems.  Compare examples of standard and
Class Practice:

7.5, 7.6, 7.9 and 7.10.
book 7,
4 Reading: Reading Starter: Checkpoint Observation
to Identify i) Show learners picture of various students Critical
various literary famous places, clothing and food in workbook pages thinking
devices used by their local and international 68 to 71 Interpretati
poets context. on
ii) Ask learners what they know Use one cultural
about these places or things and icon from visuals
Speaking & what they represent to make an info
Listening: Verbal iii) Ask learners if they know any graph
and Non Verbal other famous landmarks, people or
techniques. food from their own culture
Key Skills: Effects

of the use of Main Activity (VAK):
Demonstrative Activities:
Pronouns &  Discussing the prompt questions on
Adjectives page 109 of students book
 Use the visuals underneath to
Writing: Writing
a poem  Extraction of key and difficult words
extract
Class Practice:

7.5, 7.6, 7.9 and 7.10.
book 7,
5 Reading : Starter: Checkpoint Observation
Reading to i) Show learners picture of various students Critical
understand a famous places, clothing and food in workbook pages thinking
text: "An their local and international 68 to 71 Interpretati
introduction to context. on
Old English". ii) Ask learners what they know Use one cultural
what they represent to make an info
Speaking & iii) Ask learners if they know any graph
Listening: other famous landmarks, people or
Discussions food from their own culture
about Dialects
Key Skills: Main Activity (VAK):

Inflected Activities:
Language &  Discussing the prompt questions on
Dialects page 109 of students book
Writing:  Extraction of key and difficult words
Producing a brief  Attempting questions under each
report about extract
language  Compare examples of standard and
Class Practice:

7.5, 7.6, 7.9 and 7.10.
book 7,
Reading for i) Show learners picture of various students Critical
vocabulary famous places, clothing and food in workbook pages thinking
development their local and international 68 to 71 Interpretati
through context. on
dictionary use ii) Ask learners what they know Use one cultural
Speaking & what they represent to make an info
Listening: A iii) Ask learners if they know any graph
Speech ( My other famous landmarks, people or
Personal food from their own culture
Experience of
Learning a
Language) Main Activity (VAK):
Activities:
Keys Skills:  Discussing the prompt questions on
Word page 109 of students book
Origin and  Use the visuals underneath to
Research.
Writing:  Attempting questions under each
Producing a extract
Speech on  Compare examples of standard and
Language non standard English in the table
Class Practice:

7.5, 7.6, 7.9 and 7.10.
book 7,
WEE LESSON TITLE LEARNING OBJECTIVES CONTENT LEARNING ACTIVITIES HOMEWORK ASSESSMENT
K
1 Reading: Students should be Starter: Checkpoint Observation
Reading to able to: i) Show learners picture of students Critical
identify themes i) use elements like various famous places, clothing workbook pages thinking
in poems characters, setting, plot and food in their local and 68 to 71 Interpretation
structure to analyze a
international context.
story,
Speaking and ii) Ask learners what they know Use one cultural
Listening: about these places or things and icon from visuals
Listening to and ii) give details about what they represent to make an info
certain features of their
discussing poems iii) Ask learners if they know any graph
personal cultures,
for theme other famous landmarks, people
analysis iii) discuss how or food from their own culture
language use reflect
Key Skills: Verse culture and voice of
and types in poets, Main Activity (VAK):
poetry Activities:
iv) compare non standard  Discussing the prompt questions
Writing: An in English usage with the on page 109 of students book
depth study of standard English use,  Use the visuals underneath to
the writing
process v) identify connectives
 Extraction of key and difficult
and explain the reason for
words
their usage,
vi ) use different extract
connectives to build  Compare examples of standard
paragraphs and sequence and non standard English in the
ideas
table
Class Practice:
 Activity 7.1 to 7.9 in students
book
Literacy: Benevolently,
Diminishing, well – tended,
contraction,
Plenary: Students book 7,

exercise 7.5, 7.6, 7.9 and 7.10.
book 7,
2 Reading: William Students should be Starter: Checkpoint Observation
Shakespeare able to: i) Show learners picture of students Critical
(Biography and i) analyse the difference various famous places, clothing workbook pages thinking
in personal cultures and
Works) and food in their local and 68 to 71 Interpretation
other cultures from
extracts using attitude international context.
and language ii) Ask learners what they know Use one cultural
Speaking and about these places or things and icon from visuals
Listening: A ii) discuss at least one what they represent to make an info
group discussion of either the food, iii) Ask learners if they know any graph
on the theme of language or dressing other famous landmarks, people
pride aspects of other or food from their own culture
selected cultures
Key Skills: Iambic
pentameter iii) Differentiate Main Activity (VAK):
between formal and Activities:
informal language,
 Discussing the prompt questions
Writing skills: on page 109 of students book
Writing an iv) understand the use  Use the visuals underneath to
of simple punctuations identify places and monuments
autobiography and incomplete  Reading of extracts
about how and sentences for effecting  Extraction of key and difficult
when pride informal writings, words
affected you  Attempting questions under each
v) use sentence extract
openers to create  Compare examples of standard
different effects. and non standard English in the
table
Class Practice:
book
contraction,

exercise 7.5, 7.6, 7.9 and 7.10.
book 7,
Reading of i) understandthe i) Show learners picture of students Critical
Shakespeare meaning, structure various famous places, clothing workbook pages thinking
tragedy and subject matter of and food in their local and 68 to 71 Interpretation
Haiku international context.
ii) Ask learners what they know Use one cultural
Speaking & ii) talk extensively on about these places or things and icon from visuals
Listening: Giving the cultural aspects of what they represent to make an info
and receiving the selected extract iii) Ask learners if they know any graph
constructive other famous landmarks, people
feedbacks iii) understand the use or food from their own culture
of ellipsis and the
effects it creates
Key skills: Main Activity (VAK):
Identifying iambic iv) attempt the Activities:
pentameters in production of a Haiku  Discussing the prompt questions
poetry on page 109 of students book
Writing: Writing a  Extraction of key and difficult
poem about words
behaviors and  Attempting questions under each
feelings extract
 Compare examples of standard
and non standard English in the
table
Class Practice:
book
contraction,

exercise 7.5, 7.6, 7.9 and 7.10.
book 7,
4 Reading: Reading Starter: Checkpoint Observation
extracts from i) Show learners picture of students Critical
Romeo and Juliet various famous places, clothing workbook pages thinking
and food in their local and 68 to 71 Interpretation
Speaking & international context.
Listening: Stage ii) Ask learners what they know Use one cultural
performance of about these places or things and icon from visuals
Romeo and Juliet what they represent to make an info
iii) Ask learners if they know any graph
other famous landmarks, people
Key Skills: or food from their own culture
Creating poems
with iambic
pentameter Main Activity (VAK):
Activities:
Writing: Writing a on page 109 of students book
story about a  Use the visuals underneath to
time when loyalty
led to a problem  Extraction of key and difficult
words
extract
table
Class Practice:
book
contraction,

exercise 7.5, 7.6, 7.9 and 7.10.
book 7,
5 Reading : Starter: Checkpoint Observation
Reading for i) Show learners picture of students Critical
enjoyment various famous places, clothing workbook pages thinking
Speaking & international context.
Listening: ii) Ask learners what they know Use one cultural
Discussion about about these places or things and icon from visuals
sentence types what they represent to make an info
iii) Ask learners if they know any graph
other famous landmarks, people
Vocabulary: or food from their own culture
Studying word
glossary and
selecting Main Activity (VAK):
favourite words Activities:
on page 109 of students book
Writing: Review
of writing skills  Extraction of key and difficult
words
extract
table
Class Practice:
book
contraction,

exercise 7.5, 7.6, 7.9 and 7.10.
book 7,
6 Reading: Review Starter: Checkpoint Observation
of basic reading i) Show learners picture of students Critical
skills various famous places, clothing workbook pages thinking
international context.
Speaking & ii) Ask learners what they know Use one cultural
Listening: about these places or things and icon from visuals
Discussion about what they represent to make an info
Language iii) Ask learners if they know any graph
techniques other famous landmarks, people
or food from their own culture
Keys Skills:
Review of writers Main Activity (VAK):
literary devices Activities:
on page 109 of students book
Writing: Drawing  Use the visuals underneath to
a writing plan on
selected topics  Extraction of key and difficult
words
extract
table
Class Practice:
book
contraction,

exercise 7.5, 7.6, 7.9 and 7.10.
book 7,

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Almond School Medium Term Plan

Subject: English Language Term: 3A No. of Lessons: Year Group: Year 7

Plenary: Students book 7, exercise

3 Reading: At the end of the lesson, Starter: Checkpoint Observation

Plenary: Students book 7, exercise

Plenary: Students book 7, exercise

Plenary: Students book 7, exercise