CBA LESSON PLAN TEMPLATE ANGLAIS

TEACHER’S NAME: William Jarboe SCHOOL: US Peace Corps Model School

DATE: 15/8/2023

DOMAIN: Family and Social Life

MODULE: Unit 3: Tolerance and Acceptance

REAL LIFE SITUATION: Taking part in cross national celebrations

CATEGORIES: Listening to informative texts to talk about tolerance and acceptance

EXAMPLES OF ACTIONS: Listens and reads a variety of different mediums about tolerance and acceptance in Cameroon

ESSENTIAL KNOWLEDGE: Speech work: sing the national anthem in English Grammar Grammar: Use pronouns Vocabulary: Use words related to
patriotism

LESSON TITLE: Listening to Others

PREVIOUS KNOWLEDGE: Knowledge of pronouns in French, basic knowledge of possessive pronouns, some knowledge of possessive and reflexive
pronouns

Expected outcome: Students will be able to use pronouns in speech and writing and understand them in reading and listening

CLASS: Troisieme

LESSON DURATION: 2 hours

TEACHING AIDS: Presentation skills, team building among students, encouraging openness, teacher enthusiasm, student enthusiasm

RESOURCES: Chalk, chalkboard,

STAGES TIME RATIONALE CONTENT TEACHERS’ACTI LEARNERS’

VITIES ACTIVITIES
INTRODUCTION 5 Minutes Welcome students Students will be Welcome students Students should
to the class and get welcomed to the to the class, ask for participate in the
them ready to class and we will the date, and write game and respect
 learn. play a game using the learning when others are
the opinion cards outcomes. Explain talking.
that we didn’t get the game and make
to yesterday. a chart with each
student. Do a quick
- Students example so students
will take a understand and
card at then monitor the
random game.
and have to
say why
their
opinion is
right or
wrong.
Students
who get
votes on
agreement
will win the
game.
DISCOVERY(PRESENTATIO 5 Minutes Present the Students will be Ask the question Students should try
N OF THE PROBLEM students with a asked a series of and write them as to answer the
SOLVING problem and ask questions. needed since the questions to the
them to consider What is a students seem to best of their ability.
solutions. pronoun? read better than Teacher may
Stimulates student Do you know some they listen simplify questions
interest. kinds of pronouns? sometimes. if they don’t
Can anyone give understand.
me a pronoun?

Emphasize that
pronouns are a
complicated word
for a simple thing
they are already
 using
RESEARCH(INDIVIDUALLY 20 Minutes Allow students to Draw a chart with Draw the chart and Students should
OR IN GROUPS SEEK practice 1st person, second ask students what work together to
SOLUTION TO PROBLEM. collaborating with person, and third they know about the figure out the
others and sharing person on the right meaning of each meanings of the
their ideas in a side of the board. word. Give hints chart.
small environment. Label the top of and tell students
the chart with when they are close
personal, reflexive, till they get the
and possessive at answer.
the top.
COMPARISON AND 20 Minutes Allow students to Ask students to Monitor the Students should be
VALIDATION OF FINDINGS practice their come up and write students and prepared to write
OR RESULTS speaking skills in a what they think prompt students on the board and
larger environment belongs in each who are not copy notes when
and practice area. Each student participating to they can.
comprehension of will have to write come up and try to
others. at least one thing. write one thing.
Start with an
example yourself
with I and me for
the beginning.
INSTITUTIONALISATION 20 Minutes Give students The board will be Write the notes and Students should
OF NEW KNOWLEDGE corrected or corrected as explain orally. Wait copy the notes and
modified follows. for students to finish ask the teacher
information about copying before about any
the subject matter Personal asking before questions they
for the purpose of pronouns: I, we, questions. might have
their learning. you, you, me,
he/she/it, they, us,
you, you,
him/her/it, them

Possessive
pronouns: mine,
yours, his, hers,
 ours, theirs
Reflexive
pronouns: myself,
yourself, himself,
herself, itself,
oneself, ourselves,
yourselves,
themselves
COSOLIDATION 20 Minutes Allow students to Have students split Split up the groups Students should be
(APPLICATION) take what they up into 3 groups as is appropriate willing to write on
have discussed and and write 3 and make one group the board and can
learned and apply different sentences. female dominant as even volunteer if
it to a scenario or For example, one usually the groups they like. However,
worksheet in group does 3 are male dominant. 3 of each gender
context to practice. different sentences must write as the
with 3 different boys are generally
kinds of pronouns. less likely to freely
participate.
Example: 1. They
told *me* I had to
go
2. That is mine!
3. I injured myself
cooking food last
night
PARTIAL INTEGRATION 20 Minutes Allow students to The students will Monitor groups for Students should
present their ideas take their any comprehension respect their group
and correct their sentences and or participation and work together
work. write a short story issues after with other students
based off of one of explaining the to finish the story
their sentences, the exercise. in 20 minutes.
other sentences Students should try
should utilize at to share the
least 2 other kinds responsibility of
of pronouns. the work as much
as possible.
 Example: I hurt
*myself* cooking
last night. I was
using my sister’s
knife, *her* knife
is very sharp.
*She* said I will
not be allowed to
cook now.
REMEDIATION 10 Minutes Assign students the ET- Write one Copy the ET and Students should
exit ticket and sentence using a HW onto the board copy both
homework so that reflexive or and explain orally instructions and do
the teacher can possessive until students the work as
assess pronoun. understand. Leave quickly as possible
understanding and time for before time runs
students can HW- Make the comprehension and out.
practice the same chart in content questions.
language in context French and
outside of the compare it to the
classroom. English one. How
are they different,
how are they
similar?