Unit 9 High-Tech World

DAILY LESSON PLAN
ENGLISH FORM 3
WEEK 24 TIME 7.30 - 8 AM
DAY TUESDAY CLASS 3 GALAXY
DATE 19.09.2023 LESSON 69
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC High-Tech World
THEME Science and Technology
LANGUANGE/GRAMMAR FOCUS Technology-related vocabulary
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
MAIN LEARNING STANDARD 3.1.5 Recognise with support the attitude or opinion of the writer in simple longer texts on
an increased range of familiar topics
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Explain own point of view
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Recognise with support the attitude or opinion of the writer in simple longer texts
on an increased range of familiar topics
2. Explain own point of view
ACTIVITIES PRE-LESSON Students asked what they think High-tech World means. Students
have five minutes to write down as may words of three letters or
more using the letter in high-tech word.
LESSON DELIVERY Activity A(page 110)
1. Students asked to read the instructions and explained
anything they don’t understand. Students read the words
and phrases next to the bullet points and their
pronunciation corrected where necessary. Students asked
to work in pairs or small groups to answer the question.
Then as a class, each pair asked to summarise their
answers.
Activity B (page 110)
1. Students asked to read the instructions and the sentences
1-3 and explained anything they don’t understand. They
asked to skim through the text and to underline
information in the text that relates to each sentence.
Students asked to do the task on their own and the to
compare their answers with a partner. Students
encouraged to justify any answers they have that are
different to their partners. Answers checked as a class.
POST LESSON Students asked to identify with their talk partner at least one new
word or expression that they have learned in relation to the lesson
topic.
TEACHING AIDS Exercise book, Teacher's Guidebook , Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Presentation iThink Map Circle Map
CCE/CE 21st Century Literacy Resilient
High Order Thinking Skills Application
Teaching and Learning Strategy Multiple Intelligence
Element Across the Curriculum (EMK) EMK -
Information and Communication technolo
Moral Values – Rationality
ASSESSMENT Observation
SUCCESS CRITERIA Pupils can describe the picture in pairs and to say why these objects may be useful.
REFLECTION Attendance:__/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH FORM 3
WEEK 24 TIME 10.30 - 11.30 AM
DAY WEDNESDAY CLASS 3 GALAXY
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
MAIN LEARNING STANDARD 3.1.4 Use independently familiar print and digital resources to check meaning and extend
understanding
1. Use independently familiar print and digital resources to check meaning and extend
understanding
ACTIVITIES PRE-LESSON Students play a game to review technology-related vocabulary
from the previous lesson.
LESSON DELIVERY Activity D (page 111)
1. Students encouraged to read all the statements again
before they start to write their answers. They reminded
that they should read the text more carefully this time and
underline any information in the text relevant to each
statement.
Activity E(page 111)
2. Students asked to scan the text to find the words in read
from this task. They asked to look at these words in
context to help them decide which one fits best. Students
reminded to read through the sentences before circling
any answers and to pay attention to the words before and
after the options. They encouraged to read the sentences
again once they have finished to check their answers make
sense.
3. Students asked to do the task individually, but check
answers as a class. Once the answers have been checked,
students asked what the words they didn’t circle mean
and why they don’t complete the sentences.
POST LESSON Students played a dictionary game to review the main skill for this
lesson.
TEACHING AIDS PowerPoint, Marker Pen, Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Round Table iThink Map Choose an item.
CCE/CE 21st Century Literacy Thinker
Teaching and Learning Strategy Contextual Learning
Moral Values – Kindheartedness
ASSESSMENT Question ( Writing/ Speaking )
SUCCESS CRITERIA Pupils can make a list on the board of the advantages and disadvantages of public
surveillance.
DAILY LESSON PLAN
ENGLISH FORM 3
WEEK 24 TIME 9.30 - 10.30 AM
DAY THURSDAY CLASS 3 GALAXY
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Language Awareness
LANGUANGE/GRAMMAR FOCUS The passive voice
MAIN CONTENT STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
MAIN LEARNING STANDARD This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.
COM. CONTENT STANDARD
COM. LEARNING STANDARD
ACTIVITIES PRE-LESSON Students asked the questions at random round the class, making
sure that each student answers at least one question: Where are
surveillance cameras found? Who are satnavs used by? Who was
the television invented by? Why are mobile phones banned in
schools? Students elicited that the questions were all in the passive
voice and explained that this is what they are going to learn about
in this lesson.
LESSON DELIVERY Activity A (page 113)
1. Students asked to read the sentence and answer the
questions. They should then compare their answers with a
partner. Answers checked as a class.
1. Students asked to read the sentences and answer the
questions. They should then compare their answers with a
partner. Answers checked as a class.
Activity C (page 113)
1. Students asked to read the rules before filling in any
answers. They encouraged to look back at the sentences
and the questions in A and B if they need help.
Activity D (page 113)
1. Students asked to read the sentences and questions and
elicited that the agent is the person who carried out an
action in a passive sentence. Students asked to do the
tasks individually, but check answers as class. Once the
answers have been checked, students asked to look back
at the text on pages 110 and 111 and to underline
examples of the passive voice.
POST LESSON Students asked to look at the picture in the top right-hand corner
of page 113 of SB. Students write questions about the picture using
passive voice. Students asked to practice asking and answering
their questions with talk partners before selecting questions from
students as a class.
TEACHING AIDS Textbook, Exercise book, Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Think, Pair, Share iThink Map Flow Map
CCE/CE 21st Century Literacy Inquisitive
High Order Thinking Skills Evaluation
Teaching and Learning Strategy Learning How to Learn Skills
Moral Values – Freedom
ASSESSMENT Homework
SUCCESS CRITERIA Pupils can underline examples of the passive voice.
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 24 TIME 9.30 - 10.30 AM
DAY FRIDAY CLASS 3 GALAXY
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.1 Understand independently the main ideas in simple longer texts on an increased range
of familiar topics
COM. LEARNING STANDARD 2.1.3 Describe future plans and ambitions
1. Understand independently the main ideas in simple longer texts on an increased
range of familiar topics
2. Describe future plans and ambitions
from previous lessons. Students asked to look at the picture at the
bottom of page 114 and read its accompanying caption. They
should describe to a partner what the picture shows. Students
encouraged to discuss why scientists might make robots like this
and how they might be able to help us.
1. Students reminded that in odd-one-out tasks, they should
try to think about what connects the words so that they
can decide which one doesn’t relate to the other two.
Students asked to do the task individually, but check
answers as a class.
1. Students asked to read the sentences 1-5 and answer any
questions they might have. Students explained that the
ideas in the sentences will be heard on the recording, but
they will have to listen carefully to decide if these ideas
match what is said exactly or just the basic idea of the
recording.
2. The recording played all the way through once and
students asked to write their answers. Then students
asked to compare their answers with a partner.
3. The recording played again and students asked to check
the answers and to fill in any missing answers. The
answers checked as a class and students asked to justify
their answers.
word or expressions that they have learned in relation to lesson
topic.
TEACHING AIDS Exercise book, Marker Pen, Handout, Choose an item.
21st CENTURY T&L STARTEGY Presentation iThink Map Tree Map
Teaching and Learning Strategy Values and Citizenship
Moral Values – Choose an item.
ASSESSMENT Homework
SUCCESS CRITERIA Pupils can describe future plans and ambitions
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 26 TIME 7.30 - 8.30 AM
DAY TUESDAY CLASS 3 GALAXY
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Reading
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.1.6 Understand independently longer simple narratives on a range of familiar topics
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
COM. LEARNING STANDARD 3.1.2 Understand specific details and information in longer texts on an increased range of
familiar topics
1. Understand independently longer simple narratives on a range of familiar topics
2. Understand specific details and information in longer texts on an increased range of
familiar topics
from previous lessons.
LESSON DELIVERY Activity C (page 114)
1. Students read the information in the Exam Close-up box
and explained anything they don’t understand. Students
reminded as they can that it is important to answer as
many questions as they can the first time they listen. On
the second listening, they can check the ones they have
already answered, but focus more on the questions they
haven’t.
2. Students explained that they should never leaver any
answers blank. They should guess the answer if they are
really not sure. Students asked to read the Exam task
instructions and each of the questions and options,
underlining the key words as they do so.
Activity D(page 114)
1. Students explained that they will hear two people talking
about a technology exhibition. They asked to read through
the questions and options again quickly. Students pointed
out that they will not hear the questions on the recording.
2. The recording played once all the way through and
students asked to write their answers. Then students
asked to compare their answers with a partner.
topic. When students ready, the words/expressions collected and
shared as a whole class.
TEACHING AIDS Audio CD, Exercise book, Textbook, Choose an item.
CCE/CE 21st Century Literacy Virtuous
Moral Values – Cooperation
ASSESSMENT Homework
SUCCESS CRITERIA Pupils can understand independently longer simple narratives on a range of familiar topics
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 26 TIME 7 - 8 AM
DAY WEDNESDAY CLASS 3 GALAXY
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Listening
MAIN CONTENT STANDARD 2.3 Use appropriate communication strategies
MAIN LEARNING STANDARD 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up
or to repeat what they have said
COM. CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.1.5 Understand independently more complex questions
1. Keep interaction going in longer exchanges by asking a speaker to slow down, speak
up or to repeat what they have said
2. Understand independently more complex questions
1. Students asked to read the questions and answer any queries
they may have about them. Students asked to work in pairs
and to take in turns to answer the questions. Each pair asked
to answer one of the questions, and repeat until each pair has
had a turn. Students asked to correct any structural mistakes
written on the boards.
1. Students asked to read the instructions and makes sure
they understand they should rank the devices in order of
importance within the context of a school and not
according to which ones they like it the best. They
encouraged to think about why each device could be
important for the school.
2. Students read out the names of the devices and their
pronunciation corrected where necessary.
Activity C (page 115)
1. The information read in the Exam Close-up box and any
questions they might have answered. Students reminded
about their lists in B and they asked to work with a
partner to read a final decision together about the most
important down to the least important.
2. Each pair asked to tell what they have chosen as the most
important and their answers written on the board to see if
there is class agreement.
POST LESSON Students asked to identify with their talk partner how they kept
the interaction going in the discussion’s activities in this lesson.
When students ready, ideas collected and shared as a whole class.
TEACHING AIDS Exercise book, Textbook, Whiteboard, Choose an item.
CCE/CE 21st Century Literacy Team spirit
Moral Values – Moderation
ASSESSMENT Homework
SUCCESS CRITERIA Pupils can understand independently more complex questions
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 26 TIME 11.30 - 12.30 PM
DAY THURSDAY CLASS 3 GALAXY
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
LANGUANGE/GRAMMAR FOCUS Useful expressions for making decisions
MAIN CONTENT STANDARD 2.3 Use appropriate communication strategies
MAIN LEARNING STANDARD 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up
or to repeat what they have said
1. Keep interaction going in longer exchanges by asking a speaker to slow down, speak
up or to repeat what they have said
1. Students asked to read the task again and to remind
themselves what the devices in the pictures are. Students
reminded that the devices are for the school’s media
centre. They asked to spend a minute deciding which
would most useful and to think of reasons why it would be
useful. They encouraged to think about why the other
devices wouldn’t be as useful.
2. Students asked to work in pairs to discuss their choices.
Students reminded to use some of the Useful Expressions
when making their decisions. Each pair asked to say which
devices they chose and why, and repeat until each pair has
had a turn.
3. Students asked to correct any structural mistakes written
on the boards.
Ideas Focus(page 115)
1. Students asked to read the questions quickly and deal with
any queries they may have. Students asked to work in
pairs and to take it in turns to answer the questions. Each
student asked to answer one question until everyone has
had a turn.
2. Students asked to correct any structural mistakes written
on the boards.
POST LESSON Students asked to shut their textbooks and to write down useful
expressions for reaching decisions in a group discussion. When
ready, students selected to read out their ideas and provide
additional expressions.
TEACHING AIDS Handout, Whiteboard, Marker Pen, Choose an item.
21st CENTURY T&L STARTEGY Presentation iThink Map Circle Map
CCE/CE 21st Century Literacy Resilient
Teaching and Learning Strategy Values and Citizenship
Moral Values – Cleanliness Body and Mind
ASSESSMENT Homework
SUCCESS CRITERIA Pupils can explain own point of view
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK 26 TIME 11 - 11. 30 AM
DAY FRIDAY CLASS 3 GALAXY
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
LANGUANGE/GRAMMAR FOCUS Technology-related vocabulary/collocations
MAIN CONTENT STANDARD 4.1 Communicate intelligibly through print and digital media on familiar topics
MAIN LEARNING STANDARD 4.1.1 Explain simple content from what they have read or heard
COM. CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
COM. LEARNING STANDARD 4.2.2 Spell written work with moderate accuracy
1. Explain simple content from what they have read or heard
2. Spell written work with moderate accuracy
ACTIVITIES PRE-LESSON Students asked to read the information about using collocations in
the Learning Focus box and answer any questions they might have.
Students asked for further examples of verb + noun, adjective +
noun and phrasal verbs from the units they have already studied in
this book.
1. Students explained they have to match 1-8 with a-h to
form collocations. Students read the words 1-8 and the
pronunciation corrected where necessary. Students asked
to look at the words again and write down if they are
verbs, nouns or adjectives. Students asked to do the task
individually and compare their answers with a partner.
Students asked to match the words and compare their
answer with a partner.
1. Students asked to read the instructions and answer any
questions. Students should write the sentences in their
notebooks. Students asked to do the task individually, but
check as a class.
Activity C(page 118)
1. Students read the instructions in the Exam task and
answer any questions they may have. They asked to read
all the sentences in the task on the right but not write any
answers or complete them yet.
2. Then the students asked to read the questions and answer
them.
TEACHING AIDS Textbook, Whiteboard, Marker Pen, LINUS Module Book
21st CENTURY T&L STARTEGY Role Play iThink Map Choose an item.
High Order Thinking Skills Analysis
Teaching and Learning Strategy Contextual Learning
Moral Values – Diligence
ASSESSMENT Homework
SUCCESS CRITERIA Pupils can spell written work with moderate accuracy
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK Choose an item. TIME
DAY Choose an item. CLASS
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Speaking
LANGUANGE/GRAMMAR FOCUS Technology-related vocabulary/collocations
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.2 Spell written work with moderate accuracy
COM. LEARNING STANDARD 2.1.4 Explain own point of view.
1. Spell written work with moderate accuracy
2. Explain own point of view.
1. Students read the instructions and answer any questions they
may have. Students asked to speculate why the students has
underlined some of the words. Everyone encouraged to give
their opinion.
Activity E (page 119)
1. Students asked to look at the sentences again and think about
what word or words are missing from the second sentences.
Students reminded to read through the second sentence once
they have written their answer, to see that the sentences make
sense and it means the same as the first sentences.
Activity F (page 119)
1. Students read the Exam Close-up box and answer any
questions they may have. Students explained anything they
don’t understand. Students reminded how important it is for
them to read the second sentence once they have completed it
to see that it means the same as the first sentences. Students
asked to look again at their answers and see if they need to
make any changes.
Activity G (page 119)
1. Students asked to read the Exam task and to underline the
keywords and phrases. Students asked to work with a partner
and try to identify what type of word or words is/are missing
from each gap. A pair asked to say what they have underlined
and what type of word or words are missing from the second
sentence.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA Pupils can spell written work with moderate accuracy
DAILY LESSON PLAN

ENGLISH FORM 3
WEEK Choose an item. TIME
DAY Choose an item. CLASS
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Literature in Action
TOPIC Teacher to select
THEME Teacher to select
LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD 5.3 Express an imaginative response to literary texts
MAIN LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating power points, visuals, posters,
blogs and webpages. Other imaginative responses as appropriate
COM. CONTENT STANDARD
COM. LEARNING STANDARD
ACTIVITIES PRE-LESSON
LESSON DELIVERY Teachers will develop their own lesson using materials from the
Literature Component books.
Teachers should ensure that their lesson covers the Literature in
Action content and learning standard specified for this lesson.
Focus on Posters and visuals.
POST LESSON
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA

Unit 9 High-Tech World

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Unit 9 High-Tech World

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DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

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