Unit 3 The Wonders of Nature

DAILY LESSON PLAN
ENGLISH FORM 3
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2022 LESSON 21
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC The Wonders of Nature
THEME Health and Environment
LANGUANGE/GRAMMAR FOCUS Environment 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 3.1.6 Recognise with support typical features at word, sentence and text levels of a range of
genres
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.1 Paraphrase short simple texts
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Recognise with support typical features at word, sentence and text levels of a range
of genres
2. Paraphrase short simple texts
ACTIVITIES PRE-LESSON Students asked to think of place or things that they consider to be
wonders of nature. Students asked to turn to page 31 and to look at
the picture without reading the accompanying caption. Students
asked to guess what the picture shows and to give their reactions
to it. Students asked to read the caption to find out what the
picture shows. Students asked why they think the sculpture
changes with every season.
LESSON DELIVERY Activity A(page 32)
1. Students asked to read the instructions and check that
they understand what they have to do. Students asked to
work in pairs to take turns to ask and answer each other
the ideas listed. Each pair asked to discuss one of the
options and repeat until each pair has had a turn.
Activity B(page 32)
1. Students asked to read the instructions and make sure
they know what they have to do. Students explained that
they should decide if each option in A, gives facts,
entertains the reader, is educational or gives personal
opinions.
2. Students asked to work with a partner to complete the
task. Each pair asked to discuss one of the options and
repeat until each pair has had a turn.
Activity C(page 32)
do the task individually, but check answer 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 topic.
When students are ready, the words/expressions collected and
shared as a whole class.
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.
Element Across the Curriculum (EMK) EMK -
Environmental Sustainability Awarenes
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA Pupils can paraphrase short simple texts
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
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 3.1.1 Understand the main points in longer texts on a range of familiar topics
COM. LEARNING STANDARD 2.1.4 Explain own point of view
1. Understand the main points in longer texts on a range of familiar topics
2. Explain own point of view
ACTIVITIES PRE-LESSON Students asked to recall with their talk partner the new vocabulary
they have learnt from the previous lesson. The ideas collected and
shared as a whole class. Students write the words on the board.
LESSON DELIVERY Activity D (page 32)
1. Students asked to read the Exam Close-up box. Students
explained that identifying the type of text can help to
understand the information in it. Students asked to read
the Exam Task and explain to students that the task is
multiple choice and that they should answer a,b,c,or d.
2. Students asked to read through the questions before
reading the text, so that they know what information to
look out for. Students asked to read the text again and to
underline keywords related to the questions while
reading.
Activity E(page 32)
1. Students asked to do the Exam Task individually, but
check as a class.
Activity F(page 33)
1. Students asked to read the statements and explain any
words they don’t understand. Students asked to work in
pairs to discuss the statements and then ask each pair to
tell the rest of the class what they think.
POST LESSON Students asked to review their learning in this lesson by getting
them to close their textbooks and then to recall with their talk
partner the exam tips they read on page 33 of SB. When students
ready, ideas collected and share as a whole class. The ideas
displayed on the board, checking that all four tips have been
included.
SUCCESS CRITERIA Pupils can explain own point of view
DAILY LESSON PLAN
ENGLISH FORM 3
MAIN FOCUSED SKILL Language Awareness COM. FOCUSED SKILL Language Awareness
LANGUANGE/GRAMMAR FOCUS Present perfect continuous vs. present perfect simple
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 what the main verb in each sentences written on
the board and which tenses have been used. Students revise the
affirmative, negative, question forms, and short answers of the two
tenses with students.
LESSON DELIVERY Activity A (page 35)
1. Students asked to look at the verbs in bold in sentences 1-
4 and elicit that they are in the Present Perfect Simple.
Students asked what is infinitive form of these verbs are.
Students elicited that all these verbs apart from complete,
have irregular past participle.
2. Students elicited how we form the Present Simple in the
affirmative. Then students elicited how the negative of the
Present Perfect Simple is formed using sentence 3 in the
task.
Activity B(page 35)
1. Students asked to read the instructions and that they
understand what they have to do. Students asked to read
the uses of the Present Perfect Simple in a-d and answer
any questions they might have.
Activity C(page 35)
1. Students asked to look at the verbs in bold in the
sentences in 1-3 and elicit that they are in the Present
Perfect Continuous. Students asked what the infinitive
forms of these verbs are. Students elicited how the Present
Perfect Continuous is formed. An example presented on
the board.
2. Then students elicited how the negative of the Prefect
Perfect Continuous is formed.
POST LESSON Students asked to write down sentences of their own using each
tense. The examples collected when ready. Students asked to write
down their own examples of affirmative, negative, question forms
and short answers for each tense.
TEACHING AIDS Choose an item. Choose an item., Choose an item., Choose an item.
,
SUCCESS CRITERIA Pupils can write down sentences of their own using each tense.
DAILY LESSON PLAN

ENGLISH FORM 3
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
MAIN CONTENT STANDARD 1.2 Use appropriate listening strategies in a variety of contexts
MAIN LEARNING STANDARD 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by
context on an increased range of familiar topics
COM. LEARNING STANDARD 2.1.1 Ask about and explain key information from simple texts
1. Guess the meaning of unfamiliar words from clues provided by other words and by
context on an increased range of familiar topics
2. Ask about and explain key information from simple texts
ACTIVITIES PRE-LESSON Students asked to read the caption accompanying the picture on SB
page 36. They asked to work in pairs to discuss the picture and
their reaction to it. Students encouraged to talk about what they
know about the Great White Shark. Students discussed the picture
as a class.
LESSON DELIVERY Activity A (page 36)
1. Students explained that in this lesson they will be
improving their technique in blank-filling listening tasks.
Students asked to read the instructions and make sure
tick the sentences that contain missing words that aren’t
numbers. Students elicited that they would work out the
words which aren’t numbers refer to and that they aren’t
expected to guess the actual words.
2. Students write their answers and then ask them to
compare and justify them with a partner. The answer
checked as a class.
3. Students discuss which colour may be missing in 3.
Students asked what the five senses are and which one
they think is most important to a shark and to say why.
Activity B(page 36)
1. Students explained that they are now going to listen to a
talk about the Great White Shark. They asked to read
sentences 1-6 in A again and to underline any keywords in
the sentences they should listen out for.
2. Students encourage to think of other ways the information
in each sentence could be phrased. The recording played
once all the way through and students asked to write their
answers. Students asked to discuss their answers with a
partner and to justify any answers that are different.
POST LESSON Choose an item.
SUCCESS CRITERIA Pupils can explain key information from simple texts
DAILY LESSON PLAN

ENGLISH FORM 3
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
MAIN CONTENT STANDARD 1.3 Recognise features of spoken genres on familiar topics
MAIN LEARNING STANDARD 1.3.1 Recognise with support typical features at word, sentence and text levels of a small
number of spoken genres
COM. LEARNING STANDARD 2.1.4 Explain own point of view
1. Recognise with support typical features at word, sentence and text levels of a small
number of spoken genres
ACTIVITIES PRE-LESSON Students played a game to review environment related vocabulary
from previous lessons and what students have learned about Great
White Sharks.
LESSON DELIVERY Activity C(page 36)
read the information in the Exam Close-up box. They
asked to quickly look at the task in D and to think of a
word or phrase that could go in each gap in the Exam Task.
Activity D(page 36)
1. The recording played once all the way through and
students asked to write their answers. Then students to
discuss their answers with a partner and to justify any
answers that are different.
Activity E(page 36)
1. 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.
POST LESSON Choose an item.
DAILY LESSON PLAN
ENGLISH FORM 3
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Listening
LANGUANGE/GRAMMAR FOCUS Useful expressions for explaining processes
MAIN CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.2 Ask about and explain simple processes
COM. CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.1.4 Understand independently longer sequences of classroom instructions
1. Ask about and explain simple processes
2. Understand independently longer sequences of classroom instructions
ACTIVITIES PRE-LESSON Students asked to look at the picture in the top right-hand corner
of page 37. They asked what subject they think part of the lesson
will deal with. Students asked to write down as many
environmental problems and their consequences as possible. Then
they asked to take it in turns to read out one of their problems to
the class and the other students asked to think of a solution to the
problem or a way of reducing its negative consequences.
1. Students asked to read the three questions and answer the
queried they may have about them. Students asked to
work in pairs and to take turns to answer the questions.
2. Each pair asked to answer one of the questions and repeat
until every pair has had a turn.
Activity B(page 37)
1. Students asked to read the Exam Close-up box about
listening to instructions.
they understand what they are doing. The recording
played once all the way through and students asked to
write their answers. Then students asked to discuss their
answers with a partner and to justify any answers that are
different.
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 topic.
The words/expressions collected as a whole when students are
ready.
SUCCESS CRITERIA Pupils can explain simple processes
DAILY LESSON PLAN

ENGLISH FORM 3
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Reading
LANGUANGE/GRAMMAR FOCUS Useful expressions for discussions
MAIN CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN LEARNING STANDARD 2.1.4 Explain own point of view
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
COM. LEARNING STANDARD 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by
context on an increased range of familiar topic
2. Guess the meaning of unfamiliar words from clues provided by other words and by
context on an increased range of familiar topic
ACTIVITIES PRE-LESSON Students played a game to review useful expressions for
discussion.
LESSON DELIVERY Activity C(page 37)
1. Students asked to look at the pictures in D and spend a
minute deciding what would be involved in each one.
Students checked understand what recycling bins,
aluminium, beach clean-up, pollution, campaign, cycling,
planting trees and setting up a website mean.
2. Students asked to read the instructions again before
starting so that they know exactly what they should do.
Students explained that they are to match the verbs 1-5
with the words/phrase a-e, by looking at the pictures.
3. Students asked to work in pairs.
Activity D(page 37)
1. Students explained that task C gave them some helpful
vocabulary to use when talking about the pictures in the
Exam Task, for example, I think we should plant some
trees.
2. Students asked to discuss the pictures in the Exam Task,
using the matched verbs and words in Task C to help
them.
POST LESSON Students asked to discuss in small groups the Ideas Focus
questions on page 37 Sb. Comments and feedback provided to the
whole class on their use of expressions in the discussions.
DAILY LESSON PLAN

ENGLISH FORM 3
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Reading
LANGUANGE/GRAMMAR FOCUS Useful expressions for discussions
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.4 Begin to use formal and informal registers appropriate to the target audience in
familiar situations
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. Begin to use formal and informal registers appropriate to the target audience in
familiar situations
2. Understand specific details and information in longer texts on an increased range of
familiar topics
ACTIVITIES PRE-LESSON Students asked the similarities between endangered species, global
warming and environmental pollution. Students asked to work in
pairs or small groups to discuss how these phenomena related to
each of the 3 pictures on page 40 and 41. Students encouraged to
discuss how the 3 pictures might relate to each other. Students
asked what they do to help the environment and whether their
school has an environmental group.
1. Students asked to read the instructions and the writing
task and make sure they understand what they have to do.
Students encouraged to underline any key words and
phrases in the writing task to help them answer the
questions.
Activity B (page 40)
1. Students asked to read the instructions and the writing
task and make sure they understand what they have to do.
Students encouraged to underline any keywords and
phrases in the writing task to help them answer the
questions.
Activity C(page 41)
1. Students asked to read sentences 1-4 before looking back
at the example email to decide which ones are true and
which ones are false. They encouraged to find suitable
information in the text to justify their answers.
POST LESSON Students asked to review their learning in this lesson by getting
them to identify with they talk partners as many different useful
expressions for an informal email that they can think of. They have
to close their textbooks.
SUCCESS CRITERIA Pupils can review specific details and information in longer texts on an increased range of
familiar topics
DAILY LESSON PLAN

ENGLISH FORM 3
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
LANGUANGE/GRAMMAR FOCUS Useful expressions for an informal email
MAIN CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
MAIN LEARNING STANDARD 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately
independently
COM. CONTENT STANDARD 4.2 Communicate with appropriate language, form and style
COM. LEARNING STANDARD 4.2.1 Punctuate written work with moderate accuracy
1. Produce a plan or draft of two paragraphs or more and modify this appropriately
independently
2. Punctuate written work with moderate accuracy
ACTIVITIES PRE-LESSON Students played a game to review useful expressions for an
informal email.
LESSON DELIVERY Activity D(page 41)
1. Students reminded that they should always make a plan
for their writing before they begin. They asked to skim
through the example email again and to write what the
main idea of each paragraph is next to it. Then they asked
to read descriptions a-d to decide which ones are closest
to their notes before doing the matching task
Activity E(page 41)
1. Students asked to read the instructions and check that
read the Exam Close-up box and the Exam task. Students
reminded to underline any information in the Exam task
that they need to include in their email.
Activity F(page 41)
1. Students asked to complete the task and to remember to
make a plan for their email in class. Students asked to do
the task individually, but check as a class. Students
explained that they should use the Writing Reference and
checklist for emails or page 176 to help them.
POST LESSON Students asked to review their learning in this lesson by
completing an exit card; ‘what went well in your learning?’ and
‘your learning would have been even better if..’. The card collected
and they used for planning the writing lessons in lesson cycle 4.
TEACHING AIDS Choose an item. Choose an item., Choose an item., Choose an item.
,
SUCCESS CRITERIA 1. Pupils can produce a plan or draft of two paragraphs or more and modify this
appropriately independently
DAILY LESSON PLAN

ENGLISH FORM 3
MAIN FOCUSED SKILL Literature in Action COM. FOCUSED SKILL Literature in Action
TOPIC Teacher to select

LANGUANGE/GRAMMAR FOCUS Teacher to select
MAIN CONTENT STANDARD Teacher to select

MAIN LEARNING STANDARD Teacher to select
COM. CONTENT STANDARD Teacher to select
COM. LEARNING STANDARD Teacher to select
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 characters.
POST LESSON
SUCCESS CRITERIA

Unit 3 The Wonders of Nature

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Unit 3 The Wonders of Nature

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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

THEME Health and Environment

MAIN CONTENT STANDARD Teacher to select

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