WEEK/LESSON NO.

LESSON 8 (Writing 1) FORM 3 Bestari

SUBJECT English DATE / DAY
UNIT 1 Family Ties TIME
TOPIC Family Ties Duration
THEME People and Culture
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: Abbreviations
CONTENT STANDARD(S)
Main: Complementary:
4.2 Communicate with appropriate language, form and style
3.1 Understand a variety of texts by using a range of appropriate reading s
LEARNING STANDARD(S)
Main: Complementary:
4.2.1 Punctuate written work with moderate accuracy 3.1.2 Understand specific details and information in longer texts
on an increased range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Write three information required to write an email about inviting relatives to a party with the correct punctuation.
 Read the sample of an invitation email and tick six things the writer has included in the email.
Close-Up Student’s Book, p.14-15
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S)
Close-Up Teacher’s Book, p.15
ACTIVITIES
 Explain what is meant by the term ‘abbreviation’ and provide one or two examples that are written on the board.
Activate prior knowledge in this lesson by then asking pupils to identify abbreviations that they already know. Allow
pupils to discuss their ideas with their talk partner(s) before collecting ideas as a class.
PRE-LESSON
 Write the pupils’ ideas on the board and then compare them with the abbreviations in the ‘Learning Focus’ on p.14 of
the Student’s Book. Note that abbreviations here do not refer to abbreviations commonly used in text messages or on
social media (like ur, @, thx).
1)
 Ask pupils to quickly read the Learning Focus on using abbreviations. Read through the information together and ask
pupils for examples of other abbreviations.
 Ask pupils to look at the instructions for task A and make sure that they understand it.
 Ask pupils to read each sentence carefully and to pay attention to the overall meaning of the sentence to see how they
can re-write the sentences.
 Ask pupils to do the task individually but check answers as a class. (Student’s Book p.14 – Activity A)
2)
 Ask pupils to read the instructions and the writing task in italics and make sure they understand what they have to do.
 Ask pupils to do the task individually but check answers as a class. Help pupils to punctuate the sentences correctly.
(Student’s Book p.14 – Activity B)
3)
 Ask pupils to read the email quickly to answer the questions below:
- Who has the writer written to? (her uncle)
LESSON
- What family get-together is described? (a party for her dad's 50th birthday)
DEVELOPMENT  - What is special about the event? (it's a surprise)
 Ask pupils to read the instructions and make sure they understand what they have to do.
 Ask pupils to do the task individually but check answers as a class. (Student’s Book p.14 – Activity C)
4)
 Ask pupils to read 1-8 and answer any questions they might have.
 Do the first one together as a class and ask them whether Rashida has dealt with the task properly.
 Ask pupils to do the task individually but check answers as a class. (Student’s Book p.15 – Activity D)
5)
 Explain to pupils that before they begin a piece of writing, they should plan it carefully. Ask them to look back at the
example email on page 14 and to say how many paragraphs it has (four). Explain that each paragraph deals with
separate information. Elicit that this makes the writing clearer for the reader to follow.
 Ask pupils to look back at task С and the abbreviations they underlined.
 Make sure pupils understand that they should match 1-6 with a - f depending on the information in the email.
 Ask pupils to do the task individually but check answers as a class. (Student’s Book p.15 – Activity E)
 Ask pupils to review their learning in this lesson by describing what they have learnt in the lesson and how they learnt
POST-LESSON it. Allow pupils to discuss their ideas with their talk partner(s) before collecting ideas as a class.
DIFFERENTIATIO By amount of teacher’s support:
N Low-proficiency pupils
- pupils complete the tasks(s) with teacher’s guidance
 High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.