Professional Documents
Culture Documents
Lesson Delivery
in Activity B pupils are asked to read for gist.
Activities B and D focus on developing the main skill for this lesson.
Activity E focuses on the complementary skill. In order to fully focus on this skill, remind pupils
to justify their opinions.
Post-Lesson
Ask pupils to review their learning in this lesson by getting them to identify with their talk
partner(s) at least one new word or expression that they have learned in relation to the topic
of free-time activities.
When pupils are ready, collect and share words / expressions as a whole class.
Full Blast Plus 4, Student’s Book, pp 8-9
Teaching Material(s)
Teacher’s Book, pp 8-9
Learning Assessment(s) Oral Presentation Writing Task
Cross-Curricular Elements Information and Communications Technology
21st century competencies Acknowledging Pupils' Differences
Differentiation Strategies Differentiate by instruction and feedback
Lang. / Grammar Focus
Attendance
Teacher’s Reflection / Notes
LEARNING STRATEGIES
(Tick where
PAK-21
applicable)
(Tick where applicable)
Cooperative
All-Write-Round-Robin
Inquiry-based
Dramatisation
Project-based
Six Thinking Hats
Pupil-Centredness √
Chart and Share
Fan-N-Pick
Think-Pair-Share
Bus Stop
Thumbs Up
_____/_____ pupils were able to achieve the objectives. Field Trip
_____/_____ pupils were able to complete the exercises. Idea Rush
_____/_____ pupils need further exercises and guidance. Hot Seat
Lesson was postponed and shall be conducted on Gallery Walk
Role Play
Round Table √
Table Talkers
Personal Learning
Experience
Placement Consensus
Pair Discussion
galaxynova
Lesson Delivery
1. T explains the stative verb and elicit more examples (see above). Application √
2. T provides and / or elicits examples (e.g. ‘Peter hates his new school’ not ‘Peter is hating his Analysis
new school’). Evaluation
3. T then introduces the vocabulary activities either ask pupils to think back to the reading text Creation
about SN Sites and elicit what computer-based vocabulary they know / remember or play a
word game (such as bingo) practising computer-based vocabulary.
4. Pupils complete Activities A-C. See the Teacher’s Book for detailed guidance. THE i-THINK MAPS
(Tick where applicable)
Post-Lesson Circle Map
Ask pupils to write six sentences. Three sentence using stative verbs and three sentences using Bubble Map
action verbs in the present continuous. Multi Flow Map
Pupils to make two deliberate mistakes. Pupils swap sentences and see if they can spot the Brace Map
sentences which are wrong. Double-Bubble Map
Full Blast Plus 4, Student’s Book, pp 9-10 Tree Map
Teaching Material(s)
Teacher’s Book, pp 9-10 Bridge Map
Learning Assessment(s) Oral Presentation Writing Task Flow Map
Cross-Curricular Elements Information and Communications Technology
21st century competencies Acknowledging Pupils' Differences
Differentiation Strategies Differentiate by instruction and feedback LEARNING STRATEGIES
Lang. / Grammar Focus Present Tense, Continuous Tense (Tick where applicable)
PAK-21
Attendance Cooperative
(Tick where applicable) √
Teacher’s Reflection / Notes Inquiry-based
All-Write-Round-Robin
Project-based
Dramatisation
Pupil-Centredness
Six Thinking Hats
Chart and Share
Fan-N-Pick
Think-Pair-Share
Bus Stop
Thumbs Up
Field Trip
Idea Rush √
Hot Seat
Gallery Walk
Role Play
Round Table
Table Talkers
Personal Learning
Experience
Placement Consensus
Pair Discussion
_____/_____ pupils were able to achieve the objectives.
_____/_____ pupils were able to complete the exercises.
_____/_____ pupils need further exercises and guidance.
Lesson was postponed and shall be conducted on
galaxynova
Galaxy nova
DAILY LESSON PLAN
Week / Date / Day 3 Tuesday 26 March 2024 HOTS
Class / Lesson / Time 4 Galaxy 4 7.30 a.m. - 8.30 a.m. (Tick where applicable)
Subject English Language Application
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Speaking1 Creation
Content Standard(s)
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics THE i-THINK MAPS
1.1 Understand meaning in a variety of familiar contexts (Tick where applicable)
Learning Standard(s) Circle Map
2.1.1 Explain simple content on familiar topics from what they read and hear Bubble Map
1.1.5 Understand independently more complex questions on a wide range of familiar topics Multi Flow Map
Learning Objective(s)
Brace Map
At the end of the lessons, pupils are able to do the following:
Double-Bubble Map
1. describe the pictures using the words and phrases given
Tree Map
2. discuss the pros and cons of individual and group sports
Bridge Map
Success Criteria
Flow Map
Pupils can describe at least 2 activities in the pictures given in details using the words and
phrases given
Teaching and Learning Activities LEARNING STRATEGIES
Pre-lesson (Tick where applicable)
PAK-21
T activates prior knowledge with a True/False activity. Give pupils red and green cards (red to Cooperative
(Tick where applicable)
show False, green to show True). Start the lesson verbally or with a series of statements on the Inquiry-based
All-Write-Round-Robin
whiteboard and pupils have to tell whether they think each statement is True or False using Project-based
Dramatisation
their cards. The statements might focus on specific aspects of language use or understanding of Pupil-Centredness
Six Thinking Hats
grammar from previous lessons.
Chart and Share
Lesson delivery Fan-N-Pick
1. T divides pupils into groups of four. Think-Pair-Share
2. T asks pupils to look at the four pictures and describe the activities they show. Bus Stop
3. Pupils use the words and phrases given to help them talk about the pictures. Thumbs Up
4. T chooses some groups to act out their conversations in class. Field Trip
5. T asks a few additional complex questions. Idea Rush
For example: Do you think it’s better to do sport in groups or individually? / What benefit(s) do Hot Seat
you get from doing a group sport like football or volleyball? / What benefit(s) do you get from Gallery Walk
practicing a sport, like running, on your own? / Why do you think some people like to practice Role Play
extreme sports like bungee jumping, rock climbing or white water rafting?). Round Table
6. T uses wait time and selects pupils for responses. Table Talkers
Personal Learning
Post-lesson Experience
Ask pupils to review their learning in this lesson by completing an exit card: ‘what went well in Placement Consensus
your learning?’ and ‘your learning would have been even better if…’ Collect the cards and use Pair Discussion
them for planning subsequent lessons.
Full Blast Plus 4, Student’s Book, pp 12
Teaching Material(s)
Teacher’s Book, pp 12
Learning Assessment(s) Oral Presentation Writing Task
Cross-Curricular Elements Information and Communications Technology
21st century competencies Acknowledging Pupils' Differences
Differentiation Strategies Differentiate by instruction and feedback
Words/phrases related to free-time activities; phrases
Lang. / Grammar Focus
expressing likes and dislikes; phrases expressing opinion
Attendance
Teacher’s Reflection / Notes
√
DAILY LESSON PLAN
Week / Date / Day 3 Wednesday 27 March 2024 HOTS
Class / Lesson / Time 4 Galaxy 5 9.00 a.m. - 10.00 a.m. (Tick where applicable)
Subject English Language Application √
Theme F4 - Science & Technology Analysis
Topic Unit 1 Let's Chat Evaluation
Focus Skill(s) Writing1 Creation
Content Standard(s)
4.2 Communicate with appropriate language, form and style THE i-THINK MAPS
Learning Standard(s) (Tick where applicable)
Circle Map
4.2.3 Produce an extended plan or draft and modify this appropriately in response to feedback or independently
Bubble Map
4.2.2 Spell written work on a range of text types with reasonable accuracy Multi Flow Map
Learning Objective(s)
Brace Map
At the end of the lessons, pupils are able to do the following:
Double-Bubble Map
1. read and answer the questions based on a personal webpage
Tree Map
2. write notes about what they can include about themselves for their own personal webpage
Bridge Map
3. write 2 or 3 paragraphs for their own personal webpage
Flow Map
Success Criteria
Pupils can write a at least 2 paragraphs for their own personal webpage.
Teaching and Learning Activities LEARNING STRATEGIES
Pre-lesson (Tick where applicable)
PAK-21
T activates prior knowledge by asking pupils about their experience with social media websites Cooperative
(Tick where applicable) √
and their profiles. Encourage the use of vocabulary relevant to the topic and give support Inquiry-based
All-Write-Round-Robin
where needed. Project-based
Dramatisation
Pupil-Centredness
Six Thinking Hats
Lesson delivery
1. Pupils read the webpage and answer the question in Activity A Chart and Share
2. Pupils choose a few categories in Activity B and write ideas / notes about what they can Fan-N-Pick
include about themselves Think-Pair-Share
3. T discusses the questions in Activity C with pupils. Bus Stop
4. Pupils write 2 or 3 paragraphs for their own personal webpage Thumbs Up
Field Trip
Post-lesson Idea Rush
T asks pupils to review their learning by describing what they have learnt in the lesson and how Hot Seat
they learnt it. Allow pupils to discuss their ideas with their talk partner(s) before collecting Gallery Walk
ideas as a class. Role Play
Full Blast Plus 4, Student’s Book, pp 13 Round Table
Teaching Material(s)
Teacher’s Book, pp 13 Table Talkers
Learning Assessment(s) Oral Presentation Writing Task Personal Learning
Cross-Curricular Elements Information and Communications Technology Experience
21st century competencies Acknowledging Pupils' Differences Placement Consensus
Differentiation Strategies Differentiate by instruction and feedback Pair Discussion √
Words/phrases related to free-time activities; phrases
Lang. / Grammar Focus
expressing likes and dislikes; phrases expressing opinion
Attendance
Teacher’s Reflection / Notes