LESSON 2

WEEK/LESSON NO. 1 FORM 4 Amanah/Bestari

(Language Awareness 1)
SUBJECT English DATE / DAY 11 / 3 / 2024 Monday
UNIT 1 TIME 6: 40 am - 7: 40am Monday
TOPIC Let’s Chat Duration 60 Minutes
Science and Technology
THEME
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Information and Communications
Technology
21ST CENTURY LEARNING Presentations LANGUAGE/GRAMMAR Present Simple vs Present
TECHNIQUE(S) FOCUS: Progressive / computer-based
vocabulary
CONTENT STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered
LEARNING STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered

LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Revise present simple and present continuous and complete four dialogues using the correct tenses.
 Revise computer-related vocabulary and complete five sentences using the correct verbs.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Short Quiz MATERIAL(S) Student’s Book p9-10
Teacher’s Book p9-10
ACTIVITIES
 Ask questions to pupils (or write questions on the board) to elicit responses using either the Present Simple or
PRE-LESSON Present Continuous. Ensure pupils have appropriate wait time and/or opportunities to discuss their responses with
talk partners.
1)
 Ask pupils to read through the examples.
 Draw pupils’ attention to the verbs in bold and ask them what the difference between the Present Simple and the
Present Continuous is.
 Refer pupils to the Grammar Reference (p. 157)
 Point out that the Present Continuous is also used with always when describing an annoying habit. Give Pupils
another example (My teacher/mother is always complaining about how untidy my desk is.).
 Ask pupils to come up with their own examples.
 Refer pupils to the four texts in the reading activity and ask them to find examples of the two tenses (e.g. Text A: I
spend.., My parents complain.. /Text B: I don't think... I don't like.. / Text C: I don't want.. Were putting on…, We’re
organizing..., It really helps, / Text D: l'm thinking…, I play…, she really enjoys…)
 Have pupils do the activity i the grammar section.
 Check the answers with the class. (Student’s book p9 - Grammar)
2)
LESSON
 Ask pupils to read through the verbs (1-6) and the nouns (a-f)
DEVELOPMENT  Tell pupils to rely on their background knowledge on computers and do the activity.
 Check the answers with the class. (Student’s book p10 Activity A)
3)
 Ask pupils to read through the verbs in the box.
 Tell pupils to rely on their background knowledge on computers and do the activity.
 Check the answers with the class.
 If necessary, help pupils deduce the meaning of any unknown verbs by relating them to the content of the respective
sentences. (Student’s book p10 Activity B)
4)
 Ask pupils to read through the sentences and draw their attention to the phrases in bold.
 Point out that these are phrases related to communication.
 Ask pupils to read through the definitions a-g.
 Have pupils do the activity.
 Check the answers with the class. (Student’s book p10 Activity C)
 Ask pupils to write six sentences. Three sentence using stative verbs and three sentences using action verbs in the
present continuous.
POST-LESSON
 Ask pupils to make two deliberate mistakes.
 Pupils swap sentences and see if they can spot the sentences which are wrong.
DIFFERENTIATIO By amount of teacher’s support:
 Low-proficiency pupils
- 9 pupils complete the tasks(s) with teacher’s guidance
N
High-proficiency pupils
- 3 pupils complete the tasks(s) on their own
TEACHER’S ___13__ out of ___20___ pupils achieved the learning objectives.
REFLECTION ___7__ pupils were given remedial treatment.