WEEK/LESSON NO.

W10 LESSON 17 (Speaking 3) FORM 4 Fikrah

SUBJECT English DATE / DAY 25 May 2022 Wednesday
UNIT 2 TIME 9.05-10.25
TOPIC Ready for anything Duration 80 minutes
THEME People and Culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR FOCUS: words / phrases describing people’s
TECHNIQUE(S) characteristics / expressing an opinion /
supporting a point of view
CONTENT STANDARD(S)
Main: 2.1 Communicate information, ideas, opinions and Complementary: 1.1 Understand meaning in a variety of familiar
feelings intelligibly on familiar topics contexts
LEARNING STANDARD(S)
Main: 2.1.4 Explain and justify own point of view Complementary: 1.1.5 Understand independently more complex
questions on a wide range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Choose a profession and talk about at least three characteristics required for the profession chosen.
 Answer one complex question related to profession.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p26
Teacher’s Book p26
ACTIVITIES
 Write on the board: fire-fighter, politician, football player, librarian, flight attendant. Check meaning then ask pupils to
work with their talk partner(s) to come up with a list of characteristics that a person from each profession should have and
PRE-LESSON
why, i.e., a footballer needs to be fit because he/she needs to run around the football pitch a lot.
 When ready, collect responses.
1)
 Ask pupils to look at the pictures and read the accompanying captions.
 Ask pupils to read through the phrases in the boxes and check understanding. Point out to them that some of the phrases
can be used to describe more than one profession.
 Draw pupils’ attention to the TIPS and explain them.
 Divide the class into small groups.
LESSON  Ask pupils to choose which of the four professions they would be best at and justify their answer by describing their own
DEVELOPMENT characteristics.
 Get pupils to do the activity and go round the class helping them when necessary.
 Choose some groups to report their answers to the class. (Student’s book p26 -Speaking)
2)
 Ask complex questions. For example: Explain why it is so important for an athlete to be passionate about what he/she
does? Why would somebody who is anxious not make a good paramedic?
 Use wait time, repeat if necessary and select pupils for response.
 Play the hot air balloon game.
 Divide the class into groups of 4-6. Each pupil chooses a different profession from the lesson.
 Explain that they are all in a hot air balloon but the balloon is going down so one person must leave.
POST-LESSON
 Each pupil takes it in turn to explain why their profession is the most important and therefore why they must remain in the
balloon.
 Once everyone has spoken, everybody in the balloon votes for who should leave.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance.
N 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.
WEEK/LESSON NO. W10 LESSON 17 (Speaking 3) FORM 4 Bestari
SUBJECT English DATE / DAY 25 May 2022 Wednesday
UNIT 2 TIME 10.55-11.35
TOPIC Ready for anything Duration 40 minutes
THEME People and Culture
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR FOCUS: words / phrases describing people’s
TECHNIQUE(S) characteristics / expressing an opinion /
supporting a point of view
CONTENT STANDARD(S)
Main: 2.1 Communicate information, ideas, opinions and Complementary: 1.1 Understand meaning in a variety of familiar
feelings intelligibly on familiar topics contexts
LEARNING STANDARD(S)
Main: 2.1.4 Explain and justify own point of view Complementary: 1.1.5 Understand independently more complex
questions on a wide range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Choose a profession and talk about at least three characteristics required for the profession chosen.
 Answer one complex question related to profession.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p26
Teacher’s Book p26
ACTIVITIES
 Write on the board: fire-fighter, politician, football player, librarian, flight attendant. Check meaning then ask pupils to
work with their talk partner(s) to come up with a list of characteristics that a person from each profession should have and
PRE-LESSON
why, i.e., a footballer needs to be fit because he/she needs to run around the football pitch a lot.
 When ready, collect responses.
1)
 Ask pupils to look at the pictures and read the accompanying captions.
 Ask pupils to read through the phrases in the boxes and check understanding. Point out to them that some of the phrases
can be used to describe more than one profession.
 Draw pupils’ attention to the TIPS and explain them.
 Divide the class into small groups.
LESSON  Ask pupils to choose which of the four professions they would be best at and justify their answer by describing their own
DEVELOPMENT characteristics.
 Get pupils to do the activity and go round the class helping them when necessary.
 Choose some groups to report their answers to the class. (Student’s book p26 -Speaking)
2)
 Ask complex questions. For example: Explain why it is so important for an athlete to be passionate about what he/she
does? Why would somebody who is anxious not make a good paramedic?
 Use wait time, repeat if necessary and select pupils for response.
 Play the hot air balloon game.
 Divide the class into groups of 4-6. Each pupil chooses a different profession from the lesson.
 Explain that they are all in a hot air balloon but the balloon is going down so one person must leave.
POST-LESSON
 Each pupil takes it in turn to explain why their profession is the most important and therefore why they must remain in the
balloon.
 Once everyone has spoken, everybody in the balloon votes for who should leave.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance.
N 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.
WEEK/LESSON NO. W10 LESSON 17 (Writing 3) FORM 5 Amanah
SUBJECT English DATE / DAY 25 May 2022 Wednesday
UNIT 2 TIME 12.15-12.55
TOPIC Life’s Great Mysteries Duration 40 minutes
THEME People and Culture
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Values
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR The conventions of story writing; words/phrases
TECHNIQUE(S) FOCUS: describing feelings
CONTENT STANDARD(S)
Main: 4.1 Communicate intelligibly through print and digital Complementary: 2.1 Communicate information, ideas, opinions
media on familiar topics and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main: 4.1.4 Express and respond to real or imagined opinions and Complementary: 2.1.5 Explain and justify own feelings or those of
feelings others
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Discuss five senses to be used in the writing description.
 Produce a Plan and write a story for an English language magazine series.
English Download Student’s Book p26-27,
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S)
Teacher’s Book p25-26
ACTIVITIES
 Ask pupils to read the instructions and check that they understand what they have to do.
 Elicit that they have to pair a verb and an adverb to complete the sentences. Point out that the pairs describe ways in which
different characters are speaking.
 Ask pupils to read the verbs, adverbs and the sentences and explain anything they don't understand.
 They then check their answers in pairs before
PRE-LESSON  Pupils work individually to complete the task. checking as a class. (Student’s book p26 activity 1)
 Ask pupils to read the instructions and check that they understand what they have to do.
 Ask pupils to read the words in the orange box and the sentences and explain anything they don’t understand.
 Pupils work individually to complete the task.
 They then check their answers in pairs before checking as a class. (Student’s book p26 activity 2)

1.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must imagine they
are on a beach.
 Ask them what they can see, hear, smell, taste and feel there. Demonstrate by saying, 'I can hear the squawk of seagulls,
"The hot sand is burning my feet,’ etc.
 Pupils work in pairs to complete the task.
 Ask one pair to demonstrate the task in front of the class. Time permitting, repeat until all pairs have had a turn.
(Student’s book p27 Activity 6)
LESSON 2.
DEVELOPMENT  Read the task out to pupils and explain anything they don't understand. licit that they must write a story.
 Ask pupils the following question in order to analyse the task:
 What are the three things you must do when you write this story? (begin with the specific sentence; include a message or a
map; include a surprise)
 Go over the Plan with the pupils. Stress the importance of setting the scene. Remind them to use descriptive language for
feelings, ways of speaking and thinking, and the senses to make their characters lifelike.
 Ask pupils to write short notes for each paragraph and go round checking as they write.
 Assign the writing task for homework. (Student’s book p27 Activity 7)

 Ask pupils to complete an an exit card: ‘what went well in your writing?’ and ‘your writing would have been even better if…’
POST-LESSON  Collect the cards and use them for planning subsequent lessons.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATI
- pupils complete the tasks(s) with teacher’s guidance
ON 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.