Scribd
Upload
83 views1 page

Lesson 26

This lesson plan focuses on speaking skills and discussing the wonders of nature and the environment. Students will work in pairs to answer questions about environmental issues and explain processes. They will also listen to a recording and complete instructions for an exam task based on the recording. Formative assessment includes monitoring student discussions and providing feedback on their language use. Differentiation supports both low and high-proficiency students.

Uploaded by

farah fami
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
83 views1 page

Lesson 26

This lesson plan focuses on speaking skills and discussing the wonders of nature and the environment. Students will work in pairs to answer questions about environmental issues and explain processes. They will also listen to a recording and complete instructions for an exam task based on the recording. Formative assessment includes monitoring student discussions and providing feedback on their language use. Differentiation supports both low and high-proficiency students.

Uploaded by

farah fami
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

WEEK/LESSON NO.

LESSON 26 (Speaking 5) FORM 3 Bestari


SUBJECT English DATE / DAY
UNIT 3 The Wonders of Nature TIME
TOPIC The Wonders of Nature Duration
THEME Health and Environment
MAIN SKILL Speaking CROSS-CURRICULAR ELEMENTS Environmental Sustainability
21ST CENTURY LEARNING Useful expressions for explaining
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: processes
CONTENT STANDARD(S)
Main: Complementary:
1.1 Understand meaning in a variety of familiar contexts
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics

LEARNING STANDARD(S)
Main: Complementary:
2.1.2 Ask about and explain simple processes 1.1.4 Understand independently longer sequences of classroom
instructions
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Discuss three questions about the planet and its environment with a partner.
 Listen to the recording and complete the instructions for the Exam Task based on the recording.
Close-Up Student’s Book, p.37
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Close-Up Teacher’s Book, p.34-35
Student’s Book Audio CD
ACTIVITIES
 Pupils look at the image in the top right-hand corner of p.37 of the Student’s Book and predict what the lesson is going
PRE-LESSON to be about.
 Pupils then write down examples of environmental problems and consequences, which are then shared as a class.
1)
 Ask pupils to read the three questions and answer any queries they may have about them.
 Ask pupils to work in pairs and to take turns to answer the questions.
 Go round the class monitoring pupils to make sure they are carrying o u t the task properly.
 Ask each pair to answer one of the questions and repeat until every pair has had a turn.
 Write any structural mistakes that pupils made on the board without saying who made them and ask pupils to correct
LESSON
them. Deal with any problems in pronunciation that came up. (Student’s Book p.37 – Activity A)
DEVELOPMENT 2)
 Ask pupils to read the Exam Close-up box about listening to instructions.
 Ask pupils to read the instructions and make sure they understand what they have to do.
 Play the recording once all the way through and ask pupils to write their answers. Then ask pupils to discuss their
answers with a partner and to justify any answers that are different. (Student’s Book p.37 – Activity B)

 Ask pupils to discuss in small groups the ‘Ideas Focus’ questions on p. 37 of the Student’s Book.
POST-LESSON  Monitor discussions and provide support for any problems with form or pronunciation
 Provide comments and feedback to the whole class on their use of expressions in the discussions.
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.

You might also like