LESSON 13

WEEK/LESSON NO. FORM 2HELIUM

(Language Awareness)
SUBJECT English DATE / DAY 20/4/2024 Monday
UNIT 6 Money TIME 1240-140 pm
TOPIC Duration
THEME Consumerism and Financial Awareness
MAIN SKILL Language CROSS-CURRICULAR ELEMENTS Language
Awareness
21ST CENTURY LEARNING Choose an item. -Learn and review a set of future time
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: expressions.
-Learn and review would like / wouldn’t
like
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:
 Learn a set of future time expressions and make four predictions about their future using the given phrases.
 Revise would like / wouldn’t like and write four sentences using would like / wouldn’t like.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.67
Teacher’s Book p.67
ACTIVITIES
 Write the sentence It will grow a lot on the board with the words in the wrong order: lot it a grow will.
PRE-LESSON  Pupils work in pairs and write the sentence with the words in the correct order. Remind pupils that will can also be
contracted.
1)
 Pupils read the information in the table and answer the question.
 They compare answers in pairs.
 Check the answer as a class. Point out that we never use will after when. (Student’s Book p.67 – Activity 1)
2)
 Complete the first sentence with the whole class to demonstrate the activity (When we're in Paris, we'll go shopping.).
 Point out that not all the sentences contain when so the present simple is not always the correct form of the verb.
Highlight that all the sentences are predictions about a trip to Paris.
 Pupils work individually to complete the sentences with the correct form of the verbs in brackets.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.67 – Activity 2)
LESSON 3)
DEVELOPMENT  Pupils complete the task individually.
 They compare answers in pairs.
 Listen to their ideas as a class. Make sure they use l'lI. (Student’s Book p.67 – Activity 3)
4)
 Pupils read the information in the table and the example sentences.
 Explain the task. A tick means an affirmative sentence and a cross means a negative sentence.
 Pupils work individually to complete the exercise.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.67 – Activity 4)
5)
 Pupils work individually and choose the correct answers.
 They compare answers in pairs. (Student’s Book p.67 – Activity 5)
 Ask pupils their future plan and what they want to be in the future.
POST-LESSON  Pupils work in pairs.
 Choose some pairs to talk about their future plans to the class.
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.
 LESSON 14
WEEK/LESSON NO. FORM 2HELIUM
(Action Oriented Task)
SUBJECT English DATE / DAY 21/4/2024 Tuesday
UNIT 6 Money TIME 140-240 pm
TOPIC Pocket Money Duration
THEME Consumerism and Financial Awareness
MAIN SKILL Reading & CROSS-CURRICULAR ELEMENTS Language
Listening
21ST CENTURY LEARNING Choose an item. Asking for a favour
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
3.1 Understand a variety of texts by using a range of appropriate 1.1 Understand meaning in a variety of familiar contexts
reading strategies to construct meaning
LEARNING STANDARD(S)
Main: Complementary:
3.1.2 Understand specific details and information in simple longer 1.1.2 Understand independently specific information in simple
texts on a range of familiar topics longer texts on a range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Read the article and state whether the five sentences are true or false and correct the false sentences.
 Listen to the radio programme about pocket money and complete the table using the information from the audio script.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.68
Teacher’s Book p.68
ACTIVITIES
 Ask pupils to look at the pictures of what teenagers in the UK spend their money on.
 Elicit as much vocabulary from the class as possible to describe the items in the pictures and write the words on the
PRE-LESSON board (sweets, a computer game, nail polish, shoes).
 Ask pupils what other things they think British teenagers spend their money on and write their suggestions on the
board.
1)
 Pupils read the question carefully first.
 They read Lucy's speech bubble and the text. They find the answer to the question.
 Check the answer as a class. (Student’s Book p.68 – Activity 1)
2)
 Pupils read the sentences first.
 They look in the text and decide if the statements are true or false.
 They compare answers in pairs and correct the false statements.
LESSON
 Check answers as a class. (Student’s Book p.68 – Activity 2)
DEVELOPMENT 3)
 Play the CD. Pupils listen and write the answer in their notebooks.
 Check the answer as a class.
 Pupils copy the table into their notebooks. (Student’s Book p.68 – Activity 3)
4)
 Play the CD again. Pupils listen and complete the table.
 Pupils compare answers in pairs.
 Check answers as a class. (Student’s Book p.68 – Activity 4)
 Ask pupils to think of other ways to make money.
POST-LESSON  Pupils work in pairs.
 Share their ideas as a class.
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.
 LESSON 15
WEEK/LESSON NO. 5 FORM 2HELIUM
(Action Oriented Task)
SUBJECT English DATE / DAY 23/4/2024 Thursday
UNIT 6 Money TIME 240-340 pm
TOPIC Pocket Money Duration
THEME Consumerism and Financial Awareness
MAIN SKILL Writing & CROSS-CURRICULAR ELEMENTS Language
Speaking
21ST CENTURY LEARNING Choose an item. Asking for a favour
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
4.1 Communicate intelligibly through print and digital media on 2.1 Communicate information, ideas, opinions and feelings
familiar topics intelligibly on familiar topics
LEARNING STANDARD(S)
Main: Complementary:
4.1.2 Make and respond to simple requests and suggestions 2.1.2 Ask for and respond appropriately to simple suggestions
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Write a short dialogue about asking for a favour.
 Practise and act out the dialogue for the class.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.68-69
Teacher’s Book p.68-69
ACTIVITIES
 Ask pupils to look at the pictures of what teenagers in the UK spend their money on.
 Elicit as much vocabulary from the class as possible to describe the items in the pictures and write the words on the
PRE-LESSON board (sweets, a computer game, nail polish, shoes).
 Ask pupils what other things they think British teenagers spend their money on and write their suggestions on the
board. (Student’s Book p.68)
1)
 Pupils read the dialogue first.
 Play the CD. Pupils listen and follow the text in their books. They write answers 1-4 in their notebooks.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.69 – Activity 5)
2)
 Play the CD again, pausing after each question or statement and each response for pupils to repeat as a class.
 Note the main stress and the rising intonation in the yes/ no questions: Can I ask you a favour? Could you lend me
three pounds?
LESSON  Note the falling tone in the wh- questions: What is it? Why don't you earn the money instead?
DEVELOPMENT  Ask pupils to repeat the dialogue several times both chorally and individually with the correct stress and intonation.
 Pupils practise the dialogue in pairs. Then swap roles and practise the dialogue again.
(Student’s Book p.69 – Activity 6)
3)
 Ask pupils to look at the Communication kit: Asking for a favour. Encourage them to use these questions when writing
their dialogue.
 Pupils work individually and write their dialogue, using the dialogue in the book as a model.
 Monitor while they are writing and give help if necessary.
 Pupils practise their dialogues in pairs.
 For extra practice, they swap roles in both dialogues. (Student’s Book p.69 – Activity 8&9)
 Choose some pairs to act out their dialogue for the class.
POST-LESSON  Pupils raise their hand if another pair has the same two items as they have chosen.
 This will encourage them to listen carefully to their classmates.
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.
 LESSON 13
WEEK/LESSON NO. FORM 2 Neon
(Language Awareness)
SUBJECT English DATE / DAY 22/4/2024 Wednesday
UNIT 6 Money TIME 140-240 pm
TOPIC Duration
THEME Consumerism and Financial Awareness
MAIN SKILL Language CROSS-CURRICULAR ELEMENTS Language
Awareness
21ST CENTURY LEARNING Choose an item. -Learn and review a set of future time
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: expressions.
-Learn and review would like / wouldn’t
like
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:
 Learn a set of future time expressions and make four predictions about their future using the given phrases.
 Revise would like / wouldn’t like and write four sentences using would like / wouldn’t like.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.67
Teacher’s Book p.67
ACTIVITIES
 Write the sentence It will grow a lot on the board with the words in the wrong order: lot it a grow will.
PRE-LESSON  Pupils work in pairs and write the sentence with the words in the correct order. Remind pupils that will can also be
contracted.
1)
 Pupils read the information in the table and answer the question.
 They compare answers in pairs.
 Check the answer as a class. Point out that we never use will after when. (Student’s Book p.67 – Activity 1)
2)
 Complete the first sentence with the whole class to demonstrate the activity (When we're in Paris, we'll go shopping.).
 Point out that not all the sentences contain when so the present simple is not always the correct form of the verb.
Highlight that all the sentences are predictions about a trip to Paris.
 Pupils work individually to complete the sentences with the correct form of the verbs in brackets.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.67 – Activity 2)
LESSON 3)
DEVELOPMENT  Pupils complete the task individually.
 They compare answers in pairs.
 Listen to their ideas as a class. Make sure they use l'lI. (Student’s Book p.67 – Activity 3)
4)
 Pupils read the information in the table and the example sentences.
 Explain the task. A tick means an affirmative sentence and a cross means a negative sentence.
 Pupils work individually to complete the exercise.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.67 – Activity 4)
5)
 Pupils work individually and choose the correct answers.
 They compare answers in pairs. (Student’s Book p.67 – Activity 5)
 Ask pupils their future plan and what they want to be in the future.
POST-LESSON  Pupils work in pairs.
 Choose some pairs to talk about their future plans to the class.
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.
 LESSON 14
WEEK/LESSON NO. FORM 2 NEON
(Action Oriented Task)
SUBJECT English DATE / DAY 23/4/2022 Thursday
UNIT 6 Money TIME 1240-140 pm
TOPIC Pocket Money Duration
THEME Consumerism and Financial Awareness
MAIN SKILL Reading & CROSS-CURRICULAR ELEMENTS Language
Listening
21ST CENTURY LEARNING Choose an item. Asking for a favour
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
3.1 Understand a variety of texts by using a range of appropriate 1.1 Understand meaning in a variety of familiar contexts
reading strategies to construct meaning
LEARNING STANDARD(S)
Main: Complementary:
3.1.2 Understand specific details and information in simple longer 1.1.2 Understand independently specific information in simple
texts on a range of familiar topics longer texts on a range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Read the article and state whether the five sentences are true or false and correct the false sentences.
 Listen to the radio programme about pocket money and complete the table using the information from the audio script.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.68
Teacher’s Book p.68
ACTIVITIES
 Ask pupils to look at the pictures of what teenagers in the UK spend their money on.
 Elicit as much vocabulary from the class as possible to describe the items in the pictures and write the words on the
PRE-LESSON board (sweets, a computer game, nail polish, shoes).
 Ask pupils what other things they think British teenagers spend their money on and write their suggestions on the
board.
1)
 Pupils read the question carefully first.
 They read Lucy's speech bubble and the text. They find the answer to the question.
 Check the answer as a class. (Student’s Book p.68 – Activity 1)
2)
 Pupils read the sentences first.
 They look in the text and decide if the statements are true or false.
 They compare answers in pairs and correct the false statements.
LESSON
 Check answers as a class. (Student’s Book p.68 – Activity 2)
DEVELOPMENT 3)
 Play the CD. Pupils listen and write the answer in their notebooks.
 Check the answer as a class.
 Pupils copy the table into their notebooks. (Student’s Book p.68 – Activity 3)
4)
 Play the CD again. Pupils listen and complete the table.
 Pupils compare answers in pairs.
 Check answers as a class. (Student’s Book p.68 – Activity 4)
 Ask pupils to think of other ways to make money.
POST-LESSON  Pupils work in pairs.
 Share their ideas as a class.
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.
 LESSON 15
WEEK/LESSON NO. 5 FORM 2 NEON
(Action Oriented Task)
SUBJECT English DATE / DAY 24/4/2022 Friday
UNIT 6 Money TIME 130-230 pm
TOPIC Pocket Money Duration
THEME Consumerism and Financial Awareness
MAIN SKILL Writing & CROSS-CURRICULAR ELEMENTS Language
Speaking
21ST CENTURY LEARNING Choose an item. Asking for a favour
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
4.1 Communicate intelligibly through print and digital media on 2.1 Communicate information, ideas, opinions and feelings
familiar topics intelligibly on familiar topics

LEARNING STANDARD(S)

Main: Complementary:
4.1.2 Make and respond to simple requests and suggestions 2.1.2 Ask for and respond appropriately to simple suggestions
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Write a short dialogue about asking for a favour.
 Practise and act out the dialogue for the class.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.68-69
Teacher’s Book p.68-69
ACTIVITIES
 Ask pupils to look at the pictures of what teenagers in the UK spend their money on.
 Elicit as much vocabulary from the class as possible to describe the items in the pictures and write the words on the
PRE-LESSON board (sweets, a computer game, nail polish, shoes).
 Ask pupils what other things they think British teenagers spend their money on and write their suggestions on the
board. (Student’s Book p.68)
1)
 Pupils read the dialogue first.
 Play the CD. Pupils listen and follow the text in their books. They write answers 1-4 in their notebooks.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.69 – Activity 5)
2)
 Play the CD again, pausing after each question or statement and each response for pupils to repeat as a class.
 Note the main stress and the rising intonation in the yes/ no questions: Can I ask you a favour? Could you lend me
three pounds?
LESSON  Note the falling tone in the wh- questions: What is it? Why don't you earn the money instead?
DEVELOPMENT  Ask pupils to repeat the dialogue several times both chorally and individually with the correct stress and intonation.
 Pupils practise the dialogue in pairs. Then swap roles and practise the dialogue again.
(Student’s Book p.69 – Activity 6)
3)
 Ask pupils to look at the Communication kit: Asking for a favour. Encourage them to use these questions when writing
their dialogue.
 Pupils work individually and write their dialogue, using the dialogue in the book as a model.
 Monitor while they are writing and give help if necessary.
 Pupils practise their dialogues in pairs.
 For extra practice, they swap roles in both dialogues. (Student’s Book p.69 – Activity 8&9)
 Choose some pairs to act out their dialogue for the class.
POST-LESSON  Pupils raise their hand if another pair has the same two items as they have chosen.
 This will encourage them to listen carefully to their classmates.
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.