WEEK/LESSON NO.
LESSON 42 (Reading 10) FORM 3 Bestari
SUBJECT English DATE / DAY
UNIT 5 TIME
TOPIC A Place to Call Home Duration
THEME Science and Technology
MAIN SKILL Reading CROSS-CURRICULAR ELEMENTS Science and Technology
21ST CENTURY LEARNING Home related vocabulary
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
2.1 strategies
3.1 Understand a variety of texts by using a range of appropriate reading Communicate information,
to construct ideas, opinions and feelings intelligibly on f
meaning
LEARNING STANDARD(S)
Main: Complementary:
3.1.2 Understand specific details and information in longer texts 2.1.4 Explain own point of view
on an increased range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
Read five advertisements and answer five questions based on the advertisements.
Discuss whether the city or the countryside is a better place for a teenager to grow up and state at least two reasons why.
Close-Up Student’s Book, p.59
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S)
Close-Up Teacher’s Book, p.51-52
ACTIVITIES
Ask pupils about different kinds of buildings (eg. gym, bust stop, historical building, furniture shop etc.) and ask them
to describe what they know about those buildings.
PRE-LESSON
Pupils work in pairs to discuss the questions.
Share their answers with the class.
1)
Ask pupils to read the instructions and elicit that they understand what they have to do.
Ask pupils to read texts 1-5 before they write their answers.
Ask pupils to do the task individually but check answers as a class. (Student’s Book p.59– Activity C)
2)
Pupils should read the Exam Close-up box about eliminating answers. Explain that these tips are important as they
provide important information to help them in the exam.
Pupils should then read sentences and questions 1-5 in the Exam Task and underline the key words.
Ask pupils to read the Exam Task again and the five texts.
LESSON Tell them to read each of the options a- с after each of the sentences or questions and then choose the correct
DEVELOPMENT answer.
Ask pupils to do the task individually, but check as a class. (Student’s Book p.59 – Activity D)
3)
Ask pupils to read the questions. Teach any new words that pupils have not learnt yet.
Ask pupils to work in pairs to answer the questions and encourage them to use their own experience to help them
support their opinions.
Monitor pupils to make sure they are doing the task correctly and make notes for error correction.
Ask a pair to share their ideas and encourage class discussion.
Write any errors on the board and correct them as a class. (Student’s Book p.59 – Ideas Focus)
Ask pupils to review their learning in this lesson by describing what they have learnt in the lesson and how they learnt
POST-LESSON it.
Allow pupils to discuss their ideas with their talk partner(s) before collecting 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.
