WEEK/LESSON NO.
LESSON 59 (Writing 9) FORM 4 Bestari
SUBJECT English DATE / DAY
UNIT 5 TIME
TOPIC Globetrotting Duration
THEME People and culture
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR sequencing past action and events; words and
TECHNIQUE(S) FOCUS: phrases describing feelings; expressive language,
exclamation marks
CONTENT STANDARD(S)
Main: Complementary:
4.1 Communicate intelligibly through print and digital media on familiar topics 3.1 Understand a variety of texts by using a range of app
LEARNING STANDARD(S)
Main: Complementary:
4.1.2 Explain causes and consequences of (i) actions (ii) events or (iii) simple processes
3.1.5 Recognise with little or no support the attitude or opin
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
Think about a funny, embarrassing, scary or annoying experience and write an account of the true event.
Read a text and answer five questions based on the text.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p73
Teacher’s Book p73
ACTIVITIES
Playa story-telling game. For example: Divide class into small groups. Give each pupil a piece of paper with something
written on it, i.e. a phrase, an object, adjective of mood. Put the opening line of a story on the board, i.e. ‘Last Saturday
Adam was at the shopping centre when…’
PRE-LESSON Tell pupils they have to take it in turn to continue the story but during their turn they need to include the word/phrase
written on their paper without the rest of the group guessing what is written on their paper.
When they have managed to slip their word or phrase into the story without anyone in the class noticing they can say
‘next’ for another member in the group to continue.
1)
Ask pupils to look at the layout of the text and tell you what they think it is.
Ask pupils to read through the account and underline unknown words at the same time.
Ask pupils to read through the questions 1-5 and check understanding.
Have pupils do the activity.
Check the answers with the class. (Student’s book p73 Activity A)
2)
LESSON
Ask pupils to read the text again and then write three sentences explaining the cause of an action or event (i.e. The writer
DEVELOPMENT got up early in order to save a sun lounger) and three sentences explaining the consequence of an action or event (i.e. the
towel had fallen on the floor so it was filthy).
Draw pupils’ attention to the TIPS and explain them.
Tell pupils that in their recounts they must explain why the funny / embarrassing / scary / annoying situation came about
(i.e. the cause) and what happened because of the situation (i.e. the consequences).
Allow pupils some time to write their accounts.
Choose some pupils to read out their accounts event. (Student’s book p73 Activity D)
Ask pupils to read out their recounts to the class.
Tell the rest of the class to listen carefully as you are going to ask questions at the end.
POST-LESSON
At the end of each recount chose one pupil and ask what was the cause of this situation?
Chose another pupil and ask them to summarise the consequence of the situation.
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.
