Curriculum Induction Training 2019

Day 5 Handouts (Secondary)

Secondary

Handout D5.S1.H1: Lesson plan template

Lesson plan template provided by the Ministry of Education

SUBJECT : ENGLISH

YEAR/FORM :

DURATION

THEME :

TOPIC :

FOCUS SKILLS : L/S/R/W/LA/LiA :

CONTENT STANDARD :

LEARNING STANDARD :

LEARNING OBJECTIVES :

CROSS CURRICULAR ELEMENTS :

*ACTIVITIES : i. PRE-LESSON :

ii. LESSON :

DEVELOPMENT

iii. POST-LESSON :

TEACHER’S REFLECTION

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Secondary

Handout D5.S1.H2: Components from SOW for the

development of a lesson plan – Reading/Writing

Part 1:

Complete the lesson plan using the lesson plan template provided by the Ministry and
Reading lesson information provided here.

Theme: Science and Technology

Topic: Let’s chat

Cross curricular elements: Information and Communications Technology

Language/Grammar focus Words/phrases related to free-time activities; phrases

expressing likes and dislikes; phrases expressing opinion

Standards for a Reading skills lesson:

Content Focus Learning

standard Standard

Main skill Reading 3.1 Reading 3.1.1

Understand a variety of Understand the Understand the main
texts by using a range of main idea in a points in extended texts
appropriate reading variety of text on a wide range of
strategies types on familiar familiar topics
to construct meaning topics

Complementary Speaking 2.1 Speaking 2.1.4

skill Communicate Explain and justify own
information, ideas, Communicate a point of view
opinions and feelings point of view
intelligibly on familiar clearly
topics

Refer to textbook materials in Form 4 textbook, 1a, Read, Activities A-E in the Student’s
Book and instruction for teachers in the Teacher’s Book.

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Secondary

Part 2:

Complete the lesson plan using the lesson plan template provided by the Ministry and
Writing lesson information provided here.

Theme: Science and Technology

Topic: Let’s chat

Cross curricular elements: Information and Communications Technology

Language/Grammar focus Phrases expressing likes and dislikes; phrases expressing

opinion; conjunctions like because, or, so, but; simple present.

Standards for a Writing skills lesson:

Content Focus Learning

standard Standard

Main skill Writing 4.2.3 Produce

Writing 4.2 Plan, draft and edit an extended plan or
Communicate with work appropriately draft and modify this
appropriate language, appropriately in
form and style response to feedback or
independently
Complementary Writing 4.2 Writing 4.2.2 Spell
skill Communicate with Spell written work written work on a range
appropriate language, accurately of text types with
form and style reasonable accuracy

Refer to textbook materials in Form 4 textbook, 1a, Write, Activities A-D in the Student’s
Book and instruction for teachers in the Teacher’s Book.

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Secondary

Handout D5.S2.H1: Exemplar lesson plans

This exemplar lesson plan is for your records. It is based on the Content and Learning
Standards provided to you, components from the SoW as well as the activities from the
textbook. The activities in this exemplar lesson plan are suggested activities for the purpose
of giving an example of a good lesson plan. A few activities may differ from the ones you
have prepared earlier.

SUBJECT : ENGLISH

YEAR/FORM : 4

DURATION 60 minutes

THEME : Science and Technology

TOPIC : Let’s Chat

FOCUS SKILLS : L/S/R/W/LA/LiA : Reading

CONTENT STANDARD : Reading 3.1 Understand a variety of texts by using a

range of appropriate reading strategies to construct
meaning

Speaking 2.1 Communicate information, ideas,

opinions and feelings intelligibly on familiar topics

LEARNING STANDARD : Reading 3.1.1

Understand the main points in extended texts on a wide
range of familiar topics

Speaking 2.1.4 Explain and justify own point of view

LEARNING OBJECTIVES : By the end of the lesson, pupils should be able to:

practise reading for gist by looking for

someone’s opinion in four short texts
explain their answers and opinions

CROSS CURRICULAR ELEMENTS : Information and Communications Technology

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Secondary

*ACTIVITIES : i. PRE-LESSON : Activate prior knowledge in this lesson by using Activity

A – see instruction in the Teacher’s Book. Pupils are
expected to find this topic interesting so allow them 5
minutes to discuss what they use social media. See
Language Plus box to help pupils pronounce SN
properly.
ii. LESSON : Activity B is reading for gist practice. Pupils begin this
activity working individually. Ask them to give the texts
A-D a quick read and note which person likes or does
not like SN websites. Tell pupils not to spend too much
DEVELOPMENT time reading – they just need to find out how the
persons feel about SN websites. Text C may be
challenging as it is both positive and negative.
For less proficient pupils, ask them to focus on the first
two sentences in A, B and D as they try to find out the
persons’ opinions. After they finish looking at A, B and
D, they can have a look at C. Give them text C on a
separate sheet of paper with the first two sentences
underlined as well as the sentence beginning with ‘But I
find it useful until makes it a lot easier’ in the middle of
the text.
Put pupils in pairs or small groups. Ask them to share
their answers and explain to each other why they think
the person likes or dislikes SN websites. They can
point to certain words or expressions from the texts.
Mix less proficient pupils with other pupils and follow
the step above. When the groups/pairs finish
discussion, select pupils to give answers.
For activity C, follow the instruction in the Teacher’s
Book p 7. Ask pupils to explain how they guessed the
meaning of the highlighted words. For example, did
they use their knowledge of the world of social media;
what the word felt like (negative/positive), used the
words before or after the highlighted words to guess,
etc. Get the pupils to discuss how they guessed the
meanings. Give the correct answers to activity C and
explain or reteach anything that is still not understood.
For activity D, put pupils in groups of 3-4 and split the
sentences among them. Follow instruction and ask
pupil to point out where in texts A-D they found the
answers to activity D, i.e. the clue in the texts. Share
answers and check everyone understands the answer
key.
Activity E: Regroup pupils to create new talk partners.
Choose the second bullet point as it is likely to
encourage pupils to compare and discuss their own
opinions. Ask pupils to explain their opinions to their
new talk partners.
iii. POST-LESSON : Ask pupils to review their learning in this lesson by
getting them to identify with their talk partner(s) at least
one new word or expression that they have learned in
relation to the topic of free-time activities. When pupils
are ready, collect and share words/expressions as a
whole class.
TEACHER’S REFLECTION Add your reflection at the end of the lesson.

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Secondary

Handout D5.S2.H2: Exemplar lesson plan

This exemplar lesson plan is for your records. It is based on the Content and Learning
Standards provided to you, components from the SoW as well as the activities from the
textbook. The activities in this exemplar lesson plan are suggested activities for the purpose
of giving an example of a good lesson plan. A few activities may differ from the ones you
have prepared earlier.

SUBJECT : ENGLISH

YEAR/FORM : 4

DURATION 60 minutes

THEME : Science and Technology

TOPIC : Let’s Chat

FOCUS SKILLS : L/S/R/W/LA/LiA : Writing

CONTENT STANDARD : Writing 4.2 Communicate with appropriate language,

form and style

Writing 4.2 Communicate with appropriate language,

form and style

LEARNING STANDARD : Writing 4.2.3 Produce an extended plan or draft and

modify this appropriately in response to feedback or
independently

Writing 4.2.2 Spell written work on a range of text

types with reasonable accuracy
LEARNING OBJECTIVES : By the end of the lesson, pupils should be able to:
plan, draft and modify a personal profile for a
social media website, responding to feedback
improve spelling high frequency words and a
few less frequent words in an online profile
page
CROSS CURRICULAR ELEMENTS : Information and Communications Technology

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Secondary

*ACTIVITIES : i. PRE-LESSON : Ask pupils to keep their textbooks shut for now.
Activate prior knowledge in this lesson by writing on the
board a question like: Do you have a personal profile
on a social media website? Write under the question a
short list of the main points like age, hobbies, favourite
celebrity, etc. Put pupil in pairs, ask them to share with
their talk partners how they describe themselves in
their profiles. They can use the points you listed to help
them focus their chats. Monitor and then ask pupils with
a funny profiles to share with the rest of the class.
Pupils’ chats should be kept short for this activity (3-5
minutes).
ii. LESSON : Follow the first bullet point on page 11 in the Teacher’s
Book for activity A, then put pupil their talk partners
from the pre-lesson activity. Tell the class that they will
read the writer’s webpage in order to find out more
DEVELOPMENT about them. They need to report one fact they will learn
about them from her profile. All pupils read silently their
allocated section: pupil A reads ‘me and my mates’ and
pupil B reads ‘my interests’. Ensure the purpose of
reading is clear before pupils begin the activity. When
pupils finish reading they should tell their talk partners
what one fact they found out about the writer. Ask the
pupils question 2 from activity A (Why did the writer
create it?), give pupils thinking time and select some
pupils to give their answers.
Change question 3 from activity A to become: Find an
example of the following words in the writer’s webpage:
and, but, so, because, or. Pupils find these words in the
text. Ensure that all pupils have found an example of all
the listed conjunctions. Then ask pupils to explain why
we use each word. Pupils can either sit with their talk
partners or in small groups. Ensure that everyone
participates in this activity and explains the use of at
least one conjunction. Select a few pupils to give
answers, correct when necessary and make sure you
give a correct clear answer for each conjunction. Draw
pupils’ attention to the tip box which contains an
explanation for the use of each conjunction.
Go to activity C, second bullet point, i.e. ask pupils to
discuss which categories in activity B would be best for
a webpage about them and why. Get them to think and
talk about the categories in activity B. Then ask pupils
the question in the third bullet point in activity C, i.e. if
they can think of other categories that they would like to
write about. Elicit answers and ask pupils to write
additional categories on the board. Correct any spelling
errors on the board and ask pupils to pay attention to
them.
Follow activity B question but tell pupils that they can
choose from the list in activity B and additional
categories on the board. Encourage pupils to write two
or three sentences about the categorise they selected.
Monitor and support.
Ask pupils to connect some of the sentences from the
different categories they wrote about using
conjunctions. Help pupils who are struggling to use
‘but, so, because’, e.g. by helping them extend their
sentences to include a consequence or reason. Focus
on the pupils understanding what these words do to the
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Secondary

meaning and do not put much emphasis on

grammatical accuracy at this stage. As you go around
the class, point out high frequency words that are
misspelt in pupils’ work and ask them to find the correct
spelling.
Ask pupils to silently read their talk partner’s draft. They
should not give any feedback for this activity. Ask
pupils to go back to their drafts and edit them. Pupils
should aim to have at the end of this activity one
paragraph or two short paragraphs as time may not
allowed to write longer. They can write a longer profile
as homework. Give feedback and help with pupils’ use
of conjunctions and how it improves meaning and
highlight spelling errors that they should correct
themselves. Check that they can make these
corrections otherwise provide the correct spelling for
persisting errors.
iii. POST-LESSON : Ask pupils to review their learning in this lesson by
describing what they have learnt in the lesson and how
they learnt it. Allow pupils to discuss their ideas with
their talk partner(s) before collecting ideas as a class.
TEACHER’S REFLECTION Add your reflection at the end of the lesson.

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Secondary

Handout D5.S3.H1: Lesson plan template

Lesson plan template provided by the Ministry of Education

SUBJECT : ENGLISH

YEAR/FORM :

DURATION

THEME :

TOPIC :

FOCUS SKILLS : L/S/R/W/LA/LiA :

CONTENT STANDARD :

LEARNING STANDARD :

LEARNING OBJECTIVES :

CROSS CURRICULAR ELEMENTS :

*ACTIVITIES : i. PRE-LESSON :

ii. LESSON :

DEVELOPMENT

iii. POST-LESSON :

TEACHER’S REFLECTION

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Secondary

Handout D5.S3.H2: Components from SOW for the

development of a lesson plan – LiA/Language
Awareness

Part 1:

Complete the Literature in Action lesson plan using the lesson plan template and materials
provided by the Ministry, and the learning standards from the curriculum framework.

Theme: n/a

Topic: teacher to select

Cross curricular elements: teacher to select

Language/Grammar focus: teacher to select

Literature in Action Content and Learning Standard

Content Focus Learning

standard Standard

Main skill Literature in Action Literature in Action

5.1 Give a personal 5.1.1
Engage with, respond response to a Explain briefly the
to and interpret a variety of literary feelings and opinions a
variety of literary text text types text provokes in them
types

Complementary N/A N/A N/A

skill

Use materials from the Literature Component books provided by MoE.

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Secondary

Part 2:

Complete the Language Awareness lesson plan using the lesson plan template provided
by the Ministry and Language Awareness lesson information provided here.

Theme: Science and Technology

Topic: Let’s chat

Cross curricular elements: Information and Communications Technology

Language/Grammar focus: present simple vs present progressive; comparisons

This is a grammar-focused lesson so listening, speaking, reading and writing skills are not
explicitly covered.

Refer to textbook materials Form 4, 1a Grammar (activities after Read 1a + before Listen 1a)
from the Teacher’s Book when planning this lesson.

Tip for your Language Awareness lesson:

Follow the instructions in the teacher’s book for the grammar activities.

The grammar content activates prior knowledge on the grammar areas included in this
lesson. Plan your lesson and any additional activities to develop language skills according to
your pupils’ expected needs. When you are actually teaching you can use information
gathered during previous lessons about pupils’ understanding of grammar when planning for
this lesson. Plan activities which focus on language practice in a meaningful, fun and
communicative way.

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Secondary

Handout D5.S4.H1: Course metaphor

Think about this question: What kind of metaphor best captures the course
experience for you?
Once you’ve got your metaphor, write a good, but short, description of it. Be ready to
share it in your groups.

My course metaphor

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Secondary

Handout D5.S4.H2: Learning journal

Learning journal entry 5

Respond to no more than three of the following prompts for your reflection on your learning
in Day 5.

Today I learned…
I was surprised by…
The most useful thing I will take from today is…

Reflecting on your 5-day training, what have you found:

New
Useful and practical
Worth trying out with your pupils

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