LESSON 13

WEEK/LESSON NO. FORM 1 Bestari

(Language Awareness)
SUBJECT English DATE / DAY
UNIT 1 What Do You Like? TIME
TOPIC Art Duration
THEME People and Culture
MAIN SKILL Language CROSS-CURRICULAR ELEMENTS Language
Awareness
21ST CENTURY LEARNING Present Simple and Present Continuous
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
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:
 Revise present simple and present continuous then complete five sentences with the correct form of the verbs in brackets.
 Revise present simple and present continuous then complete the text by choosing 10 correct words.
Pulse 2
FORMATIVE ASSESSMENT
Choose an item. MATERIAL(S) Student’s Book p.15
TECHNIQUE(S
Teacher’s Book p.15
ACTIVITIES
 Books closed. Write the gapped sentences I _____ T-shirts in the summer. and I'm ______ a jumper today. Pupils work
PRE-LESSON in pairs and suggest words to fill the gaps.
 Check answers as a class (wear, wearing).
1)
 Pupils work individually to complete the exercise.
 Pupils compare answers in pairs.
 Check answers as a class. (Student’s Book p.15 – Activity
3)
2)
 Make sure pupils understand they should use either the present simple or the present continuous to complete the
dialogue using the verbs in brackets.
 Pupils work individually and then compare
LESSON  answers in pairs.
DEVELOPMENT  Check answers as a class. (Student’s Book p.15 – Activity
4)
3)
 This activity practises the difference between the present simple and present continuous and the correct position of
time expressions.
 Ask pupils to read the whole text before they choose the correct answers.
 Point out that look forward to means to feel happy and excited about something that is going to happen.
 Pupils work individually to complete
 the exercise.
 They compare answers in pairs. (Student’s Book p.15 – Activity 5)
 Pupils use the internet (if possible) to find the names of three other impressionist artists and the name of a painting by
POST-LESSON each artist.
 Pupils share their findings with 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 1 Bestari
(Action Oriented Task)
SUBJECT English DATE / DAY
UNIT 1 What Do You Like? TIME
TOPIC Activity Camp Duration
THEME People and Culture
MAIN SKILL Reading & CROSS-CURRICULAR ELEMENTS Language
Listening
21ST CENTURY LEARNING Asking for personal information
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
1.1 Understand meaning in a variety of familiar contexts
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning

LEARNING STANDARD(S)
Main: Complementary:
3.1.2 Understand specific details and information in simple longer texts
1.1.1 Understand with little or no support the main ideas in simple longe
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Read the advertisement about Greenwood Activity Camp and answer five questions using the information the advertisement.
 Listen to a phone conversation about Greenwood Activity Camp and choose the correct answers for five sentences.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p.16
Teacher’s Book p.16
ACTIVITIES
 Highlight the information about Chris in the speech bubble. Elicit answers to the question Do you like adventures? as a
class. Write the word activity camp on the board.
PRE-LESSON  Ask pupils to work in pairs and write down what they expect to do at an activity camp, eg swimming, skateboarding,
playing tennis, etc.
 Listen to their ideas as a class and make a list on the board.
1)
 Explain to pupils that when we look at texts like this we usually have some idea of what we are looking for first. We do
not usually begin at the beginning of the text and read everything. We scan the text until we find what we are looking
for.
 Pupils read the five questions carefully first.
 They look in the advert and find the answers to the questions.
 Pupils compare answers in pairs.
 Check answers as a class. (Student’s Book p.16 – Activity 1)
2)
 Pupils work in pairs and discuss the questions.
 Listen to their ideas as a class and encourage them to give reasons for their answers, eg I would like to go because
LESSON
enjoy sailing. I wouldn't like to go because I wouldn't like to sleep in a log cabin. (Student’s Book p.16 – Activity 2)
DEVELOPMENT 3)
 Check pupils understand the task.
 Pupils listen and write down three activities that Owen mentions.
 Play the CD.
 Pupils compare answers in pairs.
 Check answers as a class. (Student’s Book p.16 – Activity 3)
4)
 Explain the task.
 Play the CD again. Pupils choose the correct answers.
 They compare answers in pairs.
 Check answers as a class. (Student’s Book p.16 – Activity 4)
 Pupils rank the activities at an activity camp written on the board in order of preference.
POST-LESSON
DIFFERENTIATIO By amount of teacher’s support:
N Low-proficiency pupils
 - pupils complete the tasks(s) with teacher’s guidance
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. FORM 1 Bestari
(Action Oriented Task)
SUBJECT English DATE / DAY
UNIT 1 What Do You Like? TIME
TOPIC Activity Camp Duration
THEME People and Culture
MAIN SKILL Writing & CROSS-CURRICULAR ELEMENTS Language
Speaking
21ST CENTURY LEARNING Asking for personal information
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
2.1topics
4.1 Communicate intelligibly through print and digital media on familiar Communicate information, ideas, opinions and feelings intelligibly o

LEARNING STANDARD(S)
Main: Complementary:
4.1.1 Give detailed information about themselves and others
2.1.1 Ask about and give detailed information about themselves and oth
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Write a dialogue about registering for an adventure weekend program.
 Practise and act out the dialogue for the class.
Pulse 2
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Student’s Book p. 16-17
Teacher’s Book p. 16-17
ACTIVITIES
 Highlight the information about Chris in the speech bubble. Elicit answers to the question Do you like adventures? as a
class. Write the word activity camp on the board.
PRE-LESSON  Ask pupils to work in pairs and write down what they expect to do at an activity camp, eg swimming, skateboarding,
playing tennis, etc.
 Listen to their ideas as a class and make a list on the board. (Student’s Book p.16)
1)
 Explain the task. Pupils listen to a conversation and complete the gaps.
 Ask pupils to look at the gaps and elicit from them the information they need to listen for (an address, a mobile phone
number, an email address, a date of birth).
 Play the CD. Pupils write the answers in their notebooks.
 Check answers as a class. (Student’s Book p.17 – Activity 5)
2)
 Pupils copy the questions in bold from the dialogue into their notebooks and write their answers.
LESSON
 They read the advert again and choose two activities that they would like to do. (Student’s Book p.17 – Activity 7)
DEVELOPMENT 3)
 Ask pupils to look at the communication kit: Asking for personal information.
 Encourage them to use these questions in their dialogue.
 Pupils work individually and write their dialogue, using the dialogue in the book as model.
 Monitor while they are writing and give help if necessary. (Student’s Book p.17 – Activity 8)
4)
 Pupils practise their dialogues in pairs.
 For extra practice, they swap roles in both dialogues. (Student’s Book p.17 – Activity 9)
 Choose some pairs to act out their dialogue for the class.
POST-LESSON  Make sure pupils say the email address and phone number correctly.
DIFFERENTIATIO By amount of teacher’s support:
N Low-proficiency pupils
 - pupils complete the tasks(s) with teacher’s guidance
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.