WEEK: 3 DAY: Thursday DATE:

SUBJECT: ENGLISH LESSON: 3 TIME:

FORM/CLASS: 5 W5: 10.10 - 10.45 a.m.
DURATION: 60 minutes W6: 10.45 - 11.20 a.m.

THEME: People and Culture W7: 11.20 - 11.55 a.m.

TOPIC: UNIT 1: IT'S PERSONAL

1 RESOURCES:
FOCUS SKILLS: Language Awareness
Textbook
LANGUAGE/ present simple; present continuous; stative verbs; relative clauses Student’s Book – p9 & 11
GRAMMAR FOCUS: Teacher’s Book – p11 – 13
Main Skill: Language Awareness

CONTENT iTHiNK
3.1 Understand a variety of text by using a range of appropriate reading strategies to construct MAPS:
meaning
STANDARD/S: Complementary Skill: Choose an item. Tree

Choose an item.
CROSS CURRICULAR
Main Skill: Language Awareness ELEMENTS:
Language
This is a grammar-focused lesson so listening, speaking, reading and writing are not explicitly covered

Choose an item.
LEARNING DOMAIN:
This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.
Analyse
LEARNING
(FORM 4) Create
STANDARD/S:
Complementary Skill: Choose an item.

Choose an item. ASSESSMENT:

Written Exercise
Choose an item.
Oral answers
Choose an item.
Main Language Awareness MORAL VALUES:
By the end of the lesson, pupils will be able to Respect for the elders
a. complete Activities 2, 3 and 4 with the correct present simple or
present continuous tense based on the adverbs of frequency and
time expressions used in the sentences
LEARNING
b. underline the relative clauses in 2 sentences (Activity 2) and choose
OBJECTIVES:
which sentence goes with the correct meaning
c. circle 12 correct relative pronouns to complete a paragraph on the
topic “Learning about Relationships)

Complementary Choose an item.

ACTIVITIES : a. Pupils’ prior knowledge is activated in this lesson by asking them (or FA/Differentiation Strategies
I. PRE LESSON write questions on the board) to elicit responses using either the present FA: Starter
simple or present continuous (Eg: Do you play games? / What are we
learning today?)
b. Pupils review why the present simple or present continuous is used by I-THINK: Tree Map
stating the different uses of present simple and present continuous
c. Pupils discuss in pairs if they remember what stative verbs are and give
examples (ensure physical distancing, pupils discuss from where they FA: Think-Pair-Share
sit)
d. Pupils share their answers with the class
II. LESSON e. Pupils revise quickly the uses of the present simple, the present
DEVELOPMENT continuous and stative verbs (pupils have encountered the present
– GIST- TASK simple and present continuous in Form 2, Form 3 and Form 4 so they
should be able to complete these activities relatively quickly) (clues such
 as adverbs of frequency and time expressions will determine which of Differentiation: Organise talk
the tense should be used) partners or grouping so that a more
proficient pupil can help and support
f. Pupils complete Activity 2 and 3 in pairs and then discuss answers in a less proficient pupil.
groups before sharing answers as a class (ensure physical distancing,
pupils discuss from where they sit) FA: Pair-Square-Share
g. Pupils complete Activity 4 individually (Teacher monitors and uses this
opportunity to note who is competent in using the present tenses and Moral Value: Respect for
who needs further practice) the elders
h. Pupils share answers as a class FA: No Hands Up
i. Pupils move on to relative clauses activities on p11 (Nominate)
j. Pupils revise relative clauses and relative pronouns by studying and
III. DETAILED TASK identifying the relative pronoun in the sentence written on the board –
The woman who lives next door is a teacher (Answer: who) (Pupils have
learned relative clauses and relative pronouns in Form 4)
k. Pupils provide other examples of relative pronouns (Answers: which,
that, whose, etc) FA: No Hands Up
l. Pupils answer questions posed by teacher (refer to Teacher’s Book p13 (Nominate)
Activity 1)
m. Pupils complete Activity 2 in pairs/groups, then check answers as a class FA: No Hands Up
(ensure physical distancing, pupils discuss from where they sit) (Pose/Pause/Pounce?
n. Pupils complete Activity 3 individually (Teacher monitors and uses this Bounce)
opportunity to note who is competent in using relative clauses and who Differentiation: Challenge more
proficient pupils by asking them to
needs further practice) NOTE: You may need to ask pupils to complete write their own paragraph about a
Activity 3, p11 as homework if time in the lesson is too short topic (i.e. the plot of a film they like).
Put a list of relative pronouns on the
board and see who can use the most
relative pronouns correctly in their
paragraph. Ask pupils to write out the
paragraph again, this time with gaps
where the relative pronouns should
go. Ask pupils to swap paragraphs
and see if they can fill all the gaps
o. Pupils review their learning in this lesson by working in pairs and making with the correct relative pronouns.
their own sentences using relative clauses listed on the board (ensure FA: Plenary
physical distancing, pupils discuss from where they sit) Differentiation:In the post-
IV. POST-LESSON p. Pupils share their sentences to the whole class lesson you can include some more
challenging relative clauses which
use prepositions (such as ‘for which’
and ‘to whom’) in the list for more
proficient pupils.
REFLECTION:
Number: ___/___ pupils were able to achieve the learning objectives.
Attendance: /
Absent: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
Truant: /
School Activity: / _____________________________________________________________________________

Follow-up / Reinforcement: PdP could not be conducted and will be postponed due to: