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    Form 3 Lesson 18

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    Sharizawati Salim
    The document summarizes an English lesson plan for Form 3 students focusing on food vocabulary. The 70-minute lesson has the objectives of having students explain details from a food review text by writing answers to questions, and understanding specific information by filling in adjectives. Activities include ordering adjectives, completing sentences with correct adjectives, answering questions about a food review passage, and writing answers to questions about the review. Differentiation strategies are provided for fast finishers.

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    Form 3 Lesson 18

    Uploaded by

    Sharizawati Salim
    40 views2 pages
    The document summarizes an English lesson plan for Form 3 students focusing on food vocabulary. The 70-minute lesson has the objectives of having students explain details from a food review text by writing answers to questions, and understanding specific information by filling in adjectives. Activities include ordering adjectives, completing sentences with correct adjectives, answering questions about a food review passage, and writing answers to questions about the review. Differentiation strategies are provided for fast finishers.

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    The document summarizes an English lesson plan for Form 3 students focusing on food vocabulary. The 70-minute lesson has the objectives of having students explain details from a food review text by writing answers to questions, and understanding specific information by filling in adjectives. Activities include ordering adjectives, completing sentences with correct adjectives, answering questions about a food review passage, and writing answers to questions about the review. Differentiation strategies are provided for fast finishers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    40 views2 pages

    Form 3 Lesson 18

    Uploaded by

    Sharizawati Salim
    The document summarizes an English lesson plan for Form 3 students focusing on food vocabulary. The 70-minute lesson has the objectives of having students explain details from a food review text by writing answers to questions, and understanding specific information by filling in adjectives. Activities include ordering adjectives, completing sentences with correct adjectives, answering questions about a food review passage, and writing answers to questions about the review. Differentiation strategies are provided for fast finishers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    WEEK: DAY: Choose an item.

    DATE: 2 January 2020


    SUBJECT: ENGLISH LESSON: 18 TIME:
    FORM/CLASS: 3 CEMERLANG Choose an item.
    DURATION: 70 minutes Choose an item.
    THEME: People and Culture
    TOPIC: FOOD, FOOD, FOOD (UNIT 2) RESOURCES:
    FOCUS SKILLS: Writing 3 Textbook
    LANGUAGE/ Food related vocabulary and using adjectives
    GRAMMAR FOCUS: Choose an item. iTHiNK MAPS:
    Main Skill: Writing Bubble
    4.1 Communicate intelligibly through print and digital media on
    familiar topics CROSS CURRICULAR
    CONTENT ELEMENTS:
    STANDARD/S: Global Sustainability
    Complementary Skill: Reading
    3.1 Understand a variety of text by using a range of appropriate
    LEARNING DOMAIN:
    reading strategies to construct meaning
    Analyse
    Main Skill: Writing
    4.1.1 Explain simple content from what they have read or heard ASSESSMENT:
    LEARNING Written Exercise
    STANDARD/S: Complementary Skill: Reading
    3.1.2 Understand specific details and information in MORAL VALUES:
    longer texts on an increased range of familiar topics Respect
    Main Writing
    By the end of the lesson, pupils will be able to explain simple content from
    the review that they have read by writing down the answers to 5 questions
    in Activity D
    LEARNING
    OBJECTIVES:
    Complementary Reading
    By the end of the lesson, pupils will be able to understand specific details
    and information in a review by filling in the blanks with the correct
    adjectives.
    ACTIVITIES : a. Pupils guess what form of the 5 words written on the board is. FA/ Differentiation Strategies
    I. PRE LESSON (colourful, tasty, traditional, trendy, brightly-coloured)
    b. Pupils listen to teacher’s explanation on adjectives I-Think Map: Bubble Map
    c. Pupils read the information in the Learning Focus box on ‘ordering
    adjectives’ and label the kind of adjectives the 5 adjectives on the
    board (opinion: colourful, tasty, trendy, brightly-coloured.
    Age: traditional)
    II. LESSON d. Pupils work in pairs to complete Activity A. Pupils need to correct the
    DEVELOPMENT order of adjectives in the sentences if they are wrongly sequenced FA: Think-Pair-Share
    – GIST- TASK e. Pupils underline the adjectives in the sentences and decide what each
    adjective is categorized as
    f. Pupils correct the order of the adjectives if they are wrong
    g. Selected pairs share the answers in class
    h. Pupils read the instruction in Activity B
    i. Pupils are encouraged to underline words or phrases in the task that
    show the information in the true sentences are correct (individual task)
    j. Pupils share the answers as a class FA: Lollipop Stick
    III. DETAILED TASK k. Pupils read the title of the review in Activity C and tell which words
    show that the review will be positive (a good choice) Moral Value: Respect
    l. Pupils read the review once without filling in the blanks
    m. Pupils answer 3 questions asked by teacher (refer Teacher’s Book)
    and then complete the task FA: Pose/Pause/Pounce/
    n. Pupils share the answers of Activity C in class Bounce
    o. Pupils read questions 1 – 5 in Activity D first to find out what
    information in the review they need to focus on
    p. Pupils write the answers to the questions (pair work)
    q. Pupils underline the relevant information (pair work) FA: Peer Feedback
    r. Selected pairs share their answers Differentiation: Fast finishers can
    IV. POST-LESSON s. Pupils share one word or expression that they have learnt in the lesson move on to the next activity in the
    sequence. After Activity D, fast finishers
    can be given activities from the
    Vocabulary activities on p.20 and p.24
    of the Student’s Book

    REFLECTION: Number: ___/___ pupils were able to achieve the learning objectives.
    Attendance: /
    Absent: /
    Truant: / Only __/____ were not able to achieve the learning objectives. These pupils will be _________
    School Activity: /
    _____________________________________________________________________________

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

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