WEEK 2

WEEKLY LESSON PLANS

          SUBJECT: ENGLISH

         WEEK 2

DATE/DAY	12.01.2015 (Monday)
CLASS	3B
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Introduction to English for Form 3
TOPIC	a) Ice-breaking Session b) Introduction to the English PT3 Examination Format
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) distinguish the types of questions in the English PT3 Examination papers
LEARNING EMPHASIS	Ice-breaking session
INSTRUCTIONAL PROCEDURES	a) The teacher introduces herself to the class and gets the students to introduce themselves in return. b) The teacher explains to them what to expect in the English class throughout the year particularly what the teacher expects the students to achieve and the kinds of things that they will learn in preparation for the PT3 exam papers. c) The teacher elaborates the format for the English PT3 examination papers by distributing some exam worksheets for the students to refer to. d) Before the lesson finishes, the teacher reminds the students to bring their books on Thursday for a quiz.
REFLECTION	This lesson was carried out. The teacher has yet to find out about the students’ level of proficiency. The coming Thursday lesson may be able to give some indication of this in order to begin planning suitable teaching approaches.

DATE/DAY	12.01.2015 (Monday)
CLASS	3D
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Introduction to English for Form 3
TOPIC	a) Ice-breaking Session b) Introduction to the English PT3 Examination Format
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) distinguish the types of questions in the English PT3 Examination papers
LEARNING EMPHASIS	Ice-breaking session
INSTRUCTIONAL PROCEDURES	a) The teacher introduces herself to the class and gets the students to introduce themselves in return. b) The teacher explains to them what to expect in the English class throughout the year particularly what the teacher expects the students to achieve and the kinds of things that they will learn in preparation for the PT3 exam papers. c) The teacher elaborates the format for the English PT3 examination papers by distributing some exam worksheets for the students to refer to. d) Before the lesson finishes, the teacher reminds the students to bring their books on Wednesday for a quiz.
REFLECTION	This lesson was carried out. The teacher has yet to find out about the students’ level of proficiency. The coming Wednesday lesson may be able to give some indication of this in order to begin planning suitable teaching approaches.

DATE/DAY	13.01.2015 (Tuesday)
CLASS	2L
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 1: Uniquely You
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about their talent and that of their friends b) talk about some people who are unique
LEARNING EMPHASIS	Verbal linguistic, intrapersonal
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at the title for Unit 1. She asks them to read the title and explain what the word ‘unique’ means. Then she asks them to identify teachers who are unique at their school. She also wants them to explain what it means when people say that they are unique. b) Next, she tells the students to describe what they can see in the picture by identifying who takes part in a talent contest and the kinds of talent contests that they know of. c) Then, the teacher gets the students to talk about people who are talented or unique and by giving reasons why they think the people are unique. d) Before the lesson ends, the teacher reminds the students to list down 3 things that they are very good at or if they have a special talent. Each student is also to choose one famous person and to list down that person’s 3 most special talent for Wednesday lesson.
REFLECTION	This lesson was completed. The students managed to write down their 3 special talents in the class. The rest of the work is to be done at home and will be discussed again on Wednesday.

DATE/DAY	13.01.2015 (Tuesday)
CLASS	2E
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Unit 1: Uniquely You
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about their talent and that of their friends b) talk about some people who are unique
LEARNING EMPHASIS	Verbal linguistic, intrapersonal
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at the title for Unit 1. She asks them to read the title and explain what the word ‘unique’ means. Then she asks them to identify teachers who are unique at their school. She also wants them to explain what it means when people say that they are unique. b) Next, she tells the students to describe what they can see in the picture by identifying who takes part in a talent contest and the kinds of talent contests that they know of. c) Then, the teacher gets the students to talk about people who are talented or unique and by giving reasons why they think the people are unique. d) Before the lesson ends, the teacher reminds the students to list down 3 things that they are very good at or if they have a special talent. Each student is also to choose one famous person and to list down that person’s 3 most special talent for Wednesday lesson.
REFLECTION	This lesson was completed. The students were told to describe their talents in the class which they managed to do. They were able to explain what talent and unique mean.

DATE/DAY	14.01.2015 (Wednesday)
CLASS	2L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 1: Uniquely You
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) say aloud the activities shown in a picture b) pronounce the targeted vocabulary for the lesson
LEARNING EMPHASIS	Verbal linguistic, Vocabulary development
INSTRUCTIONAL PROCEDURES	a) The students are given 2 minutes to study the picture in the textbook. Then, the teacher asks them to describe the activities on the page. b) Next, she plays the audio-video DVD to allow students to listen to and practise saying aloud the targeted vocabulary. She pauses after each word to allow all students to internalise the targeted vocabulary. The DVD is replayed to help the students remember. c) After that, the teacher tells the students to do a pair work where students will work with their partners (sitting together). They are to compare each other’s work on listing down one’s talents. While they do this, the teacher gives examples of questions and answers to this task and tells them to practise asking and answering each other. They are given 10 minutes to do this in pairs. d) Next, the teacher explains that they are going to do a “Three Step Interview” in the class using information about talents. A pair of student can select another pair of students to listen to their presentation. For example, one student from Pair A will introduce his or her partner to Pair B using short sentences as modeled by the teacher. Then, another student from Pair B can take turn to introduce his or her partner to Pair A. e) The students are to carry out this activity in the class for the next 20 minutes with the teacher facilitating the activity. She makes sure that everyone takes part actively. f) Before the end of the lesson, the teacher asks the students what they have learned in the class and how that is helping them to get to know their friends better.
REFLECTION	This lesson was completed. The students were given a short dialogue where they interview each other in order to find out about each other’s talents.

DATE/DAY	14.01.2015 (Wednesday)
CLASS	3D
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Quiz: a) Error identification b) Short Essay Writing
TOPIC	a) Error identification: My favourite food b) Short essay writing: My favourite singer
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify errors in a short text and correct the errors by writing down the correct answers b) elaborate on reasons why they like a certain singer by describing their answers using simple present tense
LEARNING EMPHASIS	Revision on previously learned skill
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by instructing the students to prepare a table where they will write down the details of each classroom activity by noting down the topic, date and a column for the teacher’s signature. b) After that, she gets them ready to take down a short text on the board where they are given 15 minutes to identify 10 errors and to write down 10 correct answers for the errors in their exercise books. c) The last task for the day is for them to write a 50-word essay on their favourite singer. They are to refer to the first text on the board which is about the teacher’s favourite food. They are to do this individually for 30 minutes before they are to submit their books. c) Before the lesson finishes, the teacher reminds them to bring their literature booklets for Thursday lesson as they will begin a lesson on the poem “A Fighter’s Lines.
REFLECTION	This lesson was completed. All of the students submitted their exercise books to the teacher.

DATE/DAY	14.01.2015 (Wednesday)
CLASS	2E
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 1: Uniquely You
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) say aloud the activities shown in a picture b) pronounce the targeted vocabulary for the lesson
LEARNING EMPHASIS	Verbal linguistic, Vocabulary development
INSTRUCTIONAL PROCEDURES	a) The students are given 2 minutes to study the picture in the textbook. Then, the teacher asks them to describe the activities on the page. b) Next, she plays the audio-video DVD to allow students to listen to and practise saying aloud the targeted vocabulary. She pauses after each word to allow all students to internalise the targeted vocabulary. The DVD is replayed to help the students remember. c) After that, the teacher tells the students to do a pair work where students will work with their partners (sitting together). They are to compare each other’s work on listing down one’s talents. While they do this, the teacher gives examples of questions and answers to this task and tells them to practise asking and answering each other. They are given 10 minutes to do this in pairs. d) Next, the teacher explains that they are going to do a “Three Step Interview” in the class using information about talents. A pair of student can select another pair of students to listen to their presentation. For example, one student from Pair A will introduce his or her partner to Pair B using short sentences as modeled by the teacher. Then, another student from Pair B can take turn to introduce his or her partner to Pair A. e) The students are to carry out this activity in the class for the next 20 minutes with the teacher facilitating the activity. She makes sure that everyone takes part actively. f) Before the end of the lesson, the teacher asks the students what they have learned in the class and how that is helping them to get to know their friends better.
REFLECTION	This lesson was completed. The students were given a dialogue where they are to complete the blanks on their own and to practise it with their partners. Then, they were able to do a role play of the dialogue spontaneously when asked to stand up.

DATE/DAY	15.01.2015 (Thursday)
CLASS	3B
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Quiz: a) Error identification b) Short Essay Writing
TOPIC	a) Error identification: My favourite food b) Short essay writing: My favourite singer
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify errors in a short text and correct the errors by writing down the correct answers b) elaborate on reasons why they like a certain singer by describing their answers using simple present tense
LEARNING EMPHASIS	Revision on previously learned skill
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by instructing the students to prepare a table where they will write down the details of each classroom activity by noting down the topic, date and a column for the teacher’s signature. b) After that, she gets them ready to take down a short text on the board where they are given 15 minutes to identify 10 errors and to write down 10 correct answers for the errors in their exercise books. c) The last task for the day is for them to write a 50-word essay on their favourite singer. They are to refer to the first text on the board which is about the teacher’s favourite food. They are to do this individually for 30 minutes before they are to submit their books. c) Before the lesson finishes, the teacher reminds them to bring their literature booklets for Friday lesson as they will begin a lesson on the poem “A Fighter’s Lines”.
REFLECTION	This lesson was completed. All of the students submitted their exercise books to the teacher.

DATE/DAY	15.01.2015 (Thursday)
CLASS	3D
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Grammar Revision
TOPIC	Simple Present Tense and Subject-Verb Agreement
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) match singular nouns with singular verbs as well as plural nouns with plural verbs b) give verbs in the simple present tense c) fill in blanks with the correct simple present tense verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher returns the students’ exercise books on the previous Quiz on error identification and short essay writing. She comments on their work and some of the errors that they have done in their short essays. Examples of structural errors are shown on the board as well as the correction for those errors. b) The teacher asks the students to identify the tense that they see on the board. The students are expected to say that it is simple present tense. c) She asks them what the tense means and they are expected to say that it is used to describe facts, a person’s habits or events that happen at the time of their description. For this, she gives examples for each situation. d) Then, she goes back to the board by giving them an example of a short essay on the topic of “My favourite singer”. Each sentence in the essay is further divided into noun and verb. This aims to help students see how simple present tense is used and also how a noun must agree with the verb. The teacher explains this carefully to the students. She also makes sure the students understand the length of a 50-word essay. e) When the sample essay is done and the teacher completes the explanation of the text, she asks the students what they have learned in the class. They are expected to say that they learn about simple present tense and about subject-verb agreement. f) Before the lesson ends, the teacher reminds the students to bring their Literature booklets and Literature exercise books on Monday.
REFLECTION	This lesson was completed. The teacher found out that most of the students made errors in the usage of subject-verb agreement. Hence, they were given a lengthy example of simple present tense and subject-verb agreement in the class as part of revision.

DATE/DAY	15.01.2015 (Thursday)
CLASS	2L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 1: Uniquely You
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify sentence patterns used to talk about oneself and one’s ability b) talk about oneself and one’s ability by using the targeted sentence patterns
LEARNING EMPHASIS	Verbal linguistic, interpersonal
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to a picture in their textbooks. She asks them to describe what they can see in it and to guess what the video will be about. b) Then, she plays the audio-video DVD. She gets them to watch the video and listen to the sentence patterns. c) After playing the video once, the teacher tells the students to listen to sentences that describe one’s talents, to complement a friend, plans for the future and to express what one really likes something that one does. d) Next, she wants them to list down the sentences from the video for each type of the sentence. e) The teacher adds to this by giving plenty of examples for each type of sentence. The students are to take these down into their books. f) Before the end of the lesson, the teacher asks the students to choose the best sentence when asked a certain question.
REFLECTION	This lesson was partially completed. The reason for this was the students could not identify the targeted sentence patterns. The teacher had to choose only two types of sentences – to describe one’s talents and to complement a friend’s talents.

DATE/DAY	16.01.2015 (Friday)
CLASS	3B
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Grammar Revision
TOPIC	Simple Present Tense and Subject-Verb Agreement
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) match singular nouns with singular verbs as well as plural nouns with plural verbs b) give verbs in the simple present tense c) fill in blanks with the correct simple present tense verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher returns the students’ exercise books on the previous Quiz on error identification and short essay writing. She comments on their work and some of the errors that they have done in their short essays. Examples of structural errors are shown on the board as well as the correction for those errors. b) The teacher asks the students to identify the tense that they see on the board. The students are expected to say that it is simple present tense. c) She asks them what the tense means and they are expected to say that it is used to describe facts, a person’s habits or events that happen at the time of their description. For this, she gives examples for each situation. d) Then, she goes back to the board by giving them an example of a short essay on the topic of “My favourite singer”. Each sentence in the essay is further divided into noun and verb. This aims to help students see how simple present tense is used and also how a noun must agree with the verb. The teacher explains this carefully to the students. She also makes sure the students understand the length of a 50-word essay. e) When the sample essay is done and the teacher completes the explanation of the text, she asks the students what they have learned in the class. They are expected to say that they learn about simple present tense and about subject-verb agreement. f) Before the lesson ends, the teacher reminds the students to bring their Literature booklets and Literature exercise books on Monday.
REFLECTION	This lesson was completed. The teacher explained the rules of answering the task on error identification. She also gave them a sample essay on describing a singer. The students commented that they have learned a lot of new words from the essay writing task.

DATE/DAY	16.01.2015 (Friday)
CLASS	2E
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 1: Uniquely You
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify sentence patterns used to talk about oneself and one’s ability b) talk about oneself and one’s ability by using the targeted sentence patterns
LEARNING EMPHASIS	Verbal linguistic, interpersonal
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to a picture in their textbooks. She asks them to describe what they can see in it and to guess what the video will be about. b) Then, she plays the audio-video DVD. She gets them to watch the video and listen to the sentence patterns. c) After playing the video once, the teacher tells the students to listen to sentences that describe one’s talents, to complement a friend, plans for the future and to express what one really likes something that one does. d) Next, she wants them to list down the sentences from the video for each type of the sentence. e) The teacher adds to this by giving plenty of examples for each type of sentence. The students are to take these down into their books. f) Before the end of the lesson, the teacher asks the students to choose the best sentence when asked a certain question.
REFLECTION	This lesson was partially completed. The teacher was only able to let the student listen to the audio-video DVD for the first time. There was not enough time to get them to listen to the sentence patterns as the teacher has used the first half of the lesson to get them to do a role play in the class in order to get them to learn to ask and answer questions related to one’s talents. The role play was completed as the students were able to present without referring to their books.

DATE/DAY	16.01.2015 (Friday)
CLASS	2L
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 1: Uniquely You
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about oneself, friends and one’s talent b) use the learned targeted sentences in the description
LEARNING EMPHASIS	Verbal linguistic, interpersonal
INSTRUCTIONAL PROCEDURES	a) The students are asked to look at the picture in their textbooks which shows a picture of a singer being interviewed. The teacher tells the students to identify who are in the picture, who are the interviewer and interviewee as well as what kind of questions are asked to the interviewee. b) Next, the teacher gets the students to work in pairs. They will be interviewing their friends about their talents. One student becomes the interviewer and the other student, the interviewee. c) The teacher writes down the kinds of questions that they must ask to their friends and to refer to the sentence patterns that they have learned in the class for the unit. d) The teacher monitors students as they take part in this pair work. e) Before the end of the class, the teacher asks them what they have learned in the class during the interview.
REFLECTION	This lesson was completed. Students followed the sample dialogue that the teacher gave. They only needed to fill in some blanks with details related to their own names and what they are good at.