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LessonPlanGrade8Unit15/L.3

22


Resources:
Petra4,Cards,ChildrensBook,Worksheets,pictures

SkillsDeveloped:Writingaparagraph

Time:45minutes

SpecificObjectives:
1.
Toproducestatementsusingconditionalsentencesinthespokenandwrittenforms.
2.
Tousepunctuationmarkscorrectly.
3.
Tousenewvocabularyinthewrittenform,appropriately.
4.
TolinksentencestogethertoconstructasimplecoherentparagraphinEnglish.

PreviousKnowledge:

conditionalsentencestype2

usingpunctuationmarks

usinglinkingwordand,but,although

ExpectedErrors:

beingunabletowritethetopicsentence

pooracquisitionofthecorrectusageanduseofconditionalsentencestype1,2

usingpunctuationmarksimproperly

Introduction:
Teachergreetsstudents.
StudentslistentopuzzleraboutAlisdreamsandthoughts.

AssessmentActivities(previousKnowledge)
AssessmentActivity1
Objective:
tocheckwhetherstudentscanproducesentencesusingtheconditional.

Task:
Studentsareaskedtogiveresponsestogivenpicturesandsituations.
Whatwouldyoudoif:

Youlostsomethingvaluable?

Youwalkedalongadarkstreetatnight?
23


Youfeltsickatschool

Youfoundapublictelephonethatdidnotwork?

AssessmentActivity2
Objective:
Tocheckwhetherstudentscanusepunctuationmarkscorrectly.

Punctuatethefollowingsentences:
1. ifSuhahadhersunglassesshewouldwearthem.
2. IwouldlearnfrenchifIwenttoparis.

RemedialActivitiesrelatedtopreviousknowledge

RemedialActivity1
Objective: To enable weak students to write complete statements using conditional
sentences.

Weakstudentsaregivenworksheetsandareaskedtomatchtwocolumns.

Wasanovelist

Buildnewschools

If1
Hadapassport
Iwould
Travelanywhere

WastheMinisterof
Writeinteresting
Education
novels

AnticipatedTime:
2minutes

RoleoftheTeacher:
Monitoringandcorrectingmistakes.

EnrichmentActivitiesrelatedtopreviousknowledge.
EnrichmentActivity1
Objective:Topracticewritingconditionalsentences

RequiredTask:
24

Teacherasksstudentswhomadenomistakeswhenpractisingassessment

1. Towritedownfivesentencesaccordingtothepattern.

IfI.,Iwould.
SuggestedTime:
3minutes
RoleofTeacher:
monitoringandprovidingnecessarysupport.

NewKnowledge:
Teacher follows the instructions given in the Teacher's Book for
paragraphwritingtakingintoconsiderationtheexpectederrors.

Writeaparagraph
EITHERaboutwhatyouwoulddoif:
Youwereobligedtoleaveyourhomeforalongtime

OR
Ifyoufound1000JDsinfrontofyourgateearlyinthemorning.

25

ListeningandSpeaking
Grade8
Unite4/Lesson6

Resources:
worksheets,StudentsBook,Workbook,Board,TapeRecorder,Tape

Time: 45minutes

Aims:
TounderstandEnglishspokenbynativespeakers.

Toparticipateinaconversationaccordingtogiveninstructions.

SpecificObjectives:

Recognisethenewvocabulary

Usevocabularycorrectly

Askfor/giveinformationasappropriate

Listenforspecificinformation.

PreviousKnowledge:

Knowthevocabularyrequiredtoconverse

Abletolistenandunderstandthemessage

Abletoformwhquestionsaccurately.

ExpectedErrors:

Insufficientknowledgeandabilitytoformappropriatewhquestions

Inabilitytorespondappropriatelywhilelisteningtotapedmaterial.

Teaching,LearningandAssessment:
Theteachershouldpresentthenewvocabularyitemsmakinguseofallaidsavailable.
AnticipatedTime:
8minutes

Thestudentsshoulddescribethebandorally.Thiscanbedoneingroups.
AnticipatedTime:
5minutes

Thestudentsshouldpractice describing the givenpictures (SBIP.16 ,WBIP. 18)by askingand

answeringrelevantaswellasaccuratequestions.
Thisshouldbedoneinpairs.
AnticipatedTime:
8minutes
26


The students should listen to thetape provided andanswer thequestions intheStudentsBook
page16.Thiscanbedoneindividually.
AnticipatedTime:
6minutes

ThestudentsshoulddoExerciseb/Workbookpage18 byfillingeachblank withtheappropriate

vocabularyitem.Thiscanbecompletedingroups.
AnticipatedTime:
4minutes

The teacher should observetheability of the students todo the assessment activities mentioned
aboveandrecordexceptionalachievementand/ordifficulties.
RemedialActivities
EnrichmentActivities

If students are unable to dothespeakingtask, Thestudentswhohavesuccessfully completed

provide them with a number ofwords aswell the speaking task should then be asked to
as a simple model to be used for asking and conduct a conversation about the activities
answeringquestions.
performedbytheband(forexample,marching)
Forexample,band,march
as well asthetoolsbeingused toservecertain

aims(forexample,baton).
Question:Whatcanyouseeinthepicture?

Answer:Icanseeaband..

If students are unable to listen for specific Thestudentswhohavesuccessfully completed

information,theteachershould play the whole the Listening task should be asked to answer
text again and then play the specific sections questions requiring higher order skills. For
thatareapplicabletothequestion.
example: Summarise the text in no morethan

20words.

27

ReadingLessonPlan9thGrade Book5
Unit17Lesson1

SpecificObjectives:
Afterreadingthetextsilentlythestudentwillbeableto:
identitythemainideasinthetext
infermeaningofnewvocabulary
answerreferentialquestions
answerliteralandinferentialquestionsbasedonthetext.

Resources
PupilTextbook5,writingmaterials,Chalkboard,chalk

PreviousKnowledge:
Students should be able to recogniseandunderstandthebasicvocabularyoftheprevious
lesson(s)orgrade.

ExpectedErrors:
inabilitytoidentifythemainideasinthetext
inabilitytoinferthemeaningofnewwords
inabilitytoanswerreferentialquestions
inabilitytoanswerliteralandinferentialquestion.

Teaching,LearningandAssessment
Teachertellsstudentsthattheyaregoingtoreadatextaboutaninvention.
Teacher uses two pictures for two villagesone is lit by electricity and the other
isnt.Theteacherelicitsfromstudentshowlifewillbeineachvillage.
Theteacherasksquestionstohelpthestudentsfocusonthereadingtextpage75.

Possiblequestions:
Whatdoyouthinkthetextisabout?
28

Howdoyouknowthatthetextisaboutelectricity?
Describethefirstpicture?

Theteacherassessesstudentsaccordingtotheirresponses.

Theclassshouldbedividedintotwogroups

Groupa(NewKnowledge)
GroupB(Remedial)
Studentsareaskedto:
Teacher workswithstudents tohelp
identify words they dont know ( new
them identify main points of the
words)
text.
identifythemainideasinthetext.
Students (in pairs) read thetextand
They are asked to make a list of words they identifythedifficultwords.
dont know and together read and try to infer Teacher assists students to
theirmeanings.
pronouncewordscorrectly.
They read the text in pairs and answer
Teacher help students understand the
thequestionsonpage77.
wordsusingthetextascontextclues.
The teacher checks their work by
Students ( in pairs) practicereading
asking questions, organising their lists
thetext.
etc.
Teacher gives students remedial
Theassessmentshouldberecordedand
worktohelpthemfollow.
usedforplanningthenextlesson.
Students do the exercises on page
They do the exercises in thework
60workbook.
book.
Theteacherassessesandrecord.

29

DIAGNOSTICASSESSMENTANAPPROACHTOINDIVIDUALISATION

1. Separate development low ability students work separately from higher ability
studentsonseparateactivities.

30

2. Coreplusextensionnecessaryactivitiesfollowedbyoptionalactivities

3. Heterogeneousactivitiesactivitieshavebuiltinpossibilitiesforweakerstudentsto
achievesomethingatabasiclevelandstrongerstudentstobechallengedand
contributemorecomplexlanguage.Studentsnaturallyfinetheirownlevel.

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