LESSON 13 (Language Awareness

WEEK/LESSON NO. FORM 3 Bestari

2)
SUBJECT English DATE / DAY
UNIT 2 Food, Food, Food! TIME
TOPIC Food, Food, Food! Duration
THEME People and Culture
MAIN SKILL Language CROSS-CURRICULAR ELEMENTS Values
Awareness
21ST CENTURY LEARNING Past continuous vs. past simple
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 the Past Simple and match three sentences with the correct use of the Past Simple.
 Revise the Past Continuous and match four sentences with the correct use of the Past Continuous.
FORMATIVE ASSESSMENT Close-Up Student’s Book, p.21
Choose an item. MATERIAL(S)
TECHNIQUE(S Close-Up Teacher’s Book, p.20-21
ACTIVITIES
 Ask questions to pupils (or write questions on the board) to elicit responses using either the past simple or past
PRE-LESSON continuous (see questions in the pre-grammar lesson activity guidance on p.20 of the Teacher’s Book).
 Ensure pupils have appropriate wait time and/or opportunities to discuss their responses with talk partners.
1)
 Ask pupils to look at sentences in 1-3 and elicit which sentence has a regular verb in the Past Simple.
 Ask pupils to match the Past Simple a-с, with the sentences 1-3 in A.
 Ask pupils to read the uses of the Past Simple in a-c and answer any questions they might have. Explain that they
should pay attention to time expressions and time references in sentences 1-3 when matching up their answers.
 Ask pupils to do the task individually but check answers as a class. (Student’s Book p.21 – Activity A&B)
2)
 Ask pupils to look at the verbs in bold in sentence 1-4 and elicit that they are all in the Past Continuous apart from
rang in sentence 4, which is in the Past Simple.
LESSON
 Ask pupils what the infinitive form of each main verb is (watch, cook, rain, blow, shake, make, chop, ring) and elicit
DEVELOPMENT that the last consonant in chop is doubled to form the present participle form. Ask them which other verbs they know
that do this (e.g. travel, shop, stop, drop, hop).
 Ask pupils how we form the Past Continuous. (Student’s Book p.21 - Activity C)
3)
 Ask pupils to read the uses of the Past Continuous in a-d and answer any questions they might have.
 Ask pupils to match sentences a-d with 1-4 in C.
 Remind them to pay attention to any time expressions and time references in sentences 1-4 when matching up their
answers.
 Ask pupils to do the task individually but check answers as a class. (Student’s Book p.21– Activity D)
 Ask pupils to think of different questions that will elicit responses using either the past simple or past continuous.
POST-LESSON Pupils then share and respond to their questions in small groups.
 Monitor and assist to check correct usage of the two different tenses.
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.
WEEK/LESSON NO. LESSON 14 (Listening 3) FORM 3 Bestari
SUBJECT English DATE / DAY
UNIT 2 Food, Food, Food! TIME
TOPIC Food, Food, Food! Duration
THEME People and Culture
MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Food related vocabulary
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
1.1 Understand meaning in a variety of familiar contexts 4.2 Communicate with appropriate language, form and style
LEARNING STANDARD(S)
Main: Complementary:
1.1.4 Understand independently longer sequences of classroom 4.2.1 Punctuate written work with moderate accuracy
instructions
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Listen to the recording and choose five correct numbers based on the recording.
 Imagine they are listening to a chef talking about a restaurant and write down three questions based on the possible answers
shown.
Close-Up Student’s Book, p.22
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Close-Up Teacher’s Book, p.21-22
Student’s Book Audio CD
ACTIVITIES
 Write Food, Food, Food! on the board and explain to pupils that this is the title of Unit 2. Give pupils a minute to write
down as many food-related words in English as they can.
 Then write the headings savoury, sweet and drinks on the board and ask pupils to call out the words they have written
PRE-LESSON down and to say which column they should go in.
 If pupils also mention words linked to meals, (breakfast, lunch, etc.) then create another column with the heading
meal.
 Elicit the words hamburger, bun, lettuce, tomato, onion, pickle and cheese if the pupils don’t mention them.
1)
 Explain to pupils that in this part of the lesson, they will be practising their listening skills. Explain that in some listening
tasks the correct answers may be numbers. Point out that this is important for listening to specific information
involving numbers in everyday life, for example talking about dates and times when we make appointments or plans or
giving measurements or prices.
 Ask pupils to look at the instructions and make sure they understand what they have to do.
 Choose pupils at random to read a number to you.
 Correct any pronunciation problems.
 Play the recording once all the way through and ask pupils to write their answers. Then ask pupils to discuss their
answers with a partner and to justify any answers that are different.
LESSON  Play the recording again and ask pupils to check their answers and to write any missing answers.
DEVELOPMENT (Student’s Book p.22 – Activity A)
2)
 Ask pupils to read the instructions and make sure they understand what they have to do. Elicit that they have to
imagine they are listening to a chef and that he no longer works at the restaurant he will be talking about.
 Ask them to bear this in mind when looking at the three sets of options as this will affect the possible questions and
how they will be worded.
 Tell pupils to do the task and then to compare their questions with a partner. Ask them to justify any differences.
 Check the answers as a class and ask pupils to justify their answers.
 Ensure that pupils punctuate their sentences with a question mark. Ask pupils to check each other’s sentences and
give feedback on spelling and language accuracy. (Student’s Book p.22 – Activity B)

 Ask pupils to write down questions to ask other pupils about their learning in this lesson. You can give one question as
POST-LESSON an example.
 Collect questions and select pupils for responses. Ensure pupils have appropriate wait time.
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.

WEEK/LESSON NO. LESSON 15 (Listening 4) FORM 3 Bestari

SUBJECT English DATE / DAY
UNIT 2 Food, Food, Food! TIME
TOPIC Food, Food, Food! Duration
THEME People and Culture
MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Food related vocabulary
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
LEARNING STANDARD(S)
Main: Complementary:
1.1.2 Understand independently specific information and details 3.1.2 Understand specific details and information in longer texts
in longer texts on an increased range of familiar topics on an increased range of familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Listen to a radio interview about a restaurant festival and answer six questions based on the interview.
 Read the tips about listening for numbers.
Close-Up Student’s Book, p.22
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) Close-Up Teacher’s Book, p.22
Student’s Book Audio CD
ACTIVITIES
 Write Food, Food, Food! on the board and explain to pupils that this is the title of Unit 2.
 Give pupils a minute to write down as many food-related words in English as they can. Then write the headings
savoury, sweet and drinks on the board and ask pupils to call out the words they have written down and to say which
PRE-LESSON
column they should go in. If pupils also mention words linked to meals, (breakfast, lunch, etc.) then create another
column with the heading meal.
 Elicit the words hamburger, bun, lettuce, tomato, onion, pickle and cheese if the pupils don’t mention them.
1)
 Read the information in the Exam Close-up box to the pupils and explain that in task D, they will hear a recording
about a restaurant festival, and they have to read the questions and the three multiple-choice options. They should
make notes next to each option as they listen. Elicit that their notes should include information such as who someone
is, when something will take place, what numbers, dates, prices, etc. refer to. ( Student’s Book p.22 –
Activity C)
2)
LESSON  Play the recording all the way through and ask pupils to circle their answers. Then ask pupils to discuss their answers
DEVELOPMENT with a partner and to justify any answers they have that are different.
 Explain that for each question, they should circle the correct option a, b or c.
 Ask pupils to read the instructions and to underline important words and numbers. Then ask them what they will listen
to (an interview), what it will be about (a restaurant festival) and how many questions they will have to answer.
 Give pupils time to study the questions and options. (Student’s Book p.22– Activity D)
3)
 Play the recording again and ask pupils to check their answers and to fill in any missing answers.
 Check the answers as a class and ask pupils to justify their answers. (Student’s Book p.22– Activity E)
 Ask pupils to provide peer feedback on each other’s performance (in pairs or small groups) using two stars and a wish:
POST-LESSON two things that were good (stars) and one area for improvement (wish).
 While monitoring the activity collect examples of the feedback to share (anonymously) with the whole 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.