Unit 6 Time Out
Unit 6 Time Out
Unit 6 Time Out
ENGLISH FORM 4
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 01.01.2022 LESSON 69
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Time out
THEME People and Culture
LANGUANGE/GRAMMAR FOCUS describing free time activities; idioms describing mood / feelings
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
MAIN LEARNING STANDARD 3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended
texts on a wide range of familiar topics
COM. CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
COM. LEARNING STANDARD 2.1.4 Explain and justify own point of view
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
2. Communicate information, ideas, opinions and feelings intelligibly on familiar topics
ACTIVITIES PRE-LESSON Students pay attention to the title of the module and the picture on
the page. Student are asked what they can see. Students deduce the
meaning of the phrase time out. Students relate the title of the
module to the content of the picture and they asked what they
think the module will be about. Students asked the questions in the
Discuss section. Students deduce the meaning of the idioms in bold
from the context of the respective sentences.
LESSON DELIVERY Activity A (Student Book page 82)
1.Students pay attention to the pictures accompanying the text and
they tell if they know what they show. They show instances of an
extreme physical activity called parkour or free running, Students
pay attention to the sign and they are asked if they know who it is
addressed to. They asked what it tells us. Students are asked the
questions and initiate a short discussion.
Activity B (Student Book page 82)
1.Students attention to the title of the text. Students guess what the
text will be about. Students tell how the title is related to the text.
Students deduce that by practicing parkour or freerunning kids
have fun in the city. Students read through the text and underline
unknown words at the same time. Students read through the
question and the three answer choices and check understanding.
Students do the activity and check the answer with the class.
Activity C (Student Book page 83)
1.Students read through the statement 1-7 and their
understanding checked. Students do the activity.
POST LESSON Students identify with their talk partner(s) at least three new
words or phrases that they have learned in relation to travelling.
When students are ready, collect and share words/phrases as a
whole class.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK – Values
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance: __/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
ACTIVITIES PRE-LESSON Write on the board: I put my wallet in my back pocket but it is no
longer there. Perhaps I dropped it. Or perhaps it has been stolen.
Student look at the second and third sentence. Students are asked
what verb forms have been used and why? Students discuss their
ideas with talk partner(s) before collecting responses.
LESSON DELIVERY Passive Voice (Student Book page 83)
1.Students read through the examples of the Passive Voice the
Grammar box and discuss what they remember. Students pay
attention to the agent in the first and third examples and they are
asked why we sometimes use an agent and in other cases we don't
Students refer to the Grammar Reference (p. 165). Students come
up with their own examples of the Passive Voice. Students find all
the examples of the Passive Voice in the text.
Verbs with two objects (Student Book page 83)
1.Students pay attention to the first example in the Active Voice
and ask them what the object is. Students are pointed out that
certain verbs take two objects in the Active Voice. Students tell
which one they think is the direct and which the indirect object.
Students are pointed out that the usual word order in sentences
with verbs that take two objects is: Subject + Verb + Indirect
object + Direct object
Students pay attention to the second example in the Active Voice
and point out to them that it has the same meaning as the first, but
the word order is different. We can use to and for before the
indirect object. In this case, the word order is: Subject + Verb +
Direct object + to/for + Indirect object. Students read through the
two examples in the Passive Voice. Students are pointed out that
when a sentence in the Active Voice has two objects, both objects
can be used as subjects of the verb in the Passive Voice. Point out
to them that the first example is more common. Students refer to
the Grammar Reference (p. 165). Students read through the
sentences 1-6 below grammar box and check understanding.
Students do the activity.
POST LESSON Students write sentences using the passive verb form. When ready,
Students are selected to read out their sentences.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Environmental Sustainability
Awareness
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance: __/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
MAIN CONTENT STANDARD Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
MAIN LEARNING STANDARD Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
COM. CONTENT STANDARD Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
COM. LEARNING STANDARD Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
ACTIVITIES PRE-LESSON Teachers can either develop their own lesson based on the needs
of their pupils or use this lesson to go over pupils’ writing and
improve their work from the previous lesson.
LESSON DELIVERY Teachers can either develop their own lesson based on the needs
of their pupils or use this lesson to go over pupils’ writing and
improve their work from the previous lesson.
POST LESSON Teachers can either develop their own lesson based on the needs
of their pupils or use this lesson to go over pupils’ writing and
improve their work from the previous lesson.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Values
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance: __/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
MAIN CONTENT STANDARD Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
MAIN LEARNING STANDARD Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
COM. CONTENT STANDARD Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
COM. LEARNING STANDARD Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
Teachers to select an appropriate main skill and complementary skill based on their pupils’
needs and interests
ACTIVITIES PRE-LESSON Teachers can either develop their own lesson based on the needs
of their pupils or use this lesson to go over pupils’ writing and
improve their work from the previous lesson.
LESSON DELIVERY Teachers can either develop their own lesson based on the needs
of their pupils or use this lesson to go over pupils’ writing and
improve their work from the previous lesson.
POST LESSON Teachers can either develop their own lesson based on the needs
of their pupils or use this lesson to go over pupils’ writing and
improve their work from the previous lesson.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Values
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance: __/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.
MAIN CONTENT STANDARD 5.2 Analyse and evaluate a variety of literary text types
MAIN LEARNING STANDARD 5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events
or place
COM. CONTENT STANDARD
COM. LEARNING STANDARD
LEARNING OBJECTIVE By the end of the lesson, students should be able to:
1. Analyse and evaluate a variety of literary text types
ACTIVITIES PRE-LESSON Teachers can either develop their own lesson based on the needs
of their pupils or use this lesson to go over pupils’ writing and
improve their work from the previous lesson.
LESSON DELIVERY Teachers will develop their own lesson using materials from the
Literature Component books. Teachers should ensure that their
lesson covers the Literature in Action content and learning
standard specified for this lesson.
POST LESSON Teachers can either develop their own lesson based on the needs
of their pupils or use this lesson to go over pupils’ writing and
improve their work from the previous lesson.
TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Values
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA
REFLECTION Attendance: __/__
_____ students were able to achieve the objectives.
_____ students need extra guidance.
*Today’s lesson will be carried forward due to ____________.