WEEK/LESSON NO.
LESSON 80 (Writing 16) FORM 3 Bestari
SUBJECT English DATE / DAY
UNIT 8 TIME
TOPIC Time to Spare Duration
THEME People and Culture
MAIN SKILL Writing CROSS-CURRICULAR ELEMENTS Patriotism and Citizenship
21ST CENTURY LEARNING Choose an item. Linking words and phrases
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS:
CONTENT STANDARD(S)
Main: Complementary:
4.2 Communicate with appropriate language, form and style 4.1 Communicate intelligibly through print and digital medi
familiar topics
LEARNING STANDARD(S)
Main: Complementary:
4.2.1 Punctuate written work with moderate accuracy 4.1.5 Organise, sequence and develop ideas within short text
familiar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
● Work in pairs and complete six sentences to produce a plan in writing a postcard to a friend.
● Write a postcard to a friend in England asking about his holiday in 35-45 words.
FORMATIVE ASSESSMENT Close-Up Student’s Book, p.105
Choose an item. MATERIAL(S)
TECHNIQUE(S Close-Up Teacher’s Book, p.87
ACTIVITIES
● Ask pupils how often they write and send postcards to friends or family when they are on holiday. If they do not
postcards, ask them why not.
● Explain to pupils that they are going to learn how to write a postcard in this lesson.
PRE-LESSON ● Ask pupils to read the information on Linking word and phrases and explain anything they do not understand.
● Ask pupils to come up with two or three possible things they could write in a postcard about the place shown i
picture next to the Learning Focus box (e.g., swimming, the sea, restaurants, cafes, architecture, the wea
Encourage everyone to say something that they could write in a postcard, even if it is not relevant to the photo.
1)
● Ask pupils if they have eaten any of the food mentioned in the postcard. Ask them if they have ever tried water-s
or if they would like to and why.
● Ask pupils to read points 1-8 and then to look back at the postcard to help them find the answers.
● Ask pupils to do the task individually but check answers as a class. (Student’s Book p.105 – Activity D
2)
● Ask pupils to read the instructions in the Exam Task and underline the key words. Explain anything they do
understand.
● Remind pupils that they should always make a plan for their writing before they begin.
LESSON ● Ask them to skim through the example postcard again and complete the sentences with their own ideas ab
DEVELOPMENT holiday. Monitor and help with vocabulary where necessary.
● Ask pupils to do the task individually but ask for their ideas as a class. (Student’s Book p.105 – Activity E
3)
● Read the information in the Exam Close-up box to pupils and answer any questions they might have.
● Explain that it is important they write the correct number of words for the task, so they should count them to m
sure.
● Ask pupils to read the Exam Task again and remind them to use the Useful Expressions and their ideas from E
them they will not need to use all of them and remind them to be careful with the word limit. They should also c
their work to make sure they have included the points they were asked to and an address.
● Set the writing task for homework. (Student’s Book p.105 – Activity
● Ask pupils to review their learning in this lesson by completing an exit card: ‘what went well in your learning?
POST-LESSON ‘your learning would have been even better if…’
● Collect the cards and use them for planning the writing lessons in lesson cycle 9.
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.
