TERM 1 PLANNER (fill in your own dates and comments)
Unit 1: All about reading [11 Lessons x 40 minutes]
· Reading skills (3 Lessons of 40 minutes)
· How to use a library (2 Lessons of 40 minutes)
· Read front and back covers (1 Lesson of 40 minutes)
· Writing (1 Lesson of 40 minutes)
· Stress and punctuation (2 Lessons of 40 minutes)
· Language in action (2 Lessons of 40 minutes) / Week(s) /
Comments
Unit 2: Poetry [12 Lessons x 40 minutes]· Reading poetry (2 Lessons of 40 minutes)
· Performing poetry (2 Lessons of 40 minutes)
· Vocabulary (2 Lessons of 40 minutes)
· Writing poetry (1 Lesson of 40 minutes)
· Listening (1) and Speaking (1) = 2 x 40 minutes)
· Language in Action (3 Lessons of 40 minutes) / Week(s) /
Comments
Unit 3: Novels [13 Lessons x 40 minutes]· Reading novels (4 Lessons of 40 minutes)
· Writing book reviews (2 Lessons of 40 minutes)
· Genres (1 Lesson of 40 minutes)
· Listening and speaking (2 Lessons of 40 minutes)
· Vocabulary (2 Lessons of 40 minutes)
· Language in action (2 Lessons of 40 minutes) / Week(s) /
Comments
Unit 4: Sport [12 Lessons x 40 minutes]· Read and answer (2 Lessons of 40 minutes)
· Read and analyse (1 Lesson of 40 minutes)
· Summarising (1 Lesson of 40 minutes)
· Speaking (1 Lesson of 40 minutes)
· Writing (2 Lessons of 40 minutes)
· Listening (1 Lesson of 40 minutes)
· Language in action – 1 & 2 (4 Lessons of 40 minutes) / Week(s) /
Comments
Unit 5: Community organisations [11 Lessons of 40 minutes]· Reading (3 Lessons of 40 minutes)
· Internet research and write a report (2 Lessons of 40 minutes)
· Advertising (2 Lessons of 40 minutes
· Vocabulary (1 Lesson of 40 minutes)
· Speaking and listening (l Lesson of 40 minutes)
· Language in action (2 Lessons of 40 minutes) / Week(s) /
Comments
Unit 1: All about reading [11 lessons of 40 minutes]/ Teacher: /
Class:
UNIT 1Lessons 1-3 / CONTENT: Reading skills (Part 1) /
TERM 1
DATE ______WEEK _____
3 lesson of40 minutes / Learning Objectives
As given in the TG on pp. 1-2 / Key skills
Read fluently
Identify different text types and genres / Resources/Learning Aids/LTSM
English in Action Student’s Book (SB) pp. 8-10
English in Action Teacher’s Guide (TG) pp. 3-4
A variety of texts such as novels, non-fiction books, a dictionary and electronic text if possible.
Duration / Teacher activities / Student activities
Introduction / Ask students to think about their reading ability last year. Are they happy with their ability and the results of their reading? Or would they like to improve their reading ability. Ask students to complete the Introduction activity in the SB on p. 8. This activity requires students to discuss their own reading preferences. Listen to these discussions and inspire students to read by telling them your own reading preferences. / Students can talk briefly about their reading ability. They then complete the Introduction activity in the SB on p. 8.
Development / Let students identify types of books in the Oral Activity on SB p. 8. / Students complete the Oral Activity on SB p.8 in groups.
Conclusion / Discuss with the class whether they found the comprehension activity in Exercise 2 easy or not. Suggest to them that the skimming and scanning activity from Exercise 1 helped them understand the text. Encourage your students to apply these techniques to all reading activities (both in English and in other subjects). Go through the answers (TG p. 5) with students. / Students assess how difficult they found Exercise 2. Students mark their or a peer’s work against the model answers.
Assessment / Students can assess each other’s work, using the answers on the next page and the mark allocation. You can also use these exercises to do a formative assessment of student’s reading abilities. / Remedial/extension opportunities
If you used this activity as formative assessment, then you will be able to identify students who need remedial reading attention. Also see the note on ‘Ability groups’ on TG p. 4.
UNIT 1
Lessons
4 & 5 / CONTENT: How to use a library /
TERM 1
DATE ______WEEK _____
1 lesson of 40 minutes / Learning ObjectivesAs given in the TG on pp. 1-2 / Skills
Use a library to access fiction and reference material
Identify different text types and genres /
Resources/Learning Aids/LTSM
English in Action Student’s Book (SB) pp. 10-13English in Action Teacher’s Guide (TG) pp. 5-7
If possible: visit the school library and/or a local public library
Duration / Teacher activities / Student activities
Introduction / Discuss how many students are members of libraries and how many take out books regularly. Point out that libraries are a wonderful source of free reading material. Take your class to the library and either you or the librarian can show them some of the new books and resources. / Students take part in the class discussion.
Development / In pairs, students discuss three things they already know about libraries. Then students read the text about libraries on SB p. 11. If you are able to conduct this lesson in the library then you will be able to show the fiction section, the short stories and the numbering system used for the non-fiction. Activity 1 consolidates this information, as students classify and identify texts. / Students discuss the points in the ‘Support’ activity on SB p. 10 with a partner.
They read the text in Exercise 3 on p. 11 and complete Activity 1 on SB pp. 12-13.
Conclusion / Conclude this section of work by encouraging all students to make a commitment to read at least one fiction and one non-fiction book each term this year. / Students can swop books and mark each other’s work.
Assessment / Students can also mark their own work using the memorandum you give them from the answers on TG p. 7.
/ Remedial/expanded opportunities
See the note ‘Ability groups’ on TG pp. 6-7. You could also get library card application forms from a local library for learners to complete.
UNIT 1
Lesson 6 / CONTENT: Read front and back covers /
TERM 1
DATE ______WEEK _____
1 lesson of 40 minutes / Learning ObjectivesAs given in SB on p. 7 & TG on pp. 1-2 / Skills
Read fluently, read and understand blurbs /
Resources/Learning Aids/LTSM
English in Action Student’s Book (SB) pp. 14-15English in Action Teacher’s Guide (TG) pp. 7-8
A variety of books to show learners the covers
Duration / Teacher activities / Student activities
Introduction / Students open their books on SB p. 14. Ask them to describe what is on the cover of their book from memory (without closing their books). Also ask them what sort of information they can expect to find on book covers. / Students try to remember what is on the cover of their Form 3 English in Action Student’s Book. They could also try and remember what is on the cover of their other textbooks and set works.
Development / Ask students to answer the questions in Exercise 4 in pairs. / Students do Exercise 4 on SB p. 14.
Conclusion / Students conclude this section by writing their own blurb. Explain that a blurb is a form of advertising, so they have to say good things about the book. Encourage students to be creative, for example, making up quotes by well-known people to accompany the blurb. / Students then complete the Extension activity on SB p 14.
Assessment / Assess the students’ use of tone in their blurbs. This should be positive and formal. Check also that the blurbs do not make the mistake of retelling the story or giving away the content of the book.
/ Remedial/expanded opportunities
See the note ‘Ability groups’ on TG p. 8. Students can find examples of blurbs they think are excellent and present them to the class. If they are able, students should create blurbs for real or imagined books and share these with the class.
Unit 1
Lesson 7 / CONTENT: Writing (instructions) /
TERM 1
DATE ______WEEK _____
1 lesson of40 minutes / Learning Objectives
As given in SB on p. 7 and TG on pp. 1-2 / Skills
Use visual literacy to write text clearly and accurately /
Resources/Learning Aids/LTSM
English in Action Student’s Book (SB) pp. 14-15
English in Action Teacher’s Guide (TG) pp. 9-10Recipe books if possible
Duration / Teacher activities / Student activities
Introduction
Minutes: 8 / Read the recipe for shallow fried chicken with the class. Point out the format of the recipe: listed ingredients followed by clear, numbered instructions. (There are additional features of a recipe on the next page of these lesson plans.) / Students read the recipe for fried chicken on SB pp 14-15.
Development
Minutes: 25 / Go through the mind-maps/ spider diagrams after the features of a recipe in these lesson plans on how to write instructional text and ask students for their input.
Students use the information in the picture, and the jumbled paragraph, to write their own recipe for potato salad. / Students offer their own ideas about how to write instructional text and a recipe in particular. Students then write their own recipe for potato salad (Activity 2 question 1 on SB p. 15).
Conclusion
Minutes: 7 / Note that the second part of this activity is a short summarising exercise and it tests students’ comprehension skills, as well as their ability to write recipes. Go through the suggested answers on TG p. 10. / Students complete Activity 2 question 2 on SB p. 15 – a short summarising activity.
Assessment / You could take in Activities 2 questions 1 and 2 for assessment of the writing of short pieces. /
Remedial/expanded opportunities
See the note about ‘Ability groups’ on TG p. 9.
Features of a recipe
The title: names and describes the dish, for example: Creamy potato salad or Crumbed fish fingers.
Preparation time: tells you how long it takes to prepare this dish.
Cooking time: tells you for how long the dish is cooked. (Some cold dishes such as jelly will need to be cooled to ‘set’.)
Cooking temperature: If the dish needs to be cooked it will tell you at what temperature.
A list of ingredients and utensils: tell you exactly what is needed to make the dish.
The method: gives you the instructions to make the dish.
· Each sentence starts with a verb.
· The steps are numbered and in logical order.
Serving size: This tells you how many people this recipe will feed.
Serving suggestion: This tells how you could serve the food – for example, you could add some pieces of parsley on top of your potato salad for garnish.
.
Unit 1Lessons
8 & 9 / Content: Stress and pronunciation /
TERM 1
DATE ______WEEK _____
2 lessons of 40 minutes / Learning ObjectivesAs given in SB on p. 7 and TG on pp. 1-2 / Skills
Use accurate pronunciation and stress to communicate meaning through oral English /
Resources/Learning Aids/LTSM
English in Action Student’s Book (SB) pp. 16-17English in Action Teacher’s Guide (TG) pp. 10-12
The English in Action Listening CD for Form 3
Duration / Teacher activities / Student activities
Introduction / Play the recording of the news broadcast to the class. If this is not possible, then ask a student who reads well to prepare a reading of it, or read it yourself. / Students listen to the news broadcast carefully.
Development / Ask students to listen to the text and to note the stressed words. This gives them practice at identifying stress.
Read and discuss the notes in the ‘Getting it right’ box with the class. Make sure that all students can hear the difference in the two sentences.
Students then complete Exercises 5 and 6 on their own. / Students listen to the text again, this time noting the stressed words. They read the notes in the ‘Getting it right’ box on SB p. 16 and then continue to do Exercises 5 and 6 on their own.
Conclusion / Conclude this work by checking that all students understand the difference between stress and shouting. Stress is a natural variation in our speech pattern, used to emphasise certain words. Stress in not as loud as shouting. / Students complete the Support activity on SB p. 17.
Assessment / Listen to students’ speaking and pronunciation, and check that they can use stress and intonation when asking questions. /
Remedial/expanded opportunities
See the note on ‘Ability groups’ on p. 11 of the TG.UNIT 1
Lessons
10 & 11 / Content: Language in action /
TERM 1
DATE ______WEEK _____
2 lessons of 40 minutes / Learning ObjectivesAs given in SB on p. 7 and TG on pp. 1-2 / Skills
Use vocabulary easily and in the right context
Use a variety of sentence structures and types /
Resources/Learning Aids/LTSM
English in Action Student’s Book (SB) pp. 18-20English in Action Teacher’s Guide (TG) pp. 12-14
A dictionary for learners to look up words they do not understand
Duration / Teacher activities / Student activities
Introduction / Ask students whether they remember what a noun is, and the different types of nouns, from their work in Form 2. If they do, then read through the ‘Getting it right’ box on SB p. 18 quickly. If they do not, then spend more time on the notes, revising this fairly basic grammar construction. / Students read through the ‘Getting it right’ box on SB p. 18.
Development / These exercises have been carefully designed to lead students through recognition and classification of nouns; and then through the same processes using sentences. Note that Exercise 8 requires students to use question tags. If your class needs more assistance, then explain that a question tag is added to the end of a statement, to form a question. / Students complete Exercise 7 and do the Homework activity for homework. Then they read the ‘Getting it right’ box on p. 18 and complete Exercise 8.
Conclusion / Conclude this lesson by checking that students’ answers are correct. (TG p. 13-14). Read through the summary on p. 20 with students. / Students complete the Revision activity on SB
p. 20 for homework.
Assessment / Students can assess each other’s work using the answers on TG p. 13-14. You could take in the Revision exercise for marking. You can also use these exercises to do a formative assessment of students’ language work in order to identify those students who need remedial attention. /
Remedial/expanded opportunities