Week 2

DATE: 10/1/2019 DAY: Thursday

CLASS: 1LE SUBJECT: ENGLISH

THEME: Consumerism and Financial Awareness TIME:
TOPIC: Money 1LE
FOCUS SKILL: Reading (4:05pm-5:05pm)
Main Skill: Reading
CONTENT 3.1 Understand a variety of texts by using a range of appropriate reading RESOURCES:
STANDARD: strategies to construct meaning. Handouts, exercise
Complementary Skill: Reading books.
3.1 Understand a variety of texts by using a range of appropriate reading
strategies to construct meaning. i-ThiNK MAP:
Main Skill: Reading
LEARNING 3.1.2 Understand specific details and information in simple longer texts.
Complementary Skill: Reading
CROSS
STANDARD: CURRICULAR
3.1.3 Guess the meaning of unfamiliar words from clues provided by
other known words and by context. ELEMENTS:
LANGUAGE/ Vocabulary related to the topic of money. Financial Education
GRAMMAR
FOCUS LEARNING
By the end of the lesson, pupils will be able to: DOMAIN:
LEARNING 3.1.2 Understand specific details and information in a text on Candy’s Analyse
OBJECTIVES: shopping trip.
3.1.3 Guess the meaning of unfamiliar words from clues provided by ASSESSMENT:
other known words and by context via reference pronouns and Written exercise
coordinating conjunctions.
SUCCESS Pupils can: VLE:
CRITERIA: 1. Answer at least 1/2 questions correctly based on a simple text
Not Applicable
on Candy’s shopping trip.
2. Choose at least 3/5 coordinating conjunctions and 4/6 reference
pronouns correctly. MORAL VALUES:
I. PRE-LESSON Financial prudence
1. Give pupils the text on Candy’s shopping trip. Ask them to cover or fold
them so that they can see only Candy. Educational
ACTIVITIES: 2. Elicit suggestions from the whole class in response to the question Emphasis:
above the picture of Candy. Grammar and
I. LESSON DEVELOPMENT writing/expressing
3. Ask pupils to uncover or unfold the text, to read it, and to answer opinions.
questions 1 and 2.
4. Check the answers with the rest of the class as a whole.
5. Tell pupils that they’ll now focus on how language is used in the text.
6. Focus briefly on coordinating conjunctions (‘linking words’ may be a
more learner-friendly phrase) as a whole class. Give an example, and
then ask pupils to identify other examples, and to explain what they link.
7. Give an example of a reference pronoun and what it refers to.
8. Divide the class into 2. Tell pupils in the one half to circle reference
pronouns in paragraphs 1-3 of the text and to be ready to say who or
what the pronouns refer to. Tell pupils in the other half to do the same
for paragraphs 4-6.
9. Elicit feedback: call on a few pupils to answer.
II. POST-LESSON
 Week 2

10. Briefly ask pupils to tell you the skills and language focus for the
lesson.
11. Ask pupils to write in their exercise books whether they think it was a
good idea to spend the money in this way (no right or wrong answers
here: the aim is to elicit opinions).

REFLECTION
FOR 1LE: