example of template for lesson plan - pearson south … · web viewict skills in a word-processing...

Unit 6: Workday! [10 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Reading comprehension TERM 2

DATE _______________ WEEK _____

Learning ObjectivesAs given in SB on p. 85 and TG on pp. 55-59

SkillsReading with empathyExploring the concept of cause and effect

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 85-93Exploring English Teacher’s Guide (TG) p. 60 & 62

Duration: 40 minutes

Teacher activities Student activities

IntroductionMinutes: 4

You may start the lesson by finding out how many students have domestic workers at home, or indeed, have parents, siblings or relatives working as domestics and how they are treated at their places of work. This will lead into the reading and discussion of the passages.

Students discuss whether they have domestic workers at home – or if their parents or relatives are domestic workers and how they are treated at their workplaces.

Development Minutes: 28

Read Reading passage 1 (SB pp. 86-89) in class and let students work through Activity 1 (SB p. 89) before you discuss the answers. Students can read Reading Passage 2 (SB pp. 90-93) and do Activity 2 (SB p. 93) as written homework.

Students read Reading Passage 1 (SB pp. 86-80) and do Activity 1 SB. p. 89). Students read Passage 2 (SB pp. 90-93) and do Activity 2 (SB p. 93) as written homework.

ConclusionMinutes: 8

Work through the answers to the questions (TG p. 62) with students. Students check their own or a peer’s work against the model answers.

© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product 2

Unit 6LESSON 2

CONTENT: Writing practice (diary entry) TERM 2

DATE _______________ WEEK _____


SkillsWriting a diary entry

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 93 Exploring English Teacher’s Guide (TG) p. 60

Duration Teacher activities Student activities


Revise a diary entry with students. What famous diary entries have they read? (e.g. The Diary of Anne Frank). Do they keep a diary?

Students discuss diary entries in pairs or small groups.


Read through the instruction in Activity 3 (SB p. 93) with the class, pointing out that the key words in the activity are does, thinks and feels. Then students can complete the activity in pairs.

Students complete Activity 3 (SB p. 93) in pairs. If they don’t finish it in class, they can finish it for homework.


Ask students to read their diary entries aloud while the class comments on it. Take the diary entries in for assessment.

Students read their diary entry to the class. They could also swop their work with another pair for comment.


Unit 6LESSON 3

CONTENT: Writing practice (letter) TERM 2

DATE _______________ WEEK _____


SkillsApplying for a jobWriting a letter to a newspaper

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 94Exploring English Teacher’s Guide (TG) p. 61A dictionary




This activity involves writing letters. Discuss with students the respective formats and styles of an application letter for a job, and a letter to the editor of a newspaper of magazine. Find samples of letters to the editor from local newspaper and go through them in class.

Students revise the format of a business letter (a letter of application) and a letter to the press.


Ask students to complete Activity 4, writing two letters: one formal business letter (applying for a job) and a letter to the press. If students do not finish them in class, they can complete them for homework. Encourage students to thoroughly edit and proofread their letters before handing them in.

Students do Activity 4 (SB p. 94) on their own. If they don’t finish it, they can complete if for homework. Students should edit and proofread their work before handing it in.


Ask a few students to read their letters to the class. You can take these in for assessment.

Some students share their letters with the class.


Unit 6LESSON 4

CONTENT: Speaking and writing practice (role-playing an interview, write an official report, hold a debate a

TERM 2

DATE _______________ WEEK _____

40 minutesLearning Objectives As given in SB on p. 85 and TG on pp. 55-59

SkillsActing out dialogues and official interviews

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 94-95 Exploring English Teacher’s Guide (TG) p. 61



Ask students brainstorm about what you should do and say in an interview.

Students brainstorm about what you should do and say in an interview.


Acting out the role-play using the framework given on SB p. 95 should be fun. Encourage students to be as natural in their interviews as possible.

Students do the interviews in Activity 5 (SB p. 94) in pairs.


Ask some pairs to act out their interviews for the class. Pairs act out their interviews for the class.


Unit 6LESSON 5

CONTENT: Writing practice (Writing a report) TERM 2

DATE _______________ WEEK _____

40 minutesLearning ObjectivesAs given in SB on p. 85 and TG on pp. 55-59

SkillsWriting an official report

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 95Exploring English Teacher’s Guide (TG) p. 61




Revise the format of a report with students. Students revise the format of a report.


Report-writing is an important aspect of the syllabus. Here the students are challenged to assess a problematic situation and make recommendations for change.

Students complete Activity 6 (SB p. 95) in which they write a report.


Ask students to hand this report in for assessment. Students edit and proofread their reports and then hand them in for assessment.


Unit 6LESSON 6

CONTENT: Speaking practice (Hold a debate) TERM 2

DATE _______________ WEEK _____

Learning Objectives As given in SB on p. 85 and TG on pp. 55-59

SkillsDebating a topic

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 96 Exploring English Teacher’s Guide (TG) p. 61




Revise the format of a debate with students. Students revise the format of a debate.


Students should have plenty to talk about in the debate in Activity 7 (SB p. 96), both from the reading material and their own knowledge of the subject.

Students hold a debate in Activity 7 (SB p. 96).


Ask students to summarise the main points of the debate. Students summarise the main points of the debate.


Unit 6LESSON 7

CONTENT: Writing practice (Write a letter) TERM 2

DATE _______________ WEEK _____


SkillsWriting skills (a letter)ICT skills in a word-processing programme

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 96Exploring English Teacher’s Guide (TG) p. 61




Ask students to discuss how to write a letter in a word processing programme.

Students discuss how to write a letter in a word processing programme.


Students can write the letter in the ICT Activity (SB p. 96) in pairs or threes. This activity should provide students with the opportunity for CALL practice, in this case work processing and use of the internet.

Students write the letter in the ICT Activity (SB p. 96) in pairs or threes.


Ask some students to print out their letters and put them up for the class to see.

Some students print and display their letters.


Unit 6LESSON 8

CONTENT: Literature practice TERM 2

DATE _______________ WEEK _____


Skills Understanding literature





Students discuss the role of conflict in literature – what is the author trying to show by using conflict?

Students discuss conflict in literature in pairs or small groups.


Activity 8 (SB p. 97) in which students discuss conflict in the story they have read may be done as a discussion or writing exercise, or both.

Students complete Activity 8 in pairs or groups as a discussion or writing exercise.


Ask pairs of groups to choose a representative to report back to the class. Have a class discussion on their findings.

Pairs or groups choose a representative to give feedback to the class. Students then join in a class discussion on their findings.


Unit 6LESSON 9

CONTENT: Language practice TERM 2

DATE _______________ WEEK _____


SkillsApologising appropriatelyDistinguishing between minimal pairs Using verb tenses correctly

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 97-99 Exploring English Teacher’s Guide (TG) pp. 61-63



Mini lesson 1 Minutes: 13

Activity 9 (SB p. 97) provides students with an opportunity to practice using appropriate language for apologising. Assist any students who struggle to make up suitable apologies.

Students do Activity 9 on SB p. 97 in pairs or groups.

Mini Lesson 2Minutes: 13

Where CD plays are not available for the activity in distinguishing minimal pair work, pronouncing the vowels as accurately as possible.

Students do Activity 10 on SB p. 98 on their own.

Mini lesson 3Minutes: 13

Exercise 1 on the sequence of tenses (SB p. 99) will provide students with an opportunity to revise and practise what they have learnt about verb tenses in previous units.

Students do Exercise 1 on SB p. 99 on their own.


Unit 6LESSON 10

CONTENT: Poetry TERM 2

DATE _______________ WEEK _____


SkillsExploring songs as a medium of communication

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 99-100Exploring English Teacher’s Guide (TG) pp. 61 & 63




Read the poem aloud to students at least twice – or get a student who reads well to read it aloud to the class.

Students listen to a reading of the poem ‘Sisi’ on SB p. 99.


The subject of the poem (SB p 99) is a domestic worker – in this case an elderly woman characteristically referred to as ‘Sisi’. The poem should generate a lively discussion of the questions in Activity 11 (SB p. 100). The students are asked to write their own poems.

Students do Activity 11 on SB p. 100. They then do Exercise 2 on SB p. 100.


Ask students to our or act out their poems for the whole class. Go through the answers to Activity 11 (SB p. 100).

Students read, sing or act out their poems for the class.


Unit 6LESSON 11

CONTENT: Listening practice TERM 2

DATE _______________ WEEK _____


SkillsExploring songs as a medium of communicationResponding to questionnaires

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 100-102Exploring English Teacher’s Guide (TG) pp. 61-54




Ask students to brainstorm the themes and messages in different genres of music.

Students brainstorm the themes and messages in different genres of music.


In Activity 12 (SB p.100), the students have the opportunity to compare and contrast different types of songs, working with songs that are currently popular. They evaluate the lyrics of the songs and determine their mood and the feelings that the songs evoke in them.

Students complete Activity 12 and Extension Activity 2 on their own. (SB p. 100-101).


Go through the answers to Activity 12 (answers in TG on pp. 63-64). Go through the summary on SB p. 102. Ask students to complete the Revision Exercise on SB p. 102.

Students read through the summary and complete the Revision Exercise on SB p. 102.

Total duration:40 minutes

Assessment Activities throughout this Unit may be used for informal or formal assessment as you see decide.

Assignments/expanded opportunitiesIn Extension Activity (SB p. 101), students can work through a questionnaire in which they answer questions about domestic workers, thus relating the theme of this unit to their own lives.


Unit 7: Examination skills! [5 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Planning and organising your study time TERM 2

DATE _______________ WEEK _____

Learning ObjectivesAs given in SB on p. 103 and TG on p. 67

SkillsPlanning for studyImproving memory

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 103-105. Exploring English Teacher’s Guide (TG) p. 67-68




Ask students to discuss their usual methods of planning and organising their study time.

Students discuss their current methods of planning their study time in pairs or small groups.


Ask students to read the text ‘Planning and organising your study time’ on SB p. 104 and then to do Activity 1. Ask them to then read ‘Improving your memory’ on SB p. 104-5 and do Activity 2.

Students read the text ‘Planning and organising your study time’ on SB p. 104 and then do Activity 1. They then read ‘Improving your memory’ on SB p. 104-5 and do Activity 2.


Ask a few students to share what they have learnt and how they will apply it to their own study methods. Go through the answers with students (TG p. 68).

A few students share what they have learnt and how they will apply it to their own study methods with the class.


Unit 7LESSON 2

CONTENT: Analysing keywords TERM 2

DATE _______________ WEEK _____

Learning ObjectivesAs given in SB on p.103 and TG on p.67

SkillsIdentifying key words

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp.105-106 Exploring English Teacher’s Guide (TG) pp.67-68



Ask students what they understand by the term ‘keyword’ and to give some examples of keywords in texts.

Students take part in a class discussion about keywords and give some examples in texts.


Go through the text on SB p. 105 and 106 and ask students to complete Activity 3 on SB p. 106 in pairs or small groups.

Students go through the text on SB p. 105 and 106 and complete Activity 3 on SB p. 106 in pairs or small groups.


Go through the answers with students. (TG p.68 ) Students check their answers.


Unit 7LESSON 3

CONTENT: Following given instructions appropriately TERM 2

DATE _______________ WEEK _____

Learning ObjectivesAs given in SB on p.103 and TG on p.67

SkillsPractising for exams Following given instructions

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 107-108Exploring English Teacher’s Guide (TG) p. 67-68




Ask students to discuss the importance of following instructions. Have they ever lost unnecessary marks in an examination because they didn’t read the instructions?

Students discuss the importance of following instructions in an examination.


Ask students to read through the text on SB p. 107 and then do Activity 4 on SB p. 108 in pairs or small groups.

Students read through the text on SB p. 107 and then do Activity 4 in the SB on p. 108.


Go through the answers with students. (TG pp. 68-69) Students check their answers.


Unit 7LESSON 4

CONTENT: Using time management and mark allocation skills

TERM 2

DATE _______________ WEEK _____

40 minutesLearning Objectives As given in SB on p.103 and TG on p.67

SkillsManaging timeUsing good judgementEvaluating questions according to mark allocation

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 108-110Exploring English Teacher’s Guide (TG) pp. 69-70



Ask students if they have ever applied time management skills in an examination or used mark allocation to gauge how much to write for each question. What do they think the benefits of this could be?

Students take part in a class discussion about using time management skills in an examination and then


Go through the text on time management in the SB on p. 108 and ask students to complete Activity 5 on SB p. 109 in pairs or small groups.Then go through the text about using mark allocation in deciding how much to write on SB p109 and ask students to do Activity 6 on SB. 110 in pairs or small groups.

Students do Activity 5 on SB p. 109 and then Activity 6 on SB p. p. 110.


Go through the answer with students (TG pp. 69-70). Students check their answers.


Unit 7LESSON 5

CONTENT: Proofreading the work for errors TERM 1

DATE _______________ WEEK _____

40 minutesLearning ObjectivesAs given in SB on p.103 and TG on p.67

SkillsProofreading own work for errors





Have a class discussion on proofreading. What kinds of things do students look for when they proofread? Make a list on the board.

Students take part in a class discussion about proofreading.


Ask students to do Activity 7 on SB. p 110 on their own. Read through the text on SB p. 111 – asking students to identify the key word(s) in each point.

Students do Activity 7 on SB p. 110 on their own.


Do through the answers with students (TG p.) Then go through the summary on SB p. 112.

Students check their own or a peer’s answers. They then read through the summary on SB p. 112.

Total duration:40 minutes

Assessment Take in the various tasks of the Revision Exercise for marking.

Assignments/expanded opportunitiesStudents do the ‘Revision Exercise’ on SB p 112 for homework.


Unit 8: The boyfriends [10 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Reading comprehension TERM 2

DATE _______________ WEEK _____


SkillsReading for literal and inferred meanings

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 113-119Exploring English Teacher’s Guide (TG) pp. 74 & 76-77




You can introduce the unit by asking students how many of them have dated. This unit should provide a lot of exciting things to talk about but students should be encouraged to be forthcoming.

Students talk about dating, girlfriends and boyfriends.


Read Reading passage 1 (SB pp. 114-116) in class and let students work through Activity 1 (SB p. 116) before you discuss the answers. Students can read Reading Passage 2 (SB pp. 117-119) and do Activity 2 (SB p. 119) as written homework.

Students read Reading passage 1 (SB pp. 114-116) in class and do Activity 1 (SB p. 116). They then discuss the answers you give them. Students can read Reading Passage 2 (SB pp. 117-119) and do Activity 2 (SB p. 119) as written homework.


Work through the answers to the questions (TG pp. 76-77). Students check their own or a peer’s answers.


Unit 8LESSONS 2 & 3

CONTENT: Writing practice (Write an essay and a letter)

TERM 2

DATE _______________ WEEK _____


SkillsDescribing an ideal life partnerAdvising peers on relationship problems



Introduction Revise the structure of an essay with students as well as how to write topic sentences.

Students revise the structure of an essay as well as how to write topic sentences.

Development The topic of the essay that students are required to write in Activity 3 (SB p. 120) is related to the theme of the reading passages, which should create the stimulus for interesting writing. Some of the words in the comparison exercise on SB p. 121 may come in handy here. Encourage students to use the structures ‘prefer … to’ and ‘would rather … than’ (see SB p. 122) in their writing. Read through the letters under ‘Giving advice as Aunt Moira’ (SB p. 120) and then ask students to complete Activity 4 in which they write similar ‘Dear Auntie …’ letters of their own and share and discuss them in groups.

Students do Activity 3 on SB p. 120. Students then read through the letters under ‘Giving advice as Aunt Moira’ (SB p. 120) and complete Activity 4 in which they write similar ‘Dear Auntie …’ letters of their own and share and discuss them in groups.

Conclusion Ask some students to read their letters to the class. Some students share their essays and letters with the class.


Unit 8LESSON 4

CONTENT: Report writing TERM 2

DATE _______________ WEEK _____


SkillsDiscussing problem involving the youthArranging data graphically for purposes of report writingCreating and producing a report

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 121Exploring English Teacher’s Guide (TG) p. 75 & 77-78




The students can discuss the questions in Activity 5 (SB p. 121) in groups or as a general class discussion. Their responses will vary. What is important is that they engage in discussion and feel free to express their opinions. Allow as many students as possible to speak.

Students discuss the questions in Activity 5 (SB p. 121) in groups or as a general class discussion.


In Activity 6 (SB p. 121) they write a report based on the group research and discussion in Activity 5. They can do this on their own for homework. Make sure that students are familiar with the structure of a report. Go through the structure with them before they write their reports and give them this list of sections to guide their writing: a title, introduction, background, statement of the problem, a hypothesis, how one collected data to investigate the problem, findings and analysis, conclusion and recommendations, list of references.

Students do Activity 6 (SB p. 121) in which they write a report based on the group research and discussion in Activity 5.


Go through all the criteria of a report as given on TG p. 78. Students check that they have satisfied all the criteria.


Unit 8LESSON 4

CONTENT: Literature practice TERM 2

DATE _______________ WEEK _____

40 minutesLearning Objectives As given in SB on p. 113 and TG on pp. 71-73

SkillsComparing and contrasting characters in a text

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 121-122 Exploring English Teacher’s Guide (TG) pp. 75 & 78



Ask students to brainstorms descriptive words to describe characters. Students brainstorms descriptive words to describe characters.


The characters of James and Barrister are compared in the columns under the heading Literature practice (SB p 121). In Activity 7 (SB p 122), students are asked to fill in the blank spaces to complete the comparisons and then write an essay comparing the two characters. This essay need not be very long.

Students read the two columns on SB p. 121, describing the two characters and then do Activity 7 on SB p. 122.


Go over the answers to Activity 7 (TG. P.78). Students check their answers and discuss other alternatives they may have.


Unit 8LESSON 5

CONTENT: Speaking practice TERM 2

DATE _______________ WEEK _____

40 minutesLearning ObjectivesAs given in SB on p. 113 and TG on pp. 71-73

SkillsRole-playing





Read lines 57 to 113 again and explain to students how to go about role-playing Activity 8.

Students read lines 57 to 113 again and listen about how to role-play Activity 8.


Encourage students to be as creative as they can in the role-play in Activity 8 (SB p. 122). This activity should be fun!

Students role-play Activity 8 (SB p. 122).


Ask groups to role-play the activity in front of the class. Students role-play this activity in front of the class (in groups of four).


Unit 8LESSONS 6 & 7

CONTENT: Language practice TERM 2

DATE _______________ WEEK _____


SkillsApplying rules of English grammar correctly




Language mini-lesson 1: 20 minutes

1. The structures introduced in Mr Right and Miss Right (SB p. 122) can be used to make comparisons. Students can do Activity 9 (SB p. 122) in pairs.

Students can do Activity 9 (SB p. 122) in pairs.


2. Go through the examples in How to avoid mixing direct and indirect speech (SB p. 123) carefully with the whole class, ensuring that students understand what the errors are in the mixed-up sentences. Then they can complete Exercise 1 (SB p. 123) orally in pairs.

Students can complete Exercise 1 (SB p. 123) orally in pairs.


3. Where CD players are not available for the activity in distinguishing minimal pairs Say it right – stir or stare? (SB p. 123), the teacher should read out the minimal pairs words, pronouncing the vowels as accurately as possible.

Students do Activity 10 on SB p. 124 in pairs.


4. Read through the examples of subject-verb agreement (SB pp. 124-125 with the class to make sure that students understand what the errors are in the incorrect sentences. Then let them do Exercise 2 (SB p. 125) on their own.

Students do Exercise 2 (SB p. 125) on their own.


Unit 8LESSON 7

CONTENT: Register TERM 2

DATE _______________ WEEK _____


SkillsExpressing congratulations using appropriate register

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 126Exploring English Teacher’s Guide (TG) pp. 50 and 53




Read through the examples of Congratulations (SB p. 126) to familiarise the students with the appropriate register to use when congratulating someone.

Students read through the examples of Congratulations (SB p. 126).


Activity 11 (SB p. 126) can be done in pairs. Encourage students to be as natural as possible.

Students do Activity 11 (SB p 126) in pairs.


Ask pairs to act out their congratulations for the class. Some pairs act out their congratulations for the class.


Unit 8LESSON 8

CONTENT: Poetry TERM 2

DATE _______________ WEEK _____


Skills Reading a poem with emphasis

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 127 Exploring English Teacher’s Guide (TG) pp. 76 & 80




Read the poem (SB p. 127) aloud with emphasis to bring out its tone. Students listen to the poem (SB p. 127).


Then let students work through the questions in Activity 12 (SB p. 127) in groups.

Students work through the questions in Activity 12 (SB p. 127) in groups.


Go through the answers with students. (Answer in the TG on p.80) Students check their group’s answers.


Unit 8LESSON 9

CONTENT: Listening comprehension TERM 2

DATE _______________ WEEK _____


SkillsListening carefully for comprehension

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 128-130Exploring English Teacher’s Guide (TG) pp.The listening text for this unit on Exploring English Teacher’s Guide (TG) pp. 76 & 80-81




Listening comprehension is something that learners should practice regularly. As them to discuss why they need to practise listening. Remind yourself of the examination rubric for Paper 4 (Listening comprehension).

Students discuss the importance of practising listening regularly.


Students should be allowed about three minutes to study the questions in Activity 13 before they commence listening. Play the passage on the CD or read it once, at a reasonable pace and clearly. If they wish, students can take down quick, brief notes while they listen.

Students spend about three minutes studying the questions in Activity 13 before they commence listening. If they wish, students can take down quick, brief notes while they listen.


Go through the answers with students (SB p. 80). Read through the summary with students and ask them to complete the revision exercise on SB p. 112. (Answers on TG p. 80-81.)

Students read through the summary and complete the revision exercise on SB p. 112.


example of template for lesson plan - pearson south … · web viewict skills in a word-processing...

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