CLASS: FORM 1

THEME: WHAT DO YOU LIKE?

TOPIC: MASTERCHEF (PROCESS & PROCEDURE)

LANGUAGE/GRAMMAR FOCUS:

LANGUAGE:

1) EXPLAINING THE STEPS AND PREPARING THEIR SELECTED MENU

GRAMMAR:

1) CONJUNCTION/ LINKERS

2) PRESENT SIMPLE

CONTENT STANDARD:

MAIN SKILL:

READING 3.1 UNDERSTAND A VARIETY OF TEXTS BY USING A RANGE OF APPROPRIATE READING

STRATEGIES TO CONSTRUCT MEANING.

LISTENING 1.1 UNDERSTANDING MEANING IN A VARIETY OF FAMILIAR CONTEXTS.

COMPLIMENTARY SKILL:

WRITING 4.1 COMMUNICATE INTELLIGIBLY THROUGH PRINT AND DIGITAL MEDIA ON FAMILIAR
TOPICS

SPEAKING 2.1 – COMMUNICATE INFORMATION, IDEAS, OPINIONS AND FEELINGS INTELLIGIBLY ON

FAMILIAR TOPICS

LEARNING STANDARD:

READING 3.1.2 – UNDERSTAND SPECIFIC DETAILS AND INFORMATION IN SIMPLE LONGER TEXTS

LISTENING 1.1.1 – UNDERSTAND WITH LITTLE OR NO SUPPORT THE MAIN IDEAS IN SIMPLE LONGER
TEXTS ON A RANGE OF FAMILIAR TOPICS

LISTENING 1.1.2 UNDERSTAND WITH LITTLE OR NO SUPPORT SPECIFIC INFORMATION AND DETAILS
IN SIMPLE LONGER TEXTS ON A RANGE OF FAMILIAR TOPICS

WRITING 4.1.1 – GIVE DETAILED INFORMATION ABOUT THEMSELVE AND OTHERS

SPEAKING 2.1.1 – ASK ABOUT AND GIVE DETAILED INFORMATION ABOUT THEMSELVES AND OTHERS
LEARNING OBJECTIVE(S): BY THE END OF THE LESSON PUPILS CAN,

1. DESCRIBE THE STEPS IN PREPARING THEIR SELECTED MENU USING THE CONJUNCTION
2. APPLY THE CORRECT USAGE OF CONJUNCTION IN THEIR EXPLANATION ( GOOD STUDENTS –
6 TO 8) (WEAK – 2 TO 4)

ACTIVITIES:

PRE- LESSON STARTER (CLASS) (5 MINUTES):

1. TEACHER INSTRUCT STUDENTS TO SIT IN A GROUP OF 4

2. TEACHER WILL EXPLAIN THE TOPIC (TEACHER ALSO EXPLAINS THE DO’S AND DON’T),
TEACHER ALLOCATES TIME FOR THE ACTIVITIES THAT THEY WILL BE DOING THAT DAY
3. TEACHER EMPHASIZE THE SAFETY WHILE THEY CARRY OUT THE ACTIVITY.

LESSON DEVELOPMENT:

ACTIVITY 1 – GROUP ACTIVITIES –ESTIMATED TIME: 30 MINUTES

1. STUDENTS WORK IN GROUP IN PREPARING THEIR DISHES

- DURING THIS TIME TEACHER WILL GO TO EACH GROUP AND ASK RANDOM QUESTIONS
TO EVERY STUDENTS

ACTIVITY 2- (40 MINUTES)

- GROUP PRESENTATION (4 MINUTES FOR EACH GROUP)

DURING GROUP PRESENTATION (Q AND A SESSION)

- HOW MUCH WOULD YOU SELL? WHY?

- WHO WOULD YOU SELL YOUR PRODUCT TO? WHY?
- WHAT ARE THE NUTRITIENTS FOUND IN THE DISH? GIVE EXAMPLES.

*OTHER STUDENTS MAY ASK QUESTION

AVTIVITY 3 (INDIVIDUAL TASK – WRITING) 3O MINUTES

 TEACHER INSTRUCTS STUDENTS TO COMPOSE A SHORT REFLECTION IN NOT

MORE THAN 120 WORDS ABOUT TODAY’S ACTIVITIES ON ……
- THEIR OWN EXPERIENCE IN DOING THIS ACTIVITIES
- THEIR FEEDBACK (WHAT SHOULD BE IMPROVED)
- WHAT HAVE THEY LEARNED IN THE ACTIVITY
- HAVE ENJOYED CONDUCTING THIS ACTIVITY
- WHAT ARE THE VALUES THAT YOU CAN GAIN FROM THIS ACTIVITIES
- THROUGHOUT THIS ACTIVITY HOW DID YOU DEVELOPE YOUR INTEREST IN LEARNING
ENGLISH
 *TEACHER MAY SELECT THE SUGGESTED QUESTIONS AT LEAST 2 OR 3 QUESTION TO BE
WRITTEN IN THE WRITING COMPONENT (TEACHER MAY COME OUT WITH QUESTIONS
THAT SUIT WITH THEIR STUDENTS)

ACTIVITY 4 (10 MINUTES)

- TEACHER SELECT 2 STUDENTS TO PRESENT THEIR WRITING

- TEACHER CORRECTS LEARNERS ERROR ON THE SPOT
- STUDENTS AWARE OF THE USAGE OF LINKERS/ CONJUNCTIONS

POST (5 MINUTES)

- TEACHER SELECTS STUDENTS RANDOMLY AND ASKS THEM ON WHAT THEY HAVE
LEARNED FROM THE TOPIC.
- TEACHER SUMS UP THE LESSON.

REFLECTION:

DIFFERENTION STRATEGIES:

GOOD WEAK

STRATEGIES
DIFFERENTIATE BY THE TASK PUPILS ARE GIVEN

THEY HAVE TO PREPARE 3 CHALLENGING STUDENTS CAN CHOOSE THEIR OWN MENU
DISHES WHERE THEIR GROUP CANNOT USE AND GET TO PREPARE 1 OR 2 DISHES.
CERTAIN INGREDIENT (MILK, CHOCOLATE,
EGG)

STRATEGIES
DIFFERENTIATE BY THE QUESTION ASK

MORE ON HOTS QUESTIONS, AVOID OPEN DEVELOP QUESTION THAT CAN BUILD UP
ENDED QUESTIONS THEIR SELF CONFIDENCE

STRATEGIES
 DIFFERENTIATE BY THE OUTCOME EXPECTED FROM PUPILS

STUDENTS SHOULD WRITE MORE THAT 120 SIMPLER TASK – THEY WRITE ABOUT WHAT
WORDS USING MORE CONJUNCTION (6 TO THEY HAVE LEARNDED , ETC: THAT CAN
8) AND MORE HOTS QUESTIONS SHOULD ENCOURAGE THEM TO WRITE (USE
APPOINTED ON THAT CONJUNCTION 2-4)
APPENDIX