Example of template for lesson plan · Web viewDistinguishing between minimal pairs Distinguishing verb tenses and using them correctly Resources/Learning Aids/LTSM Exploring English

TERM 1 Unit 1: A photo for Santa [11 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Short story (Part 1) TERM 1

DATE _______________ WEEK _____

Learning Objectives As given in SB on p. 1 and TG on pp. 1-5

SkillsReading for enjoymentWord inferencing

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 1-5Exploring English Teacher’s Guide (TG) pp. 7-8

Duration: 40 minutes

Teacher activities Student activities

IntroductionMinutes: 5

Introduce students to the topic by getting them to do the relevant student activities.

Students can talk briefly about their recent Christmas celebrations and the preparations they made for them.

Development Minutes: 28

Ask students to turn to page 2 in the SB. Let them do pre-reading activities for 2 minutes: look at the illustrations to predict what the text is about, skim and scan the text to determine the features of the text (here a short story) and predict what it is about. Encourage them to read actively: ask questions and see if they can answer them. Give them 15 minutes to read through the passage. Then they can work through Activity 1 on SB p.5.

Students read Reading Passage 1 (SB pp. 2-4) in class and work through Activity 1 (SB p. 5).

ConclusionMinutes: 7

Work through the answers on pp. 8-9 of the TG. Students can swop books and mark each other’s work.

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

Unit 1LESSON 2

CONTENT: Reading a short story (Part 2) TERM 1

DATE _______________ WEEK _____

Learning ObjectivesAs given in SB on p. 1 and TG on pp. 1-5

SkillsReading for enjoymentWord inferencing

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 5-7Exploring English Teacher’s Guide (TG) pp. 7 and 9




Ask students to predict what is going to happen in Reading Passage 2. What conflict was hinted at in Passage 1? Again they practise pre-reading activities: look at the illustrations, skim and scan to predict what will happen.

Students discuss the features of a short story.


Ask students to read through Passage 2. Give them 15 minutes to do so. They should then do Activity 2 on p. 7. It should take them about 12 minutes to complete the activity.

Students read through Passage 2, and then do Activity 2 on p. 7.


Go through the answers orally. Students can swop books and mark each other’s work.


Unit 1LESSON 3

CONTENT: Writing practice (summary writing) TERM 1

DATE _______________ WEEK ____


SkillsEngaging in discussionsPresenting information in a logical sequence

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 8-9Exploring English Teacher’s Guide (TG) pp. 7 and 9




Arrange students in groups or pairs to do Extension Activity 1 on p. 8 (8 minutes). Then have a brief class discussion (7 minutes).

Discuss points 1-5 in the Extension Activity on SB p. 8.


Revise summary writing. Ask students to do Activity 3 on page 9.

Students do Activity 3 on SB. p. 9.


Ask some students to read out their answers and discuss with the class.

Some students to read out their answers and discuss with the class.


Unit 1LESSON 4

CONTENT: Composition writing TERM 1

DATE _____________ WEEK _____

40 minutes Learning ObjectivesAs given in SB on p. 1 and TG on pp. 1-5

SkillsPresenting information in a logical sequenceDescribing a processWriting a narrativeUsing topic sentences and developers

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 9Exploring English Teacher’s Guide (TG) pp. 7 and 10




Establish what students know about writing a composition. Introduce Activity 4 to students by using the paragraph on Composition Writing on Page 9.

Students offer their own ideas about their knowledge of composition writing.


In Activity 4, students can write a description or describe a dramatic incident. The second is the most difficult, so ensure that students who struggle do question 1 first. Let students show evidence of their planning. You can draw a mind map/spider diagram like the one on the next page on the board for them to copy. Ensure that students plan first; then write a draft, revise, edit and proofread their work. Students can begin working on their compositions.

Students choose which composition to write. They copy the relevant mind map in their books and start to add information. Students begin working on their drafts.


Give students your marking rubric for this composition. Students complete this exercise for homework.

Total duration:40 minutes

Assessment You could take in these compositions and mark them according to your rubric as a formal assessment activity.

Assignments/expanded opportunitiesStudents do the case study in the revision exercise for homework.


Writing a descriptive composition1. Students must plan their compositions. They can brainstorm some ideas using a spider diagram.

2. Write a first draft Students should think about what words are the best to express what they want to say or describe. Students should write keeping their audience, topic and genre in mind. Adapt your language and tone to suit your audience. Read your draft to your classmates to get feedback. Could they ‘see’ it in their minds? Did they like your imagery?

3. Revise your draft Assess your content and your word choice.

4. Edit Check your spelling and grammar. Use a dictionary, if necessary. Make sure you have punctuated correctly.

5. Proofread and present Rewrite your essay neatly.


A descriptive composition

Sensory languageUse language that appeals to the senses: what can you smell, see, taste, hear, feel and touch?

CharactersYour descriptions may include descriptions of characters, but this is not always the case. Setting can also be a character.

Mood/atmosphereUse words to create the right atmosphere and mood!Setting and mood can enhance or contrast with the theme.

Figurative languageUse figures of speech (metaphors/similes and so on) to create a vivid picture in the mind of your reader!

Paragraphs and topic sentencesOrder your paragraphs logically and plan each one so that it starts with a topic sentence.

Proofread it carefully, paying attention to your layout, headings and so on.


Unit 1LESSON 5

Content: Writing a book review TERM 1

DATE ______________ WEEK _____

40 minutes Learning ObjectivesAs given in SB on p. 1 and TG on pp. 1-5

SkillsWriting a book review


Duration Teacher activities Student activities


Introduce the concept of the book review as well as literature terminology.

Students contribute what they know about writing a book review.


Work through the literature terminology with students on p. 10 and then the specific examples on pp. 11-12 of the SB. Explain any possible confusion, for example, the meaning of ‘plot’. Encourage students to think critically. How does the author’s choice of setting contribute to the mood of the story (does it echo the mood – or contrast it), how does the author’s choice of character(s) influence the plot? Alternatively you could ask students to get into groups and each discuss an aspect such as plot or characterisation and then report back to the class on their findings.

Students read through content on p. 10 to the top of page 12.


In conclusion, give students Activity 5 to do. Make sure they follow the format on page 11-12. They complete this activity for homework.

Students start with Activity 5 on page 12 and complete it for homework.


Assessment You could take in this book review and mark it for formal assessment. If you decide to do so, make sure you give the students a rubric beforehand.

Assignments/expanded opportunitiesStudents could find examples of book reviews of bestsellers or well-known books on the internet and discuss them in class.


Unit 1LESSON 6

Content: Character descriptions TERM 1

DATE ______________ WEEK _____


Skills Describing characters




Introduce the concept of character description by going through the text on Describing characters on p. 12 under Activity 5.

Students read through the text on p. 12 under Activity 5.


Let students then do Activity 6 on p.12. (It should take about 15 minutes) and then Extension Activity 2 on p. 13 (about 12 minutes).

Students do Activity 6 on p. 12 in groups or pairs and then Extension Activity 2 on p. 13.


Go through the answers to Activity 6 with students. Choose the best descriptions of character on p.13 from pairs or groups.

Some students read out their descriptions.


Assessment Observe students’ work as they write the descriptions for Extension Activity 2. Struggling students should get more practise with extra homework. Encourage students who are doing this well to use a thesaurus to expand their vocabulary.

Assignments/expanded opportunitiesStudents could describe a character from a TV show, or choose a picture from a newspaper or magazine with people in it to describe for homework. Students could do a similar exercise as the one in Activity 6.2 but using words to describe gait, for example: walk, trundled, skipped and so on.


Unit 1LESSON 7

Content: Main parts of speech TERM 1

DATE _____________ WEEK _____


SkillsDistinguishing between minimal pairs




Introduce students to the main parts of speech on p. 13. You could draw these columns on the board and ask each student to fill one word in under each column. Students could use the story ‘A photo for Santa’ as text. Revise what students know about each part of speech.

Students contribute towards the discussion on parts of speech and their uses. They also offer examples of each kind.


Arrange students in pairs or groups to do Exercise 1. When they are finished, work through the answers. Then do the ‘Say it right – pan or pen?’ activity using your Listening CD in the Teacher’s Guide. If you don’t have this, then just read out the pairs of words. Continue reading out (or using the CD) for Activity 7.

Students do Exercise 1 on p. 14. Then they listen and practice saying the words in ‘Say it right’ on p. 14. They continue and do Activity 7.


Go through the answers to Exercise 1 and Activity 7.1. Students could swop books and mark each others’ work.


Assessment Ensure that you have listened to all students say at least two to three pairs of words. Ensure students can distinguish between the ‘a’ and ‘e’ sounds.

Assignments/expanded opportunitiesStruggling students should practice distinguishing between the ‘a’ and ‘e’ sounds for homework.


Unit 1LESSON 8

Content: Common errors TERM 1

DATE ______________ WEEK _____


SkillsApplying rules of English grammar correctlyCorrecting mistakes





Introduce common errors by going through the text on SB p. 14.

Students discuss common errors in their writing and contribute some examples.


Let students discuss the common errors on SB p. 15 using the bulleted list on p. 14. You can ask pairs for examples of each kind of mistake. Students then do Activity 8, rewriting the paragraphs to correct the errors. Observe students while they are doing this individually to help with any issues.

Students discuss mistakes in the composition on p. 15 using the bulleted list on p. 14 with a friend. They then do Activity 8 individually.


Go through the answers to Activity 8 with students. Students could correct their own work.


Unit 1LESSON 9

Content: Register TERM 1

DATE _______________ WEEK _____


Skills Making informal introductions using appropriate register

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 15-16Exploring English Teacher’s Guide (TG) p. 8



Introduce the concept of register to students. Go through the dialogue on p. 15 with students. You could read it aloud with another student – or ask two students to role play it. Ask them how the register of the dialogue would be different if a teacher or headmaster/mistress was talking to a student.

Students read through the dialogue on p. 15 and could practise role-playing it with a friend.


Students role play Activity 9 on p. 16 in pairs. Choose a few pairs to perform their introductions in front of the class. Students then do Extension Activity 3 on 16.

Students role play Activity 9 on p. 16 in pairs. Students then do Extension Activity 3 on 16.


Listen and assess each student’s introduction. Those who don’t have an opportunity to speak today should present in the next lesson.

Students present their dialogues.

Total: 40 minutes

Assessment Listen to all the students’ introductions. You can give them an oral mark as part of formal assessment.

Assignments/expanded opportunitiesStudents could practise introducing a famous person to the class and present it in the next lesson.


Unit 1LESSON 10

Content: Poetry TERM 1

DATE _______________ WEEK _____


SkillsAppreciating poetryWriting a poem, Christmas carol or popular song

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 16-17Exploring English Teacher’s Guide (TG) pp. 7-9



Introduce the poem on p. 17 and background on the author. Do pre-reading activities with the students such as skimming and scanning and reading the ‘New Words’ block.

Students to pre-reading exercises using skimming and scanning techniques.


Now read the poem ‘Christmas’ aloud to students at least twice. Let them do Activity 10 on p. 17 individually. Then they are finished they can do Extension Activity 4.2 alone or in pairs.

Students do Activity 10 on p. 17 individually and then Extension Activity 4.2 on p. 17 on their own or in pairs.


Go through the suggested answers to Activity 10 on p. 11 of the TG.

Students mark their own or a partner’s work (if you decide to not take this in for formal marking).


AssessmentYou could take in Activity 10 for marking and/or the Christmas poems the students write in Extension Activity 4.1.

Assignments/expanded opportunitiesStudents do Extension Activity 4.1 and 4.3 for homework.


Unit 1LESSON 11

Content: Revision of Unit 1 TERM 1

DATE _______________ WEEK _____


Skills Revision of all skills done in the unit.

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 17Exploring English Teacher’s Guide (TG) pp. 7-9



Go through the summary on p. 18 with students. Do all students feel confident that they can do all of these things? Students could rate themselves on the skills and make a note of the things they need more practice on. Perhaps you could allocate separate groups to tackle different items: Group 1 could focus on descriptions, Group 2: pronunciation, Group 3: poetry, Group 4: common errors and so on.

Students read through the summary and rate themselves on what they can do well or adequately and what they struggle with.


Learners do the Revision Exercise on p. 18 individually. Do the Revision Exercise on p. 18 individually.


Go through suggested answers to the Revision Exercise. Students could mark their own or other student’s work.


Assessment Students do self-assessment of their performance in Unit 1. They could do self- or peer assessment in marking the revision exercise.

Assignments/expanded opportunitiesThe ‘study groups’ as suggested in the introduction of this activity could compile simple exercises and study notes to help the rest of the class. They could do this for homework or in another lesson. Exercises such as these really empower students to take responsibility for their own learning and by teaching others they learn even more! Groups could also do informal presentations whenever you have a few minutes free during lessons in the next unit.


Unit 2: Two legends [11 lessons of 40 minutes] Teacher: Class:

Lesson 1 CONTENT: Short story/ Reading comprehension (Part 1)

TERM 1

DATE _______________ WEEK _____


Skills Distinguishing between true and false statements Inferring messages/themes in a storyReading for enjoyment



IntroductionMinutes: 5 minutes

Introduce students to the concept of a legend by reading the Note on SB p. 20.

Students contribute their own ideas about legends they know.


Ask students to turn to p. 20 in the SB. Let them do pre-reading activities for 2 minutes: look at the illustrations to predict what the text is about, skim and scan the text to determine the features of the text (here a short story) and predict what it is about. Encourage them to read actively: ask questions and see if they can answer them. Give them 15 minutes to read through the passage. Then they can work through Activity 1 on SB p. 22.



Go through the answers on (p. 20 of the TG) with students. Students can swop books and mark each other’s work.


AssessmentYou can take in the homework for marking. Alternatively learners can swop books and mark each other’s work in class.

Assignments/ homework/expanded opportunitiesStudents do Exercise 1 (Student’s Book p. 23 at home. Students can read Reading passage 2 (SB pp. 23-26) and do Activity 2 (SB p. 26) as written homework.


Unit 2LESSON 2

CONTENT: Working out word meanings from context

TERM 1

DATE _______________ WEEK _____


SkillsWord inferencing

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 26-27Exploring English Teacher’s Guide (TG) pp. 18-19 and 22




Introduce learners to the word ‘inferencing’ – working out the meaning of an unfamiliar word from its context.

Students discuss the features of a short story.


Work carefully through the example word ‘scrape’ under the heading ‘Working out word meanings from context’ (SB p. 26). Students then complete Activity 3 (SB p. 27) in groups.

Students complete Activity 3 (SB p. 27) in groups.


Go through the answers orally (TG p. 22). Students can swop books and mark each other’s work or mark their own for self-assessment.


Unit 2LESSON 3

CONTENT: Literature practice (book review) TERM 1

DATE _______________ WEEK _____

Learning ObjectivesAs given in SB on p.19 and TG on pp.13-17

SkillsInferring messages/ themes in a storyReviewing a story

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 28.Exploring English Teacher’s Guide (TG) pp. 19 and 22-23




Revise the book review strategies dealt with in Unit 1. Students read the NOTE and spider diagram on SB p. 28.


Let students do Activity 4 on SB p. 28 in groups. Students do Activity 4 on SB p. 28 in groups.


Go through the answers orally (TG p. 22). Students can swop books and mark each other’s work or mark their own for self-assessment.


Unit 2LESSON 4

CONTENT: Writing Practice (descriptive writing)

TERM 1

DATE _______________ WEEK _____

Learning ObjectivesAs given in SB on p.19 and TG on pp. 13-17

SkillsWriting a legendWriting a report

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 20 and 29 Exploring English Teacher’s Guide (TG) pp. 19 and 22-23




Read through the description of Namaqualand from lines 11-14, p. 20. Revise the features of descriptive writing.

Students read through the description of Namaqualand from lines 11-14, p. 20.


Students should work on their own to complete Activity 5 (SB p. 29). The paragraph they write for number 1 need not be too long. Students can draw from the passage for inspiration. The legend they write in number 2 should be based on a different legend from those they have read in this unit. Number 3 is a summary-writing activity.

Students complete Activity 5 (SB p. 29) on their own.


Ask students to read parts of their legends to the class. Students can share their writing with their classmates.


Unit 2LESSON 5

CONTENT: Speaking practice (Act out a court case) TERM 1

DATE _______________ WEEK ____


SkillsDramatising a given text Making a speech





Revise the book review strategies dealt with in Unit 1. Students discuss what they remember about book reviewing.


Student prepare notes in order to role play one of the characters from the story in Reading passage 2. They work in groups of 10. Help students assign various roles to each other and choose the most able students for the most demanding roles, e.g. the part of the mermaid who captures Jose. Before they begin, each ‘actor’ should re-read the story and think about where he or she comes in and what to do and say. If there is time, have the various groups perform their acts in front of the class and comment on the best performances.

Students do Activity 6 on SB p. 29 in groups.


If there is time, students start Extension Activity 1 on p. 30 in pairs. They can finish it for homework. They then present the best speeches to the whole class (in the first few minutes of the next lesson). The discussion on the differences between the traditional kgotla court and the modern one should be interesting.

Students start Extension Activity 1 on p. 30 in pairs, finish it and rehearse it for homework.


Unit 2LESSON 6

CONTENT: Language Practice (prefix ‘out’) TERM 1

DATE _______________ WEEK _____


SkillsExpanding vocabulary in EnglishDistinguishing between minimal pairs





Read through the text under ‘Outdo them’ on p. 30 and the prefix ‘out’.


Activity 7 will help to develop students’ vocabulary. Encourage them to write as grammatically correct and interesting sentences as they can (15 minutes). Read out the words on the top of p. 31 as accurately as possible if you don’t have a CD player (15 minutes).

Students do Activity 7 on p. 30. Then students do Activity 8 on p. 31.


Students can practise reading the words to each other. Can their partners identify which word they read?

Students read the list of words to their partners.


Unit 2LESSON 7

CONTENT: Parts of speech (Nouns) TERM 1

DATE _______________ WEEK _____


SkillsDistinguishing proper nouns from common nounsUsing collective nouns appropriately





See if students remember the definition of a noun and give some examples. Revise the definition of a noun. (Refer back to p. 13 if you need to.)

Students give the definition of a noun and some examples.


Revise the theory on p. 31. Then write the following noun types as headings on the board: common noun, proper noun, collective noun and abstract noun. Let students complete Exercise 2, 1a-f on p. 32 on their own.

Students find examples of each kind of noun from the previous reading passages. They write them on the correct column on the board. Students complete Exercise 2 1a-f on p. 32.


Students complete no. 2 in Exercise 2 in their books, writing their own sentences with collection nouns. Encourage students to share some sentences with the class.

Students complete no. 2 in Exercise 2 in their books. They can swop books and mark their partner’s work.


Unit 2LESSON 8

CONTENT: Word roots TERM 1

DATE _______________ WEEK _____


SkillsIdentifying and using root words, prefixes and suffixes





Read through the text under ‘Note’ on p. 32, introducing word roots, suffixes and prefixes.

Students can give some examples of words roots, suffixes and prefixes they know.


Go through the text on ‘Word roots, prefixes and suffixes’ on p. 32 and then the table. Students do Activity 9 on p. 33 as an oral exercise in pairs or small groups. Allow students to use dictionaries. Check the words they come up with.

Students do Activity 9 on p. 33.


Go through the answers with students (TG p. 23). Students can mark their own or their peer’s words.

Total duration:minutes 40

AssessmentYou can take in the homework for marking. Alternatively learners can swop books and mark each other’s work in class.

Assignments/ homework/ expanded opportunitiesStudents do Extension Exercise 2 (Student’s Book p. 33) as homework.


Unit 2LESSON 9

CONTENT: Common errors/mistakes in compositions

TERM 1

DATE _______________ WEEK _____


SkillsCorrecting grammatical mistakes





Refer back to the list of common errors in Unit 1 on p. 14. Students share examples of similar errors made in their own writing.


Students read the composition ‘A market place’ p. 33 and then make a list of all the errors and then rewrite the paragraphs in pairs. (Activity 10 on p. 34)

Students read the composition ‘A market place’ p. 33 and do Activity 10 on p. 34.


Students can read out some of their rewritten paragraphs. Discuss the most likely meaning and corrections in class.

Students read out their paragraphs and mark their own (or a peer’s) work as the teacher works through the paragraphs.


Unit 2LESSON 10

CONTENT: Register (Formal introductions) TERM 1

DATE _______________ WEEK _____


SkillsMaking formal introductions using appropriate register

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 34-35Exploring English Teacher’s Guide (TG) p. 20




Explain formal introductions, especially how and why they are different from informal or semi-formal introductions.

Student discuss how to introduce a person, especially in formal and semi-formal introductions.


Go through the examples on pp. 34 and 35. Students do Activity 11 on p. 35.

Students do Activity 11 on p. 35.


Students could vote for the best dialogue. Students listen to and evaluate other groups’ dialogues.


Unit 2LESSON 11

CONTENT: Poetry (Lyrics) and Revision TERM 1

DATE _______________ WEEK _____


SkillsReciting lyrics

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 36-38Exploring English Teacher’s Guide (TG) pp.



Introduce the concept of lyrics. Students can share lyrics to songs they know in English (make sure they are appropriate to be shared with the class).


Students read through the songs and on pp. 36 and 37, and then do Activity 12.

Students read through the songs and on pp. 36 and 37, and then do Activity 12 in groups.


Go through the answers with students. Students mark their own work.

Total duration:minutes 40

AssessmentYou can take in the homework for marking. Alternatively learners can swop books and mark each other’s work in class when you work through the answers in the next lesson.

Assignments/homework/expanded opportunitiesStudents read through the summary and do Revision Exercise on p. 38 for homework.


Unit 3: Information technology [9 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Reading comprehension TERM 1

DATE _______________ WEEK _____


SkillsUsing email, internet, the World Wide Web and so on





Start the lesson by finding out about the experiences students have already had with computers.

Students contribute their own experiences of computers and how familiar they are with various aspects of their use.


Ask students to turn to p. 40 in the SB. Let them do pre-reading activities for 2 minutes: look at the photos and labels to predict what the text is about, skim and scan the text to determine the features of the text (here an information text) and predict what it is about. Encourage them to read actively: ask questions and see if they can answer them. Give them 15 minutes to read through the passage. Then they can work through Activity 1 on SB p. 42.

Students read the Reading Passage on pp. 40-42 and work through Activity 1 (SB p. 42).


Work through the answers on p. 31 of the TG. Students can swop books and mark each other’s work.


Unit 3LESSON 2

CONTENT: ICT TERM 1

DATE _______________ WEEK _____


SkillsGathering and selecting information for a task using ICTDeveloping, presenting and communicating information for a task using ICTPresenting information in a logical sequence

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 43Exploring English Teacher’s Guide (TG) pp. 30-31




As an introduction, students talk about their exposure to computers in and out of school (ICT Activity, No 1. on p. 43) in groups.

Students talk about their exposure to computers in and out of school (ICT Activity, No 1.) in groups.


Students continue discussing Questions 2-6 (ICT Activity p. 43). A different group member can report back to the class on each question, and then do Extension Activity 1 individually (and finish for homework if necessary).

Students continue discussing Questions 2-6 (ICT Activity p. 43) in groups, report back to the class and then do Extension Activity 1 individually.


Choose a few students to share their descriptions with the class. Students can read their descriptions to the class. Students could swop books and assess each other’s instructions.


Unit 3LESSON 3

CONTENT: Writing practice TERM 1

DATE _______________ WEEK _____


SkillsUsing language format and structure for a purpose and/or audienceWriting a memo

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 43-44Exploring English Teacher’s Guide (TG) p. 30If possible: copies of authentic memos.




Explain what a memo is (p. 43 under ‘Writing a memo’). Students contribute their own ideas about where and why memos are written.


If possible, hand out copies of memos to groups of students. They can look at the features of memos. Then ask students to turn to p. 44 in the SB and do Activity 2 in groups.

Students do Activity 2 on p. 44 in groups.


A group member can read their memo to the class. The rest of the class can evaluate it and suggest where to improve it.

Groups can share their written memos with the class.


Unit 3LESSON 4

CONTENT: Language practice TERM 1

DATE _______________ WEEK _____


SkillsDistinguishing between minimal pairsDistinguishing verb tenses and using them correctly





Read out the words under ‘Say it right – test or taste?’ on SB p. 44 as accurately as possible if you don’t have a CD player (5 minutes).

Students do Activity 3 on p. 44 individually.


Go through the ‘Verb tenses’ text on p. 45 with learners. Tenses are very important in the study and use of English, so it is well worth taking the time to go through the examples. Students should work carefully through Exercise 1 on p. 46 on their own.

Students work carefully through Exercise 1 on p. 46 on their own.


Go through the answers (p. 32 in the TG). Students can swop books and mark each other’s work.


Unit 3LESSON 5

CONTENT: Speaking practice TERM 1

DATE _______________ WEEK _____


SkillsPresenting information and ideas clearly and persuasively to others orally and in writingPitching or selling an idea

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 46-47Exploring English Teacher’s Guide (TG) pp. 30 and 32 If possible: examples of cell phone and computer advertisements




Introduce the purpose and features of a good advertisement. Students contribute their own ideas about the features and perhaps even some examples of effective advertisements.


The power of words (p. 46) provides students with an opportunity to analyse an advertisement, including an analysis of the effect of advertisements and the emotions that they evoke in us as readers. Students should work in groups to discuss the questions in Activity 4 (p. 47). Encourage them to express their own opinions in their answers to questions 2 and 3.

Students do Activity 4 on p. 47 in groups.


Go through the answers (p. 32 in the TG). Students discuss their group’s findings and add ideas.

Total duration:minutes 40 minutes

Assessment You could assess the suggested assignment as group oral presentations – or ask students to hand this assignment in as written work.

Assignments/expanded opportunitiesStudents could do Activity 4.3 as a research projects. They could look for advertisements, analyse them and present their findings to the class or individually as a written project.


Unit 3LESSON 6

CONTENT: Using prefixes and correcting common errors

TERM 1

DATE _______________ WEEK _____


SkillsUsing prefixes correctlyCorrecting grammatical mistakes





Revise the definition of a prefix (p. 47). Students give examples of prefixes they know with their meanings.


Work through the common prefixes and their meanings on p. 47, as well as the confusing words at the bottom of the page. Students do Exercise 3 in class (p. 48) and complete Exercise 2 for homework.

Students do Exercise 3 in class (p. 48) individually and complete Exercise 2 (p. 47) for homework.


Go through the answers (p. 32 in the TG). Students can swop books and mark each other’s work.


Unit 3LESSON 7

CONTENT: Register (accept and decline an invitation)

TERM 1

DATE _______________ WEEK _____


SkillsMaking and responding to invitations using appropriate register





Revise register and how to accept or decline invitations politely. Students contribute their own ideas how to accept and decline invitations politely.


Read through the examples on p. 48. Have students act out both dialogues in pairs before they complete Activity 5 in threes.

Students act out the dialogues in pairs and then complete Activity 5 in threes.


Choose a few good dialogues to act out in front of the class. You could also ask a group to role play an impolite response. The class can suggest words and tone to change to make it polite.

Students role play their dialogues for the class.


Unit 3LESSON 8

CONTENT: Improve your English with Computer Assisted Learning (CALL) and Revision

TERM 1

DATE _______________ WEEK _____


SkillsSelecting and using software applications to meet needs





Introduce the concept of computer-assisted learning (CALL). Students discuss how they think computers can be used to improve their English.


Go through the text on p. 49-51. Student can ‘publish’ and send documents to each other. This may take more than one lesson, or you could give them an assignment to do for homework or in the next lesson.

Students work through the text on pp. 49-51 and try out the text practically.


Go through the summary on p. 52. Students do the Revision Exercise on p. 52 (or as homework). Work through the answers (TG p. 33).

Students do the Revision Exercise on p. 52. They can mark their own or a peer’s work (if you are not taking this in for marking.)


Unit 4: Thank you, Ma’am [10 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Short story/Reading comprehension TERM 1

DATE _______________ WEEK _____


SkillsDistinguishing between literal and implied meaning





Ask students to turn to pp. 54-56 in the SB. Let them do pre-reading activities for 2 minutes: look at the illustrations to predict what the text is about, skim and scan the text to determine the features of the text (here a short story) and predict what it is about. Encourage them to read actively: ask questions and see if they can answer them.

Students predict what a text is about using skimming and scanning techniques.


Give them 15 minutes to read through the passage. Then they can work through Activity 1 on SB p. 57. See the note about suggested teaching methodology at the bottom of p. 38 in the TG.



Work through the answers (TG. p. 40-41). Students can swop books and mark each other’s work.


Unit 4LESSON 2

CONTENT: Writing practice (Writing about an incident and a letter)

TERM 1

DATE _______________ WEEK _____


SkillsWriting a narrative essay and a letter of apology

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 58Exploring English Teacher’s Guide (TG) p. 39




Revise the structure of a letter paying attention to: the use of one address, the use of the halfblock system, the salutation and signing off and the skipping of lines between the addresses, salutation and the signature.

Students offer their ideas about the structure of a letter.


Students then complete Activity 2. First they write about an embarrassing incident. Encourage them to be as honest about it as they can. They then they write the letter on their own in 2. They can finish the letter for homework if they don’t complete it in class.

Students complete Activity 2: writing about an embarrassing incident and then a letter to Mrs Jones.


Ask learners (if they are willing) to share their writing about the embarrassing incident with the class. You can take in their letters for formal marking.

Some students share their writing with the class.


Unit 4LESSON 3

CONTENT: Literature practice (Messages and literary techniques) and Speaking practice (role play)

TERM 1

DATE _______________ WEEK _____


SkillsIdentifying literary techniquesInferring messages in text




Revise the concept of messages in literature – and how authors use different literary devices to make their stories more interesting.

Students offer examples of messages in literature from books they have read.


Students do Activity 3 on p. 58. In part 1 of this activity 3, discuss the messages and the student’s addition to the list. Students can find examples of the listed literary techniques in pairs or small groups. Then they answer Activity 4, questions 1-5, in groups. They start preparing to role play their dialogues. If you can, record students’ dramatisations and play it back to them. If learners aren’t done, they can finish their dramatisations for homework – or allow them another period of class time. This is a really worthwhile activity.

Students do Activity 3 on p. 58 and Activity 4 on p. 59.


Work through the answers to Activity 4 p. 41 in the TG. Students can discuss the answers in their groups.


Unit 4LESSON 4

CONTENT: Listening comprehension TERM 1

DATE _______________ WEEK _____


SkillsListening carefully for comprehension

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 59Exploring English Teacher’s Guide (TG) p. 39 and 41




Introduce students to listening skills and why they are so important in daily life. Explain the format and process they will follow in this activity.

Students contribute their ideas about why listening skills are very important and give examples of situations where these are critical.


Familiarise yourself with the examination rubric for Paper 4 (Listening Comprehension). Students should be allowed about three minutes to study the questions 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. You will find the listening text for this unit on p. 140 of the Teacher’s Guide. Students then do Activity 5 on p. 59 individually.

Students read through the questions before listening to the text. Then they answer the questions on the text in Activity 5 on their own.


Go over the answers to Activity 5 on p. 41 of the Teacher’s Guide. You could take in this activity for marking.

Learners discuss the answers in groups, especially as to where and why they made mistakes. They can mark each other’s work – or hand it in for marking by the teacher.


Unit 4LESSON 5

CONTENT: Language practice (using speech marks, direct and indirect speech)

TERM 1

DATE _______________ WEEK _____


SkillsUsing speech marks correctly

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 60-62Exploring English Teacher’s Guide (TG) pp. 39 and 41-42




Revise speech marks to determine what students know. Also read the NOTE on p. 60.

Students offer examples of speech marks and their use in text.


Go through the three models for using speech marks (SB p. 60) with the students before they complete Exercise 1 on SB p. 61 on their own. Then go over the text on Direct and reported speech and let them complete Exercise 2 on p. 62.

Students complete Exercise 1 on SB p. 61 and then Exercise 2 on SB p. 62 on their own.


Work through the answers to Exercise 1 pp. 41-42 in the TG. Discuss common mistakes.

Students mark their own or a peer’s work.


Unit 4LESSON 6

CONTENT: Language practice – Pronunciation and continuous form of the verb

TERM 1

DATE _______________ WEEK _____


SkillsDistinguishing between minimal pairsUsing correct verb tenses

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 62-63Exploring English Teacher’s Guide (TG) pp. 39 and 42-43




As a continuation of listening skills, do the ‘Say it right – lamp or lump?’ Play the words on CD, or read them aloud. Students do Activity 6 on p. 62.

Students listen to the words read aloud and Students then do Activity 6 on p. 62.


Go through the examples and notes of the continuous form of the verb in each of the six tenses with the students and then they can complete Exercise 3 (SB. p. 63).

Students complete Exercise 3 (SB p. 63).


Work through the answers to Exercise 3 p. 43 in the TG. Discuss common mistakes students have made.



Unit 4LESSON 7

CONTENT: Language practice (How to avoid run-on sentences and sentences that aren’t separated)

TERM 1

DATE _______________ WEEK _____


SkillsCorrecting run-on sentences and comma splices





Make sure that students understand what a run-on sentence is. Students offer examples of run-on sentences from their own experience.


Go through the examples on SB p. 63 and 64 together as a class before students complete Exercises 4 and 5 (pp. 64-65) on their own.

Students complete Exercises 4 and 5 (pp. 64-65) on their own.


Work through the answers to Exercise 1 pp. 41-42 in the TG. Discuss common mistakes.



Unit 4LESSON 8

CONTENT: Register – Expressing thanks and compliments and Revision

TERM 1

DATE _______________ WEEK _____


SkillsExpressing thanks and compliments in the appropriate register





Establish if students know how to express thanks and give complements.

Students give their own ideas and experiences of giving thanks and compliments in English.


Go through the examples on SB p. 65 with students. They can then work through Activity 7 (SB p. 67) in pairs. They then start on the Revision Exercise on SB p. 67.

Students complete Activity 7 (SB p. 67) in pairs.


Let a few pairs role play their dialogues for the class. Learners role play their dialogues for the class.


Unit 4LESSON 9

CONTENT: Summary, revision and consolidation TERM 1

DATE _______________ WEEK _____


SkillsRevision of skills developed in the Unit

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 67Exploring English Teacher’s Guide (TG) p. 34-44




Some pairs may still need to present their dialogues from the previous lesson.

Students who have not yet role-played their dialogue do so now.


Go through the Unit summary with students (SB. p. 67).Learners complete the Revision Exercise (SB p. 67).

Students read through the Unit summary on p. 67 and then complete the Revision Exercise on SB p. 67.


Work through the answers to the Revision Exercise (TG p. 44). Discuss common mistakes.

Students mark their own or a peer’s work, unless you want to take it in for marking.


LESSON PLANS FOR EXPLORING ENGLISH FORM 3Unit 5: Say no to crime! [10 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Biography/Reading comprehension (Part 1)

TERM 1

DATE _______________ WEEK _____


SkillsReading for empathy

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 69-72Exploring English Teacher’s Guide (TG) p. 49 and 51




You may want to start with a general discussion of crime in Botswana, its nature and effects, and what the public and authorities can do about it. Ask students to look at pp. 69-71 in the SB. Let them do pre-reading activities for 2 minutes: look at the photograph to predict what the text is about, skim and scan the text to determine the features of the text (here a biography) and predict what it is about. Encourage them to read actively: ask questions and see if they can answer them. This passage deals with the Gayton McKenzie story and his experiences in a South African prison. It should help students to realise the danger of becoming a criminal.



Read through the text together as a class before you discuss the questions in Activity 1 in the SB on p. 72. Students then answer these questions individually.





Unit 5LESSON 2

CONTENT: News report/Reading passage 2 TERM 1

DATE _______________ WEEK _____


SkillsSuggesting ways to solve everyday problems in a logical wayWriting a report




Ask students to look at pp. 72-74 in the SB. Let them do pre-reading activities for 2 minutes as you did for Lesson 1. This passage allows you to discuss the growing crime of theft of laptops in Botswana.



Read through the text together as a class before you discuss the questions in Activity 2 in the SB on p. 74. Students then answer these questions individually. Students write a brief report in Activity 2.11.





Unit 5LESSON 3

CONTENT: Writing Practice – Narrative composition

TERM 1

DATE _______________ WEEK _____


SkillsWriting a dramatic story related to crime

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 74-75Exploring English Teacher’s Guide (TG) p. 50Articles or internet access for more information about Vision 2016. http://www.vision2016.co.bw/




Establish how much students know about Vision 2016. They can read articles or consult the website to learn more.



Revise the features of a narrative composition. Students then start Activity 3. Students can draw inspiration from the reading passages to come up with their own stories. Encourage students to plan their compositions carefully – you can use the following spider diagram and writing process as a guide. If they don’t finish it in class, they can complete it for homework.

Students start Activity 3 on p. 75 and complete if for homework if they don’t finish it in class.


Encourage some students to share their stories with the class. You can take this in for marking.

Some students read their stories aloud.


http://www.vision2016.co.bw/

Steps to follow when writing a narrative composition1. Plan your essay.

It should have a beginning, middle and an end. You can brainstorm some ideas using a spider diagram.

2. Write a first draft Think about what words would best express what you want to say or describe. Keep your audience, topic and genre in mind. Adapt your language and tone to suit your audience. Read your draft to your group to get feedback. Did you keep their attention? Did they want to know what was going to happen next?

3. Revise your draft Assess your content and your word choice. Remove things that aren’t clear, slang or offensive language. Work on the order of events and how they are linked and sequenced.

4. Editing Check your spelling and grammar. Use a dictionary if necessary. Make sure you have punctuated correctly – especially if you used direct speech.

5. Proofread and present Rewrite your essay neatly. Proofread it carefully, paying attention to your layout, headings and so on.

Unit 5 CONTENT: Speaking practice TERM 1


Narrative composition title: _________________

____

PlotWhat happens?When does it happen? (in the beginning/middle or end)In what order does it happen? (How are the events linked?)

CharactersHow many characters?What are their names? What are their personalities? What do they look like?

SettingIn what time/period does the story take place?Where does the story take place?

LanguageWhat tense? Language features? (imagery, etc.)

Point of view/narratorWho tells the story: an all-seeing narrator, the first person or a third person?

LESSON 4DATE _______________ WEEK _____

40 minutesLearning Objectives As given in SB on p.68 and TG on pp. 45-49

SkillsPreparing and delivering a speech

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 75Exploring English Teacher’s Guide (TG) p. 50



Revise how to structure and present a short speech. Students predict what a text is about using skimming and scanning techniques.


Students write and present their speeches in pairs or groups (Activity 4 p. 75).

Students complete Activity 4 on p. 75.


Let the best speeches be presented to the whole class. Some students share their speeches with the whole class.


How to structure a short speech


1. Introduction: say what you are going to talk about and introduce the subject and/or your viewpoint on the subject.

3. Conclusion: summarise your speech in a sentence or two.

2. Body: speak about 3 main points. Each point should be in the form of a paragraph and start with a topic sentence.

Unit 5LESSON 5

CONTENT: Language practice 1 (this lesson consists of two mini language exercises)

TERM 1

DATE _______________ WEEK _____

40 minutesLearning ObjectivesAs given in SB on p.68 and TG on pp. 45-49

SkillsWorking with a cloze exerciseDistinguishing between minimal pairs




Mini-lesson 1 Minutes: 20

Cloze exercise (SB p. 75): Students can complete Exercise 1 on SB p. 75 on their own. Go through the answers as a class (TG p. 52-53).

Students complete the cloze exercise on SB p. 75 Exercise 1 individually. They can then mark each other’s work when you go through the answers.


‘Say it right – bed or bird?’ (SB p. 76): if you have no CD player, read out the word pairs yourself, pronouncing the words as accurately as possible. Go through the answers with students. Students then read out the sentences to their partner or a group in 2a-h.

Students listen to the words being read and complete Activity 5.1 individually. They then read out the sentences to their partner or a group in 5.2a-h.


Unit 5LESSON 6

CONTENT: Language practice 2 (this lesson consists of two short language exercises)

TERM 1

DATE _______________ WEEK _____


SkillsApplying rules of English grammar correctly




Mini-lesson 3Minutes: 20

Sentence stress (SB p. 76): Explain sentence stress (text on SB p. 76. Students complete Activity 6 on SB p. 77. Go through the answers with the students.

Students complete Activity 6 on SB p. 77.


Consistency of tenses (SB p. 77): Read through the examples under this heading and make sure the learners understand what the errors are in the incorrect sentences. Let students complete Exercise 2 on p. 77 individually.

Students complete Exercise 2 on p. 77 individually.


Unit 5LESSON 7

CONTENT: Language practice 3 (this lesson consists of two short language exercises)

TERM 1

DATE _______________ WEEK _____


SkillsApplying English grammar correctly




Mini-lesson 1Minutes: 20

Using suffixes (SB p. 78): Point out the suffixes that make verbs out of nouns or adjectives and those that make nouns out of verbs, as well as those that change adverbs to nouns and verbs or adverbs. Allow students to use their dictionaries to complete Exercise 3 (SB p. 78). They can complete this for homework.

Students use their dictionaries to complete Exercise 3 (SB p. 78). Students can swop books and mark each other’s work – using dictionaries again to check.


More confusing words (SB p. 78-79): It is useful for students to get as much practice as possible in distinguishing between confusing words, so they can build their English vocabulary. Let them complete Exercise 4 (SB p. 79) on their own.

Students complete Exercise 4 (SB p. 79) on their own.


Unit 5LESSON 8

CONTENT: Register – Polite requests and appreciation

TERM 1

DATE _______________ WEEK _____


Skills Making polite requestsExpressing appreciation using appropriate register





Have a class discussion about polite requests and showing appreciation – in which situations would they need these skills and what would they say?

Students offer examples of run-on sentences from their own experience.


Work through the examples on p. 79-80. Students can do Activity 7 (SB p. 80) in which they practise the register of polite requests in pairs. Encourage students to be as pleasant and natural as they can. They can practice the example conversations and then make up new conversations. Encourage the students to try out the listed forms of appreciation in their everyday speech. They then complete Activity 8 in groups.

Students can do Activity 7 (SB p. 80) in pairs. They then complete Activity 8 in groups.


Some pairs can present their dialogues. Pairs present their dialogues to the class.


Unit 5LESSON 9

CONTENT: Poetry – Similes and metaphors TERM 1

DATE _______________ WEEK _____

Learning Objectives As given in SB on p.19 and TG on pp. 45-49

SkillsUsing similes and metaphors effectivelyComposing a poem





Carefully explain the difference between a metaphor and a simile as explained under the heading Poetry on SB p. 81 and work through the examples.

Students offer examples of similes and metaphors.


Read the poem on p. 82 dramatically to the students and have them recite it after you. They then discuss the similes and metaphors and what they mean. Students can complete Activity 9 (SB p. 83) in pairs.

Students read the poem on p. 82. List the similes and metaphors and what they mean and then complete Activity 9.


Let the students present the best pieces to the whole class. Go through the answers on TG pp. 53-54.



Unit 5LESSON 10

CONTENT: CALL, revision and consolidation TERM 1

DATE _______________ WEEK _____


SkillsUsing ICT to research synonyms and correct spellings (ICT activity)





Revise what you did in the CALL activities in previous chapters. Do students know how to use an online encyclopaedia, dictionary and search for information?

Students read through the Unit summary on p. 67.


The ICT Activity (SB p. 83) trains students to use the thesaurus on the computer. It can be done in pairs or small groups. Topic 3 brings us back to the unit theme of crime. Students also complete the Revision Exercise (SB p. 84).

Students complete the ICT Activity (SB p. 83) in pairs or small groups. Students also complete the Revision Exercise (SB p. 84).


Go through the Unit summary with students (SB. p. 84.) Work through the answers to the Revision Exercise (TG p. 54). Discuss common mistakes.

Students mark their own or a peer’s work, unless you want to take it in for marking.


Assessment You could take the Revision Exercise on SB p. 84 in as a formative or summative assessment.

Assignments/expanded opportunitiesStudents should be afforded many more opportunities to use CALL. Try and arrange a slot after school in the computer room if there is no time during school to do this.


Documents

Example of template for lesson plan · Web viewDistinguishing between minimal pairs Distinguishing verb tenses and using them correctly Resources/Learning Aids/LTSM Exploring English