LESSON PLAN (READING) - The Pied Pipers

MONDAY, 8 OCTOBER 2018

SUBJECT : ENGLISH LANGUAGE

FORM : 3
DURATION : 60 MINUTES
THEME : PEOPLE AND CULTURE
TOPIC : FAMILY TIES (MEET THE ANCESTOR)
FOCUS SKILLS : READING, SPEAKING
CONTENT STANDARD : MAIN SKILL – READING 3.1 Understand a variety of texts by using
a range of appropriate reading strategies to construct meaning.

COMPLEMENTARY SKILL – SPEAKING 2.1 Communicate

information, ideas, opinions and feelings intelligibly on familiar
topics.

LEARNING STANDARD : MAIN SKILL – READING 3.1.1 Understand the main points in
longer texts on an increased range of familiar topics.

COMPLEMENTARY SKILL – SPEAKING 2.1.4 Explain own point of

view.

LEARNING OBJECTIVES
: At the end of the lesson, pupils are able to:
i- identify the main points in the passage to answer the
questions.
ii- explain the relationship of the people in the photos
using their own words.

CROSS CURRICULAR : Values, science and technology, vocabulary related to family ties.
ELEMENTS
ACTIVITIES: :  Students are asked to look at the title of the unit and to
PRE-LESSON explain what it means. (the relationship between people
in the same family).
 Ask them which other words they know that can mean
ties in this context (relationships, bonds, connections).
 Students are then asked to tell the class about a relation
that they have a strong bond with and another that they
don’t get on so well with.
 Students are told to look at the picture and the caption
and ask them to say how appropriate the caption is for
the picture. If they have trouble answering the question,
ask them what the picture shows (three different hands
that belong to people of different ages – a child’s hand,
a young adult’s hand and an elderly person’s hand).
 Students are then asked to describe how and why
people’s hands change as they get older and what a
 person’s hand can reveal about him or her.
LESSON DEVELOPMENT : Gist(A):-
 Students are instructed to look at the photos and teacher
asks them oral questions on how the people in the
photos might be related.
 Students are asked to work in pairs and to come up with
words related to family members as many as they can
within one minute.
 Students are then asked to compare the list with their
partner and to write down all the words on the board.
 Teacher asks students to read the title of the reading
passage and asks them who their ancestors are.
 Teacher asks them to write down the different ways of
learning about their family’s past.
 Students are later asked to read and skim the text and to
compare their lists to the answers in the text.

Detailed(B):-
 Students read the title of the reading passage and to
refer to definition in the Word Focus.
 Students are given time to brainstorm and discuss about
the different ways in finding out about their family’s past.
 Some students are asked to read out their answers in
random.
 Students are then required to skim the text and
underline/highlight any relevant information that is
related to their previous task.
 Teacher informs students about the ways mentioned in
the text and then asks students to compare their answers
with the ones given in the text.

C:-
 Students are asked to read the passage again. Teacher
then asks them to match the headings given with the
correct sections in the text, individually.
 Teacher elicits answers from students

POST LESSON :
 Students are asked to do a role-play of their:
i- grandfather ii- grandmother
 Students write 5 sentences about their family members.

GROUP MEMBERS: ANTHONY, ANIS, ROSNI, SUJITHA (THE PIED PIPERS).