1 unit Money 11 lessons Plan 2021 for teachers PDF

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VANITHA RAJARATNAM(D20161073574)Lesson Plan FormatClass Form 2 Venue 2A Date 4 th December 2018Time 9 – 10 Topic Jobs and ChoresTheme Consumerism and Financial Awareness Focus Skill Speaking CONTENT/LEARNING STANDARDS 2. Communicate information, ideas, opinions and feelings intelligibility on famili...

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VANITHA RAJARATNAM (D20161073574) Lesson Plan Format Class

Form 2

Venue

2A1

Date

4th December 2018

Time

9.00am – 10.00am

Topic

Jobs and Chores

Theme

Consumerism and Financial Awareness

Focus Skill

Speaking

CONTENT/LEARNING STANDARDS 2.1 Communicate information, ideas, opinions and feelings intelligibility on familiar topics. 2.1.1 Ask about and explain key information from simple texts. LEARNING OBJECTIVES By the end 1. Construct at least 6 out of 8 sentences using the vocabulary. of the 2. Complete 5 out of 6 questions in the template used for the lesson, interview. students should be able to: SUCCESS CRITERIA 1. Use vocabulary correctly. 2. Construct sentences using the correct vocabulary. 3. Take part in an interview. 4. Answer questions and list down the jobs. Thinking Skills, Language, Communication Values Cross Curricular Elements Vocabulary related to jobs and chores Language/Grammar Focus Discussing, brainstorming, applying and analysing Thinking skills Teamwork and discipline Moral Values Stage Teaching and Learning Activities Resources 1. Teacher plays a Audio listening audio on words Appendix 1-Worksheet 1 related to jobs and Set Induction chores in Pulse 2 page 62. 2. Students listen to the audio and repeat the words.

Students can

3. Teacher asks a few questions to the students: 1. Which jobs are the most enjoyable and least enjoyable? 2. What are the other jobs and chores you know? 3. Who does which chores in your house?

1. Presentation 2.

3.

1. Practice 2. 3.

Lesson Development Stage Teacher explains about the words that have been taught earlier by using Exercise 2 to students. Teacher then explains how to construct sentences using the words. Individually, students complete the sentences in Exercise 4 using the vocabulary verbally. Teacher distributes a template which consists of house chores list. The students need to complete the questions in the template. In pairs, students need to interview two of their friends using the template given by the teacher. (Differentiation strategies: Differentiate by the tasks people are given. Students with different level of proficiency are given different template. Students with low proficiency, are given a worksheet that is simpler compared to intermediate students. For high proficiency students, they are not given any worksheet template. They need to interview their friends using their own questions. The rationale for this is to guide low proficiency students step by step so that they are able to interview their friends using the

Appendix 2 – Worksheet 2 Pulse 2 page 62

Appendix 3 Appendix 4 – Template

Production

Conclusion

Extended Activity

Formative Assessment

Resources/Teaching Materials

guidance given. For intermediate students, their worksheet only has keywords to help them because they are able to speak in order to interview on their own with a little bit of guidance. High proficiency students need to come up with their own questions because they are able to speak without guidance. Co-operative learning: The teacher instructs the students to work in pairs to find important information during the interview in order to complete the template. 1. Students will present the template at the front of the classroom. 2. Other students need to give feedback on their work. 1. Teacher asks students a question: a) Which of the activities they think people do for money and which they do to help around the home? 2. Students are instructed to list down jobs that are done for money and just to help people. Students are instructed to find information about a job they would like to do and read on it. They need to report on the information they have found to the class in the next lesson.

1. Teacher analyses students’ performance level when doing exercises in the Pulse book. 2. Teacher carries out interview and check students speaking ability through the activity. T&L Strategies Assessment for learning Main Strategy: e.g. Collaborative Learning

21st Century Skills:

ThinkPair-Share Mix-PairShare Gallery Walk Numbered Heads Together All Write Round Robin Jot thoughts Others:

i-Think Map: Circle map Bubble map Double bubble map Brace map HOTS: Apply / Analyse Evaluate / Create

Teacher’s Reflection

/

Tree map Flow map Multi flow map Bridge map

The students apply the words they learn in presentation stage into practice stage in order to complete the interview. The students evaluate other students’ work in production stage by giving feedback during the presentation.

Appendix 1 – Worksheet 1 Listen and repeat the jobs and chores.      

Wash cars Babysit Pet sit Deliver newspapers Take dogs for walks Do the ironing

     

Clean the windows Do the washing-up Lay the table Tidy your room Make the beds Do the gardening

Appendix 2: Work sheet 2 I always lay the table. 1. 2. 3. 4. 5. 6. 7. 8.

I always… I usually… I sometimes… I never… I can… I seldom… I don’t always… I like to…

Appendix 3 – Low Proficiency Template Interview your friends using the following template. Then complete the questions.

HOUSE CHORES INTERVIEW

1. How often do you ___________________________________before coming to school every morning. Me: _______________________________________. Friend 1: ________________________________________. Friend 2: ________________________________________.

2. Who does the ________________________in the house? Me: _______________________________________. Friend 1: ________________________________________. Friend 2: ________________________________________.

3. Do you ___________________________________________after your meals? How often? Me: _______________________________________. Friend 1: ________________________________________. Friend 2: ________________________________________.

4. How often do you usually help your parents with to ____________________________________________________? Me: _______________________________________. Friend 1: ________________________________________. Friend 2: ________________________________________.

5. How often do you help your parents to ______________________________________________ outside house? Me: _______________________________________. Friend 1: ________________________________________. Friend 2: ________________________________________.

6. Do you like to do ___________________________________? Why? __________________________________________. Me: _______________________________________. Friend 1: ________________________________________. Friend 2: ________________________________________.

Appendix 4 – Intermediate Level Template Interview your friends using the following template. Then complete the questions.

HOUSE CHORES INTERVIEW





Make the bed

Do the ironing

Do the washing-up





Clean the windows

Throwing garbage





Do the gardening

SITI NURAFIQAH BINTI ABDULLAH D20161073575 Lesson Plan Format Class

Form 2

Venue

2A8

Date

3rd December of 2018

Time

9.00am – 10.00am

Topic

Shopping

Theme

Consumerism and Financial Awareness

Focus Skill

Reading (pg66)

CONTENT STANDARDS Main Skill Reading 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning Reading 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics Reading 3.1.1 Understand the main points in simple longer texts on a range of familiar topics LEARNING OBJECTIVES By the end of the 1. answer 8 out of 11 questions individually based on the text given 2. select 2 places individually for best bargains and provide reasons lesson, students 3. role-play, in group, an appropriate situation based on the setting should be able given by the teacher to: SUCCESS CRITERIA 1. find specific information from reading text Students can 2. explain the rational of their choice Financial Education Cross Curricular Elements Vocabulary Language/Grammar Focus Discussing, brainstorming, evaluating Thinking Skills Kind-heartedness, moderateness, gratitude Moral Values Stage Teaching and Learning Activities Resources 1. Teacher asks a few questions to the students: Do you like shopping? What do you understand about second-hand Set Induction shopping? 2. Teacher listens to the students’ answers and responds accordingly.

Presentation

Practice

Production

Conclusion

Extended Activity Formative Assessment

Lesson Development Stage 1. Teacher introduces 6 words/phrases (charity, poverty, frame, exchange, good quality, value) to the students together with the meaning. 2. Teacher instructs the students to build 6 sentences using the six and write it down. 3. Teacher checks their sentences for any errors. Differentiation strategies: Differentiate by the time students are given to complete a task. For students that finish the task early who usually are the more proficient students, teacher will instruct the students to build 2 more sentences using any of the 6 words/phrases. 4. Teacher instructs the students to read the article individually. 5. Teacher asks the students if they can find the 6 words/phrases that they have learned before. 6. Teacher instructs them to answer exercise 3 and 4 in their exercise book 7. Teacher checks the students’ answer together with them. 3. Teacher distributes a worksheet to each student and instructs them to fill in the table using the information from reading text. 4. Teacher instructs the students to choose which second – hand shopping they will choose to go and write down their reasons. 5. Teacher instructs the students to choose whether they prefer to shop brand new goods or second – hand goods and write down the reasons. 6. Teacher instructs the students to pair up. They will do timed-pair-share using the 2 questions that they have answered. The student will listen to his partner opinion and give feedback.

Pulse 2 page 66

W1

3. Teacher gives the code and instructs the student Mentimeter, to enter Mentimeter and write down their opinion projector in second – hand shopping. 4. Teacher gives another code and instructs the students to write what they have learned today. Teacher instructs every student to bring one item from their home that they do not want to use anymore but is still in good position. They will conduct ‘swap shops’ in class. The 6 sentences that they created in the presentation stage, their answers in their exercise book for the Pulse 2 questions and the answers in Mentimeter.

Resources/ Teaching Materials

T&L Strategies

Assessment for learning

Main Strategy: e.g. Collaborative Learning 21st Century Skills: Think-Pair-Share Mix-Pair-Share Gallery Walk Numbered Heads Together All Write Round Robin Jot thoughts Others: Timed-pair-share i-Think Map: Circle Tree map map Bubble Flow map map Double Multi bubble flow map map Brace Bridge map map HOTS: Apply / Analyse / Evaluate Create

Teacher’s Reflection

/

The students apply the 6 new words that they have learned to write 6 sentences. Students analyse the best choice for them in the production stage.

W1 1. Fill in the table below with information taken from the reading text.

Charity Shops

Car Boot Sales

Swap Shops

Advantages

Goods to be Found

2. Which second hand shopping will you choose to attend? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Do you prefer to shop brand new goods or second – hand goods? Why? (clothes/shoes) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Lesson Plan Format Class

Form 2

Venue

2A8

Date

3rd December of 2018

Time

9.00am – 10.00am

Topic

Online message board

Theme Focus Skill

Consumerism and Financial Awareness Reading

CONTENT STANDARDS Main Skill Reading 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning Reading 3.1.1 Understand the main points in simple longer texts on a range of familiar topics Complementary Skills Reading 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning Reading 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics Speaking 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics Speaking 2.1.1 Ask about and explain key information from simple texts LEARNING OBJECTIVES By the end of 1. answer 7 out of 9 questions individually based on the reading text. 2. brainstorm, in a group of two, the best tip to save money the lesson, 3. list down, in a group of two, 3 more tips for saving money students should be able to: SUCCESS CRITERIA 1. find specific information from reading text Students can 2. brainstorm for more ideas in a group Language Cross Curricular Elements Vocabulary Language/Grammar Focus Discussing, brainstorming, evaluating, creating Thinking Skills Kind-heartedness, self – reliance, moderateness, gratitude Moral Value Stage Teaching and Learning Activities Resources

1. Teacher asks a few questions to the students: Have you try to save money before, and for what reason? Set How do you save money? Induction 2. Teacher listens to the students’ answers and responds accordingly. Lesson Development Stage 1. Teacher introduces 6 words/phrases (tip, pocket money, sort out, second-hand, apply, bargain) to the students together with the meaning. 2. Teacher gives the code and instructs the students to open Mentimeter using their computer. Presentation 3. Teacher instructs the students to build 6 sentences using the six words/phrases and type it in Mentimeter. 4. Teacher checks the students’ sentences for any error. 1. Teacher instructs the students to read the reading text. 2. Teacher asks the students if they can find the 6 words/phrases that they have learned before. Practice 3. Teacher instructs the students to answer exercise 1, 2 and 3 in their exercise book 4. Teacher checks the answers together with them 1. Teacher instructs the students to pair up. 2. Teacher conducts think-pair-share with asking them to discuss and choose the best tip to make money and provide the reasons. 3. Teacher asks them to brainstorm 3 more tips for saving money. Production 4. Teacher asks the students to write their ideas in an A4 paper and decorate their paper.

Mentimeter, projector

Pulse 2 page 63

A4 papers, highlighters, marker pens

Differentiation strategies: Differentiate by the type and amount of support provided. Teacher gives teacher talk to pairs with low proficiency if they are having trouble.

Conclusion

1. Teacher gives each of them 3 stickers and conducts a gallery walk for the students to visit and rate their classmates’ work with the stickers.

Extended Activity

1. Teacher instructs the students to search the Web for any job vacancies that students can apply. They will bring it to class and paste it on the bulletin board for their classmates to see.

Formative Assessment

The 6 sentences that they created in the Mentimeter and their answers in their exercise book for the Pulse 2 questions.

Resources/ Teaching Materials

T&L Strategies

Assessment for learning

Main Strategy: e.g. Collaborative Learning 21st Century Skills: Think-Pair-Share / Mix-Pair-Share Gallery Walk / Numbered Heads Together All Write Round Robin Jot thoughts Others: i-Think Map: Circle map Tree map Bubble map Double bubble map

Flow map Multi flow map

Brace map

Bridge map

HOTS: Apply / Analyse / Evaluate Create

Teacher’s Reflection

The students apply the 6 new words that they have learned to write 6 sentences. Students analyse the best tip to make money in the production stage.

ARNITA A/P RAMACHANDRAN D20161073573 Lesson Plan Format Class

Form 2

Venue

2A1

Date

28th November 2018

Time

9.00am – 10.00am

Topic

Future plans

Theme Focus Skill

Consumerism and Financial Awareness Language Awareness(6.1)

CONTENT STANDARDS This is a grammar focused lesson so listening, speaking, reading and writing skills are not explicitly covered.

By the end of the lesson, students should be able to:

LEARNING OBJECTIVES 1. Fill in 3 out of 5 blanks using the correct form of be going to in the exercise given. 2. Write 3 out of 5 questions using the form be going to correctly. 3. Predict themselves as a millionaire by using at least 4 out 5 forms of will and be going to correctly.

SUCCESS CRITERIA Students 1. Use the form will and be going to in sentences. can 2. Create their own future as a millionaire. Language Cross Curricular Elements Learn and review be going to for future plans and intentions. Language/Gram Contrast will and going to mar Focus Discussing, Brainstorming, Analysing Thinking Skills Co-operation, Being wise with money Moral Values Stage Teaching and Learning Activities Resources 1. Teacher writes I will… and I am going YouTube to... on the board. https://www.yout 2. Teacher plays a song by The Beatles ube.com/watch?v Set Induction entitled ‘You’re gonna lose that girl’. =H5wVWBTi23I 3. Teacher distribute the lyrics. 4. Teacher instruct students to highlight I Lyrics will and I am going to that is in the song. APPENDIX 1 5. Teacher discusses the answers with students. Lesson Development Stage

Presentation

Practice

Production

Conclusion

Extended Activity

8. Teacher explains to students that the sentences on the board are future tenses. 9. Teacher uses table in Pulse 2 page 64 to explain further on be going to. 10. Students are instructed to complete Exercise 1 and 2 in pairs. 11. Teacher discusses the answer with the students. Differentiation strategy: Differentiate by type and amount of support provided. 5. In pairs, students need to complete Exercise 3 and 4 by writing it down in their notebook. 6. Students can switch the roles for exercise 4. 7. Referring to question 5 in Exercise 3, students need to predict themselves as a millionaire in the future. 8. Students will share their prediction with their partner. 9. Students write their prediction on Twitter. Cooperative learning strategy: In pairs, students discuss and brainstorm ideas to complete the task given. 1. Students need to change their pairs with another pair. 2. Students need to share their prediction and their previous partner’s prediction by using the correct future tenses.

Pulse 2

2. Teacher discusses Exercise 5 and 6 with students by using Kahoot. 3. Teacher sum...