Example of template for lesson plan - Longman Africalongmanafrica.co.za/tvrc/Exploring-English-Form-3-Term-3.doc · Web viewExploring English Teacher’s Guide (TG) pp. 100 & 104

Unit 9: Child lost in the desert [7 lessons of 40 minutes] Teacher: Class:

LESSONS 1 & 2

CONTENT: Reading comprehension TERM 3

DATE _______________ WEEK _____

2 lessons of 40 minutes

Learning ObjectivesAs given in SB on p. 130 and TG on pp. 82-85

SkillsSkimming and scanning for information and cluesApplying appropriate reading techniques to different textsUsing contextual clues

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 130-137Exploring English Teacher’s Guide (TG) pp. 87-91

Duration Teacher activities Student activities

IntroductionMinutes: 10

You can introduce the unit theme by asking students to relate similar stories about being lost or stranded in deserts, forests and so on.

Students relate similar stories about being lost or stranded in deserts, forests and so on.

Development Minutes: 50 (20 minutes of lesson 1 and 30 minutes of lesson 2)

The explanation of the reading techniques and Activity 1 (SB p. 131) should help students develop appropriate reading styles for different texts, which is a crucial language skill. Part 1 of the activity allows students to think about various types of reading tasks, and in part 2 of the activity, they do a scanning exercise, working with Reading passage 1. Read Reading passage 1 (SB pp. 131-133) a second time in class and let students work through Activity 2 (SB pp. 134) before you discuss the answers. Students can read Reading passage 2 (SB pp. 134-136) and do Activity 3 (SB p. 137) as written homework.

Students do Activity 1 on p. 131 on their own or in pairs.

They do Activity 2 on SB p. 134 on their own and Activity 3 on SB. 137 for homework.

ConclusionMinutes: 20

Students can complete Extension Activity 1 (SB p. 137) in groups. They should discuss the communication gadgets that they know and add to the given list.

Students complete Extension Activity 1 (SB p. 137).

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

Unit 9LESSON 3

CONTENT: Writing practice TERM 3

DATE _______________ WEEK _____

1 lesson of 40 minutes


SkillsWriting a composition from the point of view of a character in a storyWriting an official letter of thanks

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 137-138Exploring English Teacher’s Guide (TG) p. 88



Revise the features of a letter and an essay. Ask students: what are the features of a good essay? What are the features of a good letter? Let students brainstorm.

Students brainstorm the features of a good essay and letter.

Development Minutes: 20

For Writing Practice (SB p. 137) students write a descriptive essay and a letter. You may want to discuss the details required in each topic before students begin writing in Activity 4 (SB pp. 137-138). Pay particular attention to style and tone that are required in Shelly Clay’s letter which should be partly businesslike and partly friendly.

Students do Activity 4 on SB p. 137 and finish it for homework if necessary.


Ask some students to share their letters and others to share their essays with the class. Ask students to hand them in for assessment.

Some students share their letters and essays with the class. They hand them in for assessment.


Unit 9LESSON 4

CONTENT: Speaking practice TERM 3

DATE _______________ WEEK _____



SkillsCritiquing a point of view objectively




Speaking practice deals with radio broadcasts and interviews. Go through the example radio broadcast on SB p. 138 and point out the specific details which answer who, what, where, why and how type questions.

Students read through the example of a news broadcast on the radio on SB p. 138.


In Activity 5 (SB p. 139), the students’ new items on Derrek should be brief and to the point. The interview can be carried out in pairs. Students should be able to back up their answers to question 3 with evidence from the news item.

Students complete Activity 5 on SB p. 139 in pairs.


Go through the students’ answers to Activity 5. Students revise their answers with the class.


Unit 9LESSON 5

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

TERM 3

DATE _______________ WEEK _____1 lesson of 40 minutes

Learning Objectives As given in SB on p. 130 and TG on pp. 82-85

SkillsUsing syllabification correctlyUsing the passive and active voice appropriately

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 139-141Exploring English Teacher’s Guide (TG) pp. 88 & 91


Mini-lesson 1Minutes: 15

Say it right – syllables (SB p 139) is a rather difficult but necessary section to teach and learn. Make use of a good dictionary or consult a fluent speaker of English for help.

Students complete Activity 6 (SB p. 140) in groups.

Mini-lesson 2 Minutes: 15

When discussing the active and passive voices (SB p. 140), stress that, as often as possible, students must use the active voice, but that sometimes it is necessary to use the passive voice.

Students complete Exercise 1 on SB p. 141 individually or in pairs.


Go through the answers to the above activities with students. (Answers in the TG on p. 91.)

Students can mark a peer’s work according to the model answers given.


Unit 9LESSON 6


TERM 3

DATE _______________ WEEK _____



SkillsApply the rules of English grammar correctly




Go through the list of indefinite pronouns (SB p. 114) with the students. Point out that they need to be aware which indefinite pronouns take singular verbs, so that they have correct subject-verb agreement in sentences that use these words. They practise this in Exercise 2 (SB p. 142).

Students complete Exercise 2 (SB p. 42).


Go through the section on irregular verbs (SB p. 143) with the students and work through the example sentences that use ‘grow’ as an example. Point out that ‘grow’ is an irregular verb because it does not form its past tense form by adding –ed, in which case the past tense would by ‘growed’, which is incorrect! Go through the table in Exercise 3 (SB p. 143) with the students once they have filled it in to make sure that they completed it correctly. Students practise using the past tense and past participle forms of irregular verbs in Exercise 4 (SB. 144).

Students complete Exercise 3 (SB p. 143) individually and then finish Exercise 4 (SB p. 144) for homework.


Go through the answers to the above activities with students (TG p. 92).

Students can mark a peer’s work according to the model answers given.


Unit 9LESSON 7

CONTENT: Speaking and ICT practice TERM 3

DATE _______________ WEEK _____



SkillsUse ICT to manage disasters




Extension Activity 2 (SB p. 144) gives students an opportunity to think about how they would respond in a disaster. Let them discuss the scenarios that are listed, as well as the potential for other disasters in the places where they live.

Students complete Extension Activity 2 on SB p. 144 in groups.


The ICT activity (SB p. 144) encourages them to use the internet to find out information that would be useful in a disaster.

Students complete the ICT Activity on SB p.144 in pairs.

Conclusion: 10 Go through the answers to the above questions with students. Read the Summary on SB p. 145 with students. Ask them to do the Revision Exercise on SB p. 145.

Students can mark a peer’s work according to the model answers given.They read through the summary on SB p. 145 and complete the revision exercise on SB p. 145 on their own and finish it for homework if necessary.

Total duration:40 minutes

Assessment Take in the Revision Exercise for assessment.

Assignments/expanded opportunitiesStudents do the Revision Exercise on SB p. 145.


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

LESSONS 1 & 2

CONTENT: Read a play TERM 3

DATE _______________ WEEK _____



SkillsPerforming a choral reading/mime of a play Discuss topical issues

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 146-153Exploring English Teacher’s Guide (TG) p. 99 & 101-102



You could start teaching this unit by asking students to identify and discuss the effects of environmental degradation in their own communities, and in the country as a whole.

Students identify and discuss the effects of environmental degradation in their own communities, and in the country as a whole.


The play (SB pp. 147–151), which is in three parts, can be acted out by the whole class divided into individuals and groups representing the ‘characters’ at the school’s Open Day. Decide which questions in Activity 1 (SB p. 152) to tackle orally with the whole class and which ones the students should do in writing. Students can discuss the questions in extension Activity 1 (SB p. 153) in groups.

Students act out the play on SB pp. 147-151 and then complete Exercise 1 on SB p. 152.

They can then discuss the questions in Extension Activity 1 (SB p. 153) in groups.


Go through the answers to Activity 1 and Extension Activity 1 (answers in the TG on p. 101-102).

Students can swop books and mark a peer’s answers to Activity 1 according to the model answers given.


Unit 10LESSON 3


DATE _______________ WEEK _____



SkillsWriting an official letter of complaint to the authorities

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 153Exploring English Teacher’s Guide (TG) p. 99



In Writing practice (SB p. 153), the printed letter is an original one that appeared in a local newspaper. Discuss its implications with the students. You may bring samples of letters written to newspaper editors to help students familiarise themselves with the style.

Students study samples of letters to newspaper editors to familiarise themselves with the format and style.


Ask students to complete Activity 2 on their own. Students complete Activity 2 (SB p. 153) individually.


Go through the answers to Activity 2. Students can swop books and mark a peer’s work.


Unit 10LESSON 4

CONTENT: Language practice 1 (consists of 2 mini-lessons)

TERM 3

DATE _______________ WEEK _____






Mini-lesson 1: 15 minutes

Ask students to complete the cloze exercise in Language practice (SB p. 154) on their own.

Students can complete the cloze exercise in Language practice Exercise 1 (SB p. 154) on their own.

Mini-lesson 2: 15 minutes

Say it right – more practice with stress (SB p. 155) once again deals with stressing the appropriate syllable(s). Recap on the information given on stress in previous units, then go carefully through the given examples with the students, before they complete Activity 4 (SB p. 156).

Students complete Activity 4 (SB p. 156).


Go through the answers to Exercise 1 (TG p. 103). Ask students to share their answers for Activity 4.

Students mark a peer’s answers to Exercise 1 and share their answers to Activity 4 with the class.


Unit 10LESSON 5




SkillsSpeaking persuasivelyParticipating in debate eloquently and effectively




In Activity 3 (SB p. 155), the students participate in a debate. Let students get into two groups and familiarise themselves with the task and the topic.

Students get into two groups and familiarise themselves with the task and the topic.


Leave students to their own devices as much as possible but spend time with each side guiding their trend of reasoning and strategies for the debate. The idea is to see how well they understand the issues involved and how the choral reading is highlighting them. Also, the idea is to teach the students how to speak persuasively and how to present opinions and ideas effectively. Remember, debating is also about socialising, so let them enjoy themselves!

Students have a debate (Activity 3 on SB p.155).


Give students some feedback on the debate and allow them to reflect on it.

Students reflect on the debate.


Unit 10LESSON 6


TERM 3

DATE _______________ WEEK _____




Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 156-158Exploring English Teacher’s Guide (TG) pp. 100 & 103-104)



Make sure that students understand the explanation of phrasal verbs (SB p. 156) and then help them check the acceptability of their combinations in number 1 of Exercise 2 (SB p. 156) before they complete the remainder of the exercise on their own. They can complete Exercise 3 (SB p. 157) on their own for homework.

Students complete the remainder of Exercise 2 (SB p. 154) on their own. They complete Exercise 3 (SB p. 157) on their own for homework.


Common errors: repeating the subject (SB p. 157) deals with a very common problem among second language users. Make sure that students recognise the errors in the incorrect examples before they complete Exercise 4 (SB p. 158) on their own.

Students complete Exercise 4 (SB p. 158) on their own.

Conclusion: Minutes: 10

Go through the answers to the exercises. (The answers are in the TG on pp. 103-104.)

Students can swop books and mark a peer’s work according to the model answers given.


Unit 10LESSON 7

CONTENT: Register TERM 3

DATE _______________ WEEK _____



SkillsExpressing condolences using appropriate register




Have students act out the examples of condolences given in Expressing condolences (SB p. 158) in pairs.

Students act out the examples of condolences given in Expressing condolences (SB p. 158) in pairs.


Ask students to explain the circumstance and degree of formality of each one in Activity 5 (SB p. 158).

Students explain the circumstance and degree of formality of each one in pairs (Activity 5 SB p. 158).


Go through the answers to Activity 5 with students. Pairs review their answers to Activity 5.


Unit 10LESSON 8

CONTENT: Poetry TERM 3

DATE _______________ WEEK _____



SkillsUnderstanding and appreciating poetry

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 159Exploring English Teacher’s Guide (TG) pp. 100 & 104



In Poetry (SB p. 159) the poem describes a scene that might easily be applicable to the Botswana countryside. Relate it to the theme of the unit.

Students participate in a class discussion about the poem and its relevance to Botswana and the theme of the unit.


Students can recite the poem in pairs before answering the questions. Go through students’ answers (answers in the TG on p. 104).

Students recite the poem in pairs before answering the question (Activity 6 on SB p. 159) in groups.


In Extension Activity 2 (SB p. 159), the students write their own poem. This should be fun. Have the best pieces presented to the whole class.

Students write their own poem in Extension Activity 2 (SB p. 159) and complete it for homework if necessary.


Unit 10LESSON 9

CONTENT: Internet research TERM 3

DATE _______________ WEEK _____



Skills Doing word puzzlesUsing the internet to conduct research




The listed facts in Some environmental facts (SB p. 160) are intended to arouse the students’ interest in the history of the Earth in relation to environmental change and degradation. Encourage students to search for further information on the internet.

Students read the listed facts in Some environmental facts and discuss them in relation to environmental change and degradation.


The word search in Extension Activity 3 (SB p. 161) reinforces the vocabulary that students have encountered in this unit.The ICT Activity (SB p. 161) gives students a chance to practise using the internet to do research. Students can do this activity in pairs or small groups. They can also watch out for environmental information in magazines, encyclopaedias, TV programmes and so on.

Students complete the word search in Extension Activity 3 (SB p. 161) on their own.

Students do the ICT Activity on SB p. 161 in pairs or small groups.


Go through students’ answers to the activities. (The answers to Extension Activity 3 are in the TG on p.104.)

Students check a peer’s answers to Extension Activity 3 and share their research from the ICT activity with the class.


Unit 10LESSON 10

CONTENT: Listening comprehension TERM 3

DATE _______________ WEEK _____



SkillsListening for comprehension




Activity 7 (SB p. 162) gives students another chance to develop the skill of listening carefully for specific information. Students should be allowed about three minutes to study the questions before they commence listening.

Students study the questions on SB p. 162 and prepare to listen actively.


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 in the TG on p. 142.

Students listen to the text and then answer the questions in Activity 7 on SB p. 162 on their own.


Go through the answers to Activity 7. (Answers are in the TG on p. 105). Read through the summary on SB p. 163 and ask students to complete the Revision Exercise for homework.

Students can swop books and mark a peer’s work. They read through the summary on SB p. 163.


Assessment Take in the Revision Exercise for assessment. (Answers in the TG on pp. 105-106.)

Assignments/expanded opportunitiesStudents complete the Revision Exercise on SB p. 163 for homework.


Unit 11: Going to see Mr BV [12 lessons of 40 minutes] Teacher: Class:

LESSONS 1 & 2

CONTENT: Reading TERM 3

DATE _______________ WEEK _____



SkillsComparing characters in a story or novel




You might like to start by finding out where the students’ parents, siblings or guardians work and what their conditions of employment are as a way of leading into the reading passages.

Students discuss where their parents, siblings or guardians work and what their conditions of employment are.


Read Reading passage 1 (SB pp. 165–167) in class and let students work through Activity 1 (SB p. 168). Some of the dialogue in the story can be acted out by students.Students can read Reading passage 2 (SB pp. 168–171) as written homework or extension work, and do Activity 2 (SB p. 172) in groups or as an activity for the whole class.

Students read Reading passage 1 (SB pp. 165–167) and complete Activity 1 (SB p. 168) individually. Students act out some of the dialogue in the story. Students read Reading passage 2 (SB pp. 168–171) as written homework or extension and do Activity 2 (SB p. 172) in groups or as a class activity.


Go through students’ answers to Activity 1 and 2 (answers in the TG on p.114).

Students check their answers.


Unit 11LESSONS 3 & 4


DATE _______________ WEEK _____



SkillsWriting an imaginary life storyWriting a letter of thanks

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 172Exploring English Teacher’s Guide (TG) pp. 112 & 114



Brainstorm Mr BV with the students, encouraging them to be as creative as possible. Revise the features and format of a short story and a formal letter. (Remind them of the half-block format.)

Students brainstorm Mr BV, trying to be as creative as possible. They also revise the features and format of a short story and a formal letter.


Encourage students to first plan their writing. They then write their short stories and their letters of thanks. Remind students to edit and proofread their work. They then hand them in for assessment.

Students do Activity 3 on SB p. 172 where they write a short story and a letter of thanks. They also work on them for homework. Students edit and proofread their work and hand them in for marking.


Read some of the best stories and letters to the rest of the class. Students listen to a few good short stories and letters and reflect on their own work.


Unit 11LESSON 5


DATE _______________ WEEK _____



SkillsActing out a dialogue




Help students get into groups of three and familiarise themselves with the task.

Students get into groups of three and familiarise themselves with the task.


Activity 4 (SB p. 172) is a role-play that students should do in groups of three to act out the dialogue from the story. This should be fun!

Students act out the dialogue (Activity 4 in SB on p. 172).


Ask each group to perform a section of the dialogue. Ask students to reflect on each group’s performance.

Students reflect on the performance of other groups.


Unit 11LESSON 6




SkillsDetermining the character of a speaker from a speech

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 173Exploring English Teacher’s Guide (TG) p.112 & 115



Ask students to prepare themselves for a listening comprehension. Before they listen, briefly discuss Nelson Mandela with the students. Nelson Mandela is known for his resilience, strength of character and purpose, humaneness, humility, reconciliation and forgiveness. Does this come through in the speech? (Yes.) Ask them to read the questions in Activity 5 in SB on p. 173.

Students prepare themselves for a listening comprehension by listening to the topic and reading the questions in Activity 5 in SB on p. 173. They get a piece of paper and a pen and prepare to listen actively.


The text that students listen to in Listening comprehension (SB p. 173) is part of Nelson Mandela’s inaugural speech. The text for this is included in the TG p. 144. Follow the same format of the listening exercises as you have done elsewhere. If you do not have a CD player to play the recording of this passage, then read it aloud as clearly as you can to the students, although it is preferable if students are able to hear the original recording on the CD, as this adds to the impact of the speech and will help students to determine the personality of the speaker and identify his tone and attitude.

Students listen to the text and complete the questions in Activity 5 (SB p. 173).


Go through the answers with students (TG p. 115). Students can swop books and mark a peer’s work.


Unit 11LESSON 7

CONTENT: Literature practice TERM 3



SkillsUsing adjectives to describe charactersIdentifying main aspects of a story




Go through the list of adjectives for describing characters (SB p. 173) and make sure that students understand the meaning of each adjective.Then they can complete Activity 6 (SB p. 173) on their own.

Students read through the list of adjectives on SB p. 173 and then complete Activity 6 on their own.


Extension Activity 1 (SB p. 174) gives students an opportunity to revise the main aspects of a story. Guide students through this activity. Their answers will vary, but it is important that they can give reasons for their answers based on what they have read in the story.

Students complete Extension Activity 1 (SB p. 174) on their own.


Go through students’ answers to the above activities. (Answers to Activity 6 are in the TG on p. 115).

Students check and reflect on their answers.


Unit 11LESSON 8


TERM 3

DATE _______________ WEEK _____



SkillsDistinguishing between the rising and falling tone in intonationConverting direct speech to reported speech

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 174-177Exploring English Teacher’s Guide (TG) pp. 112-113 & 115



In Language practice: Say it right – intonation (SB p. 174) revise the four main types of sentences: statement, question, command/request and exclamation. Provide good models for students to follow.

Students revise the four main types of sentences and then complete Activity 7 (SB p. 175) and Exercise 1 (SB p. 176) in pairs.


When discussing Reported speech (SB p. 176), emphasise to the students that the three rules listed in their textbooks do not automatically apply in converting direct speech to reported speech. Changes in time references, for instance, depend on the amount of time elapsed between the occurrence of an incident and when it is reported. If an incident occurs, say, this morning or today it can be reported as having occurred this morning or today if the reporting is done on the same day. Alternatively, it can be reported as having occurred on the previous morning, or that day or that morning if the reporting is done later. Many variations are possible in the students’ answers to Exercise 1 (SB p. 176). Look out for clarity in the pronoun references such as he/she, and encourage students to use alternative words for ‘said’ in order to avoid repetition.

Students complete Activity 8 (SB p. 177) in pairs.

Conclusion Minutes: 10

Go through the answers to the activities and exercises (TG p. 115). Students can mark their own or a peer’s work.


Unit 11LESSON 9


TERM 3

DATE _______________ WEEK _____



SkillsIdentifying ‘broken’ and incorrect English




In your discussion in Get it right! (SB p. 177) you may use MrBV’s ‘broken’ English to discuss incidences of when people speak in broken English in Botswana and how their errors can be remedied.

Students do Exercise 2 (SB p. 177) individually.


Expressing age often causes problems to second language users. Go through some of the sentences in Exercise 3 (SB p. 178) with the students as examples, and help them to identify the errors. Then they can do the remainder of the exercise on their own.

Students do Exercise 3 (SB p. 178) individually.


Go through the answers with students (TG p. 116). Students can swop books and mark a peer’s work.


Unit 11LESSON 10


DATE _______________ WEEK _____



Skills Expressing sympathy and good wishes using appropriate register




Discuss the degree of formality in each utterance in the examples of expressing sympathy or good wishes (SB p. 178–179). Ask students to do Activity 9 in pairs.

Students do Activity 9 (SB p. 179) in pairs or on their own. They improvise and act out suitable statements of sympathy for friends.


Workers’ rights (SB p. 179) gives a list of some basic rights of employees. Read through the list with the students. If possible, find an official list of workers’ rights from the internet or from the Ministry in charge of labour. Let students work in groups to discuss the questions in Activity 10 (SB p. 180). As extension work, students could be asked to do research on workers’ rights and collect leaflets, pamphlets or articles related to the topic.

Students work in groups to discuss the questions in Activity 10 (SB p. 180).


Ask pairs and groups to share their answers with the class and discuss them.

Pairs and groups share their answers and participate in a group discussion.


Unit 11LESSON 11 & 12


DATE _______________ WEEK _____



SkillsSearching for specific information in a systematic way

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 180-181Exploring English Teacher’s Guide (TG) pp. 113 & 116Computers with internet access



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


Activity 11 (SB p. 180) requires students to write a report. This might begin like this:Report on Mr BV’s companyOn 12 September 20--, I visited Mr BV’s company to investigate …In Extension Activity 2 (SB p. 180) students must write a secondreport, in this case a complaint. This might begin:I am Mr/Miss ____ _____ and work in the _____ department at _____. I would like to lodge a complaint regarding …

Students complete Activity 11 and Extension Activity 2 (SB p. 180) on their own.


In the ICT Activity (SB p. 180), students are required to doresearch on the internet. This is good practice for students in developing their internet skills. Read through the summary on SB p. 181 with students. Ask them to do the Revision Exercise for homework.

Students do research on the internet in pairs (ICT Activity SB p. 180). Students read through the summary on SB p. 181 and complete the Revision Exercise for homework.

Assessment Take in the reports and the Revision Exercise for assessment. (Answers for the Revision Exercise are in the TG on p. 116.)



Unit 12: Two enterprising women [12 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Reading TERM 3

DATE _______________ WEEK _____



SkillsIdentifying and using the best interview formats




You may want to start by asking what types of employment students are interested in or hope to get and how they plan to achieve this, and then work logically through the unit to where they can simulate job application letters and job interviews in class.

Students discuss what types of employment they are interested in and how they plan to achieve this.


Read through Reading passages 1 and 2 (SB pp. 183–186) withthe students. The question-and-answer format of the first article lends itself to participation of the students, with one person reading the questions and others reading the answers. They can discuss the questions in Activity 1 (SB p. 186) in pairs or small groups.

Students read through Reading passages 1 and 2 and discuss the questions in Activity 1 (SB p. 186) in pairs or small groups.


Ask students to share their answers to Activity 1 with the class. Discuss the answers.

Pairs or groups review and discuss their answers.


Unit 12LESSON 2


DATE _______________ WEEK _____



SkillsComparing characters

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 187Exploring English Teacher’s Guide (TG) p. 121



Activity 2 (SB p. 187) gives students an opportunity to writenotes in table form. Note-writing is a special skill that is invaluable in the classroom. Discuss with the students how and why they will write the notes.

Students participate in a class discussion about note-taking.


Students can fill in the table individually, and this need not be done in full sentences.

Students fill in the table on SB p. 187, Activity 2 individually.


Ask students to share their notes to Activity 2 and discuss them with the class.

Students share their notes and participate in a class discussion.


Unit 12LESSON 3


DATE _______________ WEEK _____



SkillsDesigning a job advertisement

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 187-188Exploring English Teacher’s Guide (TG) p. 122Magazines and newspapers Computers as this is a CALL activity



For Activity 3 (SB p. 187), students can first study the formatand layout of authentic advertisements in newspapers and magazines before they design their own advertisements.

Students study the format and layout of real advertisements in newspapers and magazines.


Encourage students to consider what kinds of qualities are needed by prospective employers. Students can design their advertisements using computers, thereby practising their CALL skills.

Students design their own advertisements on computer.


If possible, print the advertisements and display them. Or let students walk around the class and view them on screen. You could ask students to assess each other’s work.

Students display their own adverts and assess a peer’s work.


Unit 12LESSON 4




SkillsApplying for a job




Extension Activity 1 (SB p. 188) requires students to write a letter. Remind them of the format and style of business letters. Provide models if you can.

Students revise the format and style of a business letter.


Ask students to write a business letter on their own (Extension Activity 1).

Students write a business letter in Extension Activity 1 on SB p. 188.


Remind students to edit and proofread their work before handing it in for assessment. You can read one or two of the best ones out to the class.

Students edit and proofread their work before handing it in for assessment.


Unit 12LESSON 5




SkillsPresenting self favourably in an interviewConducting interviews and using appropriate language

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 188-189Exploring English Teacher’s Guide (TG) p. 122



Ask students to find a partner and familiarise themselves with the activity.

Students get into pairs and familiarise themselves with the activity.


Students can act out the interview in Activity 4 (SB p. 188) inpairs. It should be fun!

Students act out the interview in Activity 4 (SB p. 188) in pairs. They take turns to be the interviewer and Winnie Panzirah-Mabaka.


Ask a few pairs to act out their interview for the class. A few pairs act out their interview for the class.


Unit 12LESSON 6


DATE _______________ WEEK _____



SkillsConducting interviews and using appropriate language



Introduction Minutes: 5

Activity 5 (SB p. 189) is a difficult exercise. Students will definitely need your help in critiquing the interview, which is a requirement of the syllabus.The Tips on taking part in an interview (SB p. 189) may prove worthwhile in real interviews, which some of the students are due to sit for soon!

Students read through the tips on taking part in an interview on SB p. 189.

DevelopmentMinutes: 25

Now ask students to complete Activity 5 in pairs. When students are finished, go through their responses and discuss with the class.

Students complete Activity 5 in pairs. When they are finished they share their responses with the class and have a class discussion.

Extension Minutes: 10

Competence in ICT is vital for the students’ future employment opportunities. You can give students more guide words to extend their research in the ICT Activity (SB p. 190).

Students put key words into a search engine to do further research about future employment opportunities.


Unit 12LESSON 7


TERM 3

DATE _______________ WEEK _____



SkillsApplying rules of English grammar correctly




Work systematically through the Language practice section (SB pp. 190–198) with the students, going through the examples carefully.Exercise 1 (SB p. 191) can be done orally, in pairs.The use of very, so, too and so … that often presents problems to second language users of English and is worth spending some time on these.

Students complete Exercise 1 on SB p. 191 in pairs.


In addition to giving the students practice in using the words very, so, too ... to and so ... that, Exercise 2 (SB p. 191) gives students a chance to practise their visual literacy skills. They should have fun working with the cartoons.

Students complete Exercise 2 on SB p. 191 in pairs.


Go through pairs’ answers to the above exercises. Pairs share their answers and reflect on their work.


Unit 12LESSONS 8 & 9


TERM 3

DATE _______________ WEEK _____







Confusing words (SB p. 192) gives a list of words that are often confused. If there are other words that your students often confuse, add them to the list. They practise using these words in Exercise 3 (SB p. 192).

Students complete Exercise 3 on SB p. 192 on their own.


The formula between syllabification and comparatives should help students cope with Making comparisons (SB p. 192). Irregular comparisons (SB p. 194) are also worth spending time on. Avoiding double or vague comparisons (SB p. 195) also presents problems common to non-native speakers of English, so go through the examples carefully to make sure they understand the errors in the examples of incorrect usage. Also ensure that students understand what is unclear in the examples given for Avoiding unclear comparisons (SB p. 195). They can complete Exercise 4 (SB p. 194), Exercise 5 (SB p. 195) and Exercise 6 (SB p. 196) on their own or orally in pairs.

Students complete Exercises 4, 5, 6 on SB pp. 194, 195 and 196.


Go through the answers to the above exercises (answers in the TG on pp. 123-124).

Students swop books and mark a peer’s work according to the model answers given.


Unit 12LESSON 10

CONTENT: Language practice 3 TERM 3

DATE _______________ WEEK _____



Skills Applying rules of English grammar correctly




The correct use of Modifiers (SB p. 196), including misplacedclauses and phrases (SB p. 196) and Dangling modifiers,(SB p. 197) is also a big problem area! Discuss the examples carefully with the students.

Students revise the use of the modifiers.


Then they can complete Exercise 7, Exercise 8 (SB p. 197) and Extension Activity 2 (SB p. 198) on their own or orally in pairs.

Students complete Exercise 7 and 8 (SB p. 197) and also Extension Activity 2 on their own or orally in pairs.


Go through the answers to the above exercises and activities. (Answers in the TG on p. 125.)

Students check their own or a peer’s work according to the model answers given.


Unit 12LESSON 11


TERM 3

DATE _______________ WEEK _____



Skills Applying rules of English grammar correctly




Go through the examples on Agreeing and disagreeing with students (SB p. 198) and How to complain (SB p. 199).

Students read the example on pp. 198 and 199.


Activity 6 on Agreeing and disagreeing (SB p. 198) and Activity 7on Complaining politely (SB p. 200) in the Register section can be done in pairs. Have the best arguments acted out in front of the whole class. Encourage students to be as creative and articulate as possible.

Students complete Activity 6 and Activity 7 in pairs.


Go through the answers to the above exercises and activities. Pairs review their answers and reflect on their work.


Unit 12LESSON 12


DATE _______________ WEEK _____



SkillsListening criticallyDesigning a radio advertisement

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 200-201Exploring English Teacher’s Guide (TG) pp. 123-125Exploring English Listening CD



Responding critically to advertisements (SB p. 200) develops an important skill. Play the passage on the CD or read through the adverts once, at a reasonable pace and clearly. You will find the text of the adverts on TG p. 145.

Students listen to the adverts once.


Students can discuss the questions in Activity 8 (SB p. 200) in pairs or small groups. In Extension Activity 3 (SB p. 200), students are asked to individually design their own radio advertisements and perform them for the class.

Students do Activity 8 and Extension Activity 3.


Read through the summary on SB p. 201 with students. Ask them to do the Revision Exercise for homework.

Students read through the summary on SB p. 201 and complete the Revision Exercise for homework.


Assessment Take in the reports and the Revision Exercise for assessment. (Answers for the Revision Exercise are in the TG on p. 125.)



Unit 13: Coping with problems [10 lessons of 40 minutes] Teacher: Class:

LESSON 1 CONTENT: Listening comprehension TERM 3

DATE _______________ WEEK _____



SkillsListening skills

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 202-203Exploring English Teacher’s Guide (TG) pp. 131 & 133Exploring English Listening CD



The Listening comprehension exercise on suicides in Botswana (SB p. 203) serves as a good introduction to this unit. Once students have listened to the comprehension text and completed Activity 1, ask them about cases of suicide they know.

Students listen to the comprehension text on the CD and then participate in a class discussion about the cases of suicide they know.


The discussion points on the presented cases of suicide can be done in pairs or small groups. For the Listening comprehension (SB p. 203), follow the format of the listening exercises as in the previous units. If you do not have a CD player to play the recording of this passage, then read it aloud as clearly as you can to the students. You will find the text of the listening passage on TG pp. 145-146.

Students read through the statements on SB p. 203. They then listen to the Listening Comprehension and then complete Activity 1 on SB p. 203.


Go through the answers with students (TG p. 133). Students can mark their own or a peer’s answers.


Unit 13LESSON 2


DATE _______________ WEEK _____



SkillsCritically assess a problem




Before students read the stories in Reading (SB pp. 203–204), go through the reasons for suicide mentioned and ask students to suggest other reasons why young people kill themselves today.

Students take part in a class discussion about the reasons for suicide in young people.


Ask students to read about the suicide cases on SB p. 204 and then to discuss the questions in Activity 2 (SB p. 205) in pairs or groups.

Students can read about the suicide cases on SB p. 204 and discuss the questions in Activity 2 (SB p. 205) in pairs or groups.


Go through Dr Lisa Oitsile’s Advice on suicide (SB p. 205) with the students. Make sure they clearly understand every point. Let students complete Extension Activity 1 on SB p. 206 in pairs. Then ask pairs to share their answers with the class.

Students read through Dr Lisa Oitsile’s Advice on suicide (SB p. 205) and then complete Extension Activity 1 on SB p. 206 in pairs. Pairs then share their answers with the class.


Unit 13LESSON 3


DATE _______________ WEEK _____



SkillsWriting a letterTyping and formatting a letter on a word processor

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 206Exploring English Teacher’s Guide (TG) p. 132Computers



Revise the features of a letter – especially how to format it on a word processor (using tabs to line up the address and so on).

Students revise how to format a letter on a word processor.


In Writing practice (SB p. 206), encourage students to use the information they have learnt so far when they write the letter as outlined in the ICT Activity (SB p. 206). Ask them to relate any similar problems they have encountered. This can be done in pairs, and offers students a superb CALL exercise in word processing, tracking changes, inserting comments and publishing.

Students plan and type their letters (ICT Activity on SB p. 206). They can print their letters and if possible, send them to their friend(s) by email.


Pin the best letters on the wall, or read them out to the whole class.

Students display their letters and listen to the best letters read aloud.


Unit 13LESSON 4




SkillsRead for different purposesRead a diagram




Let the students study the diagram under the heading Coping with stress (SB p. 207). Use the suggested discussion points in Activity 3 (SB p. 207) to relate the diagram to their own situations.

Students study the diagram under the heading Coping with stress (SB p. 207) and complete Activity 3 on SB p. 207 on their own. They then relate the diagram to their own situations.


Students can complete Activity 4 (SB p. 208), in which they add to the list of suggestions on how to avoid stress, in groups.

Students complete Activity 4 (SB p. 208) in groups.


Ask students to share their answers to Activity 3 and 4 and then discuss them as a class.

Students share their answers to Activity 3 and 4 and then participate in a class discussion.


Unit 13LESSON 5




SkillsReading a diagram




Following instructions given in a diagram (SB p. 208) is a useful skill. Have students study the diagram first so that you can connect the numbers with the relevant locations before they write out the full tour of the MP.

Students study the diagram on SB p. 208 and familiarise themselves with the requirements of the task in Activity 5.


Students should use full sentences of their own when they complete Activity 5 (SB p. 208) and not simply repeat the guide notes.

Students then complete Activity 5, writing their own full sentences.


Ask some students to share their answers with the class. Some students share their MP tours with the class.


Unit 13LESSON 6


DATE _______________ WEEK _____



SkillsAdvising peers on stressUsing appropriate register to give advice

Resources/Learning Aids/LTSMExploring English Student’s Book (SB) p. 209Exploring English Teacher’s Guide (TG) pp. 132

Duration Teacher activities Student activitiesIntroductionMinutes: 5

Ask students to choose a partner and prepare for the role-plays. Students choose a partner and familiarise themselves with the task by reading through Activity 6.

Development:Minutes: 27

The role-play in Activity 6 (SB p. 209) can be done in pairs, and should be fun!

Students should take turns to be the counsellor and the student.


Ask some pairs to perform their role-plays for the class. Some pairs perform their role-plays for the class.


Unit 13LESSON 7

CONTENT: Speaking and language practice TERM 3

DATE _______________ WEEK _____



SkillsUsing intonation correctlyApplying rules of English grammar correctly




For Say it right – intonation (SB p. 209), recap with students what they learnt about rising tone and falling tone in previous units. Go through the given examples with the students. They can complete Activity 7 (SB p. 210) individually or in pairs.

Students revise rising and falling tone and read through the given examples on SB. 209. They then listen to the sentences read to them and complete Activity 7 in pairs.


Commas cause lots of problems and it is worth spending time on Using commas correctly (SB p. 210) and More on commas (SB p. 211). Go through the rules of using commas and make sure students understand them before they complete Exercise 1 (SB p. 211) and Exercise 2 (SB p. 212).

Students revise comma usage and then complete Exercises 1 and 2 on SB pp. 111-112.


Go through the answers with students. Students can swop books and mark a peer’s work.


Unit 13LESSON 8

CONTENT: Language practice TERM 3

DATE _______________ WEEK _____




Resources/Learning Aids/LTSMExploring English Student’s Book (SB) pp. 212-213.Exploring English Teacher’s Guide (TG) pp. 132-133



Exercise 3 (SB p. 212) and Exercise 4 (SB p. 213), which deal with countable and uncountable nouns, can be done orally, in pairs.

Students complete Exercises 3 and 4 (SB pp. 212-213) orally, in pairs.


Commonly misspelt words (SB p. 213) list some of the words commonly misspelt by students. Let the students work in pairs to test each other’s spelling, following the process described. Ask students to add words to the list that they themselves often misspell.

Students work in pairs to test each other’s spelling and add words to the list that they themselves often misspell.


Go through students’ answers to Exercises 3 and 4. Students check their answers to Exercises 3 and 4, ensuring that they understand how to use countable and uncountable nouns.


Unit 13LESSON 9

CONTENT: Language practice TERM 3

DATE _______________ WEEK _____






Introduction Minutes: 10

Apostrophes are also a cause of problems, so Using the apostrophe (SB p. 213) should be a useful exercise. Go through the various uses of apostrophes with the students.

Students revise the use of the apostrophe.

DevelopmentMinutes: 20

Ask students to complete Exercise 5 (SB p. 214) individually. Students complete Exercise 5 (SB p. 214) on their own.


Go through the answers to Exercise 5 (TG p. 134). Students swop books and mark a peer’s work according to the model answers given.


Unit 13LESSON 10


DATE _______________ WEEK _____



SkillsUsing appropriate register to give advice




The example letters in Register (SB p. 215) tie up with the theme of the unit, coping with problems. Students can work in pairs to discuss Alex Habana’s problem and comment on the effectiveness of Aunt Sheila’s reply.

Students read the example letters and work in pairs to discuss Alex Habana’s problem and comment on the effectiveness of Aunt Sheila’s reply.


Ask students to work through the questions in Activity 8 orally in pairs.

Students can work through the questions in Activity 8 (SB p. 216) orally in pairs.


Go through students’ answers to Activity 8. Read through the summary on SB p. 217. Ask learners to complete the Revision Exercise and complete it for homework if necessary.

Pairs share their answers to Activity 8. They read through the summary on SB p. 217 and complete the Revision Exercise individually.


Assessment Take in the Revision Exercise for assessment. (Answers in the TG on pp. 134-135.)

Assignments/expanded opportunitiesStudents can complete the Sample Examination Papers (SB pp. 218-228) as class tests, or as revision exercises. (Answers in the TG on pp. 136-139.)


Documents

Example of template for lesson plan - Longman Africalongmanafrica.co.za/tvrc/Exploring-English-Form-3-Term-3.doc · Web viewExploring English Teacher’s Guide (TG) pp. 100 & 104