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Lesson 72 NTBL Speaking

This lesson plan is for a 1-hour English class focused on speaking skills related to jobs and careers. Students will brainstorm words related to occupations, discuss their feelings about different work scenarios in groups, and explain pictures depicting reasons for travel. They will practice justifying feelings and predicting reasons in their small groups. The lesson aims to help students explain feelings, information, and ideas through speaking activities with differentiation support.

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Mohd Hafidz
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153 views2 pages

Lesson 72 NTBL Speaking

This lesson plan is for a 1-hour English class focused on speaking skills related to jobs and careers. Students will brainstorm words related to occupations, discuss their feelings about different work scenarios in groups, and explain pictures depicting reasons for travel. They will practice justifying feelings and predicting reasons in their small groups. The lesson aims to help students explain feelings, information, and ideas through speaking activities with differentiation support.

Uploaded by

Mohd Hafidz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN FORM 5

DAY Tuesday DATE WEEK LESSON 72


SUBJECT English CLASS TIME 1 hour
UNIT 8
ENGLISH People and
FOCUS Speaking UNIT THEME TOPIC A Hard Day's Work
DOWNLOA Culture
D
LANGUAGE & GRAMMAR FOCUS Words and phrases related to jobs and careers
Main Skill: Speaking Speaking
Main Skill:
2.1 Communicate information, ideas, opinions 2.1.5 Explain and justify own feelings
and feelings intelligibly on familiar topics or those of others
CONTENT LEARNING
Complimentary Skill: Speaking
STANDARD STANDARD
Complementary Skill: Speaking 2.1.1 Explain information on familiar
2.1 Communicate information, ideas, opinions topics from diagrams, charts,
and feelings intelligibly on familiar topics tables, graphs or other visuals
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
2.1.5 Explain and justify own feelings or those of 1. Pupils can explain their feelings giving
at least 2 justifications
others by explaining their feelings giving at least 2 2. Pupils can state at least 2 reasons.
LEARNING justifications SUCCESS
OBJECTIVES 2.1.1 Explain information on familiar topics from CRITERIA
diagrams, charts, tables, graphs or other
visuals by working in groups and giving at least 2
reasons about 2 pictures.

TEACHING AND LEARNING STRATEGIES


1. Pupils brainstorm as a class words and phrases related to jobs and careers.
PRE-LESSON
2. A list is written on the board so pupils may refer to it later.
3. Pupils work in groups to discuss how they would feel about the following:
 not being allowed to go to university
 doing a university course remotely from home
 doing a 9–5 office job for your entire life
 being offered your dream job but having to work in Europe
 having a job you really enjoy but being paid very little
 if your partner/wife/husband had a better job than you and wanted you to give up your job to look
after the children
 working in a company where your father/mother/sibling/wife/husband is the boss.
LESSON 4. Each pupil in the group must explain their feelings giving at least 2 justifications. (Main Skill)
DEVELOPMENT 5. All groups share their discussion with the rest of the class.
6. Pupils is given Task 1 of Speaking Part 2 from Sample Paper 2 and read the following question;”Why have the
people decided to travel in these situations?” and study the 2 images.
7. Pupils remain with their group and explain about their ideas about the 2 photos, predicting at least 2 reasons.
(Complementary Skill)
8. All groups share their discussion with the rest of the class.
Differentiated Actvities:
Less proficient pupils: Pupils are given a list of adjectives used to describe feelings (ex: annoyed, embarrassed,
satisfied, uncomfortable, etc) or alternatively, pupils are partnered with at least 1 more proficient pupil.
More proficient pupils: -
9. Pupils review their learning in this lesson by completing an exit card about the speaking activities: ‘what they
POST-LESSON were able to do well in the activities?’ and ‘what they found particularly challenging about the activities?’
10. A few pupils share their cards with the class.

1
DIFFERENTIATION Strategy 3: Differentiate by the type and
CROSS CURRICULAR ELEMENTS Values
STRATEGIES amount of support provided
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Discussion
English Download Textbook, Whiteboard, - ST
21 CENTURY TEACHING &
RESOURCES Think, Pair-Share
- LEARNING

PBD Choose an item. LEARNING DOMAIN Evaluate

____ /
REFLECTION ATTENDANCE
____

NOTE

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