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    Unit 5 Speaking

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    Siti Aisyah Mohd Roduan
    The daily lesson plan focuses on teaching English grammar and vocabulary related to giving opinions about environmental issues. Students will work in pairs to discuss their opinions on various ideas for reducing litter in a nature reserve, and which two ideas they think the local council should choose. They will then discuss their choices with new partners, explaining their reasoning. By the end of the lesson students will be able to have discourse-level exchanges paraphrasing and rephrasing opinions, and explain the main points of ideas and arguments.

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    Unit 5 Speaking

    Uploaded by

    Siti Aisyah Mohd Roduan
    87 views2 pages
    The daily lesson plan focuses on teaching English grammar and vocabulary related to giving opinions about environmental issues. Students will work in pairs to discuss their opinions on various ideas for reducing litter in a nature reserve, and which two ideas they think the local council should choose. They will then discuss their choices with new partners, explaining their reasoning. By the end of the lesson students will be able to have discourse-level exchanges paraphrasing and rephrasing opinions, and explain the main points of ideas and arguments.

    Original Title

    5. UNIT 5 SPEAKING

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    The daily lesson plan focuses on teaching English grammar and vocabulary related to giving opinions about environmental issues. Students will work in pairs to discuss their opinions on various ideas for reducing litter in a nature reserve, and which two ideas they think the local council should choose. They will then discuss their choices with new partners, explaining their reasoning. By the end of the lesson students will be able to have discourse-level exchanges paraphrasing and rephrasing opinions, and explain the main points of ideas and arguments.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    87 views2 pages

    Unit 5 Speaking

    Uploaded by

    Siti Aisyah Mohd Roduan
    The daily lesson plan focuses on teaching English grammar and vocabulary related to giving opinions about environmental issues. Students will work in pairs to discuss their opinions on various ideas for reducing litter in a nature reserve, and which two ideas they think the local council should choose. They will then discuss their choices with new partners, explaining their reasoning. By the end of the lesson students will be able to have discourse-level exchanges paraphrasing and rephrasing opinions, and explain the main points of ideas and arguments.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    DAILY LESSON PLAN

    ENGLISH FORM 5
    WEEK Choose an item. TIME
    DAY Choose an item. CLASS
    DATE 01.01.2023 LESSON Choose an item.
    MAIN FOCUSED SKILL
    Language Awareness (Grammar/Vocabulary) UNIT UNIT 5 ENGLISH DOWNLOAD
    THEME Health and Environment TOPIC The Environment
    LANGUAGE & GRAMMAR FOCUS Words/phrases related to asking and giving an opinion
    Main Skill: Speaking
    2.3 Use appropriate communication strategies
    CONTENT STANDARD
    Complementary Skill: Speaking
    2.4 Communicate appropriately to a small or large group on familiar topics
    Main Skill: Speaking
    2.3.1 Keep interaction going in discourse-level exchanges by paraphrasing and
    LEARNING STANDARD rephrasing appropriately
    Complimentary Skill: Speaking
    2.4.1 Explain the main points of an idea or argument
    By the end of the lesson, pupils will be able to:
    2.3.1 Keep interaction going in discourse-level exchanges by paraphrasing and rephrasing appropriately by
    working in pairs to discuss which 2 out of 5 ideas the council should choose.
    LEARNING OBJECTIVES
    2.4.1 Explain the main points of an idea or argument by discussing in pairs the order of importance for 10
    items and the reasons for each item and discussing with a different partner their earlier decision on
    the 2 best ideas and come to an agreement about the 2 best ideas.
    What I’m looking for (WILF)
    1. Pupils can work in pairs to discuss which 2 out of 5 ideas the council should choose.
    2. Pupils can discuss in pairs the order of importance for 10 items and the reasons for each item.
    SUCCESS CRITERIA
    3. Pupils can discuss with a different partner their earlier decision on the 2 best ideas and come to an
    agreement about the 2 best ideas.

    ACTIVITIES
    1. Pupils discuss 4 questions in Activity 1 in their textbook page 65 in pairs.
    PRE-LESSON
    2. A few pairs share their discussion with the class.
    3. Pupils discuss as a class what sort of language can be used to ask their partner for their opinion and
    based on their responses, a list is written on the board so pupils may refer to them later.
    4. Pupils read the instructions and a list of 10 items in Activity 2.
    5. Pupils work in pairs and number the 10 items according to their order of importance with at least 1
    reason for each item. (Complementary Skill)
    6. A few pairs share their discussion with the class.
    7. Pupils go through the Language Bank and answer as a class which structures can follow each question
    form.
    8. Pupils read the instructions and the mind map about 5 ways to reduce the amount of litter in the
    nature reserve.
    LESSON DEVELOPMENT 9. Pupils work in pairs and refer to the phrases in the Language Bank to talk to each other about how
    successful each idea in the mindmap would be and finally decide which 2 out of 5 ideas the council
    should choose. (Main Skill)
    10. Pupils find a new partner and take turns to say which two ideas they think the council should choose
    and to explain why they chose those as the best two ideas.(Complementary Skill)
    11. A few pairs demonstrate the task in front of the class.
    Differentiated Actvities:
    Less proficient pupils: Provide cards with the appropriate language from the Language Bank or relevant
    phrases such as ‘Yes, that’s an excellent idea but what if…’ or ‘I agree with you that….is a good idea and
    also…’
    More proficient pupils: -
    12. Pupils discuss as a class the advantages and disadvantages of each of the ideas, and then take a class
    POST-LESSON vote on which of the two ideas would work best. Do they have any other solutions of their own to the
    litter problem?
    TEACHING AIDS Choose an item., Choose an item., Choose an item., Choose an item.
    Strategy 3: Differentiate by the
    DIFFERENTIATION
    CROSS CURRICULAR ELEMENTS Environmental Sustainability STRATEGIES
    type and amount of support
    provided
    ASSESSMENT Discussion M/INTELLIGENCES Verbal-Linguistic
    English Download Textbook,
    21ST CENTURY TEACHING & LEARNING Think, Pair-Share RESOURCES
    Whiteboard, - -
    LEARNING DOMAIN Analyse PBD Choose an item.
    REFLECTION Attendance: __/__
    _____ students were able to achieve the objectives.
    _____ students need extra guidance.
    *Today’s lesson will be carried forward due to ____________.

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