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Lesson 72 Speaking

guide to teach speaking

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Anabella Bright
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6 views2 pages

Lesson 72 Speaking

guide to teach speaking

Uploaded by

Anabella Bright
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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NUM.

OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
7:30 – 8:30

English Language 1 Wednesday, January 1, 2020 4 60 72


Minutes
THEME: People and Culture TOPIC: Unit 6 – Time Out

FOCUS SKILL: Speaking LANGUAGE/ speculating and making decisions; talking about
L/S/R/W/LA/LiA GRAMMAR FOCUS: likes and dislikes
Main Skill:
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar
CONTENT STANDARD: topics
Complementary Skill:
4. Writing
4.2 Communicate with appropriate language, form and style
Main Skill:
2. Speaking
LEARNING STANDARD: 2.1.1 Explain simple content on familiar topics from what they read and hear
Complementary Skill:
4. Writing
4.2.1 Punctuate written work on a range of text types with reasonable accuracy
By the end of the lesson, pupils will be able to:
1. Explain simple content on familiar topics from what they read and hear by working in pairs and summarises the
LEARNING OBJECTIVES: details of at least 2 activity gifts.
2. Punctuate written work on a range of text types with reasonable accuracy by writing a short dialogue of about
100 words with special attention of punctuation.

CROSS CURRICULAR
3.Values DIFFERENTIATION
Strategy 3: Differentiate by the
ELEMENTS: STRATEGIES: type and amount of support
provided
TEACHING & LEARNING ACTIVITIES

PRE-LESSON: (10 minutes)


1. Pupils activate prior knowledge in this lesson by discussing ‘activity experiences’ pupils would like / not like to try.
2. A list of activities (i.e. paintballing, hot air ballooning, jewellery making workshop, windsurfing, sky diving, rock climbing, white water rafting,
horse riding, bungee jumping, chocolate making workshop) is written in the board.
3. Pupils discuss in groups which activity they would like to be given as a gift, which they would like least to try and if they think activity gifts are
a good idea.
LESSON DEVELOPMENT: (40 minutes)
1. Pupils turn to Full Blast page 86 and look at the speaking section of the page.
2. Pupils are asked if they have heard of activity gifts and what they are.
3. Pupils read through the 3 advertisements for activity gifts.
4. Pupils discuss in pairs which activity gift they would choose for their partner and later a few pairs share their responses with the class.
5. Pupils remain with their partners to discuss if they can think of any other activity gifts for themselves and for their partners.
6. A few pairs share their responses with the class.
7. Pupils look at the pictures of the 3 people and read through their profiles and also the phrases in the box.
8. Pupils work in pairs and imagine that the 3 in the activity have their birthdays soon and they have to buy them an activity gift and decide
which activity is most appropriate for each person.
9. Pupils justify their decision by giving reasons and the phrases given in the box.
10. A few pairs act out their dialogues in the class.
11. Pupils close their books and remain with their partners. Pupil A chooses one of the three activity gifts (i.e. Drive a Car, a Cooking Class or a
Circus School) and explains to pupil B what the experience involves. (Main Skill)
12. Pupils then swap roles and pupil B chooses one of the two remaining activities to talk about.
13. Pupils write a short dialogue of about 100 words between two friends; one who has a birthday that day and the other who is giving an
activity gift as a birthday present and focus specifically on punctuation. (Complementary Skill)
14. Pupils swap their dialogue with another pair.

POST-LESSON: (10 minutes)


1. A few pairs act out their dialogues.
2. Pupils identify with their partners at least 3 new words or phrases they have learned in the lesson and share with the rest of the class.

HOTS: Application √ Evaluation ☐ TEACHING & LEARNING Pupil-Centredness


Analysis ☐ Creation √ STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING ASSESSMENT: Discussion
MATERIALS: English Dictionary/Thesaurus

TEACHER’S REFLECTION:

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