Secondary Form 5

Exemplar lesson plan: Speaking

This exemplar lesson plan is for your records. It is based on the Content and Learning
Standards provided to you, components from the SoW as well as the activities from the
textbook. The activities in this exemplar lesson plan are suggested activities for the purpose
of giving an example of a good lesson plan.
SUBJECT : ENGLISH

YEAR/FORM : 5

DURATION 60

THEME : People and Culture

TOPIC : It’s personal!

FOCUS SKILLS: L/S/R/W/LA/LiA : Speaking

CONTENT STANDARD : Main Skill Speaking 2.1

Communicate information, ideas, opinions and
feelings intelligibly on familiar topics
Complementary Skill Speaking 2.1
Communicate information, ideas, opinions and
feelings intelligibly on familiar topics
LEARNING STANDARD : Main Skill Speaking 2.1.2
Ask about and explain advantages and
disadvantages of ideas, plans, arrangements
Complementary Skill Speaking 2.1.4
Explain and justify the point of view of classmates
or others
LEARNING OBJECTIVES : By the end of this lesson, pupils will be able to:
 practise asking about and explaining
advantage and disadvantage of ideas,
plans, arguments
 practise explaining and justifying the point
of view of classmates or others
CROSS CURRICULAR : Values
ELEMENTS

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Secondary Form 5

*ACTIVITIES: : Activate pupils’ prior knowledge in this lesson by

asking them to look at Activity 1. Begin by asking
pupils to read the task instruction and the three
i. PRE-LESSON questions. Check their understanding of the task.
Pupils then work in pairs to ask and answer the
three questions in the activity. Monitor and assist
when necessary. Listen for any mistakes but delay
any corrective feedback until the end of the
activity.
After pupils finish working in pairs, select a few
pupils to report back to the class what their partner
said in response to one of the question. Bring this
stage of the lesson to a close by writing on the
board any important language errors that you
heard during the speaking task and ask pupils to
discuss possible corrections with a talk partner.
Select pupils to then offer corrections.
ii. LESSON DEVELOPMENT : Set up Activity 2 by asking pupils to read the task
instructions. Check their understanding of the task
by selecting a pupil (or pupils) to explain the task
in their own words. Activity 2 provides pupils with
phrases that can be used in the activities which
follow. Ask pupils to read the phrases and identify
any words they do not understand. Explain
anything they don’t understand. Ask pupils to
complete the activity individually and then to
compare their answers in pairs.
For feedback on the task as a whole class: select
pupils to explain why options 1, 4, 6 and 8 are not
polite.
Activities 3-4 focus on developing the main skill.
Begin Activity 3 by asking pupils to read through
the phrases in the Language bank and identify any
words they do not understand. Explain anything
they don’t understand. Ask students to read the
task instructions. Check their understanding of the
task by selecting a pupil (or pupils) to explain the
task in their own words. Ask pupils to then read
through the Download box. Stress the importance
of listening carefully to Student A because the
information Student B requires is provided by
Student A.
Pupils work through Activity 3 in pairs. For Activity
4 pupils swap roles and repeat the task. Monitor
and help pupils with vocabulary during Activities 3
and 4, but do not interrupt fluency. Make a note of
any errors to go over with the class afterwards.
An extension to Activity 4 focuses on developing
the complementary skill. When pupils finish
Activity 4, ask Student B to be ready to explain
and justify to another pair the advice that Student

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 A gave them. Remind pupils that this activity is not
about whether they agree or disagree with Student
A’s advice, rather it is about being able to explain
and justify someone else’s viewpoint.
Less proficient pupils can be supported with cards
with the polite sentence openers from Activity 2 or
the language bank so they can use these in their
dialogue without having to refer back to the
Student’s Book.
Challenge more proficient pupils by asking them to
come up with a completely different scenario, i.e.
a problem with two possible solutions both with
advantages and disadvantages.
For whole class feedback on Activities 3 and 4,
select pupils to report back to the class on what
they have learnt by doing the tasks. Bring this
stage of the lesson to a close by going through
with the class any errors identified during the
activities and offering some general ‘medals and
missions’ feedback.
iii. POST-LESSON : Get pupils to review their learning in this lesson by
asking them to complete Activity 5. Pupils first
work in pairs to answer the questions. Then
discuss the questions with the whole class.

TEACHER’S REFLECTION Add your reflection at the end of the lesson.