NUM.

OF TIME &
SUBJECT WEEK DAY & DATE CLASS LESSON
PUPILS DURATION
8.30- 10.00
English Language 14 THURSDAY/ 30 JUNE 2022 4 CERDAS/ 4 DEDIKASI 35
AM
30

Consumerism and Financial TOPIC: Unit 3 – Buy It!

THEME:
Awareness
FOCUS SKILL: Speaking LANGUAGE/ giving opinions; comparing / contrasting; words
L/S/R/W/LA/LiA GRAMMAR FOCUS: and phrases connected with shopping and
discount shops
Main Skill:
2. Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
CONTENT STANDARD: Complementary Skill:
3. Reading
3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct
meaning
Main Skill:
2. Speaking
LEARNING STANDARD:
2.1.3 Explain advantages and disadvantages of plans and ambitions
Complementary Skill:
3. Reading
3.1.4 Use independently familiar print and some unfamiliar print and digital resources to check
meaning and extend understanding
By the end of the lesson, pupils will be able to:
1. Explain advantages and disadvantages of plans and ambitions by comparing the 2 pictures and discuss the
LEARNING OBJECTIVES: similarities and differences between shopping centres and open-air market and stating the advantages and
disadvantages of 2 places to shop for a T-Shirt.
2. Use independently familiar and some unfamiliar print and digital resources to check meaning and extend
understanding by predicting the meanings of 8 phrases in bold.
CROSS CURRICULAR 10.Financial Education DIFFERENTIATION Strategy 8: Differentiate by the feedback
ELEMENTS: STRATEGIES: given
TEACHING & LEARNING ACTIVITIES
PRE-LESSON: (10 minutes)
1. Pupils activate their prior knowledge of shopping vocabulary by brainstorming as many words as possible that are related to shopping.
2. The words are written on the board and pupils write any words they do not know/forgotten in their vocabulary book.

LESSON DEVELOPMENT: (40 minutes)

1. Pupils turn to Full Blast page 42 and look at the 2 pictures and describe what a shopping centre and an open-air market are.
2. Pupils answer whether they like to hang out at shopping centres and have they ever been to an open-air market.
3. Pupils read through the list of ideas as well as the phrases in the box.
4. Pupils work in pairs to compare the 2 pictures and discuss the similarities and differences between shopping centres and open-air market
using the phrases. (Main Skill)
5. A few pairs share their discussions with the rest of the class.
6. Pupils move on to Section B and look at the 2 pictures and describe what they show.
7. Pupils read the advertisements and state what the shop and the department store have in common.
8. Pupils read through the list of suggested ideas as well as the suggested phrases.
9. Pupils imagine they want to buy a T-shirt for a friend. Using the ideas and the phrases in the box, pupils need to state the advantages and
disadvantages of each place to shop. Pupils do this task in pairs. (Main Skill)
10. A few pairs act out their dialogues in front of the class.
11. Pupils turn to Full Blast page 37 and look at the “Discuss” section. Pupils read the speech bubbles and work in pairs to predict the meanings
of 8 phrases in bold. (Complementary Skill)
12. Pupils refer to dictionaries to check their answers.

POST-LESSON: (10 minutes)

1. Pupils work with their partners to identify at least three new words or phrases that they have learned in relation to shopping.
2. All the words/phrases are collected and shared with the class.
Application ☐ Evaluation ☐ TEACHING & LEARNING Cooperative Learning
HOTS:
Analysis √ Creation ☐ STRATEGIES:
TEACHING Form 4 Full Blast Textbook LEARNING ASSESSMENT: Discussion
MATERIALS: English Dictionary/Thesaurus
TEACHER’S REFLECTION:
 ALL PUPILS WERE ABLE TO COMPLETE THE TASKS ASSIGNED

WEEK/LESSON NO. 14 LESSON 22 (Listening 4) FORM 5 KAA1

SUBJECT English DATE / DAY 30 JUNE 2022 THURSDAY
UNIT 4 TIME 10.30-11.30 AM
TOPIC Shopping Therapy Duration 1 HOUR
THEME Consumerism and Financial Awareness
MAIN SKILL Listening CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR Words/phrases related to shopping; questions.
TECHNIQUE(S) FOCUS:
CONTENT STANDARD(S)
Main: 1.1 Understand meaning in a variety of familiar contexts Complementary: 2.1 Communicate information, ideas,
opinions and feelings intelligibly on familiar topics
LEARNING STANDARD(S)
Main: 1.1.1 Understand independently the main ideas in Complementary: 2.1.1 Explain information on familiar topics
extended texts on a wide range of familiar topics and some from diagrams, charts, tables, graphs or other visuals
unfamiliar topics
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Listen to eight short conversations and choose the best answer for each question asked correctly.
 Describe at least four sets of pictures and discuss what the connection between each set of pictures is.
FORMATIVE ASSESSMENT Hand Signals (Thumbs English Download Student’s Book p50,
MATERIAL(S)
TECHNIQUE(S) Up/Down) Teacher’s Book p46-47
ACTIVITIES
 Play ‘spot the difference’. Pupils work in pairs and take it in turns to spot then explain the differences between two
PRE-LESSON
pictures.
1.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that the must name
the items in the pictures and/or think of words that are connected to them.
 Ask them to look at the example with the name of the item (CD) and the three words connected to it.
 Pupils work in pairs to complete the task but compare answers as a class. (Student’s book p50 Activity 1)
2.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that first, in pairs they
must describe what they can see in the pictures in 3 and then they must discuss how the three items in each set of
pictures are
LESSON  connected.
DEVELOPMENT  Explain the importance of guessing what the topic and question will be in picture-related multiple- choice listening
tasks. Tell pupils that they should always ask themselves what the three pictures have in common.
 Pupils work in pairs before checking as a class. (Student’s book p50 Activity 2)
3.
 Ask pupils to read the instructions and check that they understand what they have to do. Elicit that they must
choose the picture option that answers the question. Remind them to think about how the pictures in each set are
connected.
 Play the recording and ask pupils to circle their answers. Then ask pupils to discuss their answers with a partner and
to justify any answers that are different.
 Play the recording again if necessary, and check answers as a class. (Student’s book p50 Activity 3)
 Ask pupils to work in pairs.
 Give one pupil from each pair a simple line drawing which they do not show to their partner (each pair has the same
POST-LESSON picture of, for example, a simple house, an animal, a park using shapes such as circles, squares and triangles).
 Ask the pupil to describe the picture to their partner who will listen and try to draw the picture from the description
given. When ready pairs can swap roles. Give a second picture to describe.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S ___25__ out of __31____ pupils achieved the learning objectives. Others need assistance
REFLECTION