Lesson Plan

School: Teacher:
Class: Senior Middle One (5) Date: 4th March 2022 Duration: 0920-1000
Unit: True or False? (U.6 Focus) USJ Supervisor: Professor Daniel Leong On-site Supervisor:
Unit Objectives: By the end of the unit, students are expected to be able to:
Language skills (Vocabulary):
1. use appropriate compound adjectives to describe people;
2. articulate his/her person opinions on the information searched on the internet.
Grammar:
1. form conditional sentences using if, unless, imagine, provided, suppose and inversion;
2. use mixed conditional sentences to describe certain imaginary situations and their imaginary results.
Reading:
1. read a gapped text by understanding both the content and the structure of the text.
Speaking:
1. express tentative opinions and add comments using adverbials (with an emphasis on the topic “ethical issues”)
Writing:
1. familiarize themselves with the structure of opinion essays.
2. express a point of view and writing about different aspects of an issue.
Name of Lesson: Introduction: Do you always believe everything you see on the internet?
Lesson 1. building up their vocabulary related to appearance and the media;
Objectives: 2. inviting students to re-consider the authenticity and filter the information that can be seen online;
3. learning some reading skills in order to grasp and extract some important information from an article.

Learning Content and Activity Design Idea / Intention Teaching Resources

A. Warm-up The warm-up exercise serves as a lead-in activity, ✓ PowerPoint.
➢ Students will be given (two) pictures and they are aiming to arouse students’ interest and give the students ✓ Video
required to simply describe what they can see from a general idea of what we are going to discuss in this ✓ Textbook: Focus 4.
the pictures. lesson.
➢ After the brief interaction and description, teacher
will play a video explaining how the pictures were
taken.
B. Reading Section
➢ Students are required to read out loud the short
introductory article on the textbook. (p.82-83)
➢ Teacher will guide the students’ reading and pick
some challenging words or phrases to explain so that
the students can have a better understanding of the
idea of the article.
C. Pair-work (Vocabulary Activity) – On the
Contrary
➢ Each pair will be given 24 pieces of paper on each of
which there is a sentence with one bolded word (it
can be either a word or a phrase) and 12 of which
start from the phrase “on the contrary”.
➢ Each pair is required to match the two contrasting
sentences together as soon as possible.
D. Consolidation
➢ Students are required to make 10 sentences on their
notebook, using the words or phrases that they have
learned during the pair-work activity.
Design Idea: ✓ PowerPoint.
The reading section aims at checking students’ general ✓ Textbook: Focus 4
understanding of the article and expand their
vocabulary. When explaining some of the key words,
the teacher is attempting to introduce some of the words
that will appear in the following vocabulary activity,
deepening students’ memory of the vocabulary related to
“appearance and the media”.
Design Idea: ✓ Cut papers
The “On the Contrary” vocabulary activity attempts to ✓ PowerPoint
give students an opportunity to cooperate with others
and through which students can also practice words
related to appearance and the media.
This activity is also foundation of the after-school
assignment in which students are required to make 10
sentences using the words in bold.
The first 3 pairs to correctly complete the task are given
right to choose how many sentences they want to make.
(1st: with a minimum of 6 sentences; 2nd: with a
minimum of 7 sentences; 3rd: with a minimum of 8
sentences)
Design Idea: ✓ PowerPoint
After the “On the Contrary” activity, students are given
an opportunity to put what they have learned in this
lesson into practice. It is also suggested that they can
use the phrase “on the contrary” to express contrast.