Lesson Plan PD

JUNYUAN SECONDARY SCHOOL
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Lesson plan: Interpretation in Picture Discussion (Paper 3: Oral Communication)

Class
Venue
Date/time
Class size
Ability level
Subject
Topic
Pre-requisite knowledge
Lesson objective
Time
20 mins
PRE-ACTIVITY
4N2
C3-0?
Thursday, 24 February 2011, time?
40
Medium
English Language
Interpretation in Picture Discussion (Paper 3)
Ss should already know the requirements of the Picture Discussion component in Paper 3.
Students will be able to interpret and explain two aspects of a picture (the setting and the people).
Activities
T introduces the topic and learning outcome.
Rationale
T runs through the components of Paper 3 and alerts Ss

of the breakdown of marks. T also tells Ss how much
time they should spend preparing for the Picture
Discussion component during an examination.
To ensure Ss are clear

Powerpoint
about the components of slides T.
Paper 3 and know how
much time they should
take to prepare for the
Picture Discussion
component.
T erects a framework for the Picture Discussion

To give a summary
component: T talks about what Picture Discussion
statement of what the
entails, and gives examples of two types of pictures that Picture Discussion
Victoria Galvez
English Language Observation
24 February 2011
Resources
Whiteboard and
marker T.
A guide to
Interpretation in
Picture
1

may be given in the examination.
component is about.
T explains the assessment criteria for the Picture

Discussion component: interpretation and explanation,
language and coherence. T highlights that she will be
focusing on the interpretation and explanation criterion.
To ensure Ss know the

marking criteria for the
Picture Discussion
component; they should
be aware of the
expectations of the N
level examiner with
regard to this
component.
T erects a framework on how to interpret a picture.

There are six steps in this framework. T goes through
steps 1 and 2 (1. Choose two main aspects of the
picture to discuss; 2. Start by giving an overview of the
picture) and gets Ss to practise these using Picture 1.
To go through each step

with Ss and let them
practise it immediately
using Picture 1. This
will ensure Ss have
understood each step
and are able to execute
it competently.
Discussion
(Paper 3)
handout T.
Picture 1 T.
T solicits answers from Ss and tells Ss they have just

addressed two of the examiners prompts.
T repeats this process in parts with step 3 (3. Discuss
one aspect (e.g. the surroundings) in detail), step 4 (4.
Victoria Galvez
24 February 2011
To alert Ss of the

Discuss another aspect (e.g. the characters) in detail),

and steps 5 and 6 (5. End with a personal response; 6.
Tell the examiner what will happen after this event).
15 mins
level examiner.
MAIN ACTIVITY Group activity:
Victoria Galvez
24 February 2011
T tells Ss to practise steps 1 to 6 using the picture in the

2009, Day 1, N level paper.
To allow Ss to practise
steps 1 to 6 using an N
level paper.
Picture
Discussion
component of
2009, Day 1, N
level paper T.
T divides the class into four rows. Rows 1 and 3 will

perform all the steps except step 3 (i.e. give
interpretations about the setting and not the people).
Rows 2 and 4 will perform all the steps except step 4
(i.e. give interpretations about the people and not the
setting).
Getting two rows to

focus on all but one step
(step 3 or 4) allows the
rows to execute the
steps more thoroughly,
especially when it
comes to steps 3 and 4,
which require a
significant amount of
description and
interpretation.
Powerpoint
slides T.
Ss are to work in pairs and write each pair is to write its

interpretations on a piece of foolscap paper.
Getting Ss to work in
pairs allows each S to
articulate more fully
his/her views to his/her
Foolscap paper
Ss.
A guide to
Interpretation in
Picture
Discussion
(Paper 3)
handout T.

partner.
T selects pairs from each row (in this order: rows 1 and
3, and rows 2 and 4) to present their interpretations and
writes their names at the side of the whiteboard, so that
Ss know exactly who is supposed to present.
Whiteboard and
marker T.
T leaves Ss to the group activity and attends to Ss who

may request for help.
20 mins
POST-ACTIVITY
Ss whose names are written on the whiteboard provide

the class with their pairs interpretations.
T elicits feedback from the class and facilitates them

towards determining the validity of the interpretations
provided by peers.
Examiners prompts for the six steps:
Picture
Discussion
component of
2009, Day 1, N
level paper T.
Assessment for
Learning - to provide Ss
an opportunity to
comment on their peers
interpretations and
determine the validity of
the interpretations
independently.
Powerpoint
slides T.
For steps 1 and 2: where was this picture taken?
Victoria Galvez
24 February 2011

Briefly, what is happening in the picture?

For step 3: describe the setting in detail. What is the
significance of the setting?
For step 4: describe the characters in detail. Describe
the characters thoughts and feelings.
5 mins
SUMMARY OF
LESSON
Victoria Galvez
24 February 2011
T provides necessary feedback and ensures Ss address

the examiners prompts.
To ensure Ss meet the

level examiner.
T tells Ss how to improve their interpretation skills:

1. Constantly observe your surroundings and the people
around you
2. Deduce the significance of your surroundings
3. Deduce the purpose behind peoples activities and
the relationship between different characters
To show Ss that
interpretation skills are
applicable in everyday
life.
Powerpoint
slides T.
T summarizes the lesson by reiterating the six steps to

interpretation, and tells Ss they have practised these six
steps in the activity they just did.
To drive home the six

steps.
A guide to
Interpretation in
Picture
Discussion
(Paper 3)
handout T.

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JUNYUAN SECONDARY SCHOOL

Lesson plan: Interpretation in Picture Discussion (Paper 3: Oral Communication)

T runs through the components of Paper 3 and alerts Ss

To ensure Ss are clear

T erects a framework for the Picture Discussion

JUNYUAN SECONDARY SCHOOL

may be given in the examination.

T explains the assessment criteria for the Picture

To ensure Ss know the

T erects a framework on how to interpret a picture.

To go through each step

T solicits answers from Ss and tells Ss they have just

JUNYUAN SECONDARY SCHOOL

Discuss another aspect (e.g. the characters) in detail),

MAIN ACTIVITY Group activity:

T tells Ss to practise steps 1 to 6 using the picture in the

T divides the class into four rows. Rows 1 and 3 will

Getting two rows to

Ss are to work in pairs and write each pair is to write its

JUNYUAN SECONDARY SCHOOL

T leaves Ss to the group activity and attends to Ss who

Ss whose names are written on the whiteboard provide

T elicits feedback from the class and facilitates them

Examiners prompts for the six steps:

For steps 1 and 2: where was this picture taken?

JUNYUAN SECONDARY SCHOOL

Briefly, what is happening in the picture?

T provides necessary feedback and ensures Ss address

To ensure Ss meet the

T tells Ss how to improve their interpretation skills:

T summarizes the lesson by reiterating the six steps to

To drive home the six

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