Lessan plan for listening and speaking activities

1.0 A LESSON PLAN

 Date                            : 5^th Oktober 2018

Time                            : An hour

Subject                         : English

Form                            : 4 Dedikasi

Number of students    : 30 pupils

School                         : Sekolah Kebangsaan Kok Lanas     

Language proficiency : Intermediate

Topic                           : Unit 1: Our community

Focus skills                  : Listening and speaking

Prior knowledge          : Students are familiar with goods sell in market and grocery store

General objectives       : To enable the pupils to add new vocabularies about the various types of goods sold in the market and grocery store.

Specific objectives      : By the end of the lesson, the pupils will be able to:

1.      Focus attention on listening

2.      Improve speaking skills

3.      Speaking relevant dialogues in relevant situations.

4.      Know new vocabularies

5.      Reading with correct pronunciation

6.      Speak confidently with the correct intonation and stress.

7.      Use the correct WH question

8.      Answer the WH question orally with the correct pronunciation and grammar

9.      Write simple sentences by using the new words

Learning outcomes      : By the end of the lesson, the pupils should be able to:

1.      Add vocabulary

2.      Improve listening, speaking, reading and writing skills

3.      Work in a group and build positive values

4.      Present in front of people confidently

Moral values                :     1.   Cooperation

2.      Being responsive

3.      Teamwork

4.      Give opinion and respect other opinions

5.      Encourage communication

Teaching aids              : Laptop, LCD, speaker, picture cards, and papers

STAGE/ DURATION	TEACHER AND PUPILS ACTIVITIES	SKILLS/ CONTENTS	RATIONALE
Stage 1 Introduction (3 minutes)	1. The teacher greets the class and talks informally 2. The teacher asks the pupils to think of the goods that can be found in a market.	Skills 1. Recall 2. Thinking 3. Identifying 4. Responsive	1. For warm-up 2. To motivate and attract the pupils. 3. To recall and recollect the pupils’ mind.
Stage 2 Pre-listening (4 minutes)	1. The teacher shows several pictures of the goods in the market to the pupils 3. The teacher asks the pupils to name the pictures in English. 3. The teacher asks the pupils to pronounce the words several times correctly.	Skills 1. Pronunciation 2. Identifying	1. To identify the name of the pictures 2. To pronounce correctly 3. To memorise the new vocabularies.
Stage 3 While-listening stage (10 minutes)	1. The teacher gives a printed text that is related to the cartoon they are going to watch. 2. The teacher asks the pupils to read the text silently. 3. The teacher asks the pupils to watch the cartoon on YouTube  and to listen to the conversation carefully. The situation is at the grocery store. 4. YouTube link is https://www.youtube.com/watch?v=aC-1vsQqqfw	Skills 1. Getting meaning from spoken language. 2. Watching 3. Reading 4. Listening	1.  To enjoy learning English by watching YouTube. 2. To attract the pupils' attention.  3. To allow students to understand the content of YouTube.
Stage 4 Post-listening stage (25 minutes)	1. The teacher asks the pupils to form groups with 6-7 pupils. 2. The teacher asks several groups to do a role play based on the YouTube.	Skills 1. Communication 2. Acting 3. Cooperation 4. Speaking	1. To build the pupils talent. 2. To enable the pupils to identify positive and negative values. 3. To nurture the pupils to speak in correct intonation.
Stage 5 Presentation stage (2 minutes)	1. The teacher asks the pupils to open the textbook, page 2. 2. The teacher reads the dialogue first while the pupils listen and read the dialogue.	Skills 1. Reading 2. Attention 3. Pronunciation	1. To enable the pupils to pay attention to the correct pronunciation.
Stage 6 Practise stage (5 minutes)	1. The teacher asks the pupils to practise speaking in pairs by using the dialogue with different items or goods. 2. The teacher asks several pairs to present the conversation in front of the class.	Skills 1. Speaking 2. Cooperation 3. Responding 4. Presentation	1. To build confidence when speaking
Stage 7 Production stage (10 minutes)	1. The teacher asks the pupils to sit in the role play groups. 2. The teacher gives them seven words and asks them to build seven sentences by using the words in the groups. 3. The teacher asks a representative from all groups to present their works.	Skills 1. Cooperation 2. Creative 3. Writing Words 1. Onion 2. Fish 3. Rice 4. Sugar 5. Cabbage 6. Papaya 7. Broccoli	1. To practise writing in correct grammar and sentence structure. 2. Encourage teamwork.
Stage 8 Ending stage (2 minutes)	1. The teacher asks the pupils to recall what they have learnt today.	Skills 1. Memorise 2. Recall	1. To test their understanding and memorisation.

 

2.2 Teaching approaches

            Rosli and Mardziah Hayati (2004) stated that approach is specific principles in language teaching that are drawn from theories about the nature of language and language learning. 

            In this lesson, I chose several approaches. One of them is the teacher-centred approach. I think this approach is suitable to understand more about their behaviours of being active, passive and slow learners.

            As we know, majority of Kelantanese acquire the English language through learning and not naturally. They do not use English in their daily conversation and they rarely use it even though in the English class. It is difficult to encourage them to talk in English. However, I still use communicative approach to encourage them to talk. I ask simple questions to encourage them like, “What is this?” If they answer just “apple”, I will teach them to answer in full sentence.

            I also use the student-centred approach in group or pair activities. The activities encourage them to participate actively with their friends. The cooperation will give positive results like respect others, celebrate diversity, motivation and improve self-esteem.

 

2.3 Teaching strategies and activities

            Yulia Wati (2013) defined teaching strategies as generalized plan for a lesson which includes structure, desired learner behavior, in terms of the goals of instruction, and an outline of tactics necessary to implement the strategy.

The main objective of the lesson is focusing on listening and speaking skills. As we know, Kelantanese are rarely involved with English conversation, so it is too hard for the pupils to catch up with the sounds of native speakers. Before I start the listening activity, I introduce them to several words that are related to the cartoon they are going to watch, so that they can translate and may fully understand the cartoon. This situation will change their perception that English is easy and fun.

            I give them the printed text to read silently before they watch the cartoon. It is easy for them to understand and catch up with the story. They can look at pronunciation and spelling when the cartoon is playing.

            I choose the cartoon because it is suitable for their level. It will give more concentration and entertainment power for them. They might be bored and lose concentration if I give the lesson by lecture.          

            Role play is a good activity for the pupils. When they speak and act, they will understand the story, characters, feeling, environment and situation. It is supported by Millwood education (2018) which stated that allowing children to act out real-life situations, such as grocery shopping, camping or driving, gives them the opportunity to learn about real-life environments and situations at their own pace. It can also build their confidence when they are in the situations at a later date.

            I also conduct a speaking activity because it is common to have a conversation when we are at the market. The activity will expose them to the real conversation in the market and they can practise it in the real situation.

            I ask them to listen and pay attention to me when I read the dialogue because I want them to compare the way I read with their reading. After that, I ask several pairs to present the conversation because I want to guide and correct the way they speak, pronunciation and grammar. I will stop them at every mistake and ask them to correct it. This is an effective way to make sure they are aware of their mistakes.

            Besides, I want them to improve their writing skills. It is not only about their handwriting but also sentence structure, spelling, and grammar. I ask them to do this activity in the group to develop communication and teamwork skills.

2.4 Teaching steps

            The teaching steps are the plan that a teacher wants to do with his or her students, with the time allocation. It is important to make sure the teacher and the students use the time effectively with useful activities.

When I enter the class, I greet my pupils and talk informally to get their attention and encourage participation. Then, I start the class by asking them to recall the goods that they can get in a market or a grocery store to engage and to give expectation on what they will learn in the lesson. It is supported by Scrivener (2012) who stated that the opening or beginning of the lesson plays a significant role in the lesson. It seems to be the moment that the teacher can decide whether the learners would be engaged in the lesson or not. If something goes wrong at this stage, it can affect the rest of the lesson. I spend 3 minutes in this stage.

            In the next step, I show them several pictures related to the items in the grocery store to introduce new vocabularies. It is easy for them to understand the next activity. I have chosen the situation at the grocery store because they are familiar with the environment, so they can imagine the real sitaution. Their imagination will help them in giving an opinion to do other activities in the classroom. I spend four minutes in this stage.

            I start the listening activity by giving a printed text to read first. It contains a story related to the cartoon they are going to watch. After they finished reading, they will watch the cartoon. I take ten minutes at this stage.

            Next, I ask them to do a role play in a group of 6 or 7 pupils to understand more and to improve speaking skills. The role play can nurture other skills like understanding characters and situations. It is supported by Jonathan (2018) who stated that in a role playing situation, students get the opportunity to practice skills they might not use on a regular basis. Skills such as debating, reasoning and negotiating can be flexed in hypothetical situations when they cannot normally be used in a classic school situation.

            I have chosen topic 1 from the textbook year 4 for further activities. I read the dialogue on page 2 first while the pupils pay attention to me in terms of spelling, pronunciation, intonation and language skills. After that, I will ask them to practise the dialogue in pairs with different items by guiding me. James, Jill and Martin (2017) stated that dialogue is the foundation of learning because it allows interaction and engagement with knowledge and with the ideas of others. Through dialogue, teachers can most effectively intervene in the learning process by giving instant feedback, guidance, and stimulation to learners. I spend 7 minutes in this activity.

            After that, I ask them to build seven sentences by using the given words in groups. They can change opinions and viewpoints to produce the best sentences. Then, I ask a representative to present the outcomes.

            I end the class by asking the pupils to recall back what they have learnt like new vocabularies, conversation, build a sentence and so on. It is important to make sure they are aware that the lesson will finish. Lastly, I will say “goodbye” for them. 

 

2.5 Teaching resources

            Teaching resources are teaching materials used by the teacher to deliver instructions. The teacher requires teaching materials in order to assist and support the pupils and to make sure the knowledge will engage with the pupils in different ways.

            I use colourful picture cards to make a real impact on learner’s visual when identifying and naming the pictures. The items in the pictures will be used in the next activity.

            I also use the printed text so that hopefully they can catch up and understand the story. It is important to avoid them from giving up when they do not understand.

            I use the cartoon, laptop, and LCD for listening activities to attract their attention to focus on the story. The moving character is important to increase their understanding. They may feel bored and focus less if I use a tape.

            I also use the textbook given by the Ministry of Education. The dialogue in the textbook is suitable for their level to communicate effectively in various contexts. They can practise the language orally by using the dialogue.

 

2.6 Reasons the lesson is planned

            Janelle (2018) defined a lesson plan as a detailed step-by-step guide that outlines the teacher's objectives for what the students will accomplish during the course of the lesson and how they will learn it. It will be a guide to organise materials and to achieve the objectives of the lesson.

The lesson plan is important to make sure the teachers have set what they are going to teach and prepare for it. Preparation is important to build confidence in doing whatever activities. It is supported by the research conducted by Moradana and Pourasadollah (2014) who explored that younger and novice teachers felt lesson plan is very useful for them, and give them much confidence in class.

The lesson plan is important for classroom management too. A well-managed classroom is important to engage the pupils with their tasks. It is supported by Wong and Wong (2009) who stated that lesson plans affect not only teachers’ instruction but classroom management as well. Characteristics of a well-managed classroom are that students are deeply engaged with their work; which would be possible if their roles are described and they have a goal as provided in a good lesson plan.

The lesson plan is used as a guideline for teachers to make sure they do not deviate. It is supported by Amininik et al. (2000) who believed that lesson plan preparation by teachers is one of the appropriate ways for promotion of education quality as it can help the teachers in teaching as guidance.

It is important for trainee teachers too who do not have enough experience. It is supported by Yildirim (2003) who stated that lesson planning is an important process in teacher trainees’ gaining experience since it forces them to reflect on what to teach, how to teach and how to evaluate.

  

2.7 CONCLUSION

            In conclusion, the lesson plan is important to all teachers. They need to have at least an objective to be achieved, to make sure they do not waste the time with unimportant activities.

            Different pupils have different interests, so the material chosen also play its role in the learning process. As we know, children like fun and enjoyable environment; thus, the activity like watching cartoon is suitable for them.

            Teaching approaches also play an important role. We have to consider its suitability when we want to choose a certain approach. For example, I combine a teacher-centred and learner-centered approach for the activity of identifying and naming of pictures. I deliver the information and at the same time, I encourage them to communicate and give feedback.

            The suitable strategy is also important to achieve the objective. The teachers cannot use the same strategy to different pupil because the different pupil has different ability. A clever pupil may easily catch up compared to a slow pupil.

            

Floating market in Pulau Suri, Kelantan

        Anda tidak perlu ke negara jiran untuk menikmati suasana membeli belah di pasar terapung. Kini, anda boleh menikmati suasana tersebut di Kelantan. Untuk ke sana, pengunjung dikehendaki menaiki bot di jeti Kuala Besar berhampiran Lembaga Kemajuan Ikan Malaysia cawangan Kuala Besar. Bot tersebut akan membawa anda ke tempat membeli belah di atas perahu. Pasar ini hanya dibuka pada hari sabtu, jam 8.30 pg hingga 3 petang. Harga makanan yang dijual di sini juga agak berpatutan.

Otak-otak

Only RM2

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Kerabu maggi, only RM3

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THE EFFECTIVENESS OF EVIDENCE-BASED INSTRUCTIONAL METHOD TO DEVELOP READING FLUENCY

1.1 INTRODUCTION

Carol (n.d.) stated that evidence-based instruction is an instructional program or strategies which have been tested and have demonstrated success. This means that the research results are reliable and valid.  As a result, the research shows there is reasonable evidence to indicate the program or strategies will result in academic gains.

Evidence-based instruction includes materials, strategies, methods and instructional teaching that have been tested and found to be effective for students and have effects on their learning outcomes. If they gave positive effects on learning outcomes, we will use in a long time until the better materials, strategies, methods and instructional teaching have found.

Excellence’s students are closely related to teacher, methods, strategies, materials and instructional teaching. If we use the wrong methods, it will give negatives effects to who involve like students, school and parents. So, that is why we need to do a research to find the best ways and implement them to our students.

 

1.1 THE EFFECTIVENESS OF EVIDENCE-BASED INSTRUCTIONAL METHOD TO DEVELOP READING FLUENCY AMONG AVERAGE

        The average student is a learner in the middle of achievement in academic. They are not too excellent and not too weak. They can be an excellent student if they do more efforts so, as a teacher, we have to pay more attention to them because they have potentials to be better.

 

1.1.1        Instructional methods to develop reading fluency among average 

1.1.1.1 Read a story book

Provide the students with the opportunity to read any story books that they like. Then, ask them to reread the stories by reading on their own or partner. When they repeat the reading, they can increase their speed in reading. I use this method when I was in primary school. When I read and read again, it can increase my speed in reading. It is supported by Texas Education Agency (n.d.) which stated that fluency develops as a result of many opportunities to practice reading with a high degree of success. Therefore, your students should practice rereading aloud texts that are reasonably easy for them – that is, texts containing mostly words that they know or can decode easily. In other words, the texts should be at the students' independent reading level.

a)      Material involved

I choose story books as materials in this activity because they like to read story books compare to academic books. I want to emphasize on fluency of reading not academic achievement. So, that is why I choose the material that is suitable for their interest. If I choose the academic books, they might bore. I ask them to choose simple story books with simple vocabularies because they can understand it and can read independently. 

b)      Lexical item

Beautiful, hardworking, heavy, elephant and sleep – these words are suitable for their level. They need to know more vocabulary. 

c)      Strategy employed

I asked them to read a simple story book. If they can read the book smoothly, it was a proud achievement. If they cannot read fluency, their friends and teacher will help them.

We cannot insult them because they will hate us and do not have a spirit to learn. We have to be a friendly and approachable person to make sure students not afraid to communicate with us. It is important to make sure they fell comfortable and confident to learn. 

d)     Instructional language

When I went to the class with several story books, the students were shocked and happy. Then, I persuaded them to quite “class, can you sit on your chair, keep quiet and look at me?”. After the class was under control, we started the conversation:

Mine                : How are you today?

Students          : Good

Mine                : Have you taken breakfast?

Students          : Yes

Mine                : Do you like to read a story book

Students          : Yes

Mine                : How many books do you read in a week?

Student           (they gave several answers)

Mine    : Today, we are going to read a story book. You can choose any books that you like and you have to read it. I will pass the books start from in front

Then, the students took a book and read it. I went around the class and looked at them. I guided and helped them when they have problems. When they finished reading, I asked them to reread. Students who finished early, I asked them to change another story book and read the second book twice.

           

1.2.1.2 Test their understanding

I asked them to read a text from an English textbook. Their task is they need to understand what they read because reading is nothing without understanding. Then, we have to test their understanding. We can use any appropriate methods to test their understanding like give exercise and asking several questions. 

a)      Material involved

It only involved an English textbook. I choose one of the passages in the textbook then, I asked them to read and understand it. 

b)      Lexical items

Walk, teenager, buy 

c)      Strategies employed

After they finished reading the text, I test their understanding by asking them. I asked them randomly something related to the text. If the student cannot answer it, I asked a volunteer to help him. If the answer still wrong, I ask other voluntary. If the answer still mistakes, I guide them by giving a clue or several clues. After finished the activities, I asked them to do an exercise. They need to give short answers. 

d)     Instructional language

When the students get ready, we started the conversation,

Mine                : Class, did you enjoy reading story books yesterday?

Students          : Yes. “Nak baca buku cerita lagi”.

I laughed. 

Mine                : Class, we will read story books, next class. Today, we are going to read a text from the textbook. Can you open the English textbook page 14

They took their books and open them. After they got ready,

Mine                : Class, please read the passages slowly

After they finished reading,

Mine                : Adam, please read the first paragraph

Adam stands up and reads the paragraph. After he finished,

Mine                : Good, sit down, please

Then, I asked another student to read the next paragraph and I did the same steps until finished the last paragraph. After that, I asked them related to the passages.

Mine                : Liza, can u tell me what did Sandra buy at the mini market?

Liza                 : Bread

Mine                : Very good, excellent. Sit down, please. Aiman, can you tell me, who was Sandra meeting at the mini market”?

Aiman             : Ah Meng

Mine                : Very good. Sit down, please. Zara, can you tell me, how did Sandra go to the mini market?

Zara                 : By bus

Mine                : Very good, excellent. Michelle, where did Sandra go after she finishes shopping?

Michelle          : Her auntie’s house

Mine                : Very good. Sit down, please. Class can you open your exercise book and do an exercise 5.1

They took the exercise book and did the exercise. They have to fill in the blanks with short answers. I walked around them, look and guided them.

 

1.2 THE EFFECTIVENESS OF EVIDENCE-BASED INSTRUCTIONAL METHOD TO DEVELOP READING FLUENCY AMONG STRUGGLING

        Anonymous (n.d) defined a struggling learner is a student who has difficulty keeping up with classmates of the same age in the developmentally appropriate learning environment. So, as a teacher, we have to be patient to handle this type of student and need to choose suitable methods for them.

 

1.2.1 Instructional method for struggling students

1.2.1.1 Merge the syllabary card

I choose this method because they cannot spell and read smoothly. So, I gave them several pictures then, I asked them to arrange the syllabary cards that merge with the images voluntary. Then, I asked all students in the class to spell and pronounce the words several times. If they do a mistake, I will guide them to correct it.       

a)    Selection of materials

Pictures and the syllabary cards - I used simple pictures that suitable for their level 

b)    Lexical items

Examples of lexical items for the activity are:

Apple

Ball

Cat

Donkey

 

c)    Strategies employed

I put a picture on a whiteboard then, I asked a voluntary student to choose the suitable syllabary cards that suitable for the picture. Then, I asked the class to spell and pronounce the word several times until I satisfied. I repeat the same steps for other words.

 

d)    Instructional language

Firstly, I put a picture of an apple. Then, we started the conversation.

Mine                : Could you tell me, what is this?

Students          : apple

Then, I asked them to repeat the word. They repeated the word several times.

Mine                : Can somebody spell the word for apple?

Several students raised their hand.

Mine                : Aiman

Aiman             : A P P L E

Mine                : Very good. Can you choose the suitable syllabary cards in this box then, put under the picture?

Aiman went in front and choose the suitable syllabary cards and put under the picture.

Mine                : Very good. Sit down, please. Class, please spell apple, A P P L E, apple

I asked them to repeat several time. I repeat the same steps for other words.

 

1.2.1.2 Teach short words that have one or two syllables

I chose this method because they not really expert in spelling so, I teach them to pronounce and spell words correctly. I chose words that have one or two syllables.

           

a)   Selection of materials

Cards with of animals, food and things which have one or two syllables

 

b)   Lexical items

Examples of lexical items for the activity are:

Bat, cat, hat, ball, toy, apple, chair

 

c)   Strategies employed

I hold a hat picture with its spelling. Then, I asked them to pronounce the word. I asked them to repeat several times. After that, I spelled the word “hat” and then I pronounce it. I asked them to follow me several times. After I satisfied, I changed to another picture. I repeat the same steps until the fifth pictures. Then, I repeated to the pictures before to test their memories. I repeat the same steps until the last pictures.

 

d)   Instructional language

The dialogue between me and my students

When the students got ready, I started our lesson. I took a ball picture.

Mine                : Class, what is this?

Students          : Ball

Mine                : Ball

Students          : Ball

Mine                : B A L L, ball

Students          : B A L L, ball

We repeated the word “ball” several time. Then, I showed them several pictures. I repeated the same stages. After the fifth pictures, I repeated to the first picture to test their memories.

Mine                : Do you remember, what is it?

Students          : yes, ball

Mine                : How to spell it?

Mine                : B A L L

After the fifth picture, I changed to other pictures. I repeated the same stage until the end.

 

1.3 THE EFFECTIVENESS OF EVIDENCE-BASED INSTRUCTIONAL METHOD TO DEVELOP READING FLUENCY AMONG LEARNING-DISABLED STUDENTS

            TeensHealth (n.d.) stated that learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. The example of for learning-disabled student is dyslexia and autism.

 

1.3.1 Instructional method for learning-disable students

There are several methods suitable for them: 

1.3.1.1  Teach alphabet

The alphabet is important when we want to read. So, they have to know and identify about it first. They have to know and remember how to pronounce the entire alphabet.  We can attract their attention by using a song.

 

a)   Selection of materials

Laptop, LCD, CD and song

I choose suitable songs like ABC song for the activity to attract their attention for learning. The song is the best way to make sure they can recognize and memorize the words in a short time. Laptop and LCD help them to watch and listen to the alphabet and song.

 

b)   Lexical items

Alphabet - A, B, C, D until Z.

 

c)   Strategies employed

I plug in a laptop and an LCD then, I played the CD. I invited the students to follow the ABC song by watching the screen. I asked them to repeat several times.

 

d)   Instructional language

Mine                : Have you ever heard about the ABC song?

Students          : yes

Mine                : Today, we are going to sing the song by following the CD.

All students laughed. Then, I plug in the LCD and laptop then, we sang together several times.

 

1.3.1.2  Teach consonant and vowel

They cannot do anything if they only know the name of the alphabet. So, that is why we have to teach them how to sound the letters. For instances, “beh” for B,

 

a) Selection of materials

The alphabet cards

I used the alphabet cards for this activity to attract their attention with colourful cards

 

b) Lexical items

Alphabet - A, B, C, D until Z

 

c) Strategies employed

I showed the alphabet cards and teach them how to sound them correctly one by one and asking them to repeat several times until I satisfied. Then, I tested them one by one. If they sound mistaken, I will correct them.

 

d) Instructional language

I started the class with revision of ABC song.

Mine                : Class, do you remember about ABC song

Students          : Yes

Mine                : Can you sing louder, please

Students          : Yes

Mine                : Okay, we start to sing, 1, 2, 3. ABC……Z

After finished,

Mine                : Very good. You have a good memory. Today, we are going to learn how to sound the alphabet.

Then, I took an alphabet card,

Mine                : What is this letter?

Students          : a

Mine                : Do you know how to sound it

They quieted.

Mine                : Class, follow me please, “aa”.

Student           : “aa”

I asked them to follow me several times until I looked they had improvement. When they had improvement, I thought another alphabet until “Z”

1.4 CONCLUSION

            Each student has his strength and weakness. So, as a teacher, we have to identify both to make sure we can use suitable methods for them. The suitable methods are important to make sure they can understand easily our lesson. It is supported by Elvis (2013) who stated that teachers should apply appropriate teaching methods that best suit specific objectives and level exit outcomes.

            When we face with average, struggling and learning-disabled students, we have to teach slowly to make sure they can follow us. We have to make sure that they can master the basics first before we go to next lesson. Besides, we have to make sure that they have an improvement every day even though it just a little. It is better than they are at the same level.

            We cannot use old methods when teaching because nowadays, students like something new and have attractions. They do not like study in a boring situation. As a teacher, we have to know how to tackle them. We have to use several materials to attract their attention. It is important to make sure they enjoy our lesson. The fun environment will give long-time effects for them.