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.