SAMPLE LESSON PLAN Date Time Class Number of Students Students Level Theme Topic Focus/Main Skill Integrated

Skill Curriculum Specifications 1.5.2 2.7.1 2.7.3 3.9.3 4.3.3 Listen to simple descriptions Name the good and bad characters and tell why they are good or bad. Talk about events in a story. Read and give details about the actions of people in a story. Write paragraphs based on words and phrases. : : : : : : : : : 28 th. January 2012 8.45-9.45 ( 1 Hour ) Year Six 40 Students Intermediate World of Knowledge Descriptions of People Listening Speaking, Reading and Writing

General Objectives To enable students to describe and write descriptions of people.

Specific Objectives By the end of the lesson, students should be able to: 1. Listen to the tape on the descriptions of three wanted men and answer at least 8 out of 10 T (True) or F (False) statements correctly on Task Sheet 1. 2. Listen to the tape again and write down the correct name of each of the three wanted men on Task Sheet 2 with 100% accuracy. 3. Listen to the tape and then complete the physical appearance and personality traits of the three wanted men on Task Sheet 3 with 80 % accuracy. 4. Put together the face of the most wanted man or woman from the face cards and draw out the face as well as write a brief description about the wanted person on the mahjong paper provided on Task Sheet 4. Previous Knowledge Students have learnt about the descriptions of people in Year 5 Moral Values Public Spiritedness Cooperation Courage

Teaching Aids 1. Picture of an unidentified man 2. Cassette player, Tape and Verbatim 3. Pictures of the 3 Wanted Men 4. Face cards 5. NTV 7 card 6. Task sheet 1; Task Sheet 2; Task Sheet 3 7. Mahjong Paper 8. Microphone

Stage/Time

Content

Teaching & Learning Activities

Remarks/ Rationale

Set Induction Description of a person. (+5 Minutes)

1. Teacher draws the students attention by telling them that a man has escaped from Seremban Jail. He was last seen at Giant Hypermarket in Senawang and he looked something like this

Rationale

The coloured picture of the unidentified man is a good visual stimulus to arouse the students' attention and get 2. The teacher puts up a picture of an their minds set on the lesson unidentified man on the board. Then, the proper. teacher quickly takes it down and asks the following questions. Teaching Aid Example: a) What is he wearing on his head? Picture of a unidentified b) Describe his face and the colour of his man skin. c) What type of clothing is he wearing? Moral Value d) What colour is it? Public spiritedness 3. After answering the questions, the teacher puts back the picture on the board and gets students to check if their descriptions are correct 4. The teacher gets the students to predict the topic of the lesson.

Stage/Time

Content

Teaching & Learning Activities

Remarks/Rationale

Rationale Stage 1 Pre

(+10 minutes)

Radio broadcastPolice Report

1. The teacher asks the students to get into pairs. 2. The teacher distributes Task Sheet 1 to the students and asks them to read through the instructions and statements silently. 3. The teacher instructs students to listen attentively to the taped recording of a police report and write the answers on the task sheet. 4. The teacher switches on the cassette player and the students listen to the descriptions of three wanted men once. 5. As they listen to the recording, the students write T (True) or F (False) in the brackets provided on the task sheet. 6. Teacher elicits responses from students on the answers to the given task and gives feedback. 7. Students check their answers.

The tape recorder is an invaluable aid as it provides students with content and compliments the task given. Using a simulated police report will not only provide students with authentic situation which relates to real life listening but it is also easier to follow. Teaching Aids: Cassette Player and tape Task sheet 1

Stage/Time

Content

Teaching & Learning Activities

Remarks/ Rationale

Rationale Stage 2 While

(+7 Minutes)

Listening 1. The teacher distributes Task Sheet 2 to Comprehens individual students and this time tells them ion to label the pictures of the three wanted men while they listen to the same tape. 2. As the students listen to the tape again, they write down the correct name of each wanted man below his face. 3. The teacher displays the pictures of the three wanted men on the board. 4. The teacher calls individuals to come forward to write the correct names of the wanted men while other students check their answers.

The pictures of the three wanted men help students to relate the descriptions from the tape with the physical appearance. These visual aids are useful and they help comprehension. The simulated radio broadcast of the police report aims at developing individual student's ability to listen to information with understanding and responding to the message in the text. Teaching Aids: -Cassette player and tape, -Pictures of Three Wanted Men -Task sheet 2 CCTS:

Stage/Time

Content

Teaching & Learning Activities

Remarks/ Rationale

Rationale Cooperative 1. The teacher asks the students to get into Learning groups of five. While 2. Teacher gives out Task Sheet 3 to every group. 3. The students are asked to read the (+15 instructions and study what information is Minutes) required in the table carefully. 4. The students listen to the tape again and then they fill in the personal details of each wanted man in the table. 5. Teacher puts the table up on the board and gets the representatives from each group to give the answers. 6. The other groups check their answers. 7. Teacher gives feedback and discusses the answers with students. Stage 3 This task-based activity gets students to actively construct meaning by identifying main points and supporting details. Group work is a good way to enable students to interact with one another. It fosters peer learning and cooperation among the students. Teaching Aids: -Cassette player and tape, -Task sheet 3 Moral Value Cooperation

Stage/Time

Content

Teaching & Learning Activities

Remarks/ Rationale

Stage 4 1. Teacher asks students to stay in their Post respective groups of five. 2. The teacher distributes Task Sheet 4 and envelopes containing face cards to the (+18 Skills students in their groups. Minutes.) Listening, 3. The group members put together the face Speaking, of the most wanted man or woman from Reading and these cards and draw out the face on the Writing mahjong paper provided. 4. The students may add any other details on the said face. 5. The students then, write a brief description about him or her below the person's face. 6. Teacher goes around and helps the students. 7. A student representative for each group displays and presents his/her group's work. 8. The teacher displays all the groups' work on the board and gives feedback. Composite Pictures

Rationale This activity is interesting and centers on meaningful communication. It contributes to a relaxed classroom atmosphere. It encourages students to interact with others through group work activity. Teaching Aids: -Face cards -Mahjong Paper, -Task sheet 4

Stage/Time

Content

Teaching & Learning Activities

Remarks /Rationale

News 1. The teacher creates a scene of 'NTV 7 Rationale Broadcasting. News Room' in front of the classroom (+5 and puts the NTV 7 sign up on the board The role play exposes students to Minutes) and places a microphone on the table. natural language in a variety of situations, in accordance to the 2. Teacher calls representatives from Communicative Approach which various groups to be 'newscasters.' advocates the use of authentic language materials. 3. The students read aloud the description of their groups wanted man. Teaching Aids: 4. The teacher gives feedback on the -NTV 7 Card students performance based on fluency -Microphone and accuracy.

Closure

PICTURE OF AN UNIDENTIFIED MAN

VERBATIM
(Police Report)
We interrupt this programme to bring to you a very important police report. Three men have escaped from the Pudu Jail. They are the First Man Scarface Samy also known as Bill Besar. He is good at Kung Fu. He carries a kris and a parang. These are his favourite weapons. He is 182 centimeters tall and he weighs 82 kilograms. He has thick black hair and long beard. He has very small black eyes and thick black eyebrows His face is scarred. He has large ears and he often wears a gold earring in his right ear. He has a bad temper, especially when he is hungry. At day time, he is very dangerous. The Second Man is Crazy Hamzah, who also uses the name Buruk Baharuddin. He always carries two swords. Swords are his favourite weapons. He is 200 centimeters tall and he weighs 113 kilograms. He has thick brown hair. He has big black eyes and thick black eyebrows. His face is thin. He has small ears and he always wears earrings in both ears. He has a deep scar across his face. It starts at his right eyebrow and goes across his face to his left ear. He has a bad temper, especially when he has had no sleep. Lastly, the Third Man Gila Gonzo also known as Mean Sharif. He always carries a pistol and a knife. These are the weapons which he likes best. He is 167 centimeters tall and he weighs 72 kilograms. He is half-bald. He has very small black eyes and he has thin eyebrow. His face is oval. He has large ears. He has a thick black moustache. He has a small scar on his face. He has a bad temper especially when he has been out in the sun for a long time. If you see these three men, run away and call the police!

TASK SHEET 1

As you listen to the descriptions of the three wanted men, write T- (True) or F - (false) in the brackets provided on your right.
1. A. Scarface Samy is Mohan Besar. B. He weighs 82 kilograms. C. He is good at Kung Fu. D. He wears a gold earring in his right ear. ( ( ( ( ) ) ) ) 3. A. Gila Gonzo is bald. ( ) ) ) )

B. His favourite weapons are a pistol and a knife. ( C. He has a bad temper when he is hungry.( D. He has a thin moustache. (

2.

A. Buruk Baharuddin is always armed with two swords. B. He wears a gold earring in his left ear. C. He has a deep scar across his face. D. He has big yellow eyes.

( ( ( (

) ) ) )

TASK SHEET 2 Write down the correct name of each wanted man below his face.

TASK SHEET 3 As you listen to the descriptions of each wanted man, fill in his personal details in the columns given.

NAME

PHOTOFIT

HEIGHT

WEIGHT

HAIR

EYES

EYEBROWS

FACE

EARS

1. Scarface Samy @ Bill Besar

2. Crazy Hamzah @ Buruk Baharuddin

3. Gila Gonzo @ Mean Sharif

TASK SHEET 4

You are a witness to a bank robbery. Draw a face of the wanted man or woman you saw and write about him or her based on the questions given on the mahjong paper provided. You may add any other details of the descriptions of your wanted man or woman (Group Work). 1. What is he or she normally called? 2. Is he or she dangerous? 3. What weapon does he or she carry? 4. How tall is he or she? 5. What is his or her weight? 6. What colour are his or her hair and eyes? 7. What is the shape of his or her face? 8. What does he or she have on his or her face?

SAMPLE LISTENING LESSON PLAN Subject Date Time Class Number of Students Students Level Theme Topic Focus/Main Skill Integrated Skill Curriculum Specifications 1.3.3. 1.7.2. 2.1.4. 3.4.1. 3.9.2. 4.3.1. 4.6.1. Listen to and understand phrases in stories, recounts and descriptions heard. Listen to stories, fables and legends and give details. Ask questions with the correct intonation. Read aloud phrases and sentences, pronouncing them correctly Read and give details about the people and animals in the story. Form sentences and questions by matching sentence halves, and expanding on words given. Write simple guided descriptions. : : : : : : : : : : English Language 14 th. September 2007 (Friday) 8.00-9.00 ( 1 Hour ) Year Six 40 Intermediate World of Story Descriptions of People Listening Speaking, Reading and Writing

General Objectives Students should be able to describe and write descriptions of people.

Specific Objectives By the end of the lesson, students should be able to: 1. listen to the tape on the descriptions of three wanted men and answer at least 8 out of 10 T (True) or F (False) statements correctly on Task Sheet 1. 2. listen and write down the correct name of each of the three wanted men on Task Sheet 2 with 100% accuracy. 3. listen to the tape and then complete the physical appearance and personality traits of the three wanted men on Task Sheet 3 with 80 % accuracy. 4. put together the face of the most wanted man or woman from the face cards and draw out the face as well as write a brief description about the wanted person on the mahjong paper provided on Task Sheet 4. Previous Knowledge Students have learnt about the descriptions of people in Year 5 Moral Values Public Spiritedness Cooperation Courage Teaching Aids Picture of an unidentified man; Cassette player, Tape and Verbatim ; Pictures of the 3 Wanted Men; Face cards; NTV 7 card ; Task sheet 1,2 & 3; Microphone

Stage/Time Set Induction (+5 Minutes)

Content

Description of a person.

Teaching & Learning Remarks/ Rationale Activities 1. Teacher draws the students attention by telling them Rationale that a man has escaped from Seremban Jail. He was last seen at Giant Hypermarket in Senawang and he The coloured picture of the unidentified looked something like this man is a good visual stimulus to arouse the students' attention and get their minds set 2. The teacher puts up a picture of an unidentified man on the lesson proper. on the LCD screen. Then, the teacher quickly takes it off and asks the following questions. Teaching Aid Example: a) What is he wearing on his head? Picture of an unidentified man on b) Describe his face and the colour of his skin. Powerpoint c) What type of clothing is he wearing? d) What colour is it? Moral Value 3. After answering the questions, the teacher puts back the picture on the board and gets students to check if Public spiritedness their descriptions are correct 4. The teacher asks students what they will do if they come across a wanted man. 1. Teacher reads the words with correct rhythm, stress and intonation. Example of words :Rationale To improve their pronunciation increase their vocabulary Teaching Aids 1. Picture of an unidentified man on powerpoint 2. Vocabulary chart on powerpoint and

Stage 1 Pre

Vocabulary

(Pronunciation beard, scar, moustache, eyebrow, weapon, Drill and bald, swords, favourite, pistol (+5 Minutes) temper, meanings) 2. Pupils repeat after the teacher 3. Then, teacher explains their meanings

Stage/Time Stage 2 While (+8 Minutes)

Content Radio broadcastPolice Report

Teaching & Learning Activities Rationale 1. The teacher asks the students to get into pairs. 2. The teacher distributes Task Sheet 1 to the students and asks them to read through the instructions and statements silently. 3. The teacher instructs students to listen attentively to the taped recording of a police report and write the answers on the task sheet. 4. The teacher switches on the cassette player and the students listen to the descriptions of three wanted men once. 5. As they listen to the recording, the students write T (True) or F (False) in the brackets provided on the task sheet. 6. Teacher elicits responses from students on the answers to the given task and gives feedback. 7. Students check their answers. 1. The teacher distributes Task Sheet 2 to individual students and this time tells them to label the pictures of the three wanted men while they listen to the same tape. 2. As the students listen to the tape again, they write down the correct name of each wanted man below his face. 3. The teacher displays the pictures of the three wanted men on the screen. 4. The teacher calls individuals to come forward to write the correct names of the wanted men while other students check their answers.

Remarks/ Rationale

The tape recorder is an invaluable aid as it provides students with content and compliments the task given. Using a simulated police report will not only provide students with authentic situation which relates to real life listening but it is also easier to follow. Teaching Aids: Cassette Player and tape Task sheet 1

Stage 3 While (+7 Minutes)

Listening Comprehension

Rationale The pictures of the three wanted men and the simulated radio broadcast of the police report help students to relate the descriptions from the tape with the physical appearance. Teaching Aids: -Cassette player and tape,-Pictures of Three Wanted Men -Task sheet 2

Stage/Time Stage 4 Post (+15 Minutes)

Content 1. Cooperative Learning 2. 3. 4. 5. 6. 7.

Teaching & Learning Activities The teacher asks the students to get into groups of five. Teacher gives out Task Sheet 3 to every group. The students are asked to read the instructions and study what information is required in the table carefully. The students listen to the tape again and then they fill in the personal details of each wanted man in the table. Teacher puts the table up on the board and gets the representatives from each group to give the answers. The other groups check their answers. Teacher gives feedback and discusses the answers with students.

Remarks/ Rationale Rationale This task-based activity gets students to actively construct meaning by identifying main points and supporting details. Group work is a good way to enable students to interact with one another. It fosters peer learning and cooperation among the students. Teaching Aids: -Cassette player and tape, -Task sheet 3 Moral Value Cooperation Rationale This activity is interesting and centers on meaningful communication. It contributes to a relaxed classroom atmosphere. It encourages students to interact with others through group work activity. Teaching Aids: -Face cards, Mahjong Paper, Task sheet 4

Stage 5 Post (+15 Minutes.)

Composite Pictures Skills Listening, Speaking, Reading and Writing

1. Teacher asks students to stay in their respective groups of five. 2. The teacher distributes Task Sheet 4 and envelopes containing face cards to the students in their groups. 3. The group members put together the face of the most wanted man or woman from these cards and draw out the face on the mahjong paper provided. 4. The students may add any other details on the face. 5. The students then, write a brief description about him or her below the person's face. 6. Teacher goes around and helps the students. 7. A student representative for each group displays and presents his/her group's work. 8. The teacher displays all the groups' work on the board and gives feedback.

Stage/Time Closure (+5 Minutes)

Content News Broadcasting.

Teaching & Learning Activities

Remarks /Rationale

5. The teacher creates a scene of 'NTV 7 News Room' in Rationale front of the classroom and puts the NTV 7 sign up on the board and places a The role play exposes students to microphone on the table. natural language in a variety of situations, in accordance to the 6. Teacher calls representatives from various groups to be Communicative Approach which 'newscasters.' advocates the use of authentic language materials. 7. The students read aloud the description of their groups wanted man. Teaching Aids: 8. The teacher gives feedback on the performance based on fluency and accuracy. students -NTV 7 Card -Microphone

Stage/Time Set Induction (+5 Minutes)

Content

Teaching & Learning Activities / Rationale 5. Teacher draws the students attention by telling them that a man has escaped from Seremban Jail. He was last seen at Giant Hypermarket in Senawang and he looked something like this

Rationale The coloured picture of the unidentified man is a good visual stimulus to arouse the students' attention and get their minds set on the lesson proper. The recalling activity may remind them of

Remarks Teaching Aid Picture of a unidentified man Moral Value Public spiritedness

Description of a person.

Skills Listening, Speaking

something they have seen previously, 6. The teacher puts up a picture of an and this in turn, leads them to predict unidentified man on the board. the kind of information needed. This Then, the teacher quickly takes it down and asks the following class activity will also enable the questions. students to lower their affective filter Example: e) What is he wearing on his head? f) Describe his face and the colour of his skin. g) What type of clothing is he wearing? h) What colour is it? and build up their curiosity towards the lesson. Students with low affective filter seek and receive more input, interact with confidence and are more receptive to the input received. Low personal anxiety and low classroom anxiety are

7. After answering the questions, more desirable and conducive to second the teacher puts back the language acquisition. picture on the board and gets students to check if their descriptions are correct 8. The teacher gets the students

to predict the topic of the lesson. Stage/Time Stage 1 (+10 Minutes) Content/ Activity Radio broadcastPolice Report Skills Listening, Speaking, Reading and Writing. Teaching & Learning Activity 8. The teacher asks the students to get into pairs. 9. The teacher distributes Task Sheet 1 to the students and asks them to read through the instructions and statements silently. 10. The teacher instructs students to listen attentively to the taped recording of a police report and write the answers on the task sheet. 11. The teacher switches on the cassette player and the students listen to the descriptions of three wanted men once. 12. As they listen to the recording, the students write T (True) or F (False) in the brackets provided on the task sheet. 13. Teacher elicits responses from students on the answers to the given task and gives feedback. 14. Students check their answers. Rationale The tape recorder is an invaluable aid as Teaching Aids: Cassette Player and tape compliments the task given. Using a (Appendix 2) Task sheet 1 (Appendix 3) simulated police report will not only it provides students with content and provide students with authentic situation which relates to real life listening but it is also easier to follow. The listening comprehension input is slightly beyond the students' current level of comprehension. When students hear the input, this may lead them to predict the kind of information they are likely to hear. This is known as 'top down' processing. When students can relate what they are about to hear with what they already know, this will help them understand what they hear better. Pair work is a good way to encourage Remarks

interaction between the students. It helps students to use the language learnt in a natural environment. Stage/Time Stage 2 (+7 Minutes) Skills Listening, Speaking, Writing Content/ Activity Listening Comprehension Teaching & Learning Activity 5. The teacher distributes Task Sheet 2 to individual students and this time tells them to label the pictures of the three wanted men while they listen to the same tape. 6. As the students listen to the tape again, they write down the correct name of each wanted man below his face. 7. The teacher displays the pictures of the three wanted men on the board. 8. The teacher calls individuals to come forward to write the correct names of the wanted men while other students check their answers. Rationale The pictures of the three wanted men help students to relate the descriptions from the tape with the physical appearance. These visual aids are useful and they help comprehension. The simulated radio broadcast of the police report aims at developing individual student's ability to listen to information with understanding and responding to the message in the text. Taped input is good as this allows the students to listen to the input as many times as they need. Simplification of the listening task in this stage makes the expected outcome simple for individual student. This will motivate and help students to build up their self confidence. Hence, they will look forward to the following stages of the lesson. Remarks Teaching Aids: Cassette player and tape, Pictures of Three Wanted Men (Appendix 4-6), Task sheet 2 (Appendix 7) and non-threatening

Stage/Time

Content/ Activity

Teaching & Learning

Rationale

Remarks

Activity Stage 3 (+15 Minutes) Cooperative Learning 8. The teacher asks the students to get into groups of five. 9. Teacher gives out Task Sheet 3 to every group. 10. The students are asked to read the instructions and study what information is required in the table carefully. 11. The students listen to the tape again and then they fill in the personal details of each wanted man in the table. 12. Teacher puts the table up on the board and gets the representatives from each group to give the answers. 13. The other groups check their answers. 14. Teacher gives feedback and discusses the answers with students. This task-based activity gets students to actively construct meaning by identifying main points and supporting details. It also helps students to listen, understand and extract information from the tape. Listening and writing at the same time are difficult. Filling in the personal details in the table makes the tasks easier. Group work is a good way to enable students to interact with one another. It fosters peer learning and cooperation among the students. There is negotiation of meaning and turn taking and every student is involved in completing the task. In Communicative Approach, activities are designed to engage students in the pragmatic, authentic, functional use of language for meaningful purposes. Teaching Aids: Cassette player tape, Task sheet 3 Moral Value Cooperation and

Skills Listening, Speaking, Reading and Writing

Stage/Time

Content/ Activity

Teaching & Learning

Rationale

Remarks

Activity Stage 4 (+18 Mins.) Composite Pictures Skills Listening, Speaking, Reading and Writing 6. Teacher asks students to stay in their respective groups of five. 7. The teacher distributes Task Sheet 4 and envelopes containing face cards to the students in their groups. 8. The group members put together the face of the most wanted man or woman from these cards and draw out the face on the mahjong paper provided. 9. The students may add any other details on the said face. 10. The students then, write a brief description about him or her below the person's face. 6. Teacher goes around and helps the students. 7. A student representative for each group displays and presents his/her group's work. 15. The teacher displays all the groups' work on the board and gives feedback. This activity is interesting and centers on meaningful communication. It contributes to a relaxed classroom atmosphere. It encourages students to interact with others through group work activity. Intrinsic motivation will spring from an interest in what is being communicated by the language. The students contribute as much as they gain and thereby learn in an independent way. Communicative interaction encourages cooperative relationships among students. It gives students an opportunity to work on negotiating meaning. Students' security is enhanced by the many opportunities for cooperative interactions with their fellow students and the teacher. Teacher acts as a facilitator to establish situations likely to promote communication among the group members. He also acts as an organizer of resources, a resource himself and as a guide within the classroom procedures and activities. It also promotes CCTS where it encourages students to be creative and critical in their thinking skills. Teaching Aids: Face cards (Appendix 9) Mahjong Paper, Task sheet 4 (Appendix 10)

Stage/Time Closure (+5 Minutes)

Content/ Activity News Broadcasting.

Teaching & Learning Activities / Rationale 9. The teacher creates a scene of 'NTV 7 News Room' in front of the classroom and puts the NTV 7 sign up on the board and places a microphone on the table. 10. Teacher calls representatives from various groups to be 'newscasters.' 11. The students read aloud the description of their groups wanted man. 12. The teacher gives feedback on the students performance based on fluency and accuracy.

Rationale The role play exposes students to natural language in a variety of situations, in accordance to the Communicative Approach which advocates the use of authentic language materials. Role play is very important because they give students an opportunity to practice communicating in different social contexts and in different social roles. Oral production activity gives students a chance to practice the language in real life situation and it gives them a chance to express their individuality. To give opportunities to students to develop strategies for interpreting language and become communicatively competent. Communicative competence involves being able to use the language appropriate to a given social context. It helps students to know that many different forms can be used to perform a function and also that a single form can often serve a variety of functions. Finally, feedback helps students to know whether or not they have communicated effectively.

Remarks Teaching Aids: NTV 7 Card (Appendix 11) Microphone

Skills Listening, Speaking, Reading