LESSON PLAN FOR LISTENING

SUBJECT ENGLISH LANGUAGE

YEAR 4 BERLIAN ( 10 year olds) 40 PUPILS (18 boys 22 girls)
LEVEL Average to Higher
TIME 8.40 a.m. 9.40 a.m. (60 minutes)
FOCUSED SKILL LISTENING
INTEGRATED SKILLS Speaking, Reading & Writing
LANGUAGE INPUT Grammar: Prepositions
THEME World of Knowledge
TOPIC Our Solar System
RATIONALE

This lesson plan is for pupils to develop listening. The rationale is based on explicit teaching of listening in a
meaningful context. It is important to teach the students the importance of this skill at an early age, so that they
will take charge of their own listening.
SET INDUCTION This lesson focuses on listening, teacher reinforces this skill with activities.
PREVIOUS KNOWLEDGE

1. Pupils have learnt about prepositions in year 3.
2. Pupils have heard or seen a telescope and satellite before in pictures, movies or internet.
3. Pupils have learnt about the planets in the solar system in year 3 science lesson.
TEACHING AIDS Captain Star tag, Laptop, LCD, Video Clip, Speaker, Sentences Strips, White Paper, Worksheet, Telescope parts
CONTENT STANDARD

1.3 Acquire vocabulary and understand the meaning of words and phrases
1.4 Listen to and follow simple instruction and directions accurately.
1.5 Obtain information from texts listened to in relation to do something or make something.
2.3 Give relevant information politely in response to enquiries made.

LEARNING STANDARD

1.3.1 Listen to and understand key words in stories heard.
1.4.2 Listen to and follow simple instruction to do something or make something.
1.5.3 Listen to and understand simple factual texts.
2.3.1 Responding to Wh questions.
LEARNING OBJECTIVES

By the end of the lesson, pupils will be able to:
i) Listen to the text and arrange at least four sentences in the correct sequence.
ii) Listen to the text and identify at least five preposition correctly.
iii) Listen to the teachers instruction and make a telescope.
iv) Respond to at least three Wh questions correctly.
v) Name and spell the planets correctly
MORAL VALUES Co-operation, Helpfulness
CRITICAL THINKING SKILLS Relating, identifying and Visualizing, Attributing and Determining. Evaluating and Making Conclusions
ENRICHMENT
i) For advance pupils, teacher asks them to talk about the solar system in front of the class.
ii) For remedial pupils, teacher asks them to repeat the planet names with their partner.








Stage Content Teachers Role Students Role Rationale / Remarks

Set Induction
(+ 10 minutes)



Being Captain
Star on a rocket


1. Teacher greets the students.


2. Teacher draws the pupils attention by
sticking the Captain Star sticker on
her blouse, and pretends to be Captain
Star and asks the pupils whether they
want to be Captain Star.

3. Teacher distributes star stickers to
everyone and instructs them to stick it
on their uniform.

4. Teacher declares them that they are
Captain Star now and are on a rocket
visiting the solar system.

5. Teacher distributes the chrome
notebook to each student and asks the
students to login and download the
following video from you tube.
http://www.youtube.com/watch?v=tNlhqPz5-
Kw

6. Using the video clip, teacher gets
pupils to sing and enjoy the song with
actions.




1. Students responds to
teachers greeting.

2. Pupils answers Yes
aloud.

3. Pupils listen to teachers
instructions and stick the
star sticker onto their
uniforms.

4. Pupils cheer loudly.

5. Pupils listen to teachers
instructions and login,
download and watch the
video about the solar
system from Pancake
Manor website.

6. Pupils listen and sing the
song together with the
teacher and the video
clip.

Resources:
Video clip from You tube
Power point slide
Captain Star stickers
Laptop
LCD



Rationale:
1. To create interest
and curiosity
towards the lesson
and to draw pupils
attention

2. To widen pupils
knowledge on the
solar system

3. To allow pupils to
enjoy and
appreciate singing
songs




CCTS:
Verbal-linguistic
Relating


CAPTAIN
STAR


Stage Content Teachers Role Students Role Rationale / Remarks

Pre Listening
(+ 10 minutes)

1. Naming the planets

2. Identifying the
planets and the
solar system
through an
interactive tour




1. The teacher places the word card
on the board and pronounces the
planets names.


2. Teacher repeats and pupils
follow.






3. Teacher asks pupils to go to their
chrome notebook and listen to the
interactive tour about the planets
and its solar system.
http://nineplanets.org/tour/








1. Pupils listen and watch as
the teacher pronounces the
planet names on to the
board.

2. Pupils listen and follow
after the teacher, in
pronouncing the planets
names.


3. Pupils listen and watch the
interactive tour.
4. Pupils listen to the
interactivity and follow the
instructions by the
instructor.
Resources:
Laptop
LCD
Interactivity from the
Internet
Power point slides
Planet word cards


Rationale:
1. To help the pupils
to visualize how
the solar system
and the planets
made of.


2. To help pupils to
see how the moon
orbits around the
earth.

CCTS:

Visualizing and
Identifying


Stage Content Teachers Role Students Role Rationale / Remarks

While Listening
(+ 15 mins)



Listening Game.
1. Listen to a
recorded text
entitled The
Earth and the
planets around
it





2. Preposition
Power



1. Teacher plays a recorded text and
asks the pupils to listen.

2. The teacher instructs the pupils to
pair up and listen again to the
recording and arrange the strips of
sentences that she has distributed, in
the correct order.

3.Teacher checks and discusses the
answers with the pupils.

4.Teacher plays the power point game
of Preposition Power. Teacher
instructs the pupils to form groups of
4 to play the game. Pupils identify all
the prepositions and fill them in a
worksheet 1 that has been distributed.

5.Teacher discusses the answers with
the pupils.


1. Pupils listen to the recording.


2. Pupils listen again and
arrange the sentences in the
sequence order with their
partners and then paste them
on the coloured paper.




3. Pupils listen to the recording
again and fill in the
Worksheet 1, all the
prepositions that they have
identified individually.

Resources:
Power point game
Recorded text
Sentence strips
Worksheet 1
Coloured paper, glue

Rationale:
To enhance their listening
skill.
To ingrate grammar

CCTS
Attributing and
determining

Moral Value
cooperation




Stage Content Teachers Role Students Role Rationale / Remarks

Post-Listening
(+ 15 mins)

Production
Make Your Own
Telescope





1.Teacher distributes a plastic bag to
each group that consist of parts to
make a telescope.


2.Teacher tells step by step procedures
in making the telescope.


3.Teacher asks the groups to take out all
the contents from the bag and lay it on
the table.

4. Teacher asks the pupils to paste the
lens onto the cardboard role.

5.Next teacher asks the pupils to insert
the second cardboard role into the
first.






6. The telescope is complete.
Teacher asks the groups to write
their names onto the telescopes.


1. Pupils receive the plastic
bag and get ready to do the
telescope.


2. Pupils listen to the teachers
instruction and take turn to
complete each step.

3. Pupils take out the content
and arranges it.


4. Pupils use the UHU glue
and paste the lens.


5. Pupils insert the second
cardboard role into the first.

6. Pupils complete the
telescope by writing their
group name on it.


7. Pupils look outside and tell
the teacher what they can
see.

Resources:
Parts of telescope
-cardboard role
-lens
-UHU glue



Rationale:
To get pupils to be
proactive and to put their
interest into inventions.


Moral Value :
Helpfulness.
7.After completing, teacher instructs
them to look outside through the
telescope.





Stage Content Teachers Role Students Role Rationale / Remarks
Closure
(+ 10 mins)

Solar System Dance



1. Teacher brings the class outside
and asks the pupils to form a 3
circles within their groups.
2. Teacher chooses a student from
each group to be the sun.
3. Teacher than distributes other
placard of the planets; Mars,
Earth. Venus, Jupiter, Saturn,
Neptune, Mercury, Uranus to the
pupils.
4. Teacher plays on the guitar the
song, Here we go around the sun.
(to the tune of here we go around the
mulberry bush).
Here we go around the sun
Around the sun
Around the sun
Here we go around the sun
All day long.
(the pupils shout out their planet
names)


1. Pupils listen and form 3
circles within their groups.

2. The students holds a placard
of the sun.

3. Pupils hold their placard
and listen to teachers
instruction.

4. Pupils sing this song and go
around the sun, just as
instructed.
Resource:
Placard of the planets
Guitar



Rationale
To end the lesson with
some excitement.


CCTS :
Evaluating & Making
Conclusion




Appendix 1
Sentence Strips
The earth is a planet in the Solar
System.
The other planets in our Solar System
are Mercury, Venus, Mars, Jupiter,
Saturn, Uranus and Neptune.
All these planets travel around the
Sun.
We can see the Sun in the daytime,
but at night we see the Moon.
The Moon is a natural satellite that
travels around the Earth.
Besides the Moon, we can also see
many bright stars in the sky at night.

Appendix 4







Reflection
This class 4 Berlian is the best class in standard 4. Most of the pupils come from families
where their parents speak English. Their command of English Language is good, that is why I had
prepared a lot of activities for this class.
Listening is a skill which needs to be practised, it is not a theory. A lot of listening practical
activities need to be done to harness this skill and to be more effective. I believe in the coming
KSSR year 6 government exam, this listening component will be exercised. This class excel in
everything I give them to do.
Strength
There were lots of encouraging comments that I received from the students on this lesson.
One of the comments that I received is the way I connected the games with listening. The pupils
enjoyed the Think-Pair-Share and Think Pair- Square game. The students seems to like this sort
of group work. Based from what my lecturer use to remind us, group work is when each of the
group members contributes something (synergize). Group work does not mean that merely having
the pupils to work in group, but group work is something which requires every members of the
group to take part and role in the group. As a teacher, we should therefore assign each member in
the group to take a role on doing something. That is why the best group work is pair work. I
believe this is because when we ask the pupils to work in pair, the role of the pair in completing the
task is much more maximized as compared to the group work. Besides that, pair work also may
avoid much noise as compared to group work.
Weakness
During the set induction stage, I failed to organize my time wisely because instead of
printing the stickers onto a sticker sheet, I had printed on to a A4 paper and peeling the double
sided tape had caused many of the stickers to tear. This resulted in the allocation of time exceeded.
I learnt that in order to be an effective teacher, I must know how to manage and organize my time
wisely and use effective shortcut materials.
Apart from that, I should gave recorded the audio tape with my own voice, instead, it was a
recorded voice by a foreigner which complicated the listening to my students. The main reason
why it is more beneficial is because the pupils will understand better. An audio tape is useful in the
sense that we can repeat the audio for as many times as we want. I find that is will be much helpful
for the low ability pupils as they might need more listening practice as compared to intermediate
pupils.

Improvements that can be made

1. The first suggestion is finding a unique approach to the lesson. A need to try and
establish the lesson that will capture the students' attention and hold it while they learn
the necessary skills. Also a need of often looking for new ways to teach the same old
lessons by inventing own innovative ideas, getting ideas from fellow teachers, and
finding great lesson plans on the Internet.


2. The second suggestion is planning the activities for each lesson using scaffolding. This
subject , on scaffolding, was taught in the previous semester 4. The need to tap into the
students' existing knowledge, extend it so that it relates to new knowledge, and keep
building in this way. Students should always be able to see the connections between:
what they already know what they are learning and what they are going
to learn.


3. The third suggestion is a little bit more difficult. The changing composition of Malaysian
classrooms requires teachers to find materials that reflect the diversity of the Malaysian
population. Whether teaching in the primary or secondary finding sources for students to
listen and examples for them to hear are very difficult.


4. And finally KISS it, Keep it Short and Sweet. Lesson plans with objectives that are
achieved and activities that stay with the pupil for life is what every teacher hopes to
achieve We can have all the knowledge and technology but if the lesson had not been
affective, how sad the day would have been.
Evaluation
I use a three-point rubric to evaluate students' work during this lesson which I found on
http://www.discoveryeducation.com/
In the Set Induction, which was 10 minutes I awarded 2 points.
In the Pre Listening stage, which was 10 minutes, 3 points.
The While Listening stage, which was 15 minutes 3 points.
The Post-Listening stage which was 15 minutes 2 points and
The Closure, 10 minutes 3 points. Total points 13 out of 15.
In all these stages I see a smooth flow of teaching with the students. All the students manage to complete all the
stages of the activities, including stage 4, post-listening, which I was not too sure of implementing it, but it went
well.
Rubric from http://www.discoveryeducation.com/

Three points: Students were highly engaged in class and group discussions; enthusiastically participated in the
scavenger hunt; followed the rules of the scavenger hunt without needing teacher guidance or supervision; and
demonstrated a clear understanding of the importance of having good speaking and listening skills.
Two points: Students generally engaged in class and group discussions; participated in the scavenger hunt;
followed the rules of the scavenger hunt with little teacher supervision or guidance; and demonstrated a basic
understanding of the importance of having good speaking and listening skills.
One point: Students participated minimally in class and group discussions; were unable to participate in the
scavenger hunt without constant teacher supervision or refused to participate in the scavenger hunt; and were
unable to demonstrate a basic understanding of the importance of having good speaking and listening skills.










Appendix 5
Lyrics
We live in a solar system
In the centre is the Sun
All the planets move around it
We've seen every single one
Orbiting the big, bright sun
Orbiting the big, bright sun
Planets in our solar system
1,2,3,4,5,6,7,8
Telescopes, they help us see them We've seen every single one
Orbiting the big, bright sun
Orbiting the big, bright sun
Mercury, Venus and Earth and Mars
And Jupiter and Saturn. Uranus too, and don't forget that pretty blue
Neptune. We live in a solar system
In the centre is the Sun
All the planets move around it
We've seen every single one
Orbiting the big, bright sun
Orbiting the big, bright sun









Appendix 7
WORKSHEET 1
NAMES: ________________________________________________________

1. The moon is shining brightly ______ us.
2. The pilot is ____ the plane.
3. The rocket travelled _______ the sun.
4. The shuttle flew _____ the space stands.
5. The astronaut walked _______ the spaceship.
6. The crew landed ______ nine and ten in the morning.
7. The moon orbits ________ the earth.
8. The spacecraft reached a small planet______Saturn and Uranus.
9. This galaxy is _____the earth.