TASK 2 A : LESSON PLAN

Description of Activity :

Theme : At a restaurant / food / social expression
Characters : Waiter / Waitresses, Customers
Scene : In a restaurant / fast food joined
Skills : Listening and Speaking
Teaching Aids : Menus, picture cards of food, chefs hat, apron, etc.
Level : Mixed abilities
Aims : To practice listening and speaking skills in the context of
social expression in a role play; to review the use of language
suitable during such events.
Time : 60 minutes
Assumptions : Students are familiar with the topic, common vocabulary and
experiencing the events ( dining at a restaurant ) in real life.
Brief
Explanation
: This lesson that I have planned is an activity of role play
where the pupils will be divided into groups and they were
asked to be a family members or a group of friends. There will
be a student acts as the waiter and the rest of the group
member will be the customers.
The activity is focusing on the speaking and listening
skills that will occurs during the order taking activity. Teacher
have to prepare a set of food pictures ( laminated ) as their
order. After the order, the customers will comment to the
teacher about their order whether they get the correct order or
otherwise. Teacher will also ask feedback from the waiter if
he/she really understand what the customers asked.






















DAILY LESSON PLAN

Date : 28 April 2012
Time : 9.00 10.00 a.m. (60 minutes)
Class : Year 5 Tengku Fitrie
Enrolment : 35 pupils
Theme : World of Knowledge
Topic : Glorious Food
Focused skill : Listening and Speaking
Curriculum specifications :
1.5.2

: Listen to simple descriptions, recount and
simple factual text and give details.
1.5.3 : Listen to simple descriptions,
recounts and factual texts and talk
about them.
2.2.1 : Ask WH questions to seek information
2.2.2 : Ask other forms of questions to seek
information.
2.2.3 : Ask questions to seek clarification
on how to make or do things, on
places, directions, and on amounts
and quantities.
2.3.6 : Take part in teacher-guided discussions
2.7.3 : Suggesting ideas to do things.
2.7.4 : Responding to suggestions.


Learning outcomes : By the end of the lesson, pupils will be able
to :
Listen to and read a dialogue with
correct pronunciation and stress.
Listen to and give (speak)
appropriate responses to the orders
given/taken during the role play
Show common courtesy during the
role play

Teaching aids : Apron, Chefs hat, menu, video clips,
script/dialogue/cue cards, worksheet

Moral values : Politeness, Courtesy
Creative and critical :
Thinking Skill







STAGE /
TIME
CONTENT / ACTIVITY
NOTES /
RATIONALE
Set
Induction

(5 minutes)
Teacher walks into classroom with an
apron and a chefs hat.
Brainstorm about his outfit of the day
and words related to the outfit such as
food, restaurant, waiter etc.
Elicits the answer from the pupils and
introduces words such as restaurateur,
orders, menu etc.
Introduce topic glorious food.
Rationale
To arouse pupils
attention and
prepare them
towards the topic.

Teaching aids
Apron
Chefs hat

Aim
Speaking about
where they used
to dine outside.
Brainstorming
vocabulary related
to the outfits, such
as menu, order,
stall, restaurant
etc.

Presentation

Teacher shows a video of a family
taking order at a restaurant.
Question/answer (orally) drills
Rationale
To provide the
necessary
(Pre
listening and
speaking
activities)

(20 minutes)
pertaining to the video.
Explain the activities that they have to
carry out a role play in a restaurant.
Teacher distributes suggested scripts
and reads out aloud.
Tell the students they will listen to
dialogue about taking and giving orders
in the restaurant and that you would like
them to answer the following questions.
Go over vocabulary if students do not
know some of the words in the
questions before they listen to the
dialogue.
Provide the students with the script of
the dialogue. Have them underline all
the examples containing the pattern
would like.
Have the students read the dialogue
aloud to prepare for a role-play in the
next step.
backgrounds of
the topic.
To relate pupils
prior knowledge
with the contents
of the text.

Teaching aids
Video clips
Questions
handout

1. Does the father
want to order
lobster?
2. What did the
mother order?
3. How long will it
takes for the food to
arrive?
4. How much is the
meal costs?
5. Does they require
desert?

Aim
Introduce the topic
of glorious food
through a listening
activity
Development

(listening
and
speaking
activities)

(30 minutes)
Put students into groups of 5. Ask them
to choose the character -- as the family
members or the waiter/waitresses.
Give out cue cards. Students use the
photos and information in the menu as
a guide to help them to their meal that
they going to order.
First, ask each group to act among
themselves in the groups and switch
characters if they want.
Ask random group to perform the role
play in front of the classroom.
Ask for feedback from the pupils
(audience) about the role play.
Ask another group to perform their role
play.
Teacher distributes a worksheet
pertaining to the activity.
Rationale:
To increase
pupils
understanding on
the importance of
giving clear
orders/instructions
To develop pupils
ability to speak
independently and
guided.

Teaching Aids
Menu
Restaurant props
Script/cue cards

Aim
Speaking and
listening skills
(role playing),
semi controlled
practice with cue
cards
Closure

(5 minutes)
Teacher sums up the activity by asking
their experience playing the role and act
it out in the situation given.
Instil moral values politeness and
courtesy.
Rationale
To provide
positive
reinforcement to
the pupils.

Moral value
The importance of
politeness and
courtesy towards
other people.











BIBLIOGRAPHY

Chitravelu, N., Sithamparam, S. and Choon, T.S. (2001). ELT Methodology:
Principles and Practice. Shah Alam: Penerbit Fajar Bakti Sdn. Bhd.
Brown, H.D. (2001), Teaching by Principles, An Interactive Approach to Language
Pedagogy, New York: Addison Wesley Longman
Buck, Gary, (2001), Assessing Listening, Cambridge: Cambridge University Press
Celce-Murcia, Marianne, (1996), Teaching Pronunciation, Cambridge: Cambridge
University Press
Morley, Joan, (2001), "Aural comprehension instruction: principles and practices", in
Marianne Celce-Murcia (ed.), Teaching English as a Second or Foreign Language,
3rd Edition, Boston: Heinle & Heinle
Ur, Penny, (1984), Teaching Listening Comprehension, Cambridge: Cambridge
University Press
Underhill, Adrian, (1984), Sound Foundations, Oxford: Macmillan Heinemann
Peterson, P., (1991) "A Synthesis of methods for interactive listening", in M. Celce-
Murcia, (ed), Teaching English as a Second or Foriegn Language, 2nd edition
(ppp.106-122), New York: Newbury House
Richards, Jack, (1990), The Language Teaching Matrix, Cambridge: Cambridge
University Press

TASK 2 B : 5 REASONS OF THE SUITABILITY OF THE LESSON PLAN

BRIEF EXPLANATION OF THE ACTIVITY PLANNED IN THE LESSON PLAN

The lesson that we have planned is an activity of role play where the pupils
will be divided into groups and they were asked to be a family members or a group of
friends. There will be a student acts as the waiter and the rest of the group member
will be the customers.
The activity is focusing on the speaking and listening skills that will occur
during the order taking activity. Teacher have to prepare a menu, a set of food
pictures ( laminated ) as their order. After they ordered, the customers will comment
to the teacher about their order whether they get the correct order or otherwise.
Teacher will also ask feedback from the waiter if he/she really understand what the
customers asked.

5 REASONS OF THE SUITABILITY OF THE LESSON PLAN

INTRODUCTION

The listening component aims at developing learners ability to listen to and
understand the spoken language better. The sub-skills of listening range from the
basic level of sound, word and phrase recognition to an understanding of the whole
text. Learners are encouraged to listen to various text types so that they will become
familiar with the sounds, intonation and stress patterns of the English language as
well as to get to know the correct pronunciation of words and the use of certain
expressions. Learners are also encouraged to respond to the information or
message heard in a variety of ways including verbal and non-verbal forms.

As speaking is linked closely to listening, learners are taught to listen carefully
to what is spoken and give an appropriate response. In the development of oral
skills, learners are taught how to ask questions politely when seeking information or
clarification and to reply giving relevant information. Learners are also taught to
express their thoughts, feelings and ideas simply when talking to friends and older
people. To this end, learners are taught to use appropriate words, phrases and
expressions that do not offend others which can occur with the lack of proficiency. In
making their utterances understood by others, learners are taught to pronounce
words correctly and to speak clearly with the right stress and intonation

1. INTEGRATION OF BOTH SKILLS

First, the lesson integrates both listening and speaking skills. Role play is
known for testing both of the skills. In the activity planned ( development stage ), the
pupil acts as the waiter is to listen and respond to the customers ( another pupils role
playing as customers ). So, during the interaction during the role play session, the
waiter has to listen and respond to the customers where they will ask for their order.
Besides, the listening component aims at developing learners ability to listen to and
understand the spoken language better. As speaking is linked closely to listening,
learners are taught to listen carefully to what is spoken and give an appropriate
response.

2. SUITABLE WITH THE LEVEL AND PUPILS CAN RELATE TO THE
SITUATION

It is suitable to the level of the pupils and they can relate to the situation. This
activity is not only test their speaking and listening skills, but it is fun as well. This
type of role play is suitable to the level of the pupils because it is planned accordingly
with their sentence level ( according to the HSP ) and they can relate to the situation
given too. Many of them had experience of dining at a restaurant and the only
difference is the language they use to order their meal. So, this is a good opportunity
to instil and encourage them to use English language as the medium.

3. AN INFORMAL AND AN OPEN ENDED ACTIVITY WHERE IT ENABLES
THEM TO ADD THEIR OWN WORDS AND SPEAKS BEYOND THE SCRIPTED
LINES.

This activity is helping the pupils to develop their listening and speaking skills
informally. Not knowing the idea behind the activity, pupils actually will enjoy the
lesson and sharpen their listening and speaking skills as well as their social skills.
Apart from that, pupils will also encourage to use their own lines and expression
during the activity along with the basic scripts given to them. It is also an open ended
activity where the pupils might be able to add their own words, story line and speak
beyond the scripted lines.

4. THE MATERIALS NEEDED FOR THIS LESSON PLAN IS EASILY
ACCESSIBLE AND USER FRIENDLY.

The materials needed to prepare for the lesson is also easily accessible, user
friendly and can be used over and over again. Menus, for instance, can be used later
for a linear reading comprehension. Teacher does not have to spend a fortune to
prepare the lesson because the materials needed, can be found easily. The lesson
itself can be develop into other related lesson such as reading, vocabulary, writing
and many other creative lesson if you put your mind around it.

5. THE INTEGRATION OF SOCIAL SKILLS IN THE LESSON SUITS THE NEED
OF THE PUPILS.

This lesson also helps the pupils to develop their social skills where the
teacher uses social expressions, greetings, and other common phrases in the
scripts. The integration of social skills in the lesson suits the need of the pupils where
they will use the expressions and greetings in their daily life eventually. This helps
them to prepare for their life experience.
.