Video conferencing is an interactive communication medium which lets

students and teachers to have a visual link to those they are working with whether they are down the hall, across the street or on the other side of the globe. (Schutte 1998)

Video Conferencing

Benefits & how to integrate video conferencing?

Virtual field trip can often be arranged via video conferencing especially when distance, time and cost factors become the problems to conduct the real field trip. (Schutte, 1998)

Uberman (1998) “Video conferencing is highly

motivating and entertaining and it can

give shy students more opportunity to express their opinions and feelings.”

Provides real and moving experience for the students.

(Smith, 2002 )

Promotes collaborative work as

it allows students in multiple schools around the world to work together on relevant issues. (Svitak, 2010)

Enable students to practise their

language skills with native speakers from the target culture. (Dowd, 2004 )

Enable teachers who are sick, injured

or not available in school to have class virtually with their pupils.

Lesson Plan (Listening Skills)

TopicBeautiful Malaysia

Previous Knowledge• Pupils are familiar with verbs. (Pour, Soak, Draw)Language Focus• Sequence Connectors (Firstly, Next, Then, After

that, Finally)

ThemeWorld of knowledge

Target Group5 Harmony (Upper Intermediate)

Learning Outcome 1.4 Listen to and follow simple instructions and directions accurately.

Lesson Plan (Listening Skills)

Curriculum Specifications1.4.1 Listen to and follow simple instructions 1.4.2 Listen to and follow simple instructions in

a process

Lesson Objectives• Pupils should be able to number 6 out of 8

procedures of making batik in a correct order. • Pupils should be able to rewrite 6 out of 8 procedures

of making batik using correct sequence connectors.

1. Teacher divides the class in groups of six.2. Teacher introduces a person from the batik

industry to the pupils via video-conferencing.

3. Next, the person takes over the class.4. He will explain and demonstrate the

procedures of making batik.

5. Pupils need to listen to the explanations given.6. After the person has completed all the

procedures of making the batik, pupils need to

discuss in groups and pose questions to the person if they have any doubts.

7. After the question and answer session has

ended; teacher distributes a task sheet to each of the pupils.

8. Next, the person from the batik industry will demonstrate the procedures of making batik once again.

9. Pupils need to fill in the blanks with the

correct sequence connectors based on the procedure listened.

10. Teacher checks the answers and corrects the pupils if there are any mistakes.

Task Sheet

Procedures No

pour the hot melted wax into a “canting”.

put the cloth to dry outside when the whole design has been

outlined.

soak the cloth into the boiling water to remove the wax.

draw your design on a piece of white cloth.1

dry out the cloth and iron it out.

remove the cloth from the frame after it is completely dried.

use a small fine brush to colour the design with batik dye.

stretch the white cloth over a wooden frame so that you can apply

the wax easily.

B. Rewrite the procedures accordingly using the correct sequence connectors.

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