LESSON PLAN FOR LISTENING.docx

8/11/2019 LESSON PLAN FOR LISTENING.docx

1/19

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.


2/19

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 teachersinstruction 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

ENRICHMENTi) 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.


3/19

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 Starnow 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. Studentsresponds to

teachers greeting.

2. Pupilsanswers 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 singingsongs

CCTS:Verbal-linguistic

Relating

CAPTAIN

STAR
http://www.youtube.com/watch?v=tNlhqPz5-Kwhttp://www.youtube.com/watch?v=tNlhqPz5-Kwhttp://www.youtube.com/watch?v=tNlhqPz5-Kwhttp://www.youtube.com/watch?v=tNlhqPz5-Kw


4/19


PreListening

(+ 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 totheir

chrome notebook andlisten 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
http://nineplanets.org/tour/http://nineplanets.org/tour/http://nineplanets.org/tour/


5/19


While Listening

(+ 15 mins)

Listening Game.

1. Listen to a

recorded text

entitledThe

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

CCTSAttributing and

determining

Moral Valuecooperation


6/19


Post-Listening

(+ 15 mins)

Production

Make Your Own

Telescope

1.Teacher distributes a plastic bag toeach 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 allthe 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 thefirst.

6. The telescope is complete.

Teacher asks the groups to writetheir names onto the telescopes.

1. Pupils receive the plasticbag 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 secondcardboard 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 beproactive and to put their

interest into inventions.

Moral Value :Helpfulness.


7/19

7.After completing, teacher instructs

them to look outside through the

telescope.


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 placardand 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 withsome excitement.

CCTS :Evaluating & Making

Conclusion


8/19

Appendix 1

Sentence Strips

The earth is a planet in the SolarSystem.

The other planets in our Solar System

are Mercury, Venus, Mars, Jupiter,

Saturn, Uranus and Neptune.All these planets travel around the

Sun.


9/19

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.


10/19

Appendix 4


11/19

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 ThinkPair- 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.


12/19

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.


13/19

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 PreListeningstage, which was 10 minutes, 3 points.

The While Listeningstage, which was 15 minutes 3 points.

The Post-Listeningstage 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 wereunable to demonstrate a basic understanding of the importance of having good speaking and listening skills.
http://www.discoveryeducation.com/http://www.discoveryeducation.com/http://www.discoveryeducation.com/http://www.discoveryeducation.com/http://www.discoveryeducation.com/http://www.discoveryeducation.com/


14/19


15/19


16/19


17/19


18/19


19/19

Appendix 7

WORKSHEET 1

NAMES: ________________________________________________________

1. The moon is shiningbrightly ______ 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.

Documents

LESSON PLAN FOR LISTENING.docx