TSL 3105 LISTENING AND SPEAKING LESSON PLAN Subject Class Date Time Duration Enrolment Theme Topic

c Proficiency Level Materials Language Skill Focus Integrated Skills Content Standard English 3 Arif 1st April 2013 9.00 am 10a.m 60 minutes 32 pupils (17 boys, 15 girls) World of Knowledge Unit 12: Fresh Fruits Intermediate Whiteboard, LCD projector, laptop, flashcards, videos, worksheets, textbook. Listening and speaking skills. Writing skills, reading skills. By the end of 6 year primary schooling, pupils will be able to: 1.1 pronounces words and speaks confidently with the correct stress, rhythm and intonation, 1.2 listens and responds appropriately in formal and informal situations for a variety of purposes, 1.3 understand and response to oral texts in a variety of context, 3.2 write using appropriate language, form and styles for a range of purposes, 5.2 construct various sentence types correctly. Learning Standard 1.1.1 Able to speak with correct word stress. 1.1.4 Able to talk about a stimulus with guidance. 1.2.2 Able to listen and follow (a) simple instructions, (b) simple direction. 2.2.2 Able to read and understand phrases and sentences in linear and non linear text.

3.2.1 Able to complete (a) linear text, (b) non linear text. 5.2.1 Able to construct declarative sentence correctly. Learning Objectives By the end of the lesson, pupils will be able to: 1. name various types of fruits, 2. understand/spell new and difficult words, 3. identify main ideas, supporting ideas and details, 4. transfer information from non linear text to linear text or vise versa. Activities 1. Teacher shows the pupils videos. 2. Teacher asks pupils to describe pictures from textbook. 3. Pupils sequencing recipe according to teachers instructions.

Stage and time Set Induction Whole class 5 minutes

Content

Teaching Learning Activities

Notes/Resources

- Speaking - Listening Pictures of fresh fruits from the textbook (page 89) Questions

1. Teacher asks the pupils to open the textbook, page 89 and look at the picture. 2. Teacher asks questions to the pupils about what they seen from picture. Example: Name five types of fruits that you can see in the picture. How much is a kilogram of rambutans? Which fruits that you like? Why? 1. Teacher reads to the pupils the text Fun Facts about Fruits. 2. Teacher introduces the difficult/new words to the pupils

Resources: Textbook

CCTS: Giving own opinion

Presentation 10 - 15 minutes

- Listening - Writing - Speaking

Resources: Text from http://www.fruitsinfo.com/did2

by writing them on whiteboard. Example: Text Fun Facts about Fruits. (Appendix 1) Writing/spelling book. Whole class 3. Teacher uses word attack by; connecting the words with another words, or reread the sentence, or use prior knowledge. 4. Teacher rereads the text and followed by pupils 5. Teacher asks pupils to list down the names of mentioned fruits and difficult words in the text in their book. Produce Poisonous Healthy Actual

you-know.php Writing book

CCTS: Identifying facts and opinion. Making connections.

Multiple Intelligences: Linguistic - Learning grammatical items Interpersonal - Brainstorming

Practice 15 20 minutes

- Listening - Writing - Speaking - Reading Activity 1: Say the dialogue. Group work (Appendix 2) Activity 1: Say the dialogue. 1. Teacher asks pupils to open textbook page 90. 2. Teacher paste flashcards containing pictures and names of fruits on whiteboard. 3. Teacher read the text in page 90 and asks pupils to follow. 4. Teacher divides the class into 4 groups according to their seating row. 5. Teacher asks two groups/rows to read the dialogue and Multiple Intelligences: Linguistic - Reading words, 3 CCTS: Giving own opinion

Resources: Textbook Flashcards

fill in the blank with names of fruits. One row as PUPIL A, while another row as PUPIL B. Example:

phrases, sentences. Interpersonal - Chain activities

PUPIL A: What is your favourite PUPIL B: My favourite fruit is

fruit papaya

? . ? Moral Values: Cooperation

PUPIL A: Why do you like to eat PUPIL B: Because they are juicy.

papaya

6. Teacher makes sure each pupil say the dialogues. 7. Pupils write the dialogue and names of fruits in their book. Production 15 20 minutes - Listening - Writing - Speaking

Activity 2: Listen for information. Passage How to Make Fruit Salad (Appendix 3)

Activity 2: Listen for information. 1. Teacher distributes the worksheets to all pupils. 2. Teacher reads the recipe with correct pronunciation and intonation. Asks the pupils to listen attentively for the details. 2. Teacher guides the pupils to complete the worksheets.

CCTS: Identifying main ideas, supporting ideas and details. Making interpretations. Multiple Intelligences: Spatial Filling charts/tables. Intrapersonal Self directed

Worksheets (Appendix 4)

learning.

Moral Values:

Self reliance Diligence

Activity 3: Arranging recipe Passage How to Make Fruit Salad (Appendix 3)

Activity 3: Arranging recipe. 1. Teacher distributes the worksheet to each pupil. 2. Teacher recalls the recipe to make fruit salad by reading it again. 3. Teacher guides pupils to complete the worksheets.

CCTS: Arranging, sequencing Generating ideas

Multiple Intelligences: Linguistic Organizing

Worksheet (Appendix 5)

information in written form. Logical Sequencing

Moral Values: Self reliance Closure 5 minutes - Speaking - Listening Pictures of fresh fruits from the textbook (page 89) Questions 1. Teacher recaps the lesson by asking questions. Example: What have you learnt today? Do you remember what is the meaning of poisonous (or other difficult words)? Which fruits do you like the most? Why? CCTS: Evaluating Giving own opinion Multiple Intelligences: Brainstorming Moral Values: Rationality