Lesson Plan Listening Wanted Men

7/28/2019 Lesson Plan Listening Wanted Men

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SAMPLE LESSON PLAN

Date : 28 th. January 2012

Time : 8.45-9.45 ( 1 Hour )

Class : Year Six

Number of Students : 40 Students

Students Level : Intermediate

Theme : World of Knowledge

Topic : Descriptions of People

Focus/Main Skill : Listening

Integrated Skill : Speaking, Reading and Writing

Curriculum Specifications

1.5.2 Listen to simple descriptions

2.7.1 Name the good and bad characters and tell why they are good or bad.2.7.3 Talk about events in a story.3.9.3 Read and give details about the actions of people in a story.4.3.3 Write paragraphs based on words and phrases.

General Objectives

To enable students to describe and write descriptions of people.


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Specific Objectives

By the end of the lesson, students should be able to:

1. Listen to the tape on the descriptions of three wanted men and answer at least 8 out of 10 T (True) or F (False) statementscorrectly on Task Sheet 1.

2. Listen to the tape again and write down the correct name of each of the three wanted men on Task Sheet 2 with 100%accuracy.

3. Listen to the tape and then complete the physical appearance and personality traits of the three wanted men on Task Sheet3 with 80 % accuracy.

4. Put together the face of the most wanted man or woman from the face cards and draw out the face as well as write a brief

description about the wanted person on the mahjong paper provided on Task Sheet 4.

Previous Knowledge

Students have learnt about the descriptions of people in Year 5

Moral Values

Public Spiritedness

CooperationCourage


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Teaching Aids

1. Picture of an unidentified man

2. Cassette player, Tape and Verbatim

3. Pictures of the 3 Wanted Men

4. Face cards

5. NTV 7 card

6. Task sheet 1; Task Sheet 2; Task Sheet 3

7. Mahjong Paper

8. Microphone


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Stage/Time Content Teaching & LearningActivities

Remarks/ Rationale

SetInduction

(+5Minutes)

Descriptionof a person.

1. Teacher draws the students attention by

telling them that a man has escaped fromSeremban Jail. He was last seen at GiantHypermarket in Senawang and he lookedsomething like this

2. The teacher puts up a picture of anunidentified man on the board. Then, theteacher quickly takes it down and asks the

following questions.Example:a) What is he wearing on his head?b) Describe his face and the colour of his

skin.c) What type of clothing is he wearing?d) What colour is it?

3. After answering the questions, the teacherputs back the picture on the board andgets students to check if their descriptionsare correct

4. The teacher gets the students to predictthe topic of the lesson.

Rationale

The coloured picture of theunidentified man is a goodvisual stimulus to arouse thestudents' attention and gettheir minds set on the lessonproper.

Teaching Aid

Picture of a unidentifiedman

Moral Value

Public spiritedness


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Remarks/Rationale

Stage 1

Pre

(+10 minutes)

Radiobroadcast-PoliceReport

1. The teacher asks the students to get intopairs.

2. The teacher distributes Task Sheet 1 to thestudents and asks them to read throughthe instructions and statements silently.

3. The teacher instructs students to listenattentively to the taped recording of a

police report and write the answers on thetask sheet.4. The teacher switches on the cassette player

and the students listen to the descriptionsof three wanted men once.

5. As they listen to the recording, the studentswrite T (True) or F (False) in the bracketsprovided on the task sheet.

6. Teacher elicits responses from students onthe answers to the given task and givesfeedback.

7. Students check their answers.

Rationale

The tape recorder is aninvaluable aid as it providesstudents with content andcompliments the task given.Using a simulated policereport will not only provide

students with authenticsituation which relates toreal life listening but it isalso easier to follow.

Teaching Aids:Cassette Player and tapeTask sheet 1


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Remarks/ Rationale

Stage 2While

(+7 Minutes)

ListeningComprehension

1. The teacher distributes Task Sheet 2 toindividual students and this time tells themto label the pictures of the three wantedmen while they listen to the same tape.

2. As the students listen to the tape again,they write down the correct name of eachwanted man below his face.

3. The teacher displays the pictures of the

three wanted men on the board.4. The teacher calls individuals to come

forward to write the correct names of thewanted men while other students checktheir answers.

Rationale

The pictures of the three wantedmen help students to relate thedescriptions from the tape withthe physical appearance. Thesevisual aids are useful and theyhelp comprehension. Thesimulated radio broadcast of the

police report aims at developingindividual student's ability tolisten to information withunderstanding and responding tothe message in the text.Teaching Aids:-Cassette player and tape,

-Pictures of Three WantedMen-Task sheet 2CCTS:


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Remarks/ Rationale

Stage 3While

(+15Minutes)

CooperativeLearning 1. The teacher asks the students to get intogroups of five.2. Teacher gives out Task Sheet 3 to every

group.3. The students are asked to read the

instructions and study what information isrequired in the table carefully.

4. The students listen to the tape again and

then they fill in the personal details of eachwanted man in the table.

5. Teacher puts the table up on the board andgets the representatives from each group togive the answers.

6. The other groups check their answers.7. Teacher gives feedback and discusses the

answers with students.

Rationale

This task-based activity getsstudents to actively constructmeaning by identifying mainpoints and supporting details.Group work is a good way toenable students to interact withone another. It fosters peer

learning and cooperation amongthe students.

Teaching Aids:

-Cassette player and tape,-Task sheet 3

Moral ValueCooperation


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Remarks/ Rationale

Stage 4

Post

(+18Minutes.)

CompositePictures

SkillsListening,Speaking,Reading and

Writing

1. Teacher asks students to stay in theirrespective groups of five.2. The teacher distributes Task Sheet 4 and

envelopes containing face cards to thestudents in their groups.

3. The group members put together the faceof the most wanted man or woman fromthese cards and draw out the face on the

mahjong paper provided.4. The students may add any other details on

the said face.5. The students then, write a brief description

about him or her below the person's face.6. Teacher goes around and helps the

students.

7. A student representative for eachgroup displays and presents his/hergroup's work.

8. The teacher displays all the groups' workon the board and gives feedback.

Rationale

This activity is interesting andcenters on meaningfulcommunication. It contributes toa relaxed classroom atmosphere.It encourages students to interactwith others through group workactivity.

Teaching Aids:

-Face cards-Mahjong Paper,-Task sheet 4


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Remarks /Rationale

Closure

(+5Minutes)

NewsBroadcasting.

1. The teacher creates a scene of 'NTV 7News Room' in front of the classroomand puts the NTV 7 sign up on the boardand places a microphone on the table.

2. Teacher calls representatives fromvarious groups to be 'newscasters.'

3. The students read aloud the descriptionof their groups wanted man.

4. The teacher gives feedback on thestudents performance based on fluencyand accuracy.

Rationale

The role play exposes students tonatural language in a variety ofsituations, in accordance to theCommunicative Approach whichadvocates the use of authentic

language materials.Teaching Aids:

-NTV 7 Card-Microphone


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PICTURE OF AN UNIDENTIFIED MAN


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VERBATIM

(Police Report)We interrupt this programme to bring to you a very important police report.Three men have escaped from the Pudu Jail.

They are the First ManScarface Samy also known as Bill Besar.He is good at Kung Fu.He carries a kris and a parang.These are his favourite weapons.He is 182 centimeters tall and he weighs 82 kilograms.

He has thick black hair and long beard.He has very small black eyes and thick black eyebrowsHis face is scarred.He has large ears and he often wears a gold earring in his right ear.He has a bad temper, especially when he is hungry.At day time, he is very dangerous.

The Second Man isCrazy Hamzah, who also uses the name Buruk Baharuddin.He always carries two swords.

Swords are his favourite weapons.He is 200 centimeters tall and he weighs 113 kilograms.He has thick brown hair.He has big black eyes and thick black eyebrows.His face is thin.He has small ears and he always wears earrings in both ears.He has a deep scar across his face.It starts at his right eyebrow and goes across his face to his left ear.He has a bad temper, especially when he has had no sleep.

Lastly, the Third ManGila Gonzo also known as Mean Sharif.He always carries a pistol and a knife. These are theweapons which he likes best.He is 167 centimeters tall and he weighs 72 kilograms.He is half-bald.

He has very small black eyes and he has thin eyebrow.His face is oval. He has large ears.He has a thick black moustache.He has a small scar on his face.He has a bad temper especially when he has been outin the sun for a long time.

If you see these three men, run away and call thepolice!


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TASK SHEET 1

As you listen to the descriptions of the three wanted men,write T- (True) orF - (false) in the brackets providedon your right.

1. A. Scarface Samy is Mohan Besar. ( )

B. He weighs 82 kilograms. ( )

C. He is good at Kung Fu. ( )

D. He wears a gold earring in his right ear. ( )

2. A. Buruk Baharuddin is always armed with two

swords. ( )

B. He wears a gold earring in his left ear. ( )

C. He has a deep scar across his face. ( )

D. He has big yellow eyes. ( )

3. A. Gila Gonzo is bald. ( )

B. His favourite weapons are a pistol anda knife. ( )

C. He has a bad temper when he is hungry.( )

D. He has a thin moustache. ( )


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TASK SHEET 2

Write down the correct name of each wanted man below his face.

\


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TASK SHEET 3

As you listen to the descriptions of each wanted man, fill in his personal details in the columns given.

NAME PHOTOFIT HEIGHT WEIGHT HAIR EYES EYEBROWS FACE EARS

1. Scarface Samy

@ Bill Besar

2. Crazy Hamzah

@ BurukBaharuddin

3. Gila Gonzo

@ Mean Sharif


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TASK SHEET 4

You are a witness to a bank robbery. Draw a face of the wanted man or woman you saw and write about him or

her based on the questions given on the mahjong paper provided. You may add any other details of thedescriptions of your wanted man or woman (Group Work).

1. What is he or she normally called?

2. Is he or she dangerous?

3. What weapon does he or she carry?

4. How tall is he or she?

5. What is his or her weight?

6. What colour are his or her hair and eyes?

7. What is the shape of his or her face?

8. What does he or she have on his or her face?


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SAMPLE LISTENING LESSON PLAN

Subject : English LanguageDate : 14 th. September 2007 (Friday)

Time : 8.00-9.00 ( 1 Hour )Class : Year SixNumber of Students : 40Students Level : IntermediateTheme : World of StoryTopic : Descriptions of PeopleFocus/Main Skill : ListeningIntegrated Skill : Speaking, Reading and Writing

Curriculum Specifications

1.3.3. Listen to and understand phrases in stories, recounts and descriptions heard.1.7.2. Listen to stories, fables and legends and give details.2.1.4. Ask questions with the correct intonation.3.4.1. Read aloud phrases and sentences, pronouncing them correctly3.9.2. Read and give details about the people and animals in the story.4.3.1. Form sentences and questions by matching sentence halves, and expanding on words given.4.6.1. Write simple guided descriptions.

General Objectives

Students should be able to describe and write descriptions of people.


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Specific Objectives

By the end of the lesson, students should be able to:

1. listen to the tape on the descriptions of three wanted men and answer at least 8 out of 10 T (True) or F (False)statements correctly on Task Sheet 1.

2. listen and write down the correct name of each of the three wanted men on Task Sheet 2 with 100% accuracy.

3. listen to the tape and then complete the physical appearance and personality traits of the three wanted men on TaskSheet 3 with 80 % accuracy.

4. put together the face of the most wanted man or woman from the face cards and draw out the face as well as write abrief description about the wanted person on the mahjong paper provided on Task Sheet 4.

Previous Knowledge

Students have learnt about the descriptions of people in Year 5

Moral Values

Public SpiritednessCooperationCourage

Teaching Aids

Picture of an unidentified man; Cassette player, Tape and Verbatim ; Pictures of the 3 Wanted Men; Face cards; NTV 7card ; Task sheet 1,2 & 3; Microphone


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Remarks/ Rationale

Set Induction

(+5 Minutes) Description of aperson.

1. Teacher draws the students attention by telling themthat a man has escaped from Seremban Jail. He was

last seen at Giant Hypermarket in Senawang and helooked something like this

2. The teacher puts up a picture of an unidentified manon the LCD screen. Then, the teacher quickly takes itoff and asks the following questions.

Example:a) What is he wearing on his head?b) Describe his face and the colour of his skin.c) What type of clothing is he wearing?

d) What colour is it?3. After answering the questions, the teacher puts back

the picture on the board and gets students to check iftheir descriptions are correct

4. The teacher asks students what they will do if theycome across a wanted man.

Rationale

The coloured picture of the unidentifiedman is a good visual stimulus to arouse thestudents' attention and get their minds seton the lesson proper.

Teaching Aid

Picture of an unidentified man onPowerpoint

Moral Value

Public spiritedness

Stage 1

Pre

(+5 Minutes)

Vocabulary

(PronunciationDrill andmeanings)

1. Teacher reads the words with correct rhythm, stressand intonation. Example of words :-

2. Pupils repeat after the teacher3. Then, teacher explains their meanings

RationaleTo improve their pronunciation andincrease their vocabulary

Teaching Aids

1. Picture of an unidentified man onpowerpoint

2. Vocabulary chart on powerpoint

beard, scar, moustache, eyebrow, weapon,temper, bald, swords, favourite, pistol


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Remarks/ Rationale

Stage 2

While

(+8 Minutes)

Radio

broadcast-Police Report

1. The teacher asks the students to get into pairs.

2. The teacher distributes Task Sheet 1 to the studentsand asks them to read through the instructions andstatements silently.

3. The teacher instructs students to listen attentively tothe taped recording of a police report and write theanswers on the task sheet.

4. The teacher switches on the cassette player and thestudents listen to the descriptions of three wantedmen once.

5. As they listen to the recording, the students write T(True) or F (False) in the brackets provided on thetask sheet.

6. Teacher elicits responses from students on theanswers to the given task and gives feedback.


Rationale

The tape recorder is an invaluable aid as itprovides students with content andcompliments the task given. Using asimulated police report will not onlyprovide students with authentic situationwhich relates to real life listening but it isalso easier to follow.

Teaching Aids:Cassette Player and tapeTask sheet 1

Stage 3

While

(+7 Minutes)


1. The teacher distributes Task Sheet 2 to individualstudents and this time tells them to label thepictures of the three wanted men while they listen tothe same tape.

2. As the students listen to the tape again, they writedown the correct name of each wanted man belowhis face.

3. The teacher displays the pictures of the threewanted men on the screen.

4. The teacher calls individuals to come forward towrite the correct names of the wanted men whileother students check their answers.

Rationale

The pictures of the three wanted men andthe simulated radio broadcast of the policereport help students to relate thedescriptions from the tape with thephysical appearance.

Teaching Aids:-Cassette player and tape,-Pictures ofThree Wanted Men-Task sheet 2


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Remarks/ Rationale

Stage 4Post

(+15 Minutes)

CooperativeLearning

1. The teacher asks the students to get into groups of

five.2. Teacher gives out Task Sheet 3 to every group.3. The students are asked to read the instructions and

study what information is required in the tablecarefully.

4. The students listen to the tape again and then they fillin the personal details of each wanted man in thetable.

5. Teacher puts the table up on the board and gets therepresentatives from each group to give the answers.

6. The other groups check their answers.7. Teacher gives feedback and discusses the answers

with students.

Rationale

This task-based activity gets students toactively construct meaning by identifyingmain points and supporting details. Groupwork is a good way to enable students tointeract with one another. It fosters peerlearning and cooperation among thestudents.Teaching Aids:

-Cassette player and tape,-Task sheet 3Moral ValueCooperation

Stage 5

Post

(+15 Minutes.)

CompositePictures

SkillsListening,Speaking,Reading andWriting

1. Teacher asks students to stay in their respectivegroups of five.

2. The teacher distributes Task Sheet 4 and envelopescontaining face cards to the students in their groups.

3. The group members put together the face of the mostwanted man or woman from these cards and drawout the face on the mahjong paper provided.

4. The students may add any other details on the face.5. The students then, write a brief description about him

or her below the person's face.6. Teacher goes around and helps the students.7. A student representative for each group displays and

presents his/her group's work.8. The teacher displays all the groups' work on the board

and gives feedback.

Rationale

This activity is interesting and centers onmeaningful communication. It contributesto a relaxed classroom atmosphere. Itencourages students to interact with othersthrough group work activity.

Teaching Aids:-Face cards, Mahjong Paper, Task sheet 4


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Remarks /Rationale

Closure(+5 Minutes)

NewsBroadcasting. 5. The teacher creates a scene of 'NTV 7 News Room' infront of the classroom and puts the NTV 7 sign up onthe board and places amicrophone on the table.

6. Teacher calls representatives from various groups to be'newscasters.'

7. The students read aloud the description of their groupswanted man.

8. The teacher gives feedback on the studentsperformance based on fluency and accuracy.

RationaleThe role play exposes students tonatural language in a variety ofsituations, in accordance to theCommunicative Approach whichadvocates the use of authenticlanguage materials.

Teaching Aids:

-NTV 7 Card-Microphone


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Stage/Time Content Teaching & LearningActivities / Rationale

Rationale Remarks

Set

Induction(+5

Minutes)

Description of aperson.

SkillsListening,Speaking

5. Teacher draws the students

attention by telling them that aman has escaped fromSeremban Jail. He was lastseen at Giant Hypermarket inSenawang and he lookedsomething like this

6. The teacher puts up a pictureof an

unidentified man on the board.Then, the teacher quickly takes itdown and asks the followingquestions.

Example:e) What is he wearing on his

head?f) Describe his face and the

colour of his skin.g) What type of clothing is he

wearing?h) What colour is it?

7. After answering the questions,the teacher puts back thepicture on the board and getsstudents to check if theirdescriptions are correct

8. The teacher gets the students

The coloured picture of the unidentified

man is a good visual stimulus to arousethe students' attention and get their

minds set on the lesson proper. The

recalling activity may remind them of

something they have seen previously,

and this in turn, leads them to predict

the kind of information needed. This

class activity will also enable the

students to lower their affective filter

and build up their curiosity towards the

lesson. Students with low affective filter

seek and receive more input, interact

with confidence and are more receptive

to the input received. Low personal

anxiety and low classroom anxiety are

more desirable and conducive to second

language acquisition.

Teaching Aid

Picture of a unidentifiedman

Moral Value

Public spiritedness


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to predict the topic of thelesson.

Stage/Time Content/ Activity Teaching & LearningActivityRationale

Remarks

Stage 1

(+10Minutes)

Radio broadcast-Police Report

SkillsListening,Speaking, Readingand Writing.

8. The teacher asks the studentsto get into pairs.

9. The teacher distributes TaskSheet 1 to the students andasks them to read through theinstructions and statementssilently.

10. The teacher instructs studentsto listen attentively to thetaped recording of a policereport and write the answerson the task sheet.

11. The teacher switches on thecassette player and thestudents listen to thedescriptions of three wantedmen once.

12. As they listen to the recording,the students write T (True) orF (False) in the bracketsprovided on the task sheet.

13. Teacher elicits responses fromstudents on the answers to thegiven task and gives feedback.


The tape recorder is an invaluable aid as

it provides students with content and

compliments the task given. Using a

simulated police report will not only

provide students with authentic situation

which relates to real life listening but it is

also easier to follow. The listening

comprehension input is slightly beyond

the students' current level of

comprehension. When students hear the

input, this may lead them to predict the

kind of information they are likely to

hear. This is known as 'top down'

processing. When students can relate

what they are about to hear with what

they already know, this will help them

understand what they hear better. Pair

work is a good way to encourage

Teaching Aids:Cassette Player and tape(Appendix 2)Task sheet 1 (Appendix 3)


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interaction between the students. It helps

students to use the language learnt in a

natural and non-threatening

environment.

Stage/Time Content/ Activity Teaching & LearningActivity

Rationale Remarks

Stage 2

(+7Minutes)


SkillsListening,Speaking, Writing

5. The teacher distributes TaskSheet 2 to individual studentsand this time tells them to labelthe pictures of the threewanted men while they listen

to the same tape.6. As the students listen to thetape again, they write downthe correct name of eachwanted man below his face.

7. The teacher displays thepictures of the three wantedmen on the board.

8. The teacher calls individuals tocome forward to write the

correct names of the wantedmen while other studentscheck their answers.

The pictures of the three wanted menhelp students to relate the descriptionsfrom the tape with the physicalappearance. These visual aids are usefuland they help comprehension. The

simulated radio broadcast of the policereport aims at developing individualstudent's ability to listen to informationwith understanding and responding tothe message in the text. Taped input isgood as this allows the students to listento the input as many times as they need.Simplification of the listening task in thisstage makes the expected outcome simplefor individual student. This will motivate

and help students to build up their selfconfidence. Hence, they will look forwardto the following stages of the lesson.

Teaching Aids:Cassette player and tape,Pictures of Three WantedMen (Appendix 4-6),Task sheet 2 (Appendix 7)

Stage/Time Content/ Activity Teaching & Learning Rationale Remarks


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Activity

Stage 3(+15

Minutes)

CooperativeLearning

SkillsListening,Speaking, Readingand Writing

8. The teacher asks the studentsto get into groups of five.

9. Teacher gives out Task Sheet 3to every group.

10. The students are asked to readthe instructions and studywhat information is requiredin the table carefully.

11. The students listen to the tapeagain and then they fill in thepersonal details of each wantedman in the table.

12. Teacher puts the table up onthe board and gets therepresentatives from eachgroup to give the answers.

13. The other groups check theiranswers.

14. Teacher gives feedback anddiscusses the answers withstudents.

This task-based activity gets students toactively construct meaning by identifyingmain points and supporting details. It alsohelps students to listen, understand andextract information from the tape.Listening and writing at the same time aredifficult. Filling in the personal details inthe table makes the tasks easier. Groupwork is a good way to enable students tointeract with one another. It fosters peerlearning and cooperation among thestudents. There is negotiation of meaningand turn taking and every student isinvolved in completing the task. InCommunicative Approach, activities aredesigned to engage students in thepragmatic, authentic, functional use oflanguage for meaningful purposes.

Teaching Aids:Cassette player andtape, Task sheet 3

Moral ValueCooperation

Stage/Time Content/ Activity Teaching & Learning Rationale Remarks


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ActivityStage 4

(+18 Mins.)CompositePictures

SkillsListening,Speaking, Readingand Writing

6. Teacher asks students to stayin their respective groups offive.

7. The teacher distributes TaskSheet 4 and envelopescontaining face cards to thestudents in their groups.

8. The group members puttogether the face of the mostwanted man or woman fromthese cards and draw out theface on the mahjong paperprovided.

9. The students may add anyother details on the said face.

10. The students then, write abrief description about him orher below the person's face.

6. Teacher goes around and helps thestudents.

7. A student representative for eachgroup displays and presents

his/hergroup's work.15. The teacher displays all the

groups' work on the board andgives feedback.

This activity is interesting and centers onmeaningful communication. It contributesto a relaxed classroom atmosphere. Itencourages students to interact with othersthrough group work activity. Intrinsicmotivation will spring from an interest inwhat is being communicated by thelanguage. The students contribute as muchas they gain and thereby learn in anindependent way. Communicativeinteraction encourages cooperativerelationships among students. It givesstudents an opportunity to work onnegotiating meaning. Students' security isenhanced by the many opportunities forcooperative interactions with their fellowstudents and the teacher. Teacher acts as afacilitator to establish situations likely topromote communication among the groupmembers. He also acts as an organizer ofresources, a resource himself and as aguide within the classroom procedures andactivities. It also promotes CCTS where itencourages students to be creative andcritical in their thinking skills.

Teaching Aids:

Face cards (Appendix9)Mahjong Paper,Task sheet 4 (Appendix10)


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Stage/Time Content/ Activity Teaching & LearningActivities / Rationale

Rationale Remarks

Closure(+5

Minutes)

NewsBroadcasting.

SkillsListening,Speaking, Reading

9. The teacher creates a scene of'NTV 7 News Room' in front ofthe classroom and puts the NTV 7sign up on the board and places amicrophone on the table.

10. Teacher calls representatives fromvarious groups to be 'newscasters.'

11. The students read aloud thedescription of their groupswanted man.

12. The teacher gives feedback on thestudents performance based onfluency and accuracy.

The role play exposes students to naturallanguage in a variety of situations, inaccordance to the CommunicativeApproach which advocates the use ofauthentic language materials. Role play isvery important because they give studentsan opportunity to practice communicatingin different social contexts and in differentsocial roles. Oral production activity givesstudents a chance to practice the languagein real life situation and it gives them achance to express their individuality. Togive opportunities to students to developstrategies for interpreting language andbecome communicatively competent.Communicative competence involves beingable to use the language appropriate to agiven social context. It helps students toknow that many different forms can beused to perform a function and also that asingle form can often serve a variety offunctions. Finally, feedback helps studentsto know whether or not they havecommunicated effectively.

Teaching Aids:

NTV 7 Card(Appendix 11)Microphone

Documents

Lesson Plan Listening Wanted Men