Teaching Listening Assignment

7/30/2019 Teaching Listening Assignment

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PART 1

Lesson Plan I

Date : 28 September 2011

Day : Wednesday

Subject : EnglishClass : Form 2

Language Proficiency : Beginner

Topic : Knowing one's behaviour towards others

Theme : Health

Time : 80 minutes

Enrolment : 10 students

Prior knowledge : Students are able to relate the moral of the story in their daily

lives and the situation in the current society

Curriculum : 3.0. Language for Aesthetic Use

3.1.Listen to, read, view and respond to literary works by

a) understanding and telling in one's own words the story and

poem heard and/or need and giving one's opinion.

b) recognizing elements in a story such as characters and

setting.

Level 1

iii) retelling the story or content of the poem in one's own

words

Objectives,At the end of the lesson, students should be able to:

i) edit dialogues from a story. (Practice stage 1)

ii) change the form of tenses of a passage. (Practice stage 2)

iii) differenciate the differences between the structure of written language and spoken

language. (Production stage 1)

iv) act out the role given in a suitable context. (Production stage 2)

Educational Emphases : - Thinking Skills

- Multiple Intelligence

- Learning How to Learn Skills

- Preparation for the Real World

Moral Values : - Respect towards others.

- Polite

Teaching Aids : - Article/Story from the website:

http://www.short_stories.co.uk/

- Worksheet I

- Worksheet II

References : -Kementerian Pendidikan Malaysia. (2003). Huraian Sukatan

Pelajaran Bahasa Inggeris Tingkatan 2. Kuala Lumpur:


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Dewan Bahasa dan Pustaka.

-http://www.short_stories.com.uk/

Stage/Time Teacher's Activity Students' Activity

Teaching Aids/

Educational

Emphases/ Rationale

Presentation

Stage 1

(5 minutes)

1) The teacher gives

instruction to the

students about the

activity today.

2) Teacher gives out

the copies of the story

to each student.

1) The students

briefly scan through

the story received

from the teacher.

2) The students listen

and follow the

instructions given bythe teacher.

Teaching Aids:

- The copies of the

story

Educational

Emphases:

-Learning How to

Learn Skills

Rationale:

- To let the students

understand the

purpose of the lesson

Presentation

Stage 2

(10 minutes)

1) Teacher provides

the summary at the

board and asks the

students to copy

down.

2) Teacher explains

the summary.

1) Students copy the

summary from the

board.

2)Students listen for

the explaination of

the summary by the

teacher.

TeachingAids:

- White Board

Educational

Emphases:

- Learning How to

Learn SkillsRationale:

- To enable students

to understand the

story

Practice

Stage 1

(15 minutes)

1) Teacher divides the

students in pair and

distribute Worksheet

1 to the students.2)Teacher asks the

students to discuss

the character in the

story and relate the

character to someone

around them.

1) Students are to sit

with their pair as

assigned.

2) Students are to use

the Worksheet 1

given to discuss the

character and relate

the character to

someone in their life.

Teaching Aids:

- Worksheet 1

Educational

Emphases:

-Preparation for the

Real World

Rationale:


to draw a relationship

from a story to a real

life person.


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Practice

Stage 2

(10 minutes)

1) Teacher asks the

students to change the

form of tenses of the

passage derived fromthe story into Simple

Present Tense

1) Students change

the form of tenses

into Simple Present

Tense of the passagederived from the

story.

Teaching Aids:

- Worksheet II

Educational

Emphases:

Thinking Skills

Rationale:- To enable students

to learn the language

and the structure of

the language.

Production

Stage 1

(15 minutes)

1) Teacher chose a

scene cut out fro the

story.

2) Teacher asks thestudents to pick a

character from tthe

story randomly.

3) Teacher asks the

students to prepare a

script for the

character.

1) Students are to

listen and understand

the scene cut out

from the story by theteacher.

2) Students draw a

name of a character

from a box.

2) Students are to

prepare a script for

the character chosen.

Teaching Aids:

- White Board

Educational

Emphases:

- Learning How to

Learn Skills

- Multiple

Intelligence

Rationale:


to learn the differenes

between the structure

of written and spoken

language.

Production

Stage 2

(25 minutes)

1) Teacher again asks

the students to pick a

character randomly.

2) Teacher asks the

students to role-play

the character chosen

by using the script

prepared earlier.

1) Students are to

role-play the

character chosen.

2) Students are to use

the script preparedand act out the scene

of the story.

Teaching Aids:- Worksheet III

(Script)

Educational

Emphases:

- Learning How to

Learn Skills

- Multiple

Intelligence

- Thinking Skills

Rationale:

- To provide the

students an

opportunity to act out

the scene

- To build self

confidence among the

students.


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STUDENT'S COPY

Worksheet 1

Have you encountered a person who is snobbish and ridiculed everyone just like the

princess in the story? What would happen if we follow the footsteps of the princess?

What can we do to change such behaviour? Discuss with your pair and write down yourpoints in the form of mindmap as prepared below.

Worksheet II

Worksheet III (Script)

What can we do to change a

snobbish behaviour?

At first the trade went well because many people, seeing such a beautiful

woman, went to buy her wares and paid their money without even thinking of taking

away the goods. They lived on this as long as it lasted and then her husband bought a

fresh lot of pots and pans, and she sat herself down with it in a corner of the market.

However, soon a drunken soldier soon came by and rode his horse against

her stall and broke all her goods into a thousand pieces.

She began to cry, and did not know what to do. 'Ah! what will become of

me?' she said; 'what will my husband say?' So she ran home and told him everything.

Two day later, travelling fiddler came by the castle. He began to play

under the window and begged for money and when the king heard him, he

said,'Let him come in.'

So, they brought the dirty looking fellow in and, when he had sung

before the king and the princess, he begged for a gift.

The king said, 'You have sung so well that I will give you my daughter

to take as your wife.'

The princess begged and prayed; but the king said, 'I have sworn to

give you to the first man who came to the door, and I will keep my word.'Words and tears were to no avail; the parson was sent for, and she was

married to the fiddler.

When this was over, the king said, 'Now get ready to leave -- you must

not stay here -- you must travel with your husband.'


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Role of "The King"

Role of "The Fiddler"

Role of "The Princess"

You are the king, father to the princess. Write your script when

the fiddler cried and begged at the door.

ask the princess to listen to the fiddler's singing

after the fiddler finished singing

stern warning to reprimand the daughter when she begged not to married the

fiddler

the preparation of the marriage ceremony

during the marriage ceremony.

You are the travelling fiddler who is poor. Write your own script when

you came to a castle to beg for money

you sing before the king and the princess

asks for a gift after you have finished singing

thank the king for the gift bestow by the king

during the marriage ceremony

after the marriage ceremony

you take the princess with you

You are the beautiful princess who are very proud, haughty and conceited. Write

your own script when

the king asked you to join him

the fiddler is singing in front of you and the king

begged and prayed when the king married you to the fiddler



the fiddler take you with him to travel


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You are the king, father to the princess. Write your script when

the fiddler cried and begged at the door.

ask the princess to listen to the fiddler's singing

after the fiddler finished singing

stern warning to reprimand the daughter when she begged not to married the fiddler

the preparation of the marriage ceremony

during the marriage ceremony.


Two day later, travelling fiddler came by the castle. He began to play

under the window and begged for money and when the king heard him, he

said,'Let him come in.'

So, they brought the dirty looking fellow in and, when he had sung

before the king and the princess, he begged for a gift.

The king said, 'You have sung so well that I will give you my daughterto take as your wife.'

The princess begged and prayed; but the king said, 'I have sworn to give

you to the first man who came to the door, and I will keep my word.'

Words and tears were to no avail; the parson was sent for, and she was

married to the fiddler.

When this was over, the king said, 'Now get ready to leave -- you must

not stay here -- you must travel with your husband.'

At first the trade went well because many people, seeing such a beautiful

woman, went to buy her wares and paid their money without even thinking of taking

away the goods. They lived on this as long as it lasted and then her husband bought a

fresh lot of pots and pans, and she sat herself down with it in a corner of the market.

However, soon a drunken soldier soon came by and rode his horse against

her stall and broke all her goods into a thousand pieces.

She began to cry, and did not know what to do. 'Ah! what will become of

me?' she said; 'what will my husband say?' So she ran home and told him everything.

TEACHER'S COPY (Suggested Answer)

Worksheet 1

Have you encountered a person who is snobbish and ridiculed everyone just like theprincess in the story? What would happen if we follow the footsteps of the princess?

What can we do to change such behaviour? Discuss with your pair and write down your

points in the form of mindmap as prepared below.

Worksheet II

At first the trade goes well because many people, seeing such a beautiful

woman, go to buy her wares and pay their money without even thinking of taking away

the goods. They live on this as long as it lasted and then her husband buys a fresh a lot

of pots and pans, and she sits herself down with it in a corner of the market.

However, soon a drunken soldier soon comes by and rides his horse against her

stall and breaks all her goods into a thousand pieces.

She begins to cry, and does not know what to do. 'Ah! what will become ofme?" she says; 'what will my husband say?' So she runs home and tells him everything.

Worksheet III (Script)

Role of "The King"

What can we do to change a

snobbish behaviour?

must know the basic courtesy

in greetinglearn to

be polite

when

talking

train oneself not to

bad mouthing

people

listen to advice that are given

by the people around you

learn to know the rules when there are

guests in the house


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You are the beautiful princess who are very proud, haughty and conceited. Writeyour own script when

the king asked you to join him

the fiddler is singing in front of you and the king

begged and prayed when the king married you to the fiddler



You are the travelling fiddler who is poor. Write your own script when

you came to a castle to beg for money

you sing before the king and the princess

asks for a gift after you have finished singing

thank the king for the gift bestow by the king



you take the princess with you

Script

"Who's the one singing by the window and begging for money at the door in this

hour?"

"Send him in!"

"My daughter, would you like to join me for an occasion in listening for the fiddler's

singing?" "What a nice voice you have!"

"You have sung so well that I would give you my daughter to take as your wife."

"No more begging and praying!"

"I have sworn to give you to the first man who came to the door, and I will keep my

word."

"Men! Ask for the parson! The marriage must not be delayed!"

"I now hand my daughter to you to take as your wife. You must love her as you love

yourself."

"You are now a wife of a man. Take note of your own behaviour and listen to your

husband."

"Now, get ready to leave for you must not stay here. You must travel with your

husband."

Role of "The Fiddler"

Script

"Lalalala~~~, grant me some pences dear king!"

"What is the song that Your Highness wished to listen to?"

[Song = According to individual preferences]

"What does Your Highness wished to grant me for I have sing the song YourHighness had asked?"

"Oh, thank you Your Majesty!"

"I shall take the princess as my wife, ....................

"I will take a good care of my wife. Please rest assure I shall do her no harm."

"Come my princess, for we shall be returning to my residence. Time is precious and

we shall not waste much longer."

Role of "The Princess"

Script

"Yes, sure my father."

"Hmm... not as good as I thought to be."

"What! Father, you can't do this to me!"

"I can't married a poor, filthy, fiddler! I am a princess! I ought to be with someone

in my own rank! Someone who is worthy of me!"

"No! Father, please! I don't want to marry the fiddler! Please!" [Sobbing]

"Yes, father."

"Yes, father."

"Yes, my husband."


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Lesson Plan II

Date : 12 October 2011

Day : Wednesday

Subject : English

Class : Form 2

Language Proficiency : BeginnerTopic : Choosing Friends Wisely

Theme : Social Issues

Time : 80 minutes

Enrolment : 10 students

Prior knowledge : Students are able to relate the incident happen to their daily

lives and current situation.

Curriculum : 1.0 Language for Interpersonal Use

1.2 Take part in social interaction by

a) participating in conversations and discussions and;

b) making plans and arrangements

Level 1

i) Expressing congratulations and responding appropriately.

ii) Giving compliments and responding appropriately.

iii) Offering help and responding appropriately.

Objectives,

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

i) identify the form of tenses. (Practice stage 1)

ii) use the same form of tenses to complete the assign task. (Practice stage 2)iii) guess the context by reading the sentences. (Production stage 1)

iv) discuss the situation and relate with their current situation (Production stage 2)

Educational Emphases : - Thinking Skills

- Multiple Intelligence

- Preparation for the Real World

- Values and Citizenship

Moral Values : - Be Vigilant in Surrounding.

- Be Careful on the Road

Teaching Aids : - Whiteboard

- Situation Cards

References : -Kementerian Pendidikan Malaysia. (2003). Huraian Sukatan

Pelajaran Bahasa Inggeris Tingkatan 2. Kuala Lumpur:

Dewan Bahasa dan Pustaka.

-http://www.teachingenglish.org.uk/activities/i-couldnt-

believe-my-eyes


9/16

Stage/Time Teacher's Activity Students' Activity

Teaching Aids/

Educational

Emphases/ Rationale

Presentation

Stage 1

1) Teacher enters the

class with a gloomy

face and telling the

students about the

current incident that

had happen to

himself/herself.

2) The teacher may

start by saying, "Last

night, when I was

driving on my way

home, there were a

group of motorcycles

at the back of my car.

They roared their

motorcycles and tried

to surround my car. I

was flustered and

scared as they tried tolead me to an isolated

road. My Myvi tried

to outrun them! Some

of them used their

helmets to hit my car.

I overtook them in a

corner and drove

quickly to the nearest

police station. After

that, I did not saw

them at the back of

my car again."

3) Teacher may add

any other incidents.

4) Teacher is to

explain the words

which are not clear to

the students.

1) Students listen to

the story by the

teacher as he/she

entered the class.

2) Students may ask

for clarificationregarding the incident

shared by the teacher.

3) Students may also

ask for any words

which they do not

understand through

out the story.

Teaching Aids:

- Teacher's acting

skills

Educational

Emphases:

- Preparation for the

Real World

Rationale:

- To get the attention

of the students in

listening to a

story/incident


10/16

Presentation

Stage 2

1) Teacher writes up

the incident at the

board to form a

paragraph.

2) Teacher asks thestudents to copy the

sentences in their

paper.

1) Students copy the

incident as written on

the board.

Teaching Aids:

Whiteboard.

Educational

Emphases:

-

Rationale:- To enable the

students to

understand the story

better.

Practice

Stage 1

1) Teacher asks the

students to think of

the form of tenses

and the meaning of

words in the

paragraph.

2) Teacher asks

questions such as:

- When does this

happen?

- What kind of tenses

that is used?

1) Students think of

the form of tenses

and the meaning of

words in the

paragraph as asked bythe teacher.

2) Students gives

answer such as:

- The incident

happens in the past.

- The tenses we

should use is Simple

Past Tense

Teaching Aids:

- Activity Sheet

Educational

Emphases:

- Thinking Skills- Multiple

Intelligence

Rationale:

- To enable the

students to learn the

language and practice

in a controlled

context.

Practice

Stage 2

1) Teacher divides the

students into 2

groups.

2) Teacher gives a

card which has a

situation to each

group.

3) Teacher gives

instruction on what to

do with the situation

received.

4) Teacher tells the

students not to reveal

their cards to the

other group.

1) Students are

formed into 2 groups

by the teacher.

2) The group leader

received a card from

the teacher.

3) Students are

required to write 6 to

7 sentences in a piece

of paper about eachsituation card.

4) Students must

keep the situation

card and the

information as a

secret.

Teaching Aids:

- Situation Card

- a piece of paper

Educational

Emphases:

- Thinking Skills- Multiple

Intelligence

ProductionStage 1

1) Teacher asks the

students to pass the

sentence written inthe piece of paper to

the other group to

1) Students are to

exchange the paper

written down with theother groups.

2) After reading the

Teaching Aids:

- Situation Card

EducationalEmphases:

- Thinking Skills


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guess the actual

situation in the card.

sentences, the

students must guess

what kind of situation

card other group had

received.

Rationale:


to think and guess the

closest answer to the

situation provided.

Production

Stage 2

1) Teacher asks

students if they have

encountered a

situation which is

similar to thesituation card.

2) Teacher must

guide the students to

a discussion where

the students must use

Simple Past Tense.

1) Students are to

shared their real lives

experience with their

peers.

2) Students must used

Simple Past Tense in

telling and discuss

their story as a class.

Teaching Aids:

-Situation Card

Educational

Emphases:

- Values and

Citizenship

- Preparation for the

Real World.

Rationale:- To build up

confidence to speak

in the class.


to use the target

language to speak in

a suitable context.

- To prepare the

students to the reality

world.


12/16

STUDENT'S COPY

ACTIVITY SHEETS

"Last night, when I was driving on my way home, there were a group of motorcycles at

the back of my car. They roared their motorcycles and tried to surround my car. I was

flustered and scared as they tried to lead me to an isolated road. My Myvi tried to outrunthem! Some of them used their helmets to hit my car. I overtook them in a corner and

drove quickly to the nearest police station. After that, I did not saw them at the back of

my car again."

- When does this happen?

- What kind of tenses that is used?

- Why we should use this type of tenses?

- Why the word "surround" in the second sentence is not in the form of Simple Past

Tense?


13/16

SITUATION CARDS

When you were watching a midnight movie with your friends, there are already

raining cats and dogs outside your windows. Just when the suspense of the

movie just started, your friends claimed that he/she heard a knock on the door.[Start]:You tried to walk over the door.......

In the morning where the sun shines brightly, you just woke up from your cozy

bed. You walked towards your front door to fetch the newspaper, suddenly

you've heard a yelping sound by a puppy.

[Start]:You saw a box and looked over in the box......

One day when you were along the park, you saw a little boy being attacked by a

group of dogs. You picked up a stick and ran towards the boy's direction.

[Start]: You...........

A teacher who left her class without monitoring. When she return to the class,

she saw............

Source: -http://www.teachingenglish.org.uk/activities/i-couldnt-believe-my-eyes


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TEACHER'S COPY

ACTIVITY SHEETS

"Last night, when I was driving on my way home, there were a group of motorcycles at

the back of my car. They roared their motorcycles and tried to surround my car. I was

flustered and scared as they tried to lead me to an isolated road. My Myvi tried to outrunthem! Some of them used their helmets to hit my car. I overtook them in a corner and

drove quickly to the nearest police station. After that, I did not saw them at the back of

my car again."

- When does this happen?

(last night when the teacher was driving home)

- What kind of tenses that is used?

(Simple Past Tense)

- Why we should use this type of tenses?

(Because the incident has already taken place.)

- Why the word "surround" in the second sentence is not in the form of Simple Past

Tense?

(Because there is an infinitive to-)


15/16

SITUATION CARDS (SUGGESTED ANSWER)

When you were watching a midnight movie with your friends, there are already

raining cats and dogs outside your windows. Just when the suspense of the

movie just started, your friends claimed that he/she heard a knock on the door.

[Start]:You tried to walk over the door... and you have heard nothing. "THUM!

THUM! THUM!" You was startled. There shouldn't be anyone to come to your

house at such hour. Your friends looked over at the window but they saw no one.

This is creepy. You turned up the volume loudly hoping to drown out the

knocking sound.

PART 2

Introduction

There are 2 lesson plans in this assignment paper. The 2 lesson plans were

design by using 2 different stimuli which are text and situation. In the first lesson plan,

the text used was known as "King Grisly Beard". The teacher used the text to teach

Simple Present Tense as a grammar item and used role-play method as to teach the

speaking skills to the students. The second stimulus was a situation where the teacher

used his/her acting skills to conjure up a situation. The situation was used to teach

Simple Past Tense and a speaking skill. In speaking skill lesson, the students were asked

to discuss the situation card received from the teacher in Simple Past Tense. The scope

of teaching grammar for Form 2 students had been drawn out and planned by the

Ministry of Education of Malaysia in Huraian Sukatan Pelajaran Bahasa InggerisTingkatan 2.

Body of Content

The story "King Grisly Beard" was derived from the website http://www.short-

stories.co.uk/. The story was written in past tense. The students can show how they

understand by using the text which are in past tense and change them in Simple Present

Tense. As the students are all in beginner level, a short passage was used in order not to

confused them. Another stimulus, the situation which emphasised in past tense as the

incident mentioned has already happened. The lesson to teach the grammar item was

reversed so that the students were able to utilised what they had learnt after one week.

The students were asked to change the form of tenses from past tense to Simple Present

Tense.

A teacher who left her class without monitoring. When she return to the class,

she saw the class was quiet. There was no one around! She was puzzled. The

class should be filled with students. Where did the students go? She decided to

look in the library hoping to find those students. Suddenly, 'pop!'. The students

handed a birthday cake to her.

Source: -http://www.teachingenglish.org.uk/activities/i-couldnt-believe-my-eyes

One day when you were along the park, you saw a little boy being attacked by a

group of dogs. You picked up a stick and ran towards the boy's direction.

[Start]: You shouted and ran like a person possessed. The dogs all ran away. You

saved the boy! The boy cried and thank you gratefully. You accompanied the boy

to the nearest clinic for a checkup to ensure there are no injuries. The boy called

his mum to fetch him at the clinic. His mother thank you profusely for rescuing

his son from the dogs.

In the morning where the sun shines brightly, you just woke up from your cozy

bed. You walked towards your front door to fetch the newspaper, suddenly you've

heard a yelping sound by a puppy.

[Start]:You saw a box and looked over in the box. There is a small puppy in there.

You lift the box up and looked eye to eye with the puppy. Its so adorable. Youwished you could keep it. You couldn't bear with the heartache when your Buddy

died last time. You had to send it to local animal shelter. They would know what

to do.


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The problems when I encountered in completing the task is that it was difficult

to find a text which is suitable for my students. Most of the article posted in the

websites consists of explicit contents. I have to search slowly to find the ideal story for

them. Another problem was that my students have no interest at all to read a six page

story. Therefore, to help clearing up the problem, I read the story for them and explained

the details and vocabulary that they do not understood. I have to acted out certain scenesto help clearing their haze.

Conclusion

As a conclusion,

Documents

Teaching Listening Assignment