Listening Lesson Plan

Class :Year 3

Date : 20-7-2011

Time : 9：00a.m. -10：00a.m.

Topic : How Do You Go To School?

Focal Skills/Knowledge :Listening and Speaking

Learning Outcomes :By the end of the lesson, pupils should be able to:

1.3 Acquire vocabulary and understand the meaning of

words and phrases in context.

2.3 Give relevant information politely in response to enquiries made.

Materials : Powerpoint , flashcard

Set Induction

1.Pupils listen to the sound and identify the vehicles.(aeroplane, motorcycle, truck,car)

1.

Pre- Listening

1. Teacher asks pupils how they come to school.

2. Pupils listen to riddles about the vehicles.

3. Teacher asks pupils to guess the names of the vehicles that had been described.

4. Teacher introduces vocabulary using flashcards.(powerpoint)

Riddles

It has wings.

It can travel fast.

It can fly across the sky.

2.

It runs on tracks.

It toots and teets.

It is a long vehicle.

3.

It sails on the river,

You need to paddle it to move.

It is used by fishermen.

While Listening

1.1.Pupils listen and complete the mind map according to modes of the transport.

2.2.Pupils listen and match words to pictures.

3.3.Pupils listen and spell the names of the vehicles.

Post Listening

1.1.Pupils listen to a song.

2.2.Pupils listen to screeching sound and teacher asks pupils to predict what will happen next and what will happen if we are not careful on the road.

3.3.Written work.

Song

Stop! Look! Go before you cross the street.

Use your eyes before you use your feet.

Look right, look left and through the right again.

It will safe you from accident and pain.

Closure

1.Pupils sing the song together with teacher.

Song

If you miss the train I’m on

You will know that I’ve gone

You can hear the whistle blows

A hundred miles

A hundred miles

Two hundred miles

Three hundred miles

Four hundred miles

You can hear the whistle blows

A hundred miles

(Substitutes)

You can hear the aeroplane fly

You can hear the siren of an ambulance

You can hear the toot of a train

You can hear the honking of a bus

Writing Lesson Plan

Local Fruits

Mangosteens and durians,

Duku langsat and papaya,

Come and eat the local fruits,

They are fresh, sweet and good.

Delicious watermelons,

Round and big, red and juicy,

The jackfruit just like cempedak,

Durians can be made tempoyak.

Sweet and sour mangoes,

Pineapples, rambutans and pomelos,

These are the local fruits,

Can be found everywhere in Malaysia,

Very tasty and nutritious,

Very sweet and delicious,

If we eat more local fruits,

We will be healthy and good. ( 2 X )

WORKSHEET

Click here to download "Local Fruit" song.

Reading Lesson Plan

Class : 5(M) Enrolment : 35
Subject : English Language Time : 9.00am-10.00am
Theme : World of Stories
Topic : Unit 8 – The Golden Touch
Focus skill : Reading a story

Skills(integration of skills) :

1.2.2 Listen to and repeat correctly phrases and expressions with the correct stress and

intonation.

2.5.1 Give details about the people of a story heard or read.

3.7.3 Talk about values.

3.8.3 Read and obtain meaning of words and phrases for contextual clues.

Previous knowledge : Pupils have read fairy tales or fables.
Key words :granted, horrible, fairy, appeared, turned into, golden, wish.
Learning Outcomes : By the end of the lesson, pupils should be able to
1. Listen to a story and talk about the main ideas and details heard.
2. Read and talk about the characters of people and moral value of the

story heard, read and viewed in simple language.
3. Read and obtain meaning of words and phrases for contextual clues.
4. Read and rearrange the sentences to form the story.
Thinking skills : Arranging words and sequencing the sentences in the correct order.

Multiple intelligence : Interpersonal， intelligence

Values and citizenship : Moderation, gratitude

Educational emphases : ICT skills, Thinking skills

Step 1-Pre Reading -15 min

1.The teacher shows realia of gold jewellery (e.g earrings, bangle and bracelet) and asks the pupils to guess what are they made of.

2. The teacher writes the word “ Gold “ on the board.

3. The teacher elicits values of gold.

4. The teacher shows pupils a video clip and asks pupils to listen to the dialogue carefully.

5. The teacher asks pupils what it is about and introduces the topic of text.

Step 2 - While Reading – 25 min

1.Pupils read aloud the story in groups.

2.Teacher distributes the worksheet.(worksheet 1)

3.Pupils find and discuss the meaning of the listed words in groups using dictionary. ( granted, horrible, fairy, appeared, turned into, golden, wish)

4.Teacher discusses the meaning of the words with the pupils.

6.Pupils come in front of the class and present part of the story randomly.

7.Pupils rearrange the sentences to form the story individually.(worksheet2)

8.Pupils check the answers with teacher.

Step 3 - Post Reading- 15 min

1. The teacher distributes the script of the dialogue to the pupils.

2.Pupils act out the story in groups.

3.Based on the story, pupils and teacher discuss about the moral of the story.

Step 4 - Summing up - 5 min

1.Teacher re-emphasises and reinforces the reinforces the teaching point.

2.Teacher inculcate the moral value - kind, gratitude, not to be greedy.

Learning Grammar the Colourful Way (Tenses)

Why CCE is effective?

•

• Knowing how the brain functions, how memory works and determining the key strengths and learning styles of our learners are important to English language teaching (Lynch, 2008).

•

• Visualization or imagery learning methods have been noted to have substantial effects in enhancing memory and learning during the1960s (Buzan).
• Tulving & Thomson(1973) suggested that through visualization learning, each item learned is encoded into a richer memory representation and is more orderly stored with ease of retrieving processes at a later stage.

The Research Problems

•“Chinese school leavers often fail in interview due to incompetence in English, both in speaking and writing.”

Job Link Malaysia 15/8/2007

•“The proficiency of 80% of the MUET candidates are below average.”

MPM 16/8/2007

The Research Problem ( contd )

•These problems are not foreign to teachers who teach Malay and Indian children too.

However, this research and outcomes are based and reported on the experiences with Chinese students.

Learning English as a Second Language (ELS)- Student Dilemmas

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• Weak in grammar foundation and vocabulary

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• Cultural and language differences

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• Discrepancies in pedagogical methods
• 
  

Conventional VS CCE (Colour Code English)

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• Passive learning Active learning

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• Normative based Cultural adaptation

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• Teacher-Centered Learner –Centered

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• Exam oriented Focus on meaning making

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• Monotonous Creative approach

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• Conventional teaching CAI or computer aided instruction

• What is Colour Code English?

•

•

• A visualizing technique to promote learners’ active learning.

•

• Utilization of various colours, shapes graphics to enhance learners learning process and memory.

•

• Learners are able to comprehend the logic of the grammar rules

•

• Consists of the Pitoshape and Timestar modules

What are Pitoshapes?

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• A series of coloured coded blocks in various geometrical shapes.

•

• These blocks analog forms of irregular verbs, verb to be, verb to have & etc

•

• Pitoshapes enable ESL learners to identify correct combinations of verb phases

•

• Download the file here：

Learning Grammar the Colourful Way (Tenses)

•

•

Top 100 Picture Books

I wish I will have chance to read all of these nice books!!!

#1: Where the Wild Things Are by Maurice Sendak (1963)
#2: Goodnight Moon by Margaret Wise Brown (1947)
#3: The Very Hungry Caterpillar by Eric Carle (1979)
#4: The Snowy Day by Ezra Jack Keats (1962)
#5: Don’t Let the Pigeon Drive the Bus by Mo Willems (2003)
#6: Make Way for Ducklings by Robert McCloskey (1941)
#7: Harold and the Purple Crayon by Crockett Johnson (1955)
#8: Madeline by Ludwig Bemelmans (1939)
#9: Millions of Cats by Wanda Gag (1928)
#10: Knuffle Bunny: A Cautionary Tale by Mo Willems (2004)
#11: The Story of Ferdinand by Monroe Leaf, ill. Robert Lawson (1936)
#12: Good Night Gorilla by Peggy Rathmann (1994)
#13: Blueberries for Sal by Robert McCloskey (1948)
#14: The True Story of the Three Little Pigs by Jon Scieszka, ill. Lane Smith(1989)
#15: Lilly’s Purple Plastic Purse by Kevin Henkes (1996)
#16: Owl Moon by Jane Yolen (1987)
#17: Caps for Sale by Esphyr Slobodkina (1947)
#18: In the Night Kitchen by Maurice Sendak (1970)
#19: Miss Rumphius by Barbara Cooney (1982)
#20: George and Martha by James Marshall (1972)
#21: Bark, George by Jules Feiffer (1999)
#22: The Monster at the End of this Book by Jon Stone, ill. by Mike Smollin (1971)
#23: Bread and Jam for Frances by Russell Hoban, illustrated by Lillian Hoban (1964)
#24: Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault, ill. Lois Ehlert (1989)
#25: The Little House by Virginia Lee Burton (1942)
#26: Corduroy by Donald Freeman (1976)
#27: The Tale of Peter Rabbit by Beatrix Potter (1902)
#28: Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, ill. Ray Cruz(1972)
#29: Sylvester and the Magic Pebble by William Steig (1969)
#30: Brown, Bear, Brown Bear, What do you See? by Bill Martin Jr., ill. Eric Carle (1967)
#31: No, David by David Shannon (1998)
#32: Click Clack Moo, Cows That Type by Doreen Cronin, ill. by Betsy Lewin (2000)
#33: Cloudy with a Chance of Meatballs by Judi and Ron Barrett (1978)
#34: Olivia by Ian Falconer (2000)
#35: Tikki Tikki Tembo by Arlene Mosel, ill. Blair Lent (1968)
#36: Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka, ill. Lane Smith (1992)
#37: Eloise by Kay Thompson, ill. Hilary Knight (1955)
#38: Harry the Dirty Dog by Gene Zion, ill. by Margaret Bloy Graham (1956)
#39: The Napping House by Audrey and Don Wood (1984)
#40: Mike Mulligan and His Steam Shovel by Virginia Lee Burton (1939)
#41: The Relatives Came by Cynthia Rylant, ill. Stephen Gammell (1985)
#42: Curious George by H.A. Rey (1941)
#43: Tuesday by David Wiesner (1991)
#44: Strega Nona by Tomie de Paola (1975)
#45: The Polar Express by Chris Van Allsburg (1985)
#46: Scaredy Squirrel by Melanie Watt (2006)
#47: If You Give a Mouse a Cookie by Laura Numeroff (1985)
#48: The Big Orange Splot, by Daniel Pinkwater (1977)
#49: King Bidgood is in the Bathtub by Audrey Wood, ill. Don Wood (1985)
#50: Black and White by David Macaulay (1990)
#51: Jumanji by Chris Van Allsburg (1981)
#52: Miss Nelson is Missing by Harry Allard, ill. James Marshall (1977)
#53: The Snowman by Raymond Briggs (1978)
#54: The Three Pigs by David Wiesner (2001)
#55: The Little Engine That Could by Watty Piper, ill. George & Doris Hauman (1961)
#56: Frederick by Leo Lionni (1967)
#57: Diary of a Worm by Doreen Cronin, ill. Harry Bliss (2003)
#58: Flotsam by David Wiesner (2006)
#59: Why Mosquitoes Buzz in People’s Ears (1975) by Verna Aardema, ill.Leo and Diane Dillon (1975)
#60: Chicken Soup With Rice: A Book of Months by Maurice Sendak (1962)
#61: Lost and Found by Oliver Jeffers (2005)
#62: The Story About Ping by Marjorie Flack (1933)
#63: Traction Man is Here!, by Mini Grey (2005)
#64: “I Can’t,” Said the Ant: A Second Book of Nonsense by Polly Cameron (1961)
#65: Skippyjon Jones by Judy Schachner (2003)
#66: Officer Buckle and Gloria by Peggy Rathmann (1995)
#67: Little Blue and Little Yellow by Leo Lionni (1959)
#68: The Arrival by Shaun Tan (2006)
#69: We’re Going on a Bear Hunt by Michael Rosen, ill. Helen Oxenbury (1989)
#70: Miss Fanshawe and the Great Dragon Adventure by Sue Scullard (1986)
#71: The Paper Bag Princess by Robert Munsch, ill by Michael Martchenko (1980)
#72: The Little Brute Family by Russell Hoban, ill. Lilian Hoban (1966)
#73: The Story of Babar, the Little Elephant (1933) by Jean de Brunhoff
#74: Runaway Bunny by Margaret Wise Brown (1942)
#75: Horton Hatches the Egg by Dr. Seuss (1940)
#76: Zoom at Sea by Tim Wynne-Jones, ill. Eric Beddows (1983)
#77: The Library by Sarah Stewart, ill. David Small (1995)
#78: How the Grinch Stole Christmas by Dr. Seuss
#79: Our Animal Friends at Maple Hill Farm, by Alice and Martin Provensen (1974)
#80: The Jolly Postman: or, Other People’s Letters by Janet Ahlberg (1986)
#81: Possum Magic by Mem Fox, ill. Julie Vivas (1983)
#82: Who Needs Donuts? by Mark Alan Stamaty (1973)
#83: The Lorax by Dr. Seuss (1971)
#84: Chester’s Way by Kevin Henkes (1988)
#85: Whistle for Willie by Ezra Jack Keats (1964)
#86: Yoko by Rosemary Wells (1998)
#87: Kitten’s First Full Moon by Kevin Henkes (2004)
#88: Stellaluna by Janell Cannon (1993)
#89: A Hole is to Dig: A First Book of First Definitions by Ruth Krauss, ill. Maurice Sendak (1952)
#90: Not a Box by Antoinette Portis (2006)
#91: Dinosaur Bob and His Adventures With the Family Lazardo by William Joyce (1988)
#92: Swimmy by Leo Lionni (1963)
#93: The Giving Tree by Shel Silverstein (1964)
#94: The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Audrey and Don Wood (1984)
#95: The Gardener by Sarah Stewart, ill. David Small (1997)
#96: The Very Quiet Cricket by Eric Carle (1990)
#97: Where Is the Green Sheep? by Mem Fox, ill. Judy Horacek (2004)
#98: Anatole by Eve Titus (1956)
#99: Little Pea by Amy Krause Rosenthal, ill. by Jen Corace (2005)
#100: Go Away, Big Green Monster by Ed Emberley (1992)
#101: More, More, More Said the Baby: Three Love Stories by Vera B. Williams