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Intel® Teach Program Essentials Course

Unit Plan Template
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Unit Author Name School District IPGMTemenggong Ibrahim and IPGM Perempuan Melayu Melaka School Name School City, State Unit Overview Unit Title :

Puan Faziah and Puan Jai Shree

Working in Partnership to promote Excellence in Teacher Education
Unit Summary

The unit will develop student’s knowledge and understanding of the teaching of speaking and listening language skills encourage them to integrate the teaching and learning of these skills in their professional practice. The unit will induce students the innovative and exciting ways of engaging children in their learning, using a variety of traditional methods as well as incorporating materials from the digital age. The unit will also encourage students to develop the language skills necessary for both their own professional development and as a basis for potential further study. By playing their roles as Teachers’ Professional Development Experts, students view and assess resources available to help them to make their decisions as to what and how to be used in class. They plan resources and justify the effectiveness of the resources by implementing them in their planning of teaching the language skills. These resources will be used in the seminar entitled “Working in Partnership to promote Excellence in Teacher Education” that they have planned to others trainees’ teachers.

Subject Area

English for the Graduate Professional
Year/Form

B.Ed Primary Mathematics
Approximate Time Needed 4 weeks (4 hours a week) Unit Foundation Targeted Curriculum Specifications and Benchmarks

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Intel® Teach Program Essentials Course

GRADUATE SKILLS (LEVELS 1 2 3) TAUGHT MODULE GRADUATE SKILLS SESSIONS 1 2 3 4 5 6 7 8 9 1 0 1 1 / / / / / / 1 2 / / / / / 1 3 1 4 / / / / 1 5 / / / / Formati ve 1 2

A

Responsibility. Critical reasoning Creative thinking Synthesizing Form hypotheses, problems, arguments Decision making

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Student Objectives/Learning Outcomes

Learning Outcomes: Knowledge and Understanding Successful students will: • • • • • keep and use a reflective journal tell stories and perform poetry and drama using appropriate speech modulation and projection devise a variety of materials and activities to assess the four language skills analyze and evaluate lesson plans that integrate the four language skills read critically and compose children’s literature and non-fiction texts.

Learning Outcomes: Skills and Attributes Successful students will be able to understand: • • • the concept and role of reflective journals in English teaching and learning the relationship between English and ICT English and assessment the role of English across the curriculum, especially Mathematics and Science English, enquiry and early professional development and to facilitate. . . the integration of reading, writing, speaking and listening in lesson planning reading children’s literature and non fiction texts creating literary and non-literary texts for children


• • •

Graduate Training Skills Graduate skills are generic, transferable study skills which you will develop as an undergraduate. In this degree appropriate skills have been identified for each level of study. (Year 1 = Level 1; Year 2 = Level 2; Year 3 and Year 4 = Level 3.) At each level new skills will be introduced. These will build upon and reinforce existing skills. The following Level 3 graduate skills will be addressed during this module:
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Intel® Teach Program Essentials Course

• • • • • •

Creative thinking Decision-making Critical reasoning Synthesizing Responsibility Formulating hypotheses/problems/argument

Curriculum-Framing Questions Essential What incorporates excellency in you? Question

Unit Questions

How do you link assessment to listening and speaking skills? How do we apply the criteria for assessment of listening and speaking in various situations? Why do we need to develop knowledge and expertise in English particularly in speaking and listening? How can the criteria for assessing listening and speaking can be applied to the planned activity? Can the listening and speaking skills be assessed? What are the principles of assessment? What are the criteria for assessment of listening and speaking? What are the different assessment tools used in listening and speaking in various situations? What incorporates good presentation skills? What are the skills used in developing good presentation? What is your rationale for devising listening and speaking activities? What are the assessments tools used to assess those activities?

Content Questions

Assessment Plan Assessment Timeline

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Intel® Teach Program Essentials Course

Before project work begins

Students work on projects and complete tasks

After project work is completed

Reflection log - recap on strengths and weaknesses of professional practice-SBE (task C)

KWL • template. -recap of previous knowledge of the four language skills •

Checklist of forum

Formative • Assessment 1: Listening And Speaking Group presentation • Feedback to individual groups • Feedback on overall presentations

Resources for Teaching Listening and Speaking Multimedia Presentation Video and Audio Assessment tools

Assessment Summary

Assessment: The unit will be assessed by formative assessment. Formative assessment is carried out after 4- week lesson and it supports students’ learning. Students will receive oral or written feedback from lecturer. It assesses what students have learned . Before the formative assessment, students have completed their Reflection log, KWL template, Checklist of Forum. Formative assessment 1 See Week 4 for full details. In groups of five, apply the criteria that we have devised. • Plan a creative listening and speaking activity based on a syllabus item for year 4-6. • Discuss the rationale for your choice of activity and all aspects of formative assessment 1 in your group.
Unit Details Prerequisite Skills Students have had their semesters 1 – 6 and School Based Experience. Instructional Procedures

WEEK 1 INTRODUCTION- PRINCIPLES OF ASSESSMENT DURATION: 4 HOURS OBJECTIVES: By the end of the session, students will: • understand the principles of assessing listening and speaking
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Intel® Teach Program Essentials Course

• devise and apply criteria to assess effective speaking ACTIVITIES: 1. General introduction to the module: -module content -reflective log -assessments 2. In pairs or small groups, recap on your strengths and weaknesses of your professional practice-SBE (task C) and practicum with emphasis on listening and speaking. 3. Present it in a poster. 4. Students listen to mini lecture on the principles of assessing listening and speaking and tools used in assessing. ( refer Handout 1). 5. Students discuss on samples of listening and speaking assessment tool. WORKSHOP TASKS: 1. Read and listen to Barrack Obama’s inauguration speech. •Highlight/list the features of his speech to indicate that it is an effective speech in terms of: -language features -content -skills used in delivering the speech •Analyze the impact of his speech compared to the text. 3. Present your findings to class. ISL 1. Listen to a speech delivered by a personality of your choice (eg. Martin Luther King). 2. Read and listen to a speech by Tun Mahathir Mohamad on Vision 2020. 3. Analyze the language features and skills used in delivering the speech. 3. Based on the criteria used in the workshop, write about his speech.

WEEK 2 ASSESSING THE FOUR LANGUAGE SKILLS DURATIONS: 4 hours OBJECTIVES: By the end of the session, students will: • understand the principles of assessing listening and speaking • devise the criteria for assessment of listening and speaking • apply the criteria for assessment of listening and speaking in various situations ACTIVITIES:

1.

In group, students recap of previous knowledge of the four language skills using the KWL template. Then, read Brown, H.D. (2000). Principles Of Language Learning And Teaching. Non-verbal communication (pg 262-265)
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Intel® Teach Program Essentials Course

2.

Students listen to mini lecture highlighting on the principles of assessing listening and speaking. (Refer PPT) Students devise the Criteria for Assessment of Listening and Speaking to be used in assessing Situation Based Activity. Lecturer demonstrates the use of Rubistar to create rubric for assessment. Refer to URL http://rubistar.4teachers.org or http://educate.intel.com/ASSESSINGDEMO/PersonalLibraryPage.aspx?channel=en-US&tid=ap In group of four, students will be given a situation A, B, C, D, E or F to act. Other groups are assigned to assess the activity using their Criteria for Assessment of Listening and Speaking. Students refer to Handout Situation Based Activity.

3.

4.

WORKSHOP TASKS Group task: (3-4 students) Compare and contrast between audio and visual stimulus on the use of forms and functions • Listen to and watch the following oral presentation (BBC CD) • Identify the forms and functions used in the presentation • Identify the paralinguistic features in the visual stimulus • Identify the voice modulation in the audio stimulus Present your groups’ finding in a poster. ISL Record thoughts in reflective log on the issues in the handout with critical reasoning • three points you agree with and why. • three points you want to contest and why Refer Handout 3.2 pg.39. Speaking, listening, learning in primary national strategy WEEK 3 Listening and Speaking. 1 DURATIONS: 4 hours OBJECTIVES: By the end of the session, students will:

• develop knowledge and expertise in English particularly in speaking and listening. • apply the criteria for assessment of listening and speaking. ACTIVITIES: 1. Students listen and take notes to mini lecture on presentation skills including persuasive devices, voice projection, forms and functions, etc. (refer ppt)

2. Students read the newspaper articles on the issue of English Teaching for Mathematics and Science (ETeMS)
(Refer Handout 1).
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Intel® Teach Program Essentials Course

3. Lecturer models a role pertaining to the issue for the forum by opening the discussion and rehearsing arguments
for and against (Refer Handout 2). 4. Students are divided into two groups, • Group A - Do preparation for the forum -assigning roles • Group B- Observer group -working with the checklist from Unit 1 -critiquing the checklist -modifying the checklist WORKSHOP TASKS Group task: (3-4 students) A forum on current issues of English Teaching for Mathematics and Science (ETeMS) Role play as an editor, a primary school teacher, an opposition leader, a business leader, a community leader, etc. Observer group is to present the checklist before the forum Observer group is to provide feedback after the forum ISL Reflect on the strengths and weaknesses and how to overcome those weaknesses NOTE: Preparation for formative assessment 1 (see unit 4) WEEK 4 FORMATIVE ASSESSMENT 1: LISTENING AND SPEAKING Task: (1 hour) In groups of five, apply the criteria that we have devised. • Plan a creative listening and speaking activity based on a syllabus item for year 4-6. • Discuss the rationale for your choice of activity and all aspects of formative assessment 1 in your group. Roles: Student 1: introduction to the activity and how it relates to the syllabus item, pupils’ prior knowledge of listening and speaking, educational emphases eg: CCTS, moral values. Students 2, 3 and 4: model and demonstrate the planned activity. Student 5: Explain in what ways the criteria for assessing listening and speaking can be applied to the planned activity. Rehearsal: (1 hour)

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Intel® Teach Program Essentials Course

WORKSHOP TASKS Group presentation (1 hour) • 3 groups (20 mins. per group)

Feedback • Feedback to individual groups • Feedback on overall presentations Note: Preparation for week 5. My reading log What have I read in the last 24 hours? -list the types of reading texts eg: menus, price tags, sms, etc. Bring this reading log to week 5.
Accommodations for Differentiated Instruction

Independent Student Learning
Resource Student

1. Analyze the language features and skills used in delivering the speech. 2. Reflect on the strengths and weaknesses and how to overcome those weaknesses Independent Student Learning

Gifted Student

Record thoughts in reflective log on the issues in the handout with critical reasoning • three points you agree with and why. • three points you want to contest and why Observer group is to present the checklist and provide feedback

Nonnative Speaker

Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) Camera
$

Laser Disk
$

VCR
$

Computer(s) Digital Camera DVD Player Internet Connection

Printer Projection System Scanner Television

Video Camera Video Conferencing Equip. Other

$

$

$

Technology – Software (Click boxes of all software needed.)

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Intel® Teach Program Essentials Course

$

Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM

$

Image Processing Internet Web Browser Multimedia
$

Web Page Development Word Processing Other

$

$

$

$

Brown, H.D. [2nd Edition)] (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy. New York., Pearson Chambers, A. The Tell-me framework Chitravelu, N. et al [ 2nd Edition]( 2005) ELT Methodology: Principles and Practice. Kuala Lumpur, Fajar Bakti Education Department of Western Australia (2003) First Steps Second Edition: Reading Resource Book. Melbourne, Rigby, Heinemann
Printed Materials

Education Department of Western Australia (2003) First Steps Second Edition: Reading Map of Development. Melbourne, Rigby, Heinemann Education Department of Western Australia (2003) First Steps Second Edition: Writing Map of Development. Melbourne, Rigby, Heinemann Education Department of Western Australia (2003) First Steps Second Edition: Listening and Speaking Map of Development. Melbourne, Rigby, Heinemann

Supplies

A workshop conducted by the Practitioner. (Refer to Working Paper) www.21classes.com www.greatneck www.kathimitchell.com.poemtype http://www.kathimitchell.com/poemtypes.html http://www.hufingtonpost.com/2009/01/20/president-obamas-inaugura_n_159370.html

Internet Resources

www.ks-connection.org
www.standards.dcsf.gov.uk www.teachers.tv

Other Resources

Guest speakers – Seminars

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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