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TSL 3105 – LISTENING AND SPEAKING LESSON PLAN

Subject
Class
Date
Time
Duration
Enrolment
Theme
Topic
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,

Learning Standard

5.2 construct various sentence types correctly.
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.

Learning Objectives

5.2.1 Able to construct declarative sentence correctly.
By the end of the lesson, pupils will be able to:
1. name various types of fruits,
2. understand/spell new and difficult words,

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15 . Teacher asks pupils to list down the names of Multiple Intelligences: 2 . transfer information from non linear text to linear text or vise versa. or use prior Identifying facts and opinion. Teacher asks questions to the pupils about what they Textbook seen from picture.fruitsinfo.com/did- by writing them on whiteboard. or reread the sentence.Listening Pictures of fresh fruits from the textbook (page 89) Questions Presentation 10 . Stage and time Set Induction Whole class 5 minutes Content . 3. 2. page 89 Resources: and look at the picture. Making connections. Teacher asks the pupils to open the textbook. Text from 2. 2. Example: you-know. Teacher introduces the difficult/new words to the pupils http://www. Pupils sequencing recipe according to teacher’s instructions. Teacher uses word attack by.Speaking minutes Text ‘Fun Facts about Fruits’. supporting ideas and details. Teacher rereads the text and followed by pupils 5. (Appendix 1) Writing/spelling book.php Produce Poisonous Healthy Actual Writing book 3. Whole class Teaching – Learning Activities Notes/Resources 1. knowledge. Teacher reads to the pupils the text ‘Fun Facts about CCTS: Giving own opinion Resources: Fruits’.Writing .3. connecting the words CCTS: with another words. 1.  How much is a kilogram of rambutans?  Which fruits that you like? Why? 1. Example:  Name five types of fruits that you can see in the picture. Activities 4.Speaking .Listening . Teacher shows the pupils videos. 4. identify main ideas. Teacher asks pupils to describe pictures from textbook.

1.Chain activities PUPIL A: What is your favourite PUPIL B: My favourite fruit is PUPIL A: Why do you like to eat fruit ? papaya . CCTS: 4. Linguistic . Teacher asks pupils to open textbook page 90. Flashcards dialogue. 6. Linguistic . Pupils write the dialogue and names of fruits in their 3 . One row as PUPIL A. Teacher makes sure each pupil say the dialogues. Teacher asks two groups/rows to read the dialogue and Multiple Intelligences: fill in the blank with names of fruits. Moral Values: Cooperation 7.Listening .mentioned fruits and difficult words in the text in their book.Writing . while another row as PUPIL B. sentences. papaya ? PUPIL B: Because they are juicy.Reading words.Brainstorming Practice 15 – 20 minutes . Interpersonal .Reading Activity 1: Say the Activity 1: Say the dialogue. Resources: Group work 2. Teacher paste flashcards containing pictures and Textbook (Appendix 2) names of fruits on whiteboard. 3.Speaking . Teacher read the text in page 90 and asks pupils to follow. Example: phrases. 5. Teacher divides the class into 4 groups according to Giving own opinion their seating row.Learning grammatical items Interpersonal .

Identifying main ideas. Intrapersonal – Self directed learning. details. 2. CCTS: 1. 2. Production 15 – 20 . Spatial – Filling charts/tables. Teacher guides the pupils to complete the worksheets.Listening . Teacher recalls the recipe to make fruit salad by reading it again.Writing .Speaking minutes Activity 2: Listen for information. Teacher guides pupils to complete the worksheets. 3. Teacher distributes the worksheet to each pupil. CCTS: Arranging. Asks the pupils to listen attentively for the Making interpretations. Passage ‘How to Make Fruit Salad’ (Appendix 3) Worksheets (Appendix 4) Activity 2: Listen for information. Activity 3: Arranging recipe Passage ‘How to Moral Values: Make Fruit Salad’ (Appendix 3) Diligence Worksheet (Appendix 5) Self reliance Activity 3: Arranging recipe. Teacher reads the recipe with correct pronunciation and supporting ideas and details. intonation. sequencing Generating ideas Multiple Intelligences: Linguistic – Organizing 4 . 1. Multiple Intelligences: 2.book. Teacher distributes the worksheets to all pupils.

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