LISTENING AND SPEAKING LESSON PLAN

Subject : English

Class : 5 Arif

Date /Day : 16th August 2017

Time : 8.10am – 9.10am (60 minutes)

Attendance : 20/20

Theme : World of Knowledge

Topic : Tsunami

Language Skill/ Module : Listening speaking

Integrated Skill : Writing

Content Standard(s) : By the end of the 6-year primary schooling, pupils will be able to:

1.1 pronounce words and speak confidently with the correct

stress, rhythm and intonation.

1.2 listen and respond appropriately in formal and informal

situations for a variety of purposes.

1.3 understand and respond to oral texts in a variety of contexts.

Learning Standard(s) : 1.1.1 able to speak with correct pronunciation, stress, rhythm

and intonation.

1.2.3 able to listen to, follow, and give directions to places

around their town and state.

1
 1.2.4 able to participate in conversations with peers.

1.3.1 able to listen to and demonstrate understanding of oral texts

by:

(a) asking and answering questions

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

(a)

Previous Knowledge : Pupils had learned about prepositions before.

CCTS : Generating ideas, analyzing, predicting, focusing, solving

problem, making inferences, determining, making conclusion

Sentence Patterns : Simple sentences

Vocabulary List : Earthquake, landslide, slumping, eruptions, meteorite, upsurge,

ripple, shallower, shore, destruction

Multiple Intelligences : Verbal-linguistics, visual-spatial, interpersonal, intrapersonal

Values Inculcated : Attentiveness, curiosity, respect, teamwork, honesty, teamwork,

leadership, alertness, responsible, helpful

Educational Emphasis : Higher order thinking skills, mastery learning, ICT, multiple

intelligence, constructivism, contextual learning, learning how to

learn skills, values and citizenship

Teaching Aids : ‘The Most Terrifying Tsunami Ever’ video, speaker, vocabularies

flashcards, flashcards (Set A and B), manila cards, task sheet A, ‘The tsunami’ audio,

flashcards on prepositions, task sheets (remedial and enrichment activities), A4 papers with a

map on it, envelopes, bell, crossword puzzle

2
 Stages/ Learning Contents Teaching & Learning Remarks

Duration Strategies / Activities

Induction List of questions: 1. Teacher displays a video CCTS

(+5 minutes) - What can you entitled ‘The Most - Analyzing

see in the video? Terrifying Tsunami Ever’ - Generating

- Why are the through the LCD screen. ideas

people in the 2. Pupils answer the - Predicting

video shouting questions given by the MI:

and running? teacher which are related - Visual-spatial

- Who do you to the video. - Verbal-

think the people 3. Pupils guess the topic of linguistics

in the the day. TA:

helicopter? - ‘The Most

- Has any of you Terrifying

experienced the Tsunami

same situation Ever’ video

before? - Speaker

- LCD screen

MV:

- Attentiveness

- Curiosity

Presentation List of vocabularies/ Activity 1: CCTS

(+15 minutes) vocabularies 1. Teacher introduces 10 - Focusing

flashcards: vocabularies to the pupils - Solving

(refer to appendix 1) by using flash cards. problem

3
 - earthquake 2. Pupils listen and take - Determining

- landslide down notes about the MI:

- slumping meaning of each - Visual-spatial

- eruptions vocabulary explained by - Verbal-

- meteorite the teacher. linguistics

- upsurge 3. Teacher drills the pupils TA:

- ripple to spell and memorise the - Vocabularies

- shallower words. flashcards

- shore 4. Pupils read aloud the - Flashcards

- destruction words together with (Set A and B)

correct pronunciation. - Glue tacks

Flashcards from Set - Manila cards

A and B Activity 2: MV:

(refer to appendix 2) 1. Teacher gives the pupils - Attentiveness

two sets of flashcards. - Respect

2. Flashcards from set A - Teamwork

consist of the

vocabularies while

flashcards from set B are

the definitions of the

vocabularies.

3. In pairs, pupils match the

vocabularies with the

correct meaning.

4
 4. Pupils paste both of the

flashcards from 2

different sets on a manila

card.

5. Pupils present their work

in front of the classroom.

Practice An audio entitled 1. Teacher distributes 2 CCTS

(+15 minutes) ‘The tsunami’. pieces of task sheets to - Focusing

each pupil. - Analyzing

Task sheet A 2. Pupils need to complete - Making

(refer to appendix 3) the exercises individually inferences

while listening to the - Determining

audio. MI:

3. Teacher plays the audio - Verbal-

entitled “The tsunami”. linguistics

4. Teacher replays the - Intrapersonal

audio for the second time. TA:

5. Pupils are given 2 - Task sheets

minutes to complete and (A and B)

double check their - ‘Tsunami’

answers. audio

6. Teacher randomly picks a - Speaker

few pupils to write their - Markers

answers on the - Whiteboard

whiteboard. MV:

5
 7. Pupils discuss and check - Attentiveness

their answers together - Honesty

with their teacher.

Production Flash cards on Activity 1: CCTS

(+20 minutes) prepositions Teacher divides the pupils - Generating

(refer to appendix 5) into 2 big groups; remedial ideas

and enrichment. - Solving

Task sheet for problem

remedial activity Remedial activity - Determining

(refer to appendix 6) 1. For pupils in the remedial - Making

group, the teacher conclusion

Task sheet for teaches them about MI:

enrichment activity prepositions by using - Verbal-

(refer to appendix 7) flashcards. linguistics

2. Teacher drills the pupils - Intrapersonal

Town map to pronounce the - Interpersonal

(refer to appendix 8) prepositions correctly. TA:

3. Pupils memorise the - Flashcards

prepositions. on

4. Teacher distributes a task prepositions

sheet to each pupil. - Task sheets

5. Pupils complete the task (remedial and

sheet individually. enrichment

activities)

Enrichment activity

6
1. Teachers divides the - A4 papers

pupils into 5 smaller with a map on

groups. it

2. Each group receives an - Envelopes

A4 paper with a map on - Markers

it. - Bell

3. Teacher asks all group MV:

leaders to go to the front - Honesty

and distributes an - Teamwork

envelope which contains - Leadership

their group task. - Alertness

4. All group leaders are - Responsible

given a situation where - Helpful

they need to help their

group members and bring

them to a safer place.

5. Each group leader must

give clear directions to

the group members in

order for them to reach

the destination.

6. Teacher gives 5 minutes

for the pupils to solve the

task.

7
 7. Teacher rings the bell

when the time is up.

8. The first group that

reaches the destination

will be the winner.

Closure Crossword puzzle 1. Teacher distributes each CCTS

(+5 minutes) (refer to appendix 9) pair a crossword puzzle. - Making

2. Pupils identify 5 natural conclusion

disasters based on the MI:

given picture clues. - Verbal-

3. Teacher summarizes the linguistics

topic by instilling moral - Visual-spatial

values to the pupils. TA:

- Crossword

puzzle

MV:

- Respect

- Teamwork

8
Remedial Activities :

Enrichment Activities :

Reflection:

9
Appendix 1

landslide

earthquake

10
slumping

eruptions

11
meteorite

upsurge

12
 ripple

shallower

13
 shore

destruction

14
Appendix 2

Flash cards – Set A

Earthquake

Landslide

Eruptions

15
Upsurge

Shore

Slumping

16
Meteorite

Ripple

Destruction

17
Shallower

18
Flashcards – Set B

the sliding down of a mass of earth or

rock from a mountain or cliff.

the sliding down of a mass of earth or

rock from a mountain or cliff.

19
a sudden outbreak of something,
typically something unwelcome or
noisy.

an upward surge in the strength or

quantity of something; an increase.

20
the land along the edge of a sea,
lake, or other large body of water.

sit, lean, or fall heavily and limply,

especially with a bent back.

21
a meteor that survives its passage
through the earth's atmosphere
such that part of it strikes the ground.

a small wave or series of waves on the

surface of water, especially as caused by
an object dropping into it or a slight
breeze.

22
situated at no great depth

the action or process of causing so much

damage to something that it no longer
exists or cannot be repaired.

23
Appendix 3

Task sheet A

Tick (/) if the sentence is correct and (X) if the sentence is wrong.

1. The audio is mainly explaining about flood. ( )

2. During this natural disaster, the water is pushed downwards but gravity tries
to pull it up. ( )

3. The waves starts moving towards from the point of tension when there is an
upsurge in the water level. ( )

4. When the waves reach the land, the water becomes shallower. ( )

5. The waves increase rapidly in height as they hit the shore. ( )

6. The first wave of this natural disaster is the strongest. ( )

7. This natural disaster is able to travel at a speed of 500 miles per minute. ( )

8. These waves are also known as killer waves. ( )

9. The waves can be 13cm in height. ( )

10. Victims who are stuck in this natural disaster need to swim and hold on to
floating object. ( )

24
Appendix 4

Task sheet B

Fill in the blanks with correct words or phrases.

Tsunamis are caused by sudden movements of the ocean flow due

to earthquake, landslide on the sea floor, ______________ (1) into the ocean,
large volcanic eruption or a ______________(2) on the ocean floor. When an
earthquake, a landslide or a volcanic eruption occurs on the sea or ocean bed,
a vertical jolt is created which displaces the bed and causes ______________
(3) in water. The water is pushed upwards but gravity tries to pull it down. This
causes an ______________ (4) in the water level and the waves start moving
away from the point of tension.
Tsunamis, are barely felt as a ripple on the ocean surface as the water is quite
deep, but as and when those waves reach the land, the water becomes
______________(5) and the waves constantly increase in height. They hit the
______________ (6) and cause a lot of destructions. It is said that the first
wave of tsunami is not the strongest, but the ______________ (7) waves are
bigger and stronger. Tsunami can travel at a speed of about 500 miles per
hour, which is almost as fast as a jet plane, and that’s why tsunami waves are
called ______________(8). Did you know that the ______________ (9) can
be less than 30cm in height and can pass off unnoticed? If you get stuck in a
tsunami, don’t swim because then the current will pull you in the opposite
direction. Just hold on to a ______________ (10) and be safe.

25
Appendix 5

Flashcards on prepositions

26
27
28
29
30
Appendix 6

Task sheet for remedial group

Fill in the blanks with appropriate prepositions.

1. Lili throws the rubbish __________ the bin. ( over / into)

2. The brush is __________ the mirror and the teddy bear. ( on / between)

3. The blanket is __________ the bed. ( on / under)

4. The slippers is __________ the desk. ( over / under)

5. The plant is __________ the door. ( around / behind)

6. The desk is __________ the bed. ( next to / in front)

7. There are a few stuffs __________ the closet. ( in / between)

8. There is a table __________ of the bed. ( into / in front)

9. There is a big poster pasted __________ the wall. ( on / around)

10. The window is situated __________ the lamp. ( over / behind)

31
Appendix 7

Task sheet for enrichment group

Construct 10 simple sentences based on the prepositions given below.

into In front in next to on behind under between

1. _____________________________________________________________________.

2. _____________________________________________________________________.

3. _____________________________________________________________________.

4. _____________________________________________________________________.

5. _____________________________________________________________________.

6. _____________________________________________________________________.

7. _____________________________________________________________________.

8. _____________________________________________________________________.

9. _____________________________________________________________________.

10. _____________________________________________________________________.
32
Task sheet 8

Group task

TASK!!!!

Dear group leader, you are now at the bus station to fetch your

friends. Unfortunately, a sudden tsunami happens around the bus

station area. You are being responsible to bring your group members

to a safer place. Safe your group members by bringing all of them to

the City College. You need to give specific directions to your group

members so that they can reach the college as fast as possible.

33
Town map

34
Appendix 9
Crossword puzzle

Identify and search 5 natural disasters in the puzzle below.

H D R O U G H T
U B E D Q P E C
R G M S V J T K
R D F B M K S J
I K L G P D U B
C V O L C A N O
A E O W S Q A F
N J D K E P M Y
E F M B Y T I G

35
Appendix 6
List of natural disasters

Landslide

Flood

Earthquake

Tsunami

Drought

36
Appendix 7
List of objects

37
38
39
40
41
42
43
44
Tsunamis are caused by sudden ______________ of the ocean flow due to
______________, ______________ on the sea floor, ______________ into
the ocean, large ______________ or a ______________ on the ocean
floor. When an earthquake, a landslide or a volcanic eruption occurs on the
sea or ocean bed, a vertical jolt is created which displaces the bed and
causes extreme tension in water. The water is pushed upwards but gravity
tries to pull it down. This causes an upsurge in the water level and the waves
start moving away from the point of tension. Tsunamis, are barely felt as a
ripple on the ocean surface as the water is quite deep, but as and when

45
 those waves reach the land, the water becomes shallower and the waves
constantly increase in height. They hit the shore and cause a lot of
destructions. It is said that the first wave of tsunami is not the strongest, but
the successive waves are bigger and stronger. Tsunami can travel at a
speed of about 500 miles per hour, which is almost as fast as a jet plane.
And that’s why tsunami waves are called killer waves. Did you know that the
tsunami waves can be less than 30cm in height and can pass off unnoticed?
If you get stuck in a tsunami, don’t swim because then the current will pull
you in the opposite direction. Just hold on to a floating object and be safe.

Activity 2

1. Teacher asks the pupils to send a representative from each group to draw lots.
2. Each group representative picks an envelope from the magic box randomly.
3. Teacher gives the pupils a situation where a tsunami has taken place and one of their group
member is waiting to be rescued.
4. Each group needs to act out based on their different roles.
5. Teacher gets the pupils to prepare and practise in groups for about 5 minutes.
6. Every group will then need to act in front of the classroom.

Activity 2

1. Teacher distributes an envelope which consists 15 cards with images of objects and a
manila card to each group.
2. A representative from each group comes to the front to draw lots.
3. All the representatives pick one envelope from the magic box which has the name of a
natural disaster in it.
4. Teacher gives the pupils a situation where they have just survived in natural disaster.
5. Pupils are instructed to choose 5 objects which they really need the most during that difficult
situation.
6. Teacher gets the pupils in groups to choose and justify the reasons on why they choose
those objects for about 3 minutes.

46
7. Every group will then need to present in front of the classroom.

List of natural disasters:

(refer to appendix 6)

- Landslide
- Flood
- Earthquake
- Tsunami
- Drought

List of objects:

(refer to appendix 7)

- Flash light
- Money
- Knife
- Junk food
- Blanket
- A box of matches
- Water
- Clothes
- Toys
- First aid kit
- Map
- Sunscreen
- Passport
- Telephone

Toiletries
Activity B

Teacher provides the name of every objects by using flash cards.

Later, the teacher will drill the pupils individually on the correct
pronunciation of the words.

47
Activity B

By using pupils’ prior knowledge and the objects given by the

teacher, pupils need to produce an idea or product using creative
and innovative methods that can be used when a natural disaster
occurs.

48