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LAMAP: Personal Pedagogy Paper and Lesson Plan Portfolio

Xuwei (Sara) Luo

GESP – Pepperdine University

EDTE 606 Theory to Practice - Language Pedagogy

Dr. Kevin Wong

April 13, 2021

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Personal Pedagogy Paper

During this semester, there are more than ten teaching pedagogies were introduced.

During my other classmate’s introduction, I have always thought about how certain methods are

more suitable for specific settings or more helpful to develop certain skills. In this paper, I will

discuss two pedagogies, which are desuggestopedia, and audio-lingual method (ALM). I will

implement these two pedagogies in my future teaching. Also, I will discuss my perspective on

traditional teaching methods.

I believe that language is a tool of communication. Therefore, I want to pay more

attention to the cultivation of students' listening and speaking skills. As an English learner and an

international student myself, I understand that speaking English and communicating with others

in English is the most challenging step at the beginning of learning English. Students need a lot

of courage and support from their teachers to take the first step to communicate in English.

When students enter the classroom for the first time, they might have difficulty focusing on the

class content due to the unfamiliar environment and their fear of force to speak during the class. I

plan to use desuggestopedia as the primary approach. Forming an inclusive and caring classroom

atmosphere could be critical when teaching speaking skills. When students find their comfort

zone in school, they tend to learn better. As Larsen-Freeman & Anderson (2011) mentioned in

their book, desuggestopedia is meant to help students overcome the fear of studying and

removing the negative feeling they associate with learning English. During the desuggestopedia

demonstration, I learned a lot from Skye. She did a great job of creating that safe and

encouraging learning space. She also used a creative acting activity to have students read the

dialogue. She was helping students remove the negative feelings and made the class very

engaging for students. There was a lot of laughter and participation.

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ALM is one of my favorite approaches when teaching speaking skills to emerge or

intermediate ESL learners, especially when teachers want to teach phonetics and dialogue. As

Shaheidari (1997) stated: “The activities of teaching and learning process follow a hierarchy;

recognition, discrimination, imitation, repetition, and memorization.” ALM helps learners

acquire language from 5 different angles, which benefits the learner by reinforcing the English

learning process. The learning process of ALM is to develop student’s muscle memory. It

cultivates student’s reflexive responses to teachers’ teaching. It is a great teaching approach for

phonetic lessons. In terms of dialogue, Larsen-Freeman & Anderson (2011) discussed that ALM

helps students to acquire the sentence patterns in L2 through conditioning. Students can give the

correct response to different stimuli by shaping and reinforcement. The learner will be able to

overcome the L1 language habit and form a new L2 language habit. Thus, this approach is

perfect for practicing speaking skills.

When it comes to teaching methods, I prefer the traditional teaching method. More

specifically, I look towards teacher-centered teaching approaches instead of student-centered

ones because I think a teacher-centered classroom is more effective and easier to get things under

control. Whereas student-centered classrooms might lack class management, since everyone

wants to express their ideas or feelings, the class will become very loud and chaotic. However, I

do not hold any negative opinions on student-centered approaches. I plan to use some elements

in student-centered approaches to enrich the classroom activities. For example, when we have a

class activity, I will provide students with options. Students feel involved in the decision-making

process, and they will take more responsibility for that choice they made. To sum it up, I will

mainly use teacher-centered teaching and apply some student-centered approaches during class

discussions or after-class assignments.

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To sum it up, I learned a lot from this course. If possible, I would love to discuss more

pedagogies in detail and discuss why or why not to implement them in my future classroom.

There are many more pedagogies in the field, which I would love to research and try out. Despite

all the great pedagogies, the passion for teaching and love for the students will always be the best

thing to have in the education field.

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Reference

Larsen-Freeman, D. & Anderson, M. (2011). Techniques & principles in language teaching.

Oxford University Press.

Shaheidari G. (1997). The Audiolingual Method.

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WRITING LESSON PLAN

Presented by Ana Guzmán, Sara Luo, Xinyun (Jessie) Wang

Background

This class is taught in a private high school located in Pasadena, California. In this

writing class, all students are in 12th grade. The majority speak Spanish as their native language,

and the rest speak Chinese or Korean. Teachers and students have relaxed and cohesive

relationships. This writing class's ultimate language goal is to help students develop academic

language writing skills and send them to college. In terms of individual needs, some have more

precise goals, and they know what they want to do in the future, which will motivate them to

work toward that goal. This group of students tends to be more active and wants to learn more

during class time.

On the other hand, some students may not have a goal in general or do not have a purpose

of learning the English language. They lack motivation or are forced by parents to learn this

language. To change this situation, teachers came up with this lesson plan and hope this class

will help some of them figure out their short-term or long-term goals after high school. This

lesson aims to help them figure out their goal (s) for later life and motivate them to learn a

language.

In this Applied Writing class, most students like to work as a team. Therefore, to

ingratiate their learning habit, teachers used collaborative learning as a framework. However,

this class should be all about individual goals. Hence, teachers put four students into one group,

and they need to finish their individual tasks first. Thus, they are working individually, but at the

same time, students can work as a group and help each other
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WRITING LESSON PLAN

Instructors: Ana Guzmán, Sara Luo, Xinyun (Jessie) Wang

California ELD Standard(s): Expanding: a. Write longer literary and informational texts (e.g., an argument about free speech)
collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.
b. Write increasingly concise summaries of texts and experiences by using complete sentences and keywords (e.g., from notes or
graphic organizers).

Lesson Topic: Writing a topic sentence about what students want to do after high school graduation. What are their goals,
and where do they want to go? College, work or take a gap year, etc.

Lesson Objective/Goal: Students will be able to reflect and use the SMART technique organizer to discuss and write a 3-
5 sentence paragraph about their goals to prepare them for college.

Materials: Computer, Canva Slideshow, Graphic Organizer, Jamboard

Teacher Script Student Actions

Write out everything you will say, questions to ask, and any special notes. Describe what the students will do
during each step.

Anticipatory Set and
Objective
Engage the students and get
them excited about the topic.
Tell the students what they
will learn in the lesson.
(minutes)
Jessie: Hi our 12 Graders! Welcome to our Applied Writing Students will collaborate on
course. jamboard
Here is the agenda of today’s lesson.
We will first do an icebreaker. https://jamboard.google.com/
Then, we will focus on our writing course today. d/1vaHwkBpX2WSQJ5_9Rjy
At the end of the class, I will ask some of you to share the 1KUlAv4FSCkI12RE4oM_N
short paragraph. hMc/viewer?f=0

Before we move on to our class today, let’s do an icebreaker.

Everyone please write one key word on the jamboard about
your goals for this semester. I will put the link to the chatbox.
[Students write on jamboard.]
Jessie: those are some great keywords, we have … and …
who wrote …. Can you please elaborate it?

That’s wonderful!

Now, let’s move onto the objective of today's lesson.

By the end of class today, you will use the SMART technique
organizer to discuss and write a 3-5 sentence paragraph about
your goals to prepare you for college. Then, Sara will
introduce the importance of setting goals and what the
SMART technique is.
Sara, please take it.

Input
Explain the new knowledge,
vocabulary and skills needed
to achieve the objective. (2-3
minutes)
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Teacher: students will observe and take
Get your thinking cap on and start thinking about how to set notes
goals when you graduate!
Why is it important to have goals? Students will answer the Q
Summarize:
“Those are some great ideas.
There are many benefits: such as it helps you take control of
your life, help you to be organized which lowers your anxiety
and stress, you can easily visualize challenges… and so on”
“it is very important to set a short and specific goal for your
academics. it will help you to have a clear vision of what
needs to be done to achieve your goal, and consider will this
benefit you if you are going to college? For example, if your
goal is to major in history, you probably are not going to
achieve it by running 5 miles a day. I'm not saying exercise is
wrong or anything, it just may not be relevant to your goal. .” have some students read
through questions, have some
interactions.
“now let's look at this SMART chart:
this will help you to state a goal with details and provide you a
clear image of how to achieve it in the future. Let's break it
down:
S stands for specific: what do I want to accomplish
M stands for measurable: How will I measure my progress?
A is for achievable: How can I achieve this goal?
R is for relevant: do I have some necessary the resources I
need to achieve all the goals?
T stands for time-bound: how long it will take to accomplish
this goal?
[Send graphic organizer in the chat box]
Here is the graphic organizer in the chat box, please open it,
we will do a demonstration for you to help you get better on
how to set a clear goal for this semester.”

Modeling
Model the learning activity
for the students and provide
directions. (2-3 minutes)
Practice
Monitor students as they
complete the learning
activity. (3-5 minutes)
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Teacher: Students will fill out a graphic
I will now demonstrate how to use S.M.A.R.T. to think about organizer learning how to use
a goal I want to accomplish this semester that will help me S.M.A.R.T. technique
later in college
Each acronym will be a section that will help expand on my
reasoning
S-I will be specific and choose to read more often
M- I will measure by committing to reading one book per
month
A- I will choose to read one book because I think I can handle
that amount of reading. It will be challenging but doable.
R- This goal is relevant to wanting to do well in college and
getting good grades
T- I will commit to this goal for one year
Please take a look at the graphic organizer shared with you on
the chat box and take 1-2 minutes filling out the sections for
each acronym as I showed you
Good Job Everyone!
So now I will show you the paragraph I created using the
information I came up with the S.M.A.R.T. technique [Read
the paragraph]
If you notice the content follows SMART
There is a beginning, middle, and end
Paragraph is well organized, clear, and there are no grammar
errors.
Now it will be your turn to practice! You can do this!
“I will put you into the breakout room, and you will have 5 Ss will write a topic
minutes to finish your post. In the breakout rooms you need to sentence/paragraph for their
do these couple things: 1st use the SMART chart as an outline future goals.
and summarize it into 3-5 sentences, everyone will use the Students will be put into
sticky notes function on the jamboard and write down your breakout rooms. Four students
sentences. 2nd if you finish up early please help others who per breakout room.
need some help.
You will be graded based on participation, teamwork, content
(is your goal filled the SMART chart), and organization of
your short paragraph.
Transition to Jamboard

Closure
Students demonstrate
mastery of the objective and
engage students in reflection
of their learning. Assessment.
(2-3 minutes)
10
【Next = turn to another slide】 Students will reflect, discuss,
and share Goals setting using
Jessie: Okay, time’s up. Due to the time limit, I will call on SMART
someone to share the paragraph.
Yiting would you like to share?
Teacher: Thank you for sharing Yiting!
[evaluate Yiting’s paragraph based on content and
organization]
That’s brilliant! Thanks for sharing.
(Conclusion:) I hope this “S.M.A.R.T” model will help you
for our future Applied Writing lessons. It is also very
important to include your goals in the future for your college
personal essay. Goal-setting will help you when applying to
college and choosing a college. How will this major/college
benefit you if you get accepted into the college/major.
“Can someone share one thing you’ve learnt in this lesson?”
“What other things that you are interested in learning for our
next class?”
So, class, here is as far as we go today.
Thanks for your attention and participation. Let's look ahead
We will discuss cover letters next week.
Enjoy the rest of your day.
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Reflection

During this lesson plan, we mainly focused on controlled writing. We provide a topic and a

graphic organizer to help students write a long paragraph of their personal goals after graduating high

school. According to the instructor’s feedback and peer’s comments, a couple of strengths are worth

mentioning. Most people comment that we have a well-organized lesson, great scaffolding. The whole

lesson is connected from beginning to end. My favorite comment is that many people comment that I was

given explicit instruction and very concise with the time when introducing the SMART organizer. That is

what was one of my goals: to make sure everyone understands the SMART chart concept within the

limited time we had. There also some floss in this lesson plan. As Prof. Wong mentioned in class, we did

not cover how to transfer from a graphic organizer to a paragraph. This part could be scary for some

emerging or intermediate proficiency level students. I wish we can spend more time using implicit

instruction to lead students on the right track. When I was watching the recording, I realize that I rely on

the script way too much. When I lost track of the script, I was repeating myself and used a lot of pauses.

Overall, I am very proud of our final product. Ana designed a beautiful visual, Jessie did great

scaffolding, and I did an excellent job introducing the SMART chart.

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CONTEXTUALIZING COMMUNICATIVE APPROACH LESSON

Presented by Sara Luo

Background

This class is a 4th grade English class. The school is a private elementary school located

in California. It is a small K-12th grade school. In 4th grade, there are 15 students. Students' first

language is Chinese, Spanish, or English. All of the students are bilingual. Still, all of them seem

more proficient in Chinese or Spanish. Most of them, English proficiency is intermediate level,

they understand most content, but have difficulty defining some more challenging vocabulary or

understanding complex grammars. Some of them have problems in spelling vocabulary. They

tend to mix up the English with their L1. This class's language goal is to help students build four

skills and better prepare them for 5th grade. Besides logistic thinking, parents hope their kids can

develop better English reading and writing skills for individual needs. All students are 10-11

years old. The shared hobby they all share is playing and eating sweets/snacks. That is also why

the teacher picked the topic of making dessert.

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CONTEXTUALIZING COMMUNICATIVE APPROACH LESSON PLAN

Instructor: Sara Luo

California ELD Standard(s): Grade 4 Interacting via written English: Collaborate with peers on joint writing projects
of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.

Lesson Topic: Writing one paragraph to describe how to make carrot cake. The paragraph should include student’s
logic thinking of the sequence, and their collaborative skill of writing a short paragraph with their peers.

Lesson Objective/Goal: The students will be able to cooperate in group and write a short story of how to bake a cake,
using transition words.
Students will be able to understand the concept of sequence and transition words, also state the definition of two words.

Materials: computer, Canva slideshow, Jamboard

Teacher Script Student Actions

Write out everything you will say, questions to ask, and any special notes. Describe what the
students will do during
each step.

Anticipatory Set T: Hi everyone, welcome to my kitchen! In today’s English writing class Students will listen
and Objective we will learn how to make two desserts! The first dessert is my all-time to the opening and
Engage the students favorite: Oreo yogurt cup, and the second dessert, I will keep it as a secret answer questions
and get them excited first, you will figure it out after the ice breaker.
about the topic. Tell
the students what they
will learn in the Let’s go over today’s agenda. first, we will start our class with an ice
lesson. (2 minutes) breaker. Next, we will learn some new vocabularies. Then, all of you will
do a writing activity. Last, we will do a recap together.

So, for today’s icebreaker, we will play a scavenger hunt. All of you have
to listen carefully for the instruction and be creative.
First, I want you to find a vegetable from your house, something white,
something sweet. find something soft. Can you remember all of it? I will
put the PowerPoint up so you can reference the screen.
You will have 2 minutes to find something that fits the criteria, it could be Students will follow
something white and soft, or a vegetable that is sweet and white. instruction and get
Because of time, I will spin the wheel to ask one student to share one things that follows
thing. the criteria

(Students sharing time)

Everyone did great job of finding all the items! Who can think about one
thing that fit all the criteria?
(students will guess and shout out the answers)
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My second favorite dessert is the carrot cake.

Some of you may know that Easter is on April 4th. Which is around the
corner. When I think about Easter, I think about all the scavenger hunt for
eggs and all the dessert I can eat, such as carrot cake. Student will share
So by the end of today’s lesson all of you will learn to write a recipe of what they get
how to bake a carrot cake, if you are not a fan of carrot cake, you can
definitely switch to chocolate cake, which is also very yummy. Student will think
and try to answer
question.

Input Before I show you how to make the first dessert. I want to introduce 2 Students will listen
Explain the new vocabularies. The first one is sequence, how many of you have heard about carefully, take notes,
knowledge, vocabulary this word? and answer
and skills needed to
achieve the objective.
Great, some of you have heard about it. Sequence is basically the order of questions.
(2-3 minutes) events in a story. Here is the sentence I wrote: I drink water before going
to bed. Who can tell me the order of what I do? Did I drink water first or
did I go to bed first?

(Student will answer question)

Good job, how do you know I drink water first? (the word ‘before’
indicating the order of events)
Here is the second vocabulary: transition words. Transition words help you
connect the ideas, phrases, even paragraphs. In this case, the word ‘before’
acted like a transition word helped me to connect 2 events together: drink
water & go to bed. After is another transition word.

Do you all remember in the beginning of the class, there are couple words
that I kept repeating?
First, next, then, and last are also transition words, they are also called clue
words, because it gives you some clues for the sequence or the order of
each events.
Raise your hand if you have any questions

I Know it’s not easy to have classes in the afternoon, you must been very
tired or sleepy, so let’s do a small exercise, also to make sure you
understand the concept of transition words aka clue words.
First, stand up. Next, do a good stretch. Then, jump 3 times. Last, sit down.
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Modeling Here is the recipe that I wrote for making an oreo yogurt cup, with the Students will listen
Model the learning assist of transition words (read through all the sentences) to the modeling and
activity for the This is one way of showing the sequence of how to make the yogurt cup, ask questions if they
students and provide
directions. (2-3
there are many more transition words that I can use to write a story. (go have any
minutes) over slide 7) please take one minute to read through all the words and let
me know if you have any questions

Here is the new recipe that I wrote with different transition words. As you
can see, I switched ‘first’ to ‘in the beginning’. And ‘next’ to ‘afterwards’,
‘last’ to ‘finally’. It still indicates the sequence of the recipe.

Practice Now that you understand the meaning of sequence, it’s your turn to write Student will go to
Monitor students as my favorite dessert recipe – carrot cake. There are 4 things you need to do the breakout room
they complete the while in the group,. Task 1: Put all 4 pictures into correct sequence by and work on the
learning activity. (3-5
minutes)
moving the picture under step 1-4 Jamboard
Task 2: Use transition words to create a recipe for correct cake
Task 3: use the word bank and ingredients that listed in the picture on the
bottom left, in your writing.
Remember the rules for working in the team? Make sure to help each other
out, all of you need to collaborate together

Any questions?

https://jamboard.google.com/d/1as_OT1t66m4gaUCZjW-
nkYvID2B6mHacIHG_FyisNS4/edit?usp=sharing
About 8 minutes
(Students will be working in breakout room and do the tasks)
Due to the time, I will ask one group to share their recipe. The rest of Students will share
groups will turn in their recipe to me, I will give some feedback to you in their recipe and
tomorrow’s lesson. Please remember to put all the group members’ name listen to other groups
on the jamboard page. sharing.

Closure Everyone did a great job in today’s writing class. Here is the summary for Students will listen
Students demonstrate today’s lesson: 1st we learnt 2 new vocabularies: sequence and transition and reflect on
mastery of the words, here is a pop quiz: who remember the definition of sequence? What today’s lesson.
objective and engage
students in reflection
is another name for transition words?
of their learning. (Student will answer the pop question)
Assessment. (2-3
minutes) 2nd, we learnt the concept of story order, by using first, next, then, last and
some additional transition words.
Last but not least, all of you learnt how to create a recipe for carrot cake! I
am so proud of you.
Thank you for participate in today’s lesson, if you have any additional
question, please come see me after class.
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Reflection

In this mini-lesson, I mainly used teacher-centered instruction, experiential and project-

based learning (with some other elements from all the book's approaches) during lesson

planning. I wish to bring more authentic language teaching to this lesson. My idea was to use the

combination of some contextualizing communicative approaches to teaching a writing class. The

main goal for this class is to help students understand the concept of sequence and use sequence

to write a recipe. When I re-watch the recording, I realized that many people think the topic is

well-chosen for teaching the concept of sequence. Many people liked the TPR activity (thank

you, Prof. Wong, for this great idea), where I asked students to stand up and move around, of

course, with the help of transition words. I kept reinforcing the concept of sequence. Also, there

are some compliments about the pace, and the content was rich. When I was teaching the lesson,

there are a couple of things that I hope I can do better. The first is that I forgot to demonstrate

how to move the picture into the correct sequence. Secondly, during the icebreaker, I was not

clear with what do I want them to find. Finally, I wish I had more time to ask every group to

share their recipe with the class. In addition to all these wishes, I also hope to do a student-

centered version to compare which one is more effective and engaging.

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LISTENING COMPREHENSION LESSON

Presented by Jamie Frost & Sara Luo

Background

This lesson happens in an after-school program that takes place in Irvine, CA. It hosts by

licensed ESL teachers. It is a private program; most students are friends' kids or introduced by a

friend. There are ten students in this class. Most students speak Chinese as their L1 language,

and there are a couple of them who speak Spanish. One teacher can speak Chinese and another

teacher can speak Spanish, so when students do not understand English, they will use their native

language to assist them. To clarify, the usage of students' native language will keep to the

minimum. All students are behind on their regular schoolwork because they do not fully

understand the teacher's instruction. Students are emerging-level English learners.

A couple of students recently move to the U.S. due to their parents' job adjustment.

Students have a more comprehensive lexical range and a better understanding of grammar than

the teacher expected. However, they are not very good at listening and speaking skills. They

have taken this after-school program for three months now. They have adapted the different

teaching styles and learning environments. The language goal for them is to meet their schools'

language proficiency requirement, so they no longer have to stay after-school for two extra

hours. Student individual needs will be improving their English skills, in both academic purpose

and daily life manners. Since teachers have some personal connections with the students,

teachers know them very well. Most students lack the confidence to speak English. Thus,

encouragement and low affective filters are the key elements that need to keep in mind when

teaching them.
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LISTENING COMPREHENSION LESSON PLAN

Instructors: James Frost, Sara Luo

California ELD Standard(s): Listening actively: Demonstrate active listening of read-alouds and oral presentations
by asking and answering basic questions, with prompting and substantial support.

Lesson Topic: 4th grade listening comprehension

Lesson Objective/Goal: The students will be able to recognize the setting/ scenario of the dialogue, and able to
identify specific components that they are overhearing.

Materials: Computer, slides, copies of lesson plan, jamboard, survey.

Teacher Script Student Actions

Write out everything you will say, questions to ask, and any special Describe what the students will do
notes. during each step.

Anticipatory Set and
Objective
Engage the students and get
them excited about the topic.
Tell the students what they
will learn in the lesson. (2
minutes)
Jamie: “Hello: Welcome, how are you tonight? Ok, Insert pics in jamboard
Today We are exercising our ears with a listening
activity. Listening is paying attention to what we
hear and not merely letting sounds pour into your
head. It means you are focused on the words and
meaning being expressed. So for an ice breaker I am
going to ask everyone a quick question: what did
you have for dinner last night?
Now, I’d like to hear your answers but mainly we
want everyone to be listening to our classmates'
answers. Ok? So”deliberately pay attention, focusing
on what is being discussed
OK so again:What did you have for dinner last
night?”
-Collect answers and throw back to class.
“Can anyone remind me what Ana had for dinner
last night?”
Who can tell me what Larry had?
example:
“Did he enjoy it?” ...
“Thank you for participating:
Let’s start our class with agenda first, we will start
our class with an ice breaker. Then, I will pass out
the graphic organizer to help you take notes during
our in-class activities, after that, we will go over the
graphic organizer to check if you got the correct Student will answer the
answers. Finally, we will do a class recap like last question and be ready for
week. Are you ready to begin the class? class
 19

In these listening activities we get to be little

detectives and follow the clues to basically guess
what is going on.
Okay, let’s go ahead and start the class with the ice
breaker.
In today’s ice breaker, I want all of you be a litter
detective, try to listen very carefully for the
instruction, look for the object, and point it out. Students will participate in
(teacher will show a slideshow that is full of object the activity and answer
pictures) questions
The first object is a pen, who can please find the pen
on the screen? Good job! I see many of you are
pointing at it, awesome!
Now, I am going to ask you a harder question. Can
you please find something that you can use to paint
with? There could be more than one object.
Nice, I see many of you are pointing on the crayon
and paint brush, great! Who can tell me why do you
choose this object?
(student will answer question)
Yes, you choose it, because you have used them to
paint a picture, that is a good reason.
The last instruction will be little harder, can you find
one object that is between the cup and the Skye will answer the
headphone? question: because I hear
(student will find the object and point at it) you say the object is in
Yes, I see Skye chose the pillow. Can you please tell between the cup and the
me why you choose it? headphone
Great job, so you were listening for my instruction
and spotted the cup and the headphone, then you see
the pillow is right between them. Is that how you
find the pillow?
(Skye will say yes)
Fantastic. Everyone did a great job on been a little
detective, you all find the object that I was looking
for.

Now Sara will pass out the graphic organizer, which

will help you take some notes. And she will also
introduce our activity with a little practice round to
show you what we’re going for today.”

Input
Explain the new knowledge,
vocabulary and skills needed
to achieve the objective. (2-3
minutes)
Modeling
Model the learning activity for
the students and provide
directions. (2-3 minutes)
20
Sara: did everyone get a copy of graphic organizer? Students will check if
Awesome everyone have a handout
We are going to hear a recording of the
conversation, then Jamie and I will do a small role- Students will observe and
play as demonstration. listen.
I will play the recording 3 times, in first round, you
need to listen to the conversation, figure out how
many people are talking, and listen for the wh-
questions. Who remember what is wh- questions?
We introduced that last week.
(students will answer question)
Yes, wh- questions are questions that start with
what, why, who, and when. Good job!
When I play the recording second time, all of you
need to look at the handout and circle the picture or
words that you hear from the conversation.
In the final round, please listen carefully and check
if you have any mistakes, if you missed any
question, this is a good time to fix it.
After we hear the recording, you need to answer
some questions that are listed on the handout.
Let's listen closely and try to figure out answers for
three questions: 1. where the chat might be taking
place? 2. what question being asked 3. Was the
question got answered?
(The questions will be printed on the handout)
Does anyone have any question?
Play the first recording 3 times, and do role play as Students will observe, fill
an example out the graphic organizer
and ask questions
Jamie ->teacher Sara->student
J: “Ok first question Sara:
can you think of where this exchange likely occurred
or another way to ask this What was the setting?”
S: “It happened in a mall, so I am going to circle the
option C for the answer.”
J: thank you and can you share how did you figure
that out?
S: “the man said that the bathroom is by the mall
entrance, so I heard the mall in the conversation.”
J: Excellent, thank you for that. Now who were we
listening to? can you think who were those people
we heard talking? For example, did they know each
other or were they strangers?

Practice
Monitor students as they
complete the learning activity.
(3-5 minutes)
21
S: “I think this conversation is between a shopper
and staff of the mall. They don’t know each other,
because the women asked men do you work here.”
J: “Great. Now can you tell me what was the
question being asked? And was it answered”
S: the question was directions to the bathroom and
yes it was answered.”
Who got the same answer as I did? Students will raise their
Awesome, I see many of you got the same answer I hand
did. There are couple of you got different answers,
can you explain why you choose school instead of Students will realize the
mall? error and try to fix it.
(If there are many students have errors)
Let’s listen to this recording one more time, and I
will pause in between, we can figure out the correct
location together.
Sara: Students will listen to the
S: “Now we are going to listen to another recording instruction.
of a conversation between two people, and you need
to listen very carefully about locations and content
of the conversation, take some notes if necessary
remember to fill out the handout”
Students will listen to the
Teacher plays the audio (bookstore) 3 times audio that is played by
teachers.
Teacher will ask students to open the jamboard. S will open jamboard
S: “now, Let’s answer some questions on the
jamboard. I’ll put a link in the chat” S will follow instruction
https://jamboard.google.com/d/1GJJ2xVC1FGqyUqt and circle the right answer
p_KclVom_hWqta8StM5yuGGCkkx4/edit?usp=shar on the handout on the
ing jamboard.
S: “Everyone please open the jamboard in and turn And they may answer the
to page #5. Do you see the question on the handout question verbally.
board? It is asking where is this conversation taking
place? Can everyone choose your favorite color and S will follow instruction
circle the right answer?” and circle the right answer
“I will have someone answer the first quesiton, for Q2
where do you think this conversation took place?”
“who think it is happened in either bookstore or
library? Raise your hand”
S: “ look like most people choose a bookstore &
library, great listening. The conversation could S will answer the question
happen in both places, because the boy mentioned a verbally

Closure
Students demonstrate mastery
of the objective and engage
students in reflection of their
learning. Assessment. (2-3
minutes)
22
comic book right? let's move on to the next
question.” S will circle the answer on
the jambord and answer the
S: “Now let’s turn to the next page and answer the question verbally
second question.”
S will answer the question
Sara will read the question out loud, and ask student verbally
if they want to hear the conversation again.
S “Can everyone please unmute your mic and tell me
what the boy
(customer) is looking for?”
S: “lets go to the next page, can anyone tell me was
the question answered?
S’s verbally answer
Jamie: Bonus question: who can tell me what are
periodicals?” S’s offer up methods and
Jamie: “Great job on our multiple choice! Now lets strategies for active
do a little review of how we all came up with our listening. S’s share how
answers. Who wants to share any specifics about they succeed
how they decided on the location?
Great, are there other ways to do that?
We may hear word cues and can listen for hints like
certain intonation
for example, in English, asking a question means a
sentence ends with a rising tone.
Or we’ll listen for question words like who, what,
where, why.” example: Where are the comic books?
Also: When we are thinking about the people
involved or the purpose of the exchange we can
focus on greetings used, which offer more clues.
Listening is when you deliberately gather
information and plug it into your imagination.
Do you remember the wh-question that teachers
talked about in the beginning of class? Those
questions are also letting you know, pay attention to
what people are saying.
Jamie: “so what do you think we might learn from S will try to summarize
activities like this- Other than where the restrooms what they have learnt in
are located ?” this class.
(If students are unable to answer the question, J. will
summarize the objective and tell them what they
have learned.)
 23

“Like we said to start exercising our ears. We were

aiming to hone our listening skills, we do this by
paying attention to what is being said and
associating this information with your own
memories or knowledge and experience. In these
listening activities we get to be little detectives and
follow the clues to basically guess what is going on.
Great job!”
Everyone did a great job of been little detectives!
Yeah! we did it!

Main task (6-8 min)

1st dialogue
”Excuse me, do you have a children’s section?”
“Hello. Yes, children’s books are mostly along the back wall but we also have a few on the end
of aisle 5.”
“Do you have comic books?”
“Yes, but not there. They are going to be up front with the periodicals.”
“What are periodicals?”
“Newspapers and magazines. Those racks up front.”
END

2nd dialogue
“Excuse me, do you work here?”
“Yes, how can I help?”
“Do you have public bathrooms?”
“Sorry, no, but there are restrooms down that way by the mall entrance.”
“Thank you.”
 24

Reflection

It was tough when planning the lesson because we were the first group to do this pedagogical

challenge. There are a lot of struggles, from topic selection to delivery format. We solved these problems

one by one and presented the lesson to the whole class. There are many valuable feedbacks from peers

and professor Wong. Most comments are the lesson's organization is very clear. The instruction is clearly

stated, there are lots of interactions, and the recording is very authentic. We also received some worth-

noting suggestions, such as the closure might be a bit hard to follow for emerging 4th graders. We should

use more visual aids to help students follow the lesson; we should include more input into this lesson

plan. There is one thing I would love to change (thanks to Stephen brought it up during the demo

debriefing). There is one activity that when all the students are doing the multiple-choice question on

Jamboard, where they can see what other people answers. Instead of listening for the correct answer, they

might copy what other people are circling. The primary purpose of this listening activity is lost. This is

also one of the reasons that I want to redesign this lesson plan, to make the activity more suitable for this

lesson.
 25

Rationale for improvements

I made some changes to the icebreaker activity since the original activity does not

strongly link to what we were teaching in later tasks. I changed it to a detective activity, which is

they need to point to the correct picture with my instruction. This activity is more laminating on

the theme and the introduction. It is also one way to gamify our lesson, which will make students

more engaged. We want to bring kid’s curiosity into the class. It will be beneficial for both

students and teachers. For kids, the course is more fun and interesting; for teachers, we can see

what kids want to learn and utilize that curiosity to finish all the tasks.

When we prepare the lesson, we did not think about any strategic skills to teach students.

We were simply thinking about what kind of activities or tasks we can do with students without

thinking about what kind of listening skills we can teach them. Therefore, in this edited lesson

plan, I decided to use one strategy introduced by Professor Wong, the 3-step listening approach.

The way to implement this approach is that students will hear the recording three times. Students

have different tasks for each time teacher plays the recording. When students hear the recording

for the first time, they need to listen to the setting and a couple of questions in mind: how many

people are in this conversation? Where is this conversation taking place, and what kind of

relationship might they have? In the second round, students need to listen for the wh- question,

which starts with what, where, when, who and how. This kind of question will provide

information, and students need to figure out what that information is. Students might need to take

some notes during the second time. Teachers should provide a handout with pictures that assist

students in picking out the main points or information for lower proficiency students. In the last

time of playing the recording, students should check their notes/handout, see if their information

matches the recording, and make some adjustments to their notes. With this approach, teachers
 26

are teaching students what to hear and teaching them how to look for important information.

During their regular school hours, students can quickly notice the critical point of instruction

given by teachers.