Detailed Lesson Plan in Teaching Listening [PDF]

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Detailed Lesson Plan In Teaching Listening



Listening to Different Intonation Patterns to Construct Meaning



I. Objectives: At the end of the 45-minute English class, the students are expected to:  Listen to discriminate precisely between intonation patterns used in speeches;  Listen to point out implications in speeches; and,  Review Yes, sir/ma’am.  Respond to speeches according to manner of its delivery. Last meeting, we discussed the________, isn’t it? II. Subject Matter Student will be discussed last meeting’s topic _______, would you please give us a summary of what you’ve learned about pitch?A. Input/ Content  Recognizing intonation patterns  Decoding meaning through listening to intonation patterns Very good, ________. You had a good recall B. References of the past lesson. Philippine Secondary Schools Learning Competencies Methodology in TESOL by Long, Michael H.; and Richards, Jack C. D. Motivation C. Instructional Now what I want you to Materials do is to read aloud  with PowerPoint presentation the sentence their corresponding pitch levels correctly. (The teacher posts the III. Procedure sentence using ppt.) This time, you will say the sentence as Teacher’s Activity though you were telling Carrie to push the Greeting button.



Students will Students’ read the sentence Activityposted in the ppt.



A pleasant day to you class!



Good morning, ma’am/sir! Student: Ma’am, is it intonation pattern?



Were you able to use one group of words to How’s your weekend? express two different meanings? If so, what B. Prayer did you do to mark off the second meaning from the Who’s in first? charge to lead today’s prayer?



It was good. Student: Thank you, sir/ma’am.



Alright, I’ll give you a clue. The pattern I’m C. Routine referring to starts with the letter “I”. Attendance Yes, ___________ May I ask the class secretary to report whose absent today. You’re right. PRE-LISTENING Word Bank So, who’s going to “deposit” a word account Soour nowword we’re going to put the intonation in bank today? patterns into a larger picture. That is, we’re going to put it into sentences. Thank you, ___________. That’s a new word for us. I’m going to show you some sentences and read the sentences on it twice. Now what I want you to do is to listen carefully. You’re going to raise a finger if you hear the rising intonation on the first reading and two fingers if it is on the second. You’re going to answer after I give you the signal. Is that clear?



A student raises his/her hand and leads the prayer.



Class secretary: Today’s absent ma’am are…. Yes, ma’am Student: Our word account for today is ______. It is a/an (part of speech) which means __________. In sentence, _________. Student: You’re welcome. (Puts the new word account in the Word Bank) The students will prepare themselves to listen. The students respond through raising a finger if they hear the rising intonation on the first reading and two fingers if it is on the second.



In that case, let us start. The teacher spontaneously shows the following sentences and read the sentences on it using two different intonation patterns. DURING LISTENING- The Intonation Pattern Community



The students will answer the activity given by the teacher.



intonation patterns. Class, welcome to the Intonation Pattern Community!



Students find the activity amusing.



I want you to listen carefully as we travel by the Intonation Pattern Community. I’m going to give you directions which will lead you to the houses of the prominent families in the Intonation Pattern Community. Are you ready class?



Yes, ma’am, we are ready!



The teacher gives directions to students that lead them to the houses of different families (i.e. intonation patterns) in the Intonation Pattern Community. (see attachment)



The students follow the directions and become oriented to the meanings of different speeches according to the intonation pattern used.



POST LISTENING- Knock, knock! Who’s There? Did enjoy going around the community and meeting families in the Intonation pattern Community?



Yes, sir/ma’am.



After being oriented to every family, I want you to knock at every door. (The teacher posts hard boards representing the doors of every family in the Intonation Pattern Community) You’re going to choose a door and knock on it, you will say, “knock, knock!” When the door was answered you will introduce yourselves. You will say, “We are the second year class of Sir/Ma’am/ Prof.___________” For the second time, you will hear the house owner saying, “Who’s there?” You will choose a representative among your classmates to respond to the given utterances behind every door. Is that clear?



Yes, sir/ma’am.



Let us have the first door. On whose door you want to knock to?



The students choose a door.



Are you sure?



Yes!



Well, then knock on the door!



Knock. Knock!



Who’s there? (2-3-1 Pattern)



The second year class of ______________.



Who’s there? (2-3-3 Pattern)



The students choose a representative to respond to the utterance. The chosen student tells his/her name.



(The teacher reveals the utterance behind the door) (see attachment)



The chosen student responded on the utterance



The activity continues until all of the doors are opened.



Assignment Class for your assignment, I want you to bring your pictures when you were babies. (The teacher posts the assignment on the board)



The students copy the assignment.



Any questions regarding the assignment?



None, sir/ma’am.



Then let us call it a day! Goodbye class!



Goodbye and thank you, sir/ma’am.



The teacher dismissed the class. Note: Assignment may vary according to teacher’s own plan of lesson the next day. This is only a sample plan.



PRE-LISTENING Sentences: He’s gone. (2-3-1 Pattern) He’s gone? (2-3-3 Pattern) Do you want coffee or tea? (2-3-3 2-3-1 Pattern) Do you want coffee or tea? (2-3-3 2-3-3 Pattern)



Jane has a new piano teacher. (2-3-1-3-1) Who? (3-1 Pattern) Jane has a new piano teacher. (2-3-1-3-1) Who? (3-3 Pattern) DURING LISTENING The teacher may devise his/her own map. The activity sheet must look like a map of a community with specific details (i.e. streets, avenues, boulevards, market, church, library, school, etc.) The goal is to get students listen to get to places and orient them with the intonation patterns. POST LISTENING Again the teacher may devise his/her sentences for this activity. The goal is to get every student listen and respond to utterances according to the intonation pattern used.