Templates for the course assignment lesson plan
Lesson plan
Country
name
Workshop title
Brief description of context, location
and time (size of classroom,
facilities/resources
available, time of day, lesson length,
etc) –
50 words maximum
Brief description of learners (how
many, age, level, special
needs/behavioral
issues, etc) –
50 words maximum
Brief description of the new idea
and why chosen
(50 words maximum)
How does the lesson fit with
syllabus/timetable? 30 words
maximum
Learning outcome
Materials and references(attach
Unit 1
Thailand
NipaNingoh
listening
The class locates in temporary building. This building
contained with 8 classes and on first floor there are malty
media room .
The class is quite hot because of there were not any ,there
are only fans and the class contains of at least 45 students
with chair and table in ready to use. There is one blackboard
(whiteboard) it is computer room ( iT)and There are 3 times
per week for each class, there are many computers and one
projector always I used for communicate on their text by
show them all, it is 45 minutes for each time , and every time
it’s depend on subject on each days.
The students are boys and girls around 45 students there are
only from Mathayum 3 and the age ranges 13-15 of ages.
The level of English subject are majorly wreaks. They were
not strong in basic of skill and method on English, there for in
every time on teaching should in slowly and much more with
procedures that teacher have to used in classroom., some
students are can’t write well and also too weak for listening
skill for the most of students and some of them still not
appropriate with English language and they tent to be shy no
any confidents for pronounce on English
The mains of this object is to make student by listening to
something that learners enjoy, they are also likely to know a
lot more of vocabulary required.
Use keywords or key phrases to help them understand the
general ideas.
Focus on the word tuner they might become frustrated.
However, if they think in context they probably will
understand.
Asking some questions on any experiences ( shopping ,
picnic, foods , story, )depend on situation/ task unit.
example :
when do you go to shopping ?
Where do you go to shopping ?
Then student share their own experiences or opinions with
the teacher and classmates
The lesson should suit with short paragraph .
Then try to make student copy and remember on unit they
was listening, e.g. vocabulary activity , yes/no activity .
The teacher try to help students to understand the general
ideas by listening at first, so teacher will repeat again before
given students the handout.
See on handout / worksheets
worksheets)
Anticipated problems (50 words
maximum)
Purposed solutions(50 words
maximum)
We get big problems on lesson that Many learners are
poor listeners, even in everyday life. They tend to listen
and think about something else at the same time.
more than half of student do not clearly on native
English language in the right way,
One more is probably a more common (and more tragic)
problem than not knowing the vocabulary at all. Apart from
just being too busy thinking about other things and missing a
word, common reasons why students might not recognise a
word include not distinguishing between different sounds in
English (e.g. /l/ and /r/ in "led" and "red" for many Asians), or
conversely trying to listen for differences that do not exist,
e.g. not knowing words like "there", "their" and "they're" are
homophones. Other reasons are problems with word stress,
sentence stress, and sound changes when words are spoken
together in natural speech such as weak forms.
The purpose of listening is to gather and understand
information, to evaluate information to make an informed
decision otherwise, to enable The students to develop
listening comprehension skills by the basic principle of “
focused listening” to expend students academic and spoken
vocabulary.
Lesson procedure
Time
Teacher activity
Student activity
Class
3/1
3/2
Worm –up
Give instruction on reciting
word 10 words for 5
students by questing, then
give them for marks.
Student try to pronoun
each word by follow
teacher ‘s pronouncing
then they should to reciting
on tomorrow (on the next).
Interaction
Stage aim
T- ss s-s
1. to introduce
t he skill of
listening, how
can learners
3/3
3/4
come to
understand
when they
listening from
authentic
informations
Stage 1
The Teacher asking the
student that what they
wants or what are they like
to listening for free time.
Then asked students to look
at the page of images and
describe what they see.
Step 2
Teacher use pre-listening
activities to prepare students
for what they are going to
hear or view.
The activities chosen during
pre-listening may serve as
preparation for listening in
several ways. During prelistening the teacher may
assess students' background
knowledge of the topic and
linguistic content of the text
provide students with the
background knowledge
necessary for their
comprehension of the
listening passage or activate
the existing knowledge that
the students possess
clarify any cultural
information which may be
necessary to comprehend
the passage.
make students aware of the
type of text they will be
listening to, the role they will
play, and the purpose(s) for
which they will be listening
provide opportunities for
group or collaborative work
and for background reading
or class discussion activities
2.When the students have
finished for their listening ,
the teacher pretend to ask
what they have got
understanding from
context listening, by the
way when they are in the
group or pair work to find
out and make a discussion
on the topic that they have
listened.
Then student try to
completed Exercise sheet
and read aloud the
example sentences from
the listening tasks .
Match while-listening
activities to the
instructional goal, and
students' proficiency level.
For the main point
While-listening activities
relate directly to the
text, and students do
them do during or
immediately after the
time they are listening.
Keep these points in
mind when planning
while-listening activities:
If students are to
complete a written task
during or immediately
after listening, allow
them to read through it
before listening.
Students need to devote
all their attention to the
listening task. Be sure
s-ss, ss-s
2. to check on
students’
listening and
to lead
learners into
the way that
they like to
study for
English.
s-ss, ss-s
3. to review
students’
writing.
Sample pre-listening
activities:
-looking at pictures, maps,
diagrams, or graphs
-reviewing vocabulary or
grammatical structures
-reading something relevant
constructing semantic webs
(a graphic arrangement of
concepts or words showing
how they are related)
-predicting the content of
the listening text
going over the directions or
instructions for the activity
doing guided practice
The teacher may lead turn
on / play on information the
task and then let’s students
listen for the complete
information on the board
from the sounds tract, the
story, films, tape cassette,
recording of songs, daily
news on radio / T.V, or from
the dialogue talking etc.
The teacher instructs the
students to write what they
hear for each sentence.
Since hearing the meaning
of the contraction is the
important objective, the
teacher accepts either a
contraction or a full form.
He/She also accepts spelling
errors if he/she can
recognize the words.
The teacher breaks the
students into pairs. Then the
teacher hands out the
Modals Exercise sheet and
reads aloud the example
sentences from the chart.
The teacher instructs the
students to complete the
exercises and goes around
they understand the
instructions for the
written task before
listening begins so that
they are not distracted
by the need to figure out
what to do.
the room to assist each
group.
Templates for the course assignment reflection
Reflection
What went well? Why?
(refer to the learners, learning outcomes
and stage aims, lesson procedures, tasks /
activities and materials)
What didn’t go well? Why?
(refer to the learners, learning outcomes
and stage aims, lesson procedures, tasks /
activities and materials)
What changes will I make next time? Why?
A listener can implement the elements of
listening orientation through a method known as
reflection. In reflection, the listener tries to
clarify and restate what the other person is
saying. Although they do not understand clearly.
This can have a threefold advantage:
(1) it can increase the listener's understanding of
the other person.
(2) it can help the other to clarify their thoughts.
(3) it can reassure the other that someone is
willing to attend to his or her point of view and
wants to help.
Many learners find that they are unable to
comprehend natural spoken English delivered at
normal speed. The paper reports a study of
listening problems encountered in the
classroom, as reported by the learners
themselves. It looks in particular at learner
strategies, features of the listening text,
characteristics of the speaker, attitudes of the
listener, the task to be completed as a result of
understanding the text, and the degree of visual
or written support for the aural input. The
results of the study show that learners
experience a range of listening problems.
Tell the students they will be taking notes
and discussing what they hear. Present the
following guides to the class. Provide copies,
or display them and have students copy
them into their notebooks. I should be write
versions of these guides on a chalkboard or
white board. The first is adapted from
reading instruction.
Course assignment:
Date: / / /
Result
Moderator’s comments, advice and suggestions
Moderator:
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