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Step 1 – Desired Results

 Understand and use correctly academic vocabulary in all 4 areas of communication.
 Recognize and overcome their grey areas regarding public speaking skills.
 Use the public speaking skills to overcome their grey areas.
 Speak effectively in the public.
Watch the video: “Be a More Confident Public Speaker”
 Take notes while watching.
 Answer the questions given below:
o What was the video about?
o How many of you can relate to this situation?
 Make pairs and discuss your fears regarding public speaking.
 Divide yourself into five groups by using number head strategy.
Step 2 – Assessment Evidence
 Notetaking.
 Usage of unfamiliar words in a suitable context.
 Students’ response to the given questions.
 Participation in pair and group discussion on videos.
 Teacher observation, feedback and comprehension checks.
Step 3 – Learning Plan
1. Ask students to watch the video and identify the unfamiliar words.
2. Ask students to explain identified words and use them in different context.
3. Ask students to answer the questions related to the video.
4. Ask the students to make pair and discuss their fears while speaking in public.
5. Ask students to make groups of five students and to discuss how do they overcome their fears while speaking in public.
6. Ask students to discuss the Triple P-Method introduced in the video and
7. Assign a topic to each group and ask them to outline their ideas.
8. Ask any of the group members among those five groups to volunteer for public speech while rest of the members will be given SOLOM
rubric to check the level of the speaker.
9. Ask the volunteering student to incorporate the Triple P-method while delivering the speech.
10. Once student is done with the speech, ask him/her how he/she felt incorporating the Triple P-method while public speaking.
Step 4 – Reflection:
 Self-assess by using the ACTFL, “Can-do Statements” checklist and set attainable linguistic goals.
 Diagnose your own communication deficiencies.
 Use SOLOM rubric feedback to improve areas of weakness.
 Word Map difficult vocabulary.
 Self-analysis of performance on task and knowledge of academic content and vocabulary.
 Formulate questions for clarification if necessary.

The words which may be identified from the videos can be:

Podium Glassophobia Posture Composure

Nightmare Anxiety Anecdote Pander

Webcast Acrobatics Physicality Cadence

Phobia Tantamount Stiff and Slumped Demeanor