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 Basic  Intermediate  Advanced

Lesson Plan Listening Speaking and Pronunciation


Business/Materials Lesson Objectives
-Power Point Presentation for this -Students will be able to predict* the topic of the
Lesson Plan: speech by looking at pictures related to the topic.*
https://goo.gl/Pk0z7i
-Students will be able to identify* the tone of the
- Just So Lucky by Jock Elliot speech by evaluating* the speaker verbal and non-
(Video) verbal clues.* (Top-down)
https://goo.gl/KtQUhs
-Students will be able to demonstrate* their ability to
-Just So Lucky by Jock Elliot use* blended speech by repeating* the blended
(Script) phrases in the speech.
https://goo.gl/w8c6zf
-Students will be able to identify* the correct meaning
-Script source:
of new words by getting meaning* from
http://goo.gl/06onPc context.*(Bottom-up)

-Short Ellen video. -Students will be able to locate* the three main
https://youtu.be/Pkbae4qEs4c supporting ideas and at least one detail for each of them
by using an advance organizer.* (Top-down)
-Short blending video
-Students will be able to relate* the speech to their own
https://www.youtube.com/watch?v context and experience by describing* their types of
=9IW8IH-Oyg0 friends in a short paragraph.

- Vocabulary quiz and answer sheet -Students will be able to use* their writings as a script
https://goo.gl/hAb8Gi to dramatize* a mini speech by applying* the Mind
Palace strategy.
-Inspiring Speech Advanced *Action verbs
Organizer *(Measure the objectives)
https://goo.gl/ANCYYF

Warm-up and Objective Discussion


Warm up (5 min)
-Tell students that today we will listen to an interesting speech so that they can enhance their
listening skills for the TOEFL Test.
-Show students the “LISTENING QUESTION TYPES” document. (They are already familiar
with this document. No need for an instructional moment.)

-Show Slide 4. Ask them whether they know about Toastmasters. (They do not.) Ask for a
volunteer to read the slide.
- Show Slide 5. Tell students about the speaker and the title of the speech
- Show Slide 6. Have students predict the topic of the reading by showing the pictures one by
one. Ask them to predict the topic of the speech by working in pairs for 1 minute.

Objective Discussion (3 min)


-Show Slide 7. Before showing the definitions, ask learners about verbal and non-verbal
communication. They share ideas with a classmate, then report to class. Show the picture.
Explain why it is important to use these skills for the TOEFL Test.
WEEK 5: Small pronunciation discussion
-Tell students that today they will learn how and why native speakers blend words to make
their utterances shorter.
-Ask learners if vocabulary is something that gets in their way to getting higher scores on the
listening section of the TOEFL Test. (Sure answer: Yes!)

Tell students that the last activity will be to complete an outline of the speech.
Instruct and Model  R  W  L  S
Instruct and model (10 min)

-Show slide 7. Play the video. Elicit answers from students about the tone of the speakers.
(Possible answer: Funny)

WEEK 5: Small pronunciation lesson


-Show slide 8. Play the audio file. Ask students whether they have listened to these types of
blending. (Wanna, Gonna, Gotta, , Oughta). I model the first complete blend. Students work in
pairs to write the rest. Students report to class.
-Show slide 9. Model the pronunciation of the blendings. Ask volunteers to read the complete
blend after I pronounce them.
Guided Practice  R  W  L  S
Guided Practice (7 min)
-Ask students to demonstrate* their ability to use* blended speech by repeating* the
blended phrases in the speech.
-First, they repeat after me. Next, they form a fluency circle to practice.
-I walk around correcting possible pronunciation, rhythm, or intonation mistakes.
Independent Practice  R  W  L  S
Independent Practice (15 Min)

-Show the speech video for the first time.


Ask students to identify* the tone of the speech by evaluating* the speaker verbal and non-
verbal clues.* Tell them that they need to write their answer on their notebooks. After the
video, ask volunteers to share their answers.

-Show the speech video for the second time.


Interactive Speaking Activity: (WEEK 3)
-Students will be able to identify* the correct meaning of new words by getting meaning*
from context.*(Bottom-up)
-Vocabulary quiz
-Give students time to compare their answers. Meanwhile, I walk around to monitor the
activity.
-Ask for volunteers to read the answers.
- Show slide 11. Show the vocabulary quiz answers so they can see whether they answered
correctly or not.

Assessment  R  W  L  S
Assessment (15 Min)

-Tell students that they need to locate* the three main supporting ideas and at least one detail
for each of them by using an advance organizer. Give students a copy of the organizer.
- Show the speech video for the third time.
Interactive Speaking Activity (WEEK 3)

-Give students time to compare and contrast their answers. Meanwhile, I walk around to
monitor the activity.
-Ask for volunteers to read the answers. Write their answers on the board.
-Ask students to compare and evaluate the answers on the board. Learners could now
redefine their answers.

Assessment:
-Ask learners to write a short paragraph relating* the speech to their own context and
experience by describing* their types of friends. Tell them that they could use the answers
on their organizers as a guide.

Extensive Speaking Activity: (WEEK 4)

Assessment: Dramatize an inspiring Speech.


-Students will be able to use* their writings as a script to dramatize* a mini speech on a
future session. They will need to practice their speech by using the Mind Palace strategy
and record it whenever they feel that their pronunciation, intonation, and rhythm are
satisfactory.
-Students will share their Mind Palace with their peers when they finish their speech.