ACTION
PLAN
Date of Meeting
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Activities
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19
Feb 2016
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We
formed group and discussed issues in teaching and learning.
Talked
about Framework for teaching listening in brief.
We
decided to read more about listening to design a better framework.
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26
Feb 2016
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We
drafted LP1
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29
Feb 2016
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We
selected song and designed worksheets
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2
Mac 2016
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We
conducted LP1
Discussion
and reflections on LP1
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4
Mac 2016
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We
did LP2 – modified LP1
Then,
we had professional dialogue to revise LP2
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5
Mar 2016
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We
improved the worksheets used in LP1
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8
Mac 2016
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We
did LP3 – modified LP2
Then,
we had professional dialogue
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IMPLEMENTATION, RESULTS AND DISCUSSION
First Research Lesson (RL1)
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PLANNING, DELIVERY, OBSERVATIONS AND
ANALYSIS MEETING
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Lesson Plan (RL1)
Date: 2/03/2016
Class: D2M3T3
Time: 10 – 11 a.m.
Lecturer teaching:
Pn. Salwati Shafee
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I. PREPARATION FOR CLASS
ACTIVITY
1: Pre-listening Activity/ Warming up Activity (5 Minutes)
Building vocabulary for speaking about the
title, theme, tone, meaning and lesson learnt from the song. Here students
predict what the song is about and words that can be associated with the
title/ theme.
II. LISTENING TO THE SONG AND FILLING IN THE GAPS CONSISTING OF IDIOMATIC EXPRESSION, PHRASAL VERBS AND THE COMPARATIVES
ACTIVITY
2: While Listening (15 Minutes)
The song is played twice for students to
fill in the gaps on the worksheet.
Students sing-a-long and enjoy the song
while answering the listening comprehension questions.
A quick scan on students’ answers for
vocabulary/ phrases/ matching worksheets
●Teacher highlights these ideas for the
fillers in the gaps:
Idiomatic expression, phrasal verbs and the
comparatives
III. SPEAKING AND SHARING IN GROUPS
ACTIVITY
3: Post Listening Activity/
Group Discussion (Team Dynamics) (10 Minutes )
Able to brainstorm ideas based on a list of
conversational questions about the song - What doesn't kill you makes you stronger by Kelly Clarkson
IV.
PRESENTATION OF IDEAS
ACTIVITY
4: Speaking (20 MINUTES)
Able to speak on values and opinion based
from their sharing on
i) What
was the song about?
ii) Share
a real life story related to the song.
iii) What
have they learnt from the song?
FINDINGS/ANALYSIS
In this activity the students were able to
guess the singer and the song. The objective was well achieved. However, the
handouts/ worksheet given should be revised. We have been too ambitious by
stating too many things in the table. Some of the items could not be achieved
in the set induction. Thus, instead of giving so many items in the table
provided in the worksheet, we should only focus on certain things such as
title, tone and theme. Other items in the table should be discussed in the
later parts of the lesson.
Fill in the Gaps
At this stage, the students enjoyed
themselves because they were able to listen to the song and the activity
seemed easy. They were only asked to fill in the gaps. However, in the
discussion session, we found out that the students were not able fill in all
the gaps though they song was played twice. In our opinion, it should not be
too difficult for the students to fill all the gaps because it was a lyric of
a popular song but perhaps because the gaps were closed to each other that
they couldn’t catch all of the words in the phrases. The words omitted from
the lyrics were phrasal verbs because we wanted to teach them that particular
grammar item. However, we didn’t take into consideration that the gaps should
not be too close to each other. Thus, about 20%-30% of the students were not
able to complete the task and majority of them were weaker students.
Discussion of answers
At this stage, the students were able to
answer about 70 % of the questions.
This is probably due to the limited vocabulary that the students have
that hinders their understanding. The 2nd activity (matching activity) was
also quite difficult. Only 60% of the students were able to answer the
questions. This is because the answers given were rather overlapping thus
contributing towards students’ confusion. Therefore, this section needs to be
revised. We need to go through the questions thoroughly and perhaps,
restructure the questions or even change the format of the questions.
In this activity, the students were asked to
reflect on their own experience related to the song and share their stories.
However majority of the students were reluctant to contribute, not because
they do not have any information to be shared but because they lacked the
confidence as they do not have the vocabulary. Only after being prompted that
the shy and weaker students were able to share some of their stories. Yet,
students who are proficient were the first to share their experience or
story.
WATCH THE VIDEO OF THE LESSON
https://drive.google.com/file/d/0BwRqRYfIdPX4eGZ3d2YxdVdPZk0/view?usp=sharing
WATCH THE VIDEO ON LECTURER'S REFLECTION ON THE LESSON https://drive.google.com/open?id=0BwRqRYfIdPX4R3ZfQkwxZktDRHM |
Second Research Lesson (RL2)
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PLANNING, DELIVERY, OBSERVATIONS AND
ANALYSIS MEETING
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Revised
Lesson Plan 2 (RL2)
Date: 4/03/2016
Class: D2M2T3
Time: 8 – 9 a.m.
Lecturer teaching:
Pn. Salwati Shafee
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Title: What
Doesn't Kill You Makes You Stronger by Kelly Clarkson
Skills:
1.2
Listen for main ideas
1.3
Listen for supporting
details
2.3 Use appropriate words, phrases and
sentences for the intended social setting
2.5 Use varied vocabulary and expressions
2.9 Express values and opinions
At
the end of the lesson, students should be able to:
ACTIVITIES
ACTIVITY
1: Pre-listening Activity/ Warming up Activity (5 Minutes)
Building vocabulary for speaking about the
title/ theme of the song. Here students predict what the song is about and
words that can be associated with the title / theme.
ACTIVITY
2: While Listening (15 Minutes)
1. Teacher gives some examples of phrasal
verbs so that students can understand the meaning of idiomatic expressions.
2. The song is played twice for students to
fill in the gaps on the worksheet.
3. After filling in all the blanks or gaps,
the students will form groups of four.
ACTIVITY
3: Post Listening Activity/ Group Discussion (Team Dynamics) (20 Minutes)
1. Students have to discuss in groups to answer
the questions in the worksheets.
2. Lecturer creates situations based on the
song and asks students to discuss on how to solve the problems. Each
situation will be put in an envelope and a representative from each group
will choose an envelope for their groups.
Examples of situations:
3. Students present their ideas in class.
ACTIVITY
4: Speaking (10 minutes)
Able to speak and share on values, opinions
and real life experiences.
FINDINGS/ANALYSIS
This time, the lesson came out as planned
and the discussion was more focused on the 3 items which we have revised. We
also managed to cut down on the time used at this stage. Objective achieved!
In this lesson, we have revised our
objectives. We made it very clear that we are going to focus on the phrasal
verb. Instead of revising the
comprehension questions, we decided to specifically teach the students on
phrasal verbs so that the students could set their learning focus on that
particular language item and thus it would be easier for the students to fill
in the gaps.
We have also revised our sing along session
which comes right after the gap filling activity. So, instead of asking the
students to sing together as a class, we made it into a two group sing along
competition instead. The group which could sing better would be pronounced as
winner. Due to the competitive spirit, the students were contributing and
actively participating in the class activity.
At this stage, instead of doing it
individually, we decided to allow the students to discuss their answer with a
partner. So, they will have more confidence in answering the questions and
would be able to clear up some of the doubts that they have at the back of
their mind.
In the later part of the activity the
students were asked to discuss or share their experience in groups of 4. They
were even given the freedom to choose their own group members. As a result,
the students were more open to share their story with their friends. They did
not really feel shy or lack confidence in sharing their stories.
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Third Research Lesson (RL3)
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PLANNING, DELIVERY, OBSERVATIONS AND
ANALYSIS MEETING
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Revised Lesson Plan 3 (RL3)
Date: 8/03/2016
Class: SM1M3T6
Time: 9 – 10 a.m.
Lecturer teaching:
Cik Yenny Chee Fong Yeun
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For
pre-listening, there wasn’t any hiccup or areas which
should be improved. Similarly, we still carried out a similar procedure for
the while listening stage except that we put more stress on the language
input (phrasal verb)
Post-listening
(MCQs and Matching activity)
In RL2, we noticed that only some of the
students still could not come up with the correct answers for both the
activities. Thus, in lesson RL3, the majority of the changes were made on the
set of comprehension questions. (Both the MCQs and matching activity).
Somehow we found out that some of the questions are overlapping. We decided to rearrange and restructure the
questions to make the task clearer and easier for the students to comprehend.
So, with the new set of questions given, we found that the students were able
to answer all the questions well.
WATCH VIDEO OF STUDENTS' PARTICIPATION IN CLASS
|
After the process of refining
the lesson plan (3 cycles) , data from Cycle III was
presented to show the final outcomes and changes to build a framework for
using songs to instill interest in students in the learning of English.
POST OBSERVATION DISCUSSIONS
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