LISTENINGSKILLS OF RM 1- FORM 5 KSSM LATEST EDITION PR Publishers
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya : Memelihara satu cara hidup demokrasi : Mencipta satu cara hidup demokrasi: Mencipta satu masyarakat yang adil di mana kemakmurannegara akan dapat dinikmati bersama secara adil dan saksama: Menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan pelbagai corak: Membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden: MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut: KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN RUKUN NEGARA Bahawasanya Negara Kita Malaysia mendukung cita-cita hendak :
MINISTRY OF EDUCATION Kurikulum Standard Sekolah Menengah (KSSM) Our education system has been the bedrock of our development. It has provided this generation and those before it with the skills and knowledge that have driven the country growth and, with it, our prosperity. In order to compete with the best in the world, our education system must develop young Malaysians who are knowledgeable, think critically and creatively, have leardership skills and are able to communicate with the rest of the world. Just as importantly. our students must be imbued with values, ethics and a sense of nationhood, enabling them to make the right choices for themselves, their families and the country with a view towards enduring and overcoming life's inevitable challenges. The Ministry's restructuring involves a concerted effort to empower the leadership at different levels- the Ministry, State Education Department, District Education Offices and in schools. Greater autonomy and balanced accountability will also be provided to enable flexibility in delivering solutions tailored to the unique needs of the students. This will require constructive networking with key stakeholders across Government agencies,parents, communuity groups and the private sector.
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Writer & Publisher As writers and publishers, Prenisha and Rina leverage their extensive expertise in listening skills to create engaging activities tailored to diverse learner needs. The meticulous design of this English manual book focuses on enhancing language development, particularly in listening comprehension, pronunciation, and overall proficiency. Their commitment to professional standards ensures a holistic learning experience aligned with industry expectations. By catering to various learning styles, including auditory learners, they foster an inclusive environment where all learners can thrive. The inclusion of listening activities reflects their belief in practical language application, preparing learners for real-life interactions. In summary, Prenisha and Rina's dedication to excellence ensures that learners receive a comprehensive language learning experience that exceeds expectations.
Incorporating QR (Quick Response) codes into educational materials can enhance learning experiences by providing easy access to supplementary resources like audio files. Step 1: Locate the QR Code Open the manual book to the page containing the listening activity instructions. Look for the QR code image provided alongside the listening activity details. It is typically a squareshaped black and white pattern resembling a barcode. Step 2: Prepare Your Device Ensure you have a smartphone or tablet with a built-in camera and internet connection. If your device doesn't have a QR code scanning app installed, download one from the app store. Popular options include QR Code Reader and QR Scanner. Step 3: Scan the QR Code Open the QR code scanning app on your device. Align your device's camera so that it focuses on the QR code within the frame displayed on the app. The app will automatically detect the QR code and provide a notification or prompt to open the linked webpage or content. Step 4: Access the Listening Activity Audio Once the QR code is successfully scanned, your device will direct you to the linked webpage or content. If the QR code is linked to an audio file, the webpage should display a play button or a direct link to the audio file. Tap on the play button or follow the provided link to start listening to the audio for the corresponding listening activity. Step 5: Troubleshooting If you encounter any issues while scanning the QR code or accessing the content, ensure that your device's camera lens is clean and unobstructed. Check your internet connection to ensure it's stable. If the issue persists, contact your instructor or technical support for assistance. USER GUIDE
Listening skills are essential for clear communication and can be developed through two main approaches: bottom-up and top-down. The bottom-up approach involves understanding speech from the smallest units, such as sounds and words, up to sentences and overall meaning, which is especially useful for language learners. The top-down approach, on the other hand, relies on broader knowledge and context to interpret what is being said, helping listeners predict and infer information based on prior experience. By combining these methods, listeners can more effectively grasp both specific details and overall messages in various communication situations. PR Publishers
ABOUT THE MANUAL BOOK The latest edition of the Form 1 to Form 5 English Listening Activity Teacher's Manual contains 10 exercises, with two specifically designed for each grade level. These activities are carefully developed to improve students' English listening abilities. The manual incorporates two primary teaching methods: the bottomup approach focuses on the details of language such as sounds and words, while the top-down approach emphasizes understanding the overall meaning first. Each activity combines these approaches to help students capture essential details and comprehend the main idea effectively. Moreover, the manual includes answers to help teachers accurately evaluate students' understanding and progress. These solutions are crucial resources for educators, allowing them to provide precise feedback and support. Overall, the manual aims to be an exhaustive resource for boosting English listening skills at various levels of proficiency, supporting teachers in their efforts to develop proficient English communicators and enhancing students' capabilities in language comprehension and communication. PR Publishers
HOW STUDENTS LEARN TO LISTEN ? Many students find listening to be one of the most difficult skills in English. The following explains some of the ideas incorporated into the book to make students become more effective listeners. Listening Skills Latest Edition is designed to help students make real and rapid progress. Top-Down vs Bottom-Up Processing. ( A brick wall analogy) With the bottom-up processing, students start with the component parts; words, grammar, and the like. Top-down processing is the opposite. Students start from their background knowledge. This might be better understood by means of a metaphor. Imagine a brick wall. If you are standing at the bottom looking at the wall brick by brick , you can easily see the details. It is difficult, however, to get an overall view of the wall. And, if you come to a missing brick (e.g., an unknown word or unfamiliar structure), you’re stuck. If, on the other hand, you’re sitting on top of the wall, you can easily see the landscape. Of course, because of distance, you’ll miss some details. PR Publishers
A brick wall analogy Students who've mainly learned English in class often listen by focusing on each word, which can be slow and challenging. As native or advanced speakers, it's hard for us to grasp their struggle. However, try reading this from right to left. word one ,slowly English process you When to easy is it ,now doing are you as ,time a at .word individual each of meaning the catch understand to difficult very is it ,However .passage the of meaning overall the You were probably able to understand the paragraph: When you process English slowly, one word at a time, as you are doing now, it is easy to catch the meaning of each individual word. However, it is very difficult to understand the overall meaning of the passage. Reading can feel frustrating when we have to decode each part before understanding the whole, much like students grappling with a foreign language. This bottom-up processing slows comprehension and can lead to getting lost when the speaker moves on before understanding occurs. Even though listening can be tough, students have some strengths. They usually know lots of English words and understand grammar well. Plus, they bring their life experiences. These strengths - vocabulary, grammar, and life experience - can help them listen better. HOW STUDENTS LEARN TO LISTEN ? PR Publishers
TABLE OF CONTENTS FORM 1 Activity 1 Activity 2 FORM 2: Activity 1 Activity 2 FORM 3: Activity 1 Activity 2 FORM 4: Activity 1 Activity 2 FORM 5: Activity 1 Activity 2 PR Publishers 1-9 10-18 19-25 26-36 39-48
The Form 1 Listening Activity includes two types of exercises: Activity 1 uses the top-down approach, and Activity 2 uses the bottom-up approach. Each activity comes with audios accessible via QR codes, which should be scanned to play the audio during the class. Carefully read and follow the instructions for an effective lesson. 1
Form: Form 1 Topic: Life on Earth Text: What Are the Seven Natural Wonders of The World? T/A Materials An audio based on the text Listening Comprehension Worksheets Reflection Form Content Standard 1.2 Use appropriate listening strategies in a variety of contexts. Learning Standard 1.2.2 Guess the meaning of unfamiliar words from clues provided by other known words and by contexts on a range of familiar topics. Learning Objectives Students will be able to identify and describe the Seven Natural Wonders of The World through listening comprehension and discussion. 1. Students will be able to engage in peer assessment and reflection to enhance understanding and critical thinking skills related to the topic. 2. ACTIVITY 1 F 1 TOP-DOWN APPROACH Listening Audio 1 2
Lesson Plan 1.Introduction (10 Minutes) The teacher will greet the students. The teacher will begin with an overview of the Seven Natural Wonders of The World. The teacher will discuss the role and the importance of the Seven Natural Wonders of The World among students. 2.Pre-listening Activity (15 Minutes) The teacher will introduce the key concepts about the Seven Natural Wonders of The World. The teacher will show some images of the natural wonders and discuss about it. 3.Listening Activity (30 Minutes) The teacher will play an audio which is related to the topic. The teacher will provide worksheets for every student. The teacher will play the audio to understand and answer the questions that given in the worksheet. The teacher will collect the papers once the students answer the questions. The teacher will mix the students’ worksheet answers. The teacher will ask the students to mark their peers paper. 4.Post-listening Activity (25 Minutes) The teacher will discuss the answers among students. The students exchange their papers to each other. 5.Reflection and Extension (10 Minutes) At the end of the lesson, each student will deliver verbal reflection. Prompt a class discussion to share and compare their insights and understandings. 3
Instructions "Listen carefully to the provided audio about The 7 Natural Wonders of the World and complete the sentences below with the appropriate words you hear. Your attention to detail and understanding will be key in successfully identifying the wonders and their unique characteristics." Use the sections below to guide your observations and reflections. Q1:The Grand Canyon is located in the United States and is known for its vast and Colourful landscape. Q2: The Great Barrier Reef, the world's largest coral reef system, is found off the coast of Australia. Q3: Mount Everest, the Earth's highest mountain above sea level, is part of the Himalayas range. Q4: The Northern Lights, or Aurora Borealis, can be best seen in the Northern Hemisphere. Q5: Paricutin is a cinder cone volcano in Mexico famous for being the youngest of its kind. Q6: The Harbor of Rio de Janeiro is renowned for its breath taking natural setting. Q7: Victoria Falls, one of the largest and most famous waterfalls, is located on the Zambezi River at the border of Zambia and Zimbabwe. Q8: The Amazon Rainforest, often referred to as the "lungs of the Earth, " spans across several countries in South America, including Brazil, Peru, and Himalayas. Q9: The Galápagos Islands, known for their unique wildlife, inspired Charles Darwin's theory of natural selection. Q10: The Sahara Desert, the largest hot desert in the world, covers much of North Africa Worksheet 4
Reflect on any moments during the lesson when you felt particularly engaged or inspired. What contributed to that feeling? REFLECTION TEMPLATE What was the most challenging aspect of today's lesson for you? Can you identify one new concept or skill you learned today? How do you plan to apply it outside the classroom? Did you encounter any words or phrases today that you found confusing or interesting? How do you plan to further explore or understand them? How do you think today's lesson connects to your personal goals or interests? Note: Answers may be vary from different based on their understanding. 5
Form: Form 1 Topic: Wild Weather Text: TV Program on Natural Disasters T/A Materials Recorded TV Program Segment Listening Comprehension Worksheets Reflection Form Content Standard 1.2 Use appropriate listening strategies in a variety of contexts. Learning Standard 1.2.2 Guess the meaning of unfamiliar words from clues provided by other known words and by contexts on a range of familiar topics. Learning Objectives To help students learn about different types of natural disasters and how they harm the environment and communities. 1. To make students better at listening carefully to details in TV shows about natural disasters, improving their listening skills. 2. ACTIVITY 2 F 1 BOTTOM-UP APPROACH Listening Audio 6
Lesson Plan 1.Introduction (10 Minutes) Warm welcome to the students by the teacher. The teacher starts with a presentation on natural disasters, explaining the concept and the importance of understanding wild weather patterns. The teacher highlights how natural disasters are portrayed in media and the importance of critical listening to gather correct information. 2.Pre-listening Activity (15 Minutes) Teacher discusses the structure of a TV program focusing on natural disasters, including common segments and types of information presented. 3.Listening Activity (30 Minutes) The teacher will distribute a listening comprehension worksheet. The teacher will play the recorded TV program segment for the students twice, asking them to focus on identifying the types of natural disasters discussed. 4.Post-listening Activity (25 Minutes) The teacher will discuss the listening comprehension worksheet and review the answer among the students. The teacher separates the students into groups to talk about a natural disaster that happened in Malaysia. Then, have them share what they discussed with the class. 5.Reflection and Extension (10 Minutes) The teacher will conclude the lesson with a short discussion on the importance of understanding natural disasters and being prepared. Provide students a reflection form to write a short summary of what they learned about the natural disaster on their own. Provide additional resources such as websites and articles for students interested in learning more about meteorology (weather) and disaster preparedness. Class closure by the teacher. 7
Worksheet Instructions Listen carefully to the recorded TV program segment about natural disasters. Fill in the blanks in Part A and Part B with the specific information you hear about each type of natural disaster discussed. The segment will be played twice. Use the sections below to guide your observations and reflections. Part A: Identifying Types of Natural Disasters One of the most common natural disasters featured in the segment is the hurricane which often results in massive flooding and significant damage to infrastructure. 1. The segment also discusses wildfires, which are less frequent but can cause widespread destruction over large areas, especially in forested regions. 2. Another disaster mentioned is an earthquake, characterized by the earth shaking and potentially causing buildings to collapse and roads to crack. 3. Typhoons are described as violent storms with high winds, typically seen in tropical or subtropical areas, causing severe damage to coastal areas. 4. The TV program highlights landslides as a sudden, disastrous event caused by the downward movement of earth material, often triggered by heavy rain. 5. Part B: Effects on Environment and Communities During a segment on hurricanes, the narrator explains that these storms can lead to "soil erosion," which significantly affects the agricultural land. 1. The program details how earthquakes disrupt daily life, primarily through the destruction of "infrastructure," essential for transportation and communication. 2. The effects of wildfires include not only the loss of homes but also severe "damage" to air quality, which can cause health issues for people living nearby. 3. A key point about floods is their ability to disrupt local ecosystems by introducing "pollutants" into rivers and lakes, which can be detrimental to aquatic life. 4. Landslides are particularly dangerous because they can happen with little warning, often blocking roads and resulting in "loss of access," isolating communities for days. 5. 8
Reflect on any moments during the lesson when you felt particularly engaged or inspired. What contributed to that feeling? REFLECTION TEMPLATE What was the most challenging aspect of today's lesson for you? Can you identify one new concept or skill you learned today? How do you plan to apply it outside the classroom? Did you encounter any words or phrases today that you found confusing or interesting? How do you plan to further explore or understand them? How do you think today's lesson connects to your personal goals or interests? Note: Answers may be vary from different based on their understanding. 9
The Form 2 Listening Activity includes two types of exercises: Activity 1 uses the top-down approach, and Activity 2 uses the bottom-up approach. Each activity comes with audios accessible via QR codes, which should be scanned to play the audio during the class. Carefully read and follow the instructions for an effective lesson. 10
Form: Form 2 Topic: Journeys Text: Carry-on Items That Could Save Your Life T/A Materials Audio Recording of Text List of emergency items Listening Comprehension Worksheets Reflection Form Content Standard 1.2 Use appropriate listening strategies in a variety of contexts. Learning Standard 1.2.2 Guess the meaning of unfamiliar words from clues provided by other known words and by contexts on a range of familiar topics. Learning Objectives Students will be able to infer the meaning of unfamiliar words using contextual clues within texts about travel and safety. 1. Students will be able to apply the knowledge gained from the listening activity to evaluate and enhance their own travel safety preparations. 2. ACTIVITY 1 F 2 TOP-DOWN APPROACH Listening Audio 11
Lesson Plan 1.Introduction (10 Minutes) The teacher introduce the topic of travel safety and the importance of carry-on items that can be lifesavers. The teacher ask students to share what they usually pack in their carry-on luggage and why. 2.Pre-listening Activity (15 Minutes) The teacher hand out a list of items and ask students to guess which ones could be helpful in an emergency situation during travel. The teacher will discuss the purpose and use of each item to build background knowledge. 3.Listening Activity (30 Minutes) The teacher provide a worksheet based on the topic for each and every student. The teacher play a recorded audio based on the topic which is ‘Carry-on Items That Could Save Your Life’. The teacher play the recorded audio for two times, so that the students can able to fill in the gaps in their worksheets. The teacher will discuss the answers with the students 4.Post-listening Activity (25 Minutes) The students need to form a group of 4-5 members. The students need to list down the additional items in a piece of paper The students will compare and discuss to conclude by choosing one best item The students need to come up with one item that listed in the paper and present it in front of their classmates. 5.Reflection and Extension (10 Minutes) Each student will be given a reflection template. The students need to write a brief personal reflection on how the information from the listening activity could alter their future travel preparations. The teacher will end the class. 12
LIST OF EMERGENCY ITEMS LISTS First Aid Kit: Treat minor injuries and medical emergencies. 1. Water Purification Tablets: Ensure access to clean drinking water. 2. Flashlight with Batteries: Provide light during power outages or in the dark. 3. Non-Perishable Food: Provide sustenance during food scarcity or disruption. 4. Emergency Blanket: Retain body heat and provide warmth in cold conditions. 5. Multi-tool or Swiss Army Knife: Perform various tasks such as cutting, opening cans, or basic repairs. 6. 7.Whistle: Signal for help or alert others to your presence. Matches or Lighter: Start fires for warmth, cooking, or signaling. 8. Personal Medications: Ensure access to necessary medications for health conditions. 9. Portable Radio: Provide access to emergency broadcasts and information. 10. PURPOSE 1.First Aid Kit 2.Water Purification Tablets 3.Flashlight with Batteries 4.Non-Perishable Food 5.Emergency Blanket 6.Multi-tool or Swiss Army Knife 7.Whistle 8.Matches or Lighter 9.Personal Medications 10.Portable Radio Note: The above could be a guidance for the teachers in pre-listening lesson. 13
WORKSHEET Instructions You will listen to an audio and then answer questions related to an article about carry-on items that could be lifesaving. The article is missing six sentences, which you must select from options A – H. Note that there are two sentences that you will not need to use. For each question, select the appropriate sentence from A – H. Use the sections below to guide your observations and reflections. Carry-on Items That Could Save Your Life Traveling light doesn’t have to mean traveling without the essentials that could be useful in an emergency. Space in a carry-on bag is precious, and even for seasoned travalers who know the smart ways to pack one, deciding what to bring can be tricky. There are the things you need, the things you’d like to have and the little ‘what if’ luxuries that you may not use but sure could come in handy. As anyone who has traveled in the past two decades knows, most airport security systems around the world will confiscate liquids above the 100ml limit at the security checkpoints. This is problematic considering the way in which flying dehydrates the body. Thus, always carry a reusable water bottle that includes a filter. Easy access to water in case you are short of it, especially in an emergency or when in secluded places, is a life-saver. With our phones acting as our lifelines, traveling with one at low battery can be stress-inducing if an emergency occurs, even dangerous. Keeping a portable charger on hand to give your phone the juice it needs to be useful is important. It also won’t take up much space in your bag at all. The peace of mind is worth it. If you are at a pinch, here is how to charge your phone as quickly as possible. You don’t have to be a germophobe to be put off by the concept of just how many germs reside on the airport’s armrests, or airport seats, when it comes to a bottle of hand sanitizer. It is small enough that you barely notice it in a pocket of your bag. It is totally fine to take through any airports. When it comes to hygiene-related emergencies, you really can’t beat it. Believe it or not, alcohol-based hand sanitiser can even help you get a fire started, which could of course, be essential in a survival situation. If you are headed somewhere without easy access to drinkable water, and a filtered water bottle is too cumbersome for your carry-on, carrying water purification tablets is indeed helpful. Having the ability to purify water in a survival situation can mean the dif erence between life and death. They can be kept in your pocket, which is handy since you are not supposed to take everything with you in an emergency situation on a plane. You might feel like you are preparing for doomsday whenever you pack one of these, but a Mylar rescue blanket could be key to survival in the event of an emergency. They certainly don't look cosy and comfy, but they do help reduce bodily heat loss at a pinch. Plus, they are affordable, compact and lightweight - meaning there is virtually no reason why you can't stash one in your carry-on for those ‘just in case’ moments. In my opinion, all these items are valuable additions to our carry-on luggage - not just because they are pragmatic but because they could actually save one’s life. 14
Reflect on any moments during the lesson when you felt particularly engaged or inspired. What contributed to that feeling? REFLECTION TEMPLATE What was the most challenging aspect of today's lesson for you? Can you identify one new concept or skill you learned today? How do you plan to apply it outside the classroom? Did you encounter any words or phrases today that you found confusing or interesting? How do you plan to further explore or understand them? How do you think today's lesson connects to your personal goals or interests? Note: Answers may be vary from different based on their understanding. 15
Form: Form 2 Topic: Good Luck Bad Luck Text: Radio Programme on Superstition T/A Materials Worksheets for listening exercises. Audio clips from a radio program discussing superstitions Content Standard 1.1 Understand a meaning of familiar contexts. Learning Standard 1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics. Learning Objectives To help students learn about different superstitions and how they influence people's actions and society. 1. To improve students' ability to listen closely to a radio talk about superstitions, making their listening skills better. 2. ACTIVITY 2 F 2 BOTTOM-UP APPROACH Listening Audio 16
Lesson Plan 1.Introduction (10 Minutes) Warm welcome to the students by the teacher. The teacher will launch into a vivid presentation on the essence of superstitions and the reasons behind their existence. The teacher will emphasize the portrayal of superstitions across different media platforms and the significance of keen listening to differentiate facts from myths. 2.Pre-listening Activity (15 Minutes) Teacher gives an overview of the format of radio shows dedicated to discussing superstitions, touching on usual segments and the variety of information shared. 3.Listening Activity (30 Minutes) Distribute the listening comprehension worksheets. Play parts of a radio show two times. They'll ask students to listen carefully and write down any superstitions they hear, along with where they come from. 4.Post-listening Activity (25 Minutes) Discuss the listening worksheet responses. Segregate the students into groups to exchange information on known superstitions or those practiced within their families, followed by classroom sharing. 5.Reflection and Extension (10 Minutes) Wrap-up discussion on the value of acknowledging and understanding varied superstitions. The students will reflect on what they have learned in the lesson about superstitions. The teacher will give a task to build a mind-map with the superstition information related to their culture and submit in the next class. (E.g.: Malay, Chinese, Indian & etc.) Class closure by the teacher. 17
Worksheet Instructions Listen to the radio programme "Superstitions" carefully. The video will be played twice. During the first playing, just listen and try to understand the overall content. During the second playing, pause at significant points to note down the specific parts mentioned and reflect on cultural context. Answer all the questions in Section 1 and Section 2. Use the sections below to guide your observations and reflections. Section 1: Identify Superstitions 1.Superstition: Breaking a mirror leads to seven years of bad luck. Origin: Ancient Roman belief that life renews every seven years and a broken mirror can af ect the soul negatively for that duration. Believed Influence: Causes prolonged misfortune. 2.Superstition: Walking under a ladder brings bad luck. Origin: A ladder leaning against a wall forms a triangle, symbolizing the Holy Trinity; walking through it breaks the Trinity and invites misfortune. Believed Influence: Disrupts spiritual harmony and attracts misfortune. 3.Superstition: Black cats crossing your path bring bad luck. Origin: In medieval Europe, black cats were associated with witchcraft and misfortune. Believed Influence: Brings bad luck and misfortune. Section 2: Cultural Context 1.Superstition 1 - Cultural Impact: Avoidance of broken mirrors, even leading to using unbreakable materials in some cultures. 2.Superstition 2 - Cultural Impact: In some places, it's common to see signs or superstitions in construction areas advising against walking under ladders. 3.Superstition 3 - Cultural Impact: In some cultures, black cats are considered lucky, contrasting with their bad luck status elsewhere, demonstrating how cultural perspectives can vary significantly. 18
The Form 3 Listening Activity includes two types of exercises: Activity 1 uses the top-down approach, and Activity 2 uses the bottom-up approach. Each activity comes with audios accessible via QR codes, which should be scanned to play the audio during the class. Carefully read and follow the instructions for an effective lesson. 19
Form: Form 3 Topic: Special Relationship Text: Man’s Best friend T/A Materials A YouTube short video- 5 Times Brian Has Proved That Dogs Are Mans Best Friend A YouTube video- Max Gets a New..Brother? | The Secret Life of Pets | Mini Moments Listening Comprehension Worksheets Content Standard 1.3 Recognise feature of spoken genre on familiar topics. Learning Standard 1.3.1 Recognise with support typical feature at word, sentences and text levels of a small number of spoken genres. Learning Objectives Students will be able to identify and recognize typical features of spoken genres, particularly focusing on the topic of special relationships between humans and animals. 1. Students will be able to apply listening strategies to comprehend and interpret spoken information related to the theme of special relationships. 2. ACTIVITY 1 F 3 BOTTOM-UP APPROACH 20
Lesson Plan 1.Introduction (10 Minutes) The teacher will greet the students. The teacher will show a short video based about “5 Times Brian Has Proved That Dogs Are Mans Best Friend” . The teacher will ask the students to share their opinions on why dogs are considered man's best friend 2.Pre-listening Activity (15 Minutes) The teacher will play another YouTube video based on Max Gets a New... Brother? | The Secret Life of Pets | Mini Moments. The teacher will discuss students' understanding of the dynamics between Max and his new "brother 3.Listening Activity (30 Minutes) The teacher will distribute the worksheets that to the "Max Gets a New..Brother?" video. The students answer six subjective questions based on the video. The teacher will collect completed worksheets once students finish. 4.Post-listening Activity (25 Minutes) The teacher will divide students into groups. The teacher will encourage groups to discuss the significance of the human-dog bond portrayed in the videos Each of the groups will share their insights with the class. 5.Reflection and Extension (10 Minutes) The teacher will recap the lesson briefly. Every student delivers a verbal reflection at the end of the class. The teacher will end the class. Listening Audio 21
Q1- How do you think Max felt when he first learned he was getting a new brother?Use evidence from the video and your own experiences to explain your answer. Max's Feelings: Surprised and apprehensive at first. Curious about how the new brother will fit into his life. Q2- Imagine you are Max's new brother in the story. How would you try to makeagood first impression on Max and the other pets? New Brother's First Impression: Try to be friendly and helpful. Show respect for Max's space and belongings. Q3- The concept of family can be very different for everyone. What does the ideaofgetting a new family member (pet or human) mean to you personally? Personal Meaning of a New Family Member: Excitement for new companionship. Opportunity to learn responsibility and care. Q4- If you could add another character to "The Secret Life of Pets," what kindofanimal would it be, and what unique personality or talents would they bringtothegroup? Adding Another Character: A parrot with the talent to mimic others, adding humor and challenges. Q5- How do you think the addition of a new brother changes the dynamics amongthe pets? Discuss the potential challenges and benefits they might face. Dynamics Change: Initial jealousy or competition. Eventual collaboration and stronger bond. Q6- Pets often teach us valuable life lessons. Based on the video, what do youthinkMax and his new brother could learn from each other? Share your thoughts ontheimportance of these lessons in real life. Lessons Learned: Importance of acceptance and adaptability. Discovering the value of companionship and teamwork. 22
Form: Form 3 Topic: High Tech World Text: Podcast Episode on IELTS English Podcast - Speaking Topic: Technology T/A Materials Listening worksheets related to technological advancements Audio clips from a podcast on technology Content Standard 1.2 Use appropriate listening strategies in a variety of contexts. Learning Standard 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. Learning Objectives To engage students with the theme of technology, sparking interest and discussion about its role in our lives. 1. To enhance students' listening skills by focusing on the identification of main ideas and specific details within a technological context. 2. ACTIVITY 2 F 3 BOTTOM-UP APPROACH Listening Audio 23
Lesson Plan 1.Introduction (10 Minutes) Warm welcome to the students by the teacher. The teacher will have a talk with the class about how technology is everywhere and how it affects the way we live today. Introduce to the podcast as a medium and how it is used to discuss technological topics. 2.Pre-listening Activity (15 Minutes) The teacher will present a short brief about technological trends and how they shape our world. Discuss on vocabulary and concepts related to the topic, ensuring students are equipped with the necessary language tools. 3.Listening Activity (30 Minutes) Distribute the listening worksheets. Students will listen to the podcast twice, tasked with noting down the details mentioned in it. 4.Post-listening Activity (25 Minutes) The teacher reviews the worksheet responses in an interactive class discussion. Organize the students in groups and provide Mahjong papers to each group to discuss and write about the most interesting technology talked about in the podcast and how it could affect society. Students have to present in the class. 5.Reflection and Extension (10 Minutes) The teacher will give a short summary of the lesson and give feedbacks on their engagement in class. The teacher will give the students a task to write an essay on “"How has technology transformed the way we learn and engage with education in today's world?"” and hand-in in the next class. Class closure by the teacher. 24
Worksheet Instructions Listen carefully to the podcast episode. You will listen to the episode twice. Note down the main ideas and specific details discussed in the podcast. Focus on how technology is impacting various aspects of life and what future trends are mentioned. Answer all the sections. Use the sections below to guide your observations and reflections. Section 1: Identifying Main Ideas Main Idea: The podcast discusses how recent technological advancements are reshaping industries, enhancing everyday life, and altering educational landscapes. Section 2: Details and Examples Detail/Example 1: The use of AI in healthcare, such as in diagnostic procedures, which improves accuracy and speeds up the process. 1. Detail/Example 2: The integration of augmented reality in education, providing interactive learning experiences that engage students more ef ectively. 2. Detail/Example 3: The rise of smart cities and how IoT devices contribute to more ef icient urban management and sustainability. 3. Section 3: Implications of Technology Implication: The implementation of smart technologies in urban areas could lead to enhanced city living conditions through improved traf ic management, better resource distribution, and increased energy ef iciency. 25
The Form 1 Listening Activity includes two types of exercises: Activity 1 uses the integrated bottom-up approach and topdown approach, and Activity 2 uses the top-down approach. Each activity comes with audios accessible via QR codes, which should be scanned to play the audio during the class. Carefully read and follow the instructions for an effective lesson. 26
Form: Form 3 Topic: Let’s Chat Text: Socio Networking Sites T/A Materials Socio Networking Pro’s and Con’s Notes Vocabulary lists related to social networking. Audio Recording of Text Listening Comprehension Worksheets Reflection Form Content Standard 1.2 Use appropriate listening strategies in a variety of contexts. Learning Standard 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics Learning Objectives Students will be able to identify and evaluate the pros and cons of various social networking sites. 1. Students will be able to demonstrate comprehension of information presented in a recorded audio segment about social networking sites through completing a listening activity worksheet. 2. ACTIVITY 1 F 4 BOTTOM-UP APPROACH 27
Lesson Plan 1.Introduction (10 Minutes) The teacher greets the students warmly. The teacher will brief introduction to the topic of Social Networking Sites is provided, highlighting its relevance in today's digital age. The teacher introduces key vocabulary related to social networking (e.g., "connectivity," "network," "digital footprint") to help students navigate the discussion effectively. Students are invited to share their initial thoughts on social networking, discussing its advantages and disadvantages to gauge their prior knowledge and perceptions. 2.Pre-listening Activity (15 Minutes) The teacher explains the purpose and use of social networks to build foundational knowledge, incorporating vocabulary related to the topic. The teacher will present of common social networking sites (e.g., Facebook, Instagram, WhatsApp) is shared, including their pros and cons, to provide context and examples. The teacher will reinforces vocabulary through practical examples, helping students understand and articulate the features and implications of social networking sites. 3.Listening Activity (30 Minutes) Each student receives a worksheet based on the topic. The teacher will play a recorded audio segment on 'Social Networking Sites' is played. To ensure comprehension, the audio is played twice, allowing students to absorb the information fully and select the correct answers on their worksheet. 4.Post-listening Activity (25 Minutes) The teacher discusses the worksheet answers, clarifying any misunderstandings and reinforcing key points from the listening activity. Students are paired up for a collaborative task where they research other social networking sites and their pros and cons. Each pair creates a mind map of their findings, focusing on the impact and features of each site, and presents it to the class, facilitating peer learning and discussion. 5.Reflection and Extension (10 Minutes) A reflection template is distributed to each student. Students are asked to write a brief personal reflection on the pervasive influence of social networking on daily human life worldwide, encouraging them to connect the lesson's content with broader social implications. The teacher will concludes with a summary of key learnings and the teacher signalling the end of the session. 28
Pro’s Convenient instant messaging Multiplatform compatibility (iOS, Android, web) Easy media sharing (photos, videos, documents, voice messages) Group chat functionality End-to-end encryption for privacy and security. Con’s Privacy concerns due to data sharing with parent company Facebook. Dependence on internet connectivity, inaccessible in areas with poor connection. Limited features for professional or business use compared to dedicated tools. Potential distractions from constant notifications. Overwhelming group chats leading to information overload. Note: The above could be a guidance for the teachers in pre-listening lesson. 29
Visual content platform Creative expression Social connection Brand promotion Community building Discoverability Networking opportunities Inspiration and aspiration Real-time updates Educational content Con’s Pro’s Privacy concerns Comparison and self-esteem issues Cyberbullying and trolling Addictive nature Pressure to maintain aesthetic Fake influencer culture Algorithmic feed Copyright and intellectual property issues Impact on mental health Time-consuming Note: The above could be a guidance for the teachers in pre-listening lesson. 30
Privacy concerns Information overload Spread of misinformation Addiction and time-wasting Negative impact on mental health Cyberbullying and harassment Platform manipulation and fake news Erosion of real-life social interactions Targeted advertising and data tracking Potential for data breaches and security risks Pro’s Social Connectivity Wide User Base Multimedia Sharing Events and Groups Marketplace Business Pages News and Information Fundraising and Donations Messenger Service Con’s Memories and Timeline Note: The above could be a guidance for the teachers in pre-listening lesson. 31
Instruction Please listen carefully to the audio on Social Networking Sites and answer the following questions based on the content you've heard. Your responses should reflect your understanding and insights into the topic discussed. Q1: Describe how social networking sites can enhance educational experiences according to the script. Q2: What are some cognitive costs associated with using social networking tools as mentioned in the script? Enhances engagement, creativity, and connectivity. Can lead to fragmented attention, weakened critical thinking, and impulsive behaviors. Q3: How can social media foster a sense of belonging among students? By enabling connections and interactions that reduce feelings of isolation. Q4: In what ways can the use of social media in education impact students' attention and critical thinking skills? Heavy use may degrade concentration and the capacity for deep thinking. Q5: Discuss the role of educators in guiding students to use social media responsibly and effectively. By fostering discussions about the pros and cons of social media and teaching digital literacy. 32
Q6: Reflect on the importance of distinguishing the skill of locating information online from understanding that information. Answer: Finding data doesn't ensure understanding; true comprehension requires critical analysis and context. It aids informed decisions and deeper knowledge application. Q7: How can social networking sites contribute to developing leadership skills and promoting social change among students? Answer: Through projects that involve planning, organizing, and community engagement. Q8: Consider the potential negative implications of assuming that learning should be quick and easy due to social media. How can educators address this? Answer: Highlighting the value of deep learning tasks and encouraging perseverance and effort. Q9: Consider the potential negative implications of assuming that learning should be quick and easy due to social media. How can educators address this? Answer: To make students aware of the long-lasting impact of their online actions. Q10: Based on the listening, suggest strategies that could help balance the benefits and drawbacks of using social media in educational settings. Answer: Encouraging purposeful use, critical discussions, and activities that support both digital literacy and deep learning. 33
Reflect on any moments during the lesson when you felt particularly engaged or inspired. What contributed to that feeling? REFLECTION TEMPLATE What was the most challenging aspect of today's lesson for you? Can you identify one new concept or skill you learned today? How do you plan to apply it outside the classroom? Did you encounter any words or phrases today that you found confusing or interesting? How do you plan to further explore or understand them? How do you think today's lesson connects to your personal goals or interests? Note: Answers may be vary from different based on their understanding. 34
Form: Form 4 Topic: Being a Teen Text: YouTube video on “Teens reveal sources of stress” T/A Materials Projector to play the YouTube video. Worksheets for listening comprehension focused on issues faced by teens. Content Standard 1.2 Use appropriate listening strategies in a variety of contexts. Learning Standard 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. Learning Objectives To identify and understand common sources of stress among teenagers. 1. To develop empathy and discussion skills through group activities. 2. ACTIVITY 2 F 4 TOP-DOWN APPROACH Listening Audio 35
Lesson Plan 1.Introduction (10 Minutes) Warm welcome to the students by the teacher. Begin with a brief discussion: Ask the students what they think are common stress factors for teenagers. Write their answers on the board. Introduce the topic of the video: "Today, we will watch a video where teens talk about what stresses them out. Let's see if any of the stressors you mentioned are similar to theirs." 2.Pre-listening Activity (15 Minutes) Hand out worksheets with questions that predict the content of the video. Discuss the importance of listening for key ideas and details in the video. 3.Listening Activity (30 Minutes) Play the YouTube video "Teens reveal sources of stress". Ensure the video is clearly visible and audible to all students using the projector. Pause after significant points to allow students to note down any stressors mentioned. After the first viewing, replay the video. This time, ask students to fill in more detailed answers on their worksheets about how each stressor affects the teens. 4.Post-listening Activity (25 Minutes) Divide the students into small groups to discuss their findings and compare notes from the worksheets. Each group should come up with a summary of the main stressors discussed in the video and propose ways teens might manage these stressors. Invite a few groups to share their summaries and ideas with the whole class. 5.Reflection and Extension (10 Minutes) Ask students to reflect on how their initial thoughts about teen stressors compared with those discussed in the video. Extend the lesson by asking them to write a short paragraph about how understanding these stressors can help them support their peers better. Encourage students to think about any new listening strategies they used during the activity and how these strategies helped them understand the video better. Class closure by the teacher. 36
Worksheet Instructions Watch the video "Teens reveal sources of stress" carefully. The video will be played twice. During the first viewing, just listen and try to understand the overall content. During the second viewing, pause at significant points to note down the specific stressors mentioned and reflect on how they impact teenagers. Answer all the parts. Use the sections below to guide your observations and reflections. Part 1: Identifying Stressors 1.Stressor 1: Description: Schoolwork and exams - Many teens express feeling overwhelmed by the volume and difficulty of their school assignments and upcoming exams. 2.Stressor 2: Description: Social media - Teens discuss the pressure to maintain a certain image and the stress from constant comparisons with others online. 3.Stressor 3: Description: Family expectations - Some teens feel significant pressure from family to succeed academically or choose certain career paths. 4.Stressor 4: Description: Relationships - Issues such as friendships and dating can be major sources of stress for some teenagers. 5.Stressor 5: Description: Time management - Balancing school, personal life, and sometimes work can create stress due to poor time management. 37
Worksheet Part 2: Impact of Stressors 1.Stressor 1 - Impact: Emotional: Anxiety and fear of failure. Physical: Lack of sleep, headaches. 2.Stressor 2 - Impact: Emotional: Lowered self-esteem, feelings of inadequacy. Physical: Anxiety that can af ect social interactions and concentration. 3.Stressor 3 - Impact: Emotional: Stress, anxiety, sometimes resentment. Physical: Stress can lead to mood swings and changes in eating habits. 4.Stressor 4 - Impact: Emotional: Emotional distress, sadness, or frustration. Physical: Can af ect sleep and overall emotional health. 5.Stressor 5 - Impact: Emotional: Overwhelm, constant feeling of being rushed. Physical: Physical exhaustion, neglect of personal health. 38
The Form 1 Listening Activity includes two types of exercises: Activity 1 uses the bottom-down approach, and Activity 2 uses the integrated bottom-up approach and top-down approach. Each activity comes with audios accessible via QR codes, which should be scanned to play the audio during the class. Carefully read and follow the instructions for an effective lesson. 39