Intel® Teach Program

Essentials Course

Unit Plan Template

Click on any descriptive text, then type your own.

Unit Author

Name Puan Faziah and Puan Jai Shree

School District
IPGMTemenggong Ibrahim and IPGM Perempuan Melayu Melaka

School Name
School City, State
Unit Overview
Unit Title :

Working in Partnership to promote Excellence in Teacher Education

Unit Summary

The unit will develop student’s knowledge and understanding of the teaching of speaking and listening language skills
encourage them to integrate the teaching and learning of these skills in their professional practice. The unit will induce
students the innovative and exciting ways of engaging children in their learning, using a variety of traditional methods as
well as incorporating materials from the digital age. The unit will also encourage students to develop the language skills
necessary for both their own professional development and as a basis for potential further study. By playing their roles as
Teachers’ Professional Development Experts, students view and assess resources available to help them to make their
decisions as to what and how to be used in class. They plan resources and justify the effectiveness of the resources by
implementing them in their planning of teaching the language skills. These resources will be used in the seminar entitled
“Working in Partnership to promote Excellence in Teacher Education” that they have planned to others trainees’
teachers.

Subject Area

English for the Graduate Professional

Year/Form
B.Ed Primary Mathematics

Approximate Time Needed

4 weeks (4 hours a week)

Unit Foundation
Targeted Curriculum Specifications and Benchmarks

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GRADUATE SKILLS (LEVELS 1 2 3)

TAUGHT MODULE A
Formati
GRADUATE SKILLS SESSIONS
ve
1 1 1 1 1 1
1 2 3 4 5 6 7 8 9 1 2
0 1 2 3 4 5

Responsibility. / / / / / / / / / /
Critical reasoning / / / / / / / / / / / /
Creative thinking / / / / / / / / / / / / / / /
Synthesizing / / / / / / / / / / /
Form hypotheses, problems, arguments / / / / /
Decision making / / / / / / / / / /
Student Objectives/Learning Outcomes

Learning Outcomes: Knowledge and Understanding

Successful students will:

• keep and use a reflective journal

• tell stories and perform poetry and drama using appropriate speech modulation and projection
• devise a variety of materials and activities to assess the four language skills
• analyze and evaluate lesson plans that integrate the four language skills
• read critically and compose children’s literature and non-fiction texts.

Learning Outcomes: Skills and Attributes

Successful students will be able to understand:

• the concept and role of reflective journals in English teaching and learning
• the relationship between English and ICT
• English and assessment
• the role of English across the curriculum, especially Mathematics and Science
• English, enquiry and early professional development
and to facilitate. . .
• the integration of reading, writing, speaking and listening in lesson planning
• reading children’s literature and non fiction texts
creating literary and non-literary texts for children

Graduate Training Skills

Graduate skills are generic, transferable study skills which you will develop as an undergraduate. In this degree appropriate
skills have been identified for each level of study. (Year 1 = Level 1; Year 2 = Level 2; Year 3 and Year 4 = Level 3.) At each
level new skills will be introduced. These will build upon and reinforce existing skills.

The following Level 3 graduate skills will be addressed during this module:

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• Creative thinking
• Decision-making
• Critical reasoning
• Synthesizing
• Responsibility
• Formulating hypotheses/problems/argument

Curriculum-Framing Questions
Essential
What incorporates excellency in you?
Question

How do you link assessment to listening and speaking skills?

How do we apply the criteria for assessment of listening and speaking in various
situations?
Unit Questions Why do we need to develop knowledge and expertise in English particularly in speaking
and listening?
How can the criteria for assessing listening and speaking can be applied to the planned
activity?

Can the listening and speaking skills be assessed?

What are the principles of assessment?
What are the criteria for assessment of listening and speaking?
What are the different assessment tools used in listening and speaking in various
Content situations?
Questions What incorporates good presentation skills?
What are the skills used in developing good presentation?
What is your rationale for devising listening and speaking activities?
What are the assessments tools used to assess those activities?

Assessment Plan
Assessment Timeline

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Before project work begins Students work on projects After project work is
and complete tasks completed

• Reflection • KWL • Checklist • Formative • Resources for Teaching

log template. of forum Assessment 1: Listening and Speaking
- recap on -recap of Listening And Multimedia Presentation
strengths and previous Speaking Video and Audio
weaknesses of knowledge of the Group Assessment tools
professional four language presentation
practice-SBE skills
• Feedback to
(task C)
individual
groups
• Feedback on
overall
presentations

Assessment Summary
Assessment:
The unit will be assessed by formative assessment. Formative assessment is carried out after 4- week lesson and it supports
students’ learning. Students will receive oral or written feedback from lecturer. It assesses what students have learned .
Before the formative assessment, students have completed their Reflection log, KWL template, Checklist of Forum.
Formative assessment 1
See Week 4 for full details.

In groups of five, apply the criteria that we have devised.

• Plan a creative listening and speaking activity based on a syllabus item for year 4-6.
• Discuss the rationale for your choice of activity and all aspects of formative assessment 1 in your group.

Unit Details
Prerequisite Skills
Students have had their semesters 1 – 6 and School Based Experience.

Instructional Procedures
WEEK 1

INTRODUCTION- PRINCIPLES OF ASSESSMENT

DURATION: 4 HOURS

OBJECTIVES:
By the end of the session, students will:
• understand the principles of assessing listening and speaking

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• devise and apply criteria to assess effective speaking

ACTIVITIES:
1. General introduction to the module:
-module content
-reflective log
-assessments

2. In pairs or small groups, recap on your strengths and weaknesses of your professional practice-SBE (task C) and
practicum with emphasis on listening and speaking.
3. Present it in a poster.
4. Students listen to mini lecture on the principles of assessing listening and speaking and tools used in assessing. (
refer Handout 1).
5. Students discuss on samples of listening and speaking assessment tool.

WORKSHOP TASKS:

1. Read and listen to Barrack Obama’s inauguration speech.

•Highlight/list the features of his speech to indicate that it is an effective speech in terms of:
-language features
-content
-skills used in delivering the speech
•Analyze the impact of his speech compared to the text.

3. Present your findings to class.

ISL
1. Listen to a speech delivered by a personality of your choice (eg. Martin Luther King).
2. Read and listen to a speech by Tun Mahathir Mohamad on Vision
2020.
3. Analyze the language features and skills used in delivering the speech.
3. Based on the criteria used in the workshop, write about his speech.

WEEK 2

ASSESSING THE FOUR LANGUAGE SKILLS

DURATIONS: 4 hours
OBJECTIVES: By the end of the session, students will:

• understand the principles of assessing listening and speaking

• devise the criteria for assessment of listening and speaking
• apply the criteria for assessment of listening and speaking in various
situations
ACTIVITIES:
1. In group, students recap of previous knowledge of the four language
skills using the KWL template. Then, read Brown, H.D. (2000). Principles Of Language Learning And
Teaching. Non-verbal communication (pg 262-265)

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2. Students listen to mini lecture highlighting on the principles of

assessing listening and speaking. (Refer PPT)

3. Students devise the Criteria for Assessment of Listening and Speaking to be used in assessing Situation
Based Activity.
Lecturer demonstrates the use of Rubistar to create rubric for assessment. Refer to URL
http://rubistar.4teachers.org or http://educate.intel.com/ASSESSING-
DEMO/PersonalLibraryPage.aspx?channel=en-US&tid=ap

4. In group of four, students will be given a situation A, B, C, D, E or F to act. Other groups are assigned to
assess the activity using their Criteria for Assessment of Listening and Speaking.
Students refer to Handout Situation Based Activity.

WORKSHOP TASKS
Group task: (3-4 students)
Compare and contrast between audio and visual stimulus on the use of forms and functions
• Listen to and watch the following oral presentation (BBC CD)
• Identify the forms and functions used in the presentation
• Identify the paralinguistic features in the visual stimulus
• Identify the voice modulation in the audio stimulus
Present your groups’ finding in a poster.

ISL
Record thoughts in reflective log on the issues in the handout with critical reasoning
• three points you agree with and why.
• three points you want to contest and why
Refer Handout 3.2 pg.39. Speaking, listening, learning in primary national strategy

WEEK 3

Listening and Speaking. 1

DURATIONS: 4 hours

OBJECTIVES: By the end of the session, students will:

• develop knowledge and expertise in English particularly in speaking

and listening.
• apply the criteria for assessment of listening and speaking.

ACTIVITIES:
1. Students listen and take notes to mini lecture on presentation skills including persuasive devices, voice
projection, forms and functions, etc. (refer ppt)

2. Students read the newspaper articles on the issue of English Teaching for Mathematics and Science (ETeMS)
(Refer Handout 1).

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3. Lecturer models a role pertaining to the issue for the forum by opening the discussion and rehearsing arguments
for and against (Refer Handout 2).

4. Students are divided into two groups,

• Group A - Do preparation for the forum -assigning roles

• Group B- Observer group -working with the checklist from Unit 1
-critiquing the checklist
-modifying the checklist
WORKSHOP TASKS

Group task: (3-4 students)

A forum on current issues of English Teaching for Mathematics and Science (ETeMS)
Role play as an editor, a primary school teacher, an opposition leader, a business leader, a community leader, etc.

Observer group is to present the checklist before the forum

Observer group is to provide feedback after the forum

ISL
Reflect on the strengths and weaknesses and how to overcome those weaknesses

NOTE:
Preparation for formative assessment 1 (see unit 4)

WEEK 4

FORMATIVE ASSESSMENT 1: LISTENING AND SPEAKING

Task: (1 hour)

In groups of five, apply the criteria that we have devised.

• Plan a creative listening and speaking activity based on a syllabus item for year 4-6.
• Discuss the rationale for your choice of activity and all aspects of formative assessment 1 in your group.

Roles:

Student 1: introduction to the activity and how it relates to the syllabus item, pupils’ prior knowledge of listening and
speaking, educational emphases eg: CCTS, moral values.

Students 2, 3 and 4: model and demonstrate the planned activity.

Student 5: Explain in what ways the criteria for assessing listening and speaking can be applied to the planned activity.

Rehearsal: (1 hour)

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WORKSHOP TASKS

Group presentation (1 hour)

• 3 groups (20 mins. per group)

Feedback

• Feedback to individual groups

• Feedback on overall presentations

Note: Preparation for week 5.

My reading log
What have I read in the last 24 hours?
-list the types of reading texts eg: menus, price tags, sms, etc.

Bring this reading log to week 5.

Accommodations for Differentiated Instruction

Independent Student Learning
Resource
1. Analyze the language features and skills used in delivering the speech.
Student
2. Reflect on the strengths and weaknesses and how to overcome those weaknesses

Independent Student Learning

Record thoughts in reflective log on the issues in the handout with critical reasoning
Gifted Student • three points you agree with and why.
• three points you want to contest and why

Observer group is to present the checklist and provide feedback

Nonnative
Speaker

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
✘ Computer(s) ✘ Printer ✘ Video Camera
✘ Digital Camera Projection System Video Conferencing Equip.
✘ DVD Player Scanner Other
✘ Internet Connection Television
Technology – Software (Click boxes of all software needed.)

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✘ Database/Spreadsheet ✘ Image Processing Web Page Development

Desktop Publishing ✘ Internet Web Browser ✘ Word Processing
✘ E-mail Software ✘ Multimedia Other
✘ Encyclopedia on CD-ROM
Brown, H.D. [2nd Edition)] (2001) Teaching by Principles: An Interactive Approach to
Language Pedagogy. New York., Pearson

Chambers, A. The Tell-me framework

Chitravelu, N. et al [ 2nd Edition]( 2005) ELT Methodology: Principles and Practice.

Kuala Lumpur, Fajar Bakti

Education Department of Western Australia (2003) First Steps Second Edition: Reading
Resource Book. Melbourne, Rigby, Heinemann
Printed Materials
Education Department of Western Australia (2003) First Steps Second Edition: Reading
Map of Development. Melbourne, Rigby, Heinemann

Education Department of Western Australia (2003) First Steps Second Edition: Writing
Map of Development. Melbourne, Rigby, Heinemann

Education Department of Western Australia (2003) First Steps Second Edition:

Listening and Speaking Map of Development. Melbourne, Rigby, Heinemann

Supplies A workshop conducted by the Practitioner. (Refer to Working Paper)

Internet Resources
www.21classes.com
www.greatneck
www.kathimitchell.com.poemtype
http://www.kathimitchell.com/poemtypes.html
http://www.hufingtonpost.com/2009/01/20/president-obamas-inaugura_n_159370.html
www.ks-connection.org
www.standards.dcsf.gov.uk
www.teachers.tv

Other Resources Guest speakers – Seminars

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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