Lesson Plan

Lesson Plan Pakin, Ziyi, Kawin Background Information Course Name: English English Language Proficiency Level (beginner – advance) B1 (Intermediate)

School: Brilliant International School Grade Level: Middle School Age: 13-16 Nationalities: Southeast Asia (Thai, Chinese, Vietnamese etc.)

Lesson Length: 60 minutes Number of Students: 15

Lesson Information SMART Lesson Objectives: At the end of the lesson, the students will be able to: 1. Identify the main idea from the video “How chocolate is made.”

2. Identify the specific details from the video “How chocolate is made.”

3. Use present passive voice to present the creative or imaginary methods of making chocolate from cacao trees.

Specific Skills/Content focus: Listening/ Grammar (Present Passive Voice) (Example: Chocolate is made from cacao trees.)

Sources: 1. How Chocolate is Made - ESL Listening Comprehension (esolcourses.com) 2. Passives | Grammar - Intermediate to upper intermediate | British Council

How does this lesson fit in with the previous and next lessons?

Previous lesson: The students were taught about the structure and the use of the present passive voice in the previous lesson which focused on reading skill.

Next lesson: The students will be using present passive voice in speaking to the doctor in the next class which is speaking skill focus.

Lesson Plan Time 5 minutes

Procedure/Stages Pre- listening 1. Lead – in (awareness raising activity)

Materials and Rationale 1.Remind students of the previous lesson about present passive voice.

Instruction: Teacher: Before we start our class today, does anyone remember what we learned last class?

Student: Present passive voice Teacher: Yes, and today we will learn how this present passive voice is spoken in the video.

Teacher: (Show the structure of present passive voice)

Teacher: The structure of present passive voice is subject, is, am, are, and verb three.

Rationale: To implicitly tell students that the video is related to the present passive voice from the previous class and to review the previous lesson.

10 minutes

2. Show a picture of a cacao tree and ask them what the tree is.

Instruction: Teacher: Have you ever seen this tree before?

Students: No Teacher: What is this tree called?

Can you guess what it is?

Students: a cacao tree (expected answer) Teacher: Yes, you’re correct. And do you know what we can make from a cacao tree?

Students: Chocolate (expected answer” Teacher: Yes, that’s correct. So, today’s video is about chocolate.

Rationale: To direct attention to the video.

Pre- listening 1.Ask students to match the definitions (2 minutes) 1. Unlocking of vocabulary Instruction: - Ferment (v.)

Teacher: Before we listen to the video, I want you to do a - Harvest (v.) matching activity within two - Tropical (adj.) minutes.

- Transport (v.)

Example of the matching activity: 1.to take goods or people from one place to another. ____ 2.It goes through a chemical change because of the action of yeast or bacteria._____ a. Harvest b. Ferment c. Transport Rationale: To prepare them for the advanced vocabulary that will appear in the video.

2. Peer checking Instruction:

While-listening 20 minutes

1. Gist/Main Idea 2. Specific Details

1. Read the questions 2. Open the video 3. Students do the multiple-choice questions 4. Peer checking 5. Read the same questions and their answers again

Teacher: Okay, time is up. You have one minute to share answers with your seatmates.

Rationale: To allow students to communicate with their peers and learn the correct answers from others.

3. Check the answers by using CCQs. (7 minutes) Instruction: Teacher: One minute is up. How many correct answers do you get?

(Then the teacher will ask one-by-one) Teacher: Pakin, what is your answer for question number 1.

Pakin: Harvest Teacher: Does “Harvest” mean to take goods or people from one place to another?

Pakin: No. Teacher: What do you think is the answer?

Pakin: I think the answer is “transport.”

Teacher: Yes, the answer is “transport.” Correct. Veronica, what is your answer for question number 2.

Rationale: To teach students what the correct answers are.

1. Have students read the multiple choice questions (about main idea and specific details) before they will listen to the video (1 minute reading the question + 2 minutes listening to the video) Instruction: Teacher: Now I want you to read the questions in your worksheet and then we will listen to the video to find the answers.

Rationale: To predict what they will hear from the video.

2. Open the video “How chocolate is made” 3. Ask students to do the multiple choices. (5 minutes)

6. Open the video 7. CCQs (giving answers to students)

Instruction: Teacher: Students, you can start answering the multiple questions in the worksheet.

Example of the multiple choice: 2. How long does it take for a cocoa pod to be fully grown? a. Six years b. Five years c. Five to six months Rationale: To learn the main idea and specific details of the video.

4. Peer checking (1 minute) Instruction: Students, have you done answering the questions?

One minute, check your answers with your seatmates.

Rationale: To allow students to communicate with their peers and learn the correct answers from others.

5.Have students read the questions and their answers again before they will listen to the video for the second time (1 minute reading the question and the answers + 2 minutes listening to the video) Instruction: Checking answers is done. I would like you to read the questions and your answers, and we will listen to the video again to check the answers.

Rationale: To prepare them to listen for main idea and specific details from the video.

6. Open the video “How chocolate is made” again.

Rationale: For students to have the second chance to listen to video and check their answers by themselves.

7. Check students’ answers by using CCQs. (8 minutes) Instruction: Teacher: Question number 1, does it take 5 months to harvest cocoa pods?

Students: Yes.

Post-listening 25 minutes

1. Integrate language/grammar 2. Speaking activity

Rationale: To teach students what the correct answers are.

1.Ask students to make a group of three and create creative or imaginary methods to make chocolate from cacao trees using present passive voice on a big piece of paper or PowerPoint slides to present after class. (10 minutes) Instruction: Teacher: Now that we have finished listening and checking answers already, I want you to have a group of three members.

And within 15 minutes in your group, you will have to create creative or imaginary methods to make chocolate from cacao trees.

But remember, you will need to come up with present passive voice sentences to present your methods after class.

Rationale: To integrate grammar (present passive voice) into the content of the video and to allow them to be able to communicate with their classmates by using English.

2. Ask students to present the idea, and the rest of the class will write down what are sentences containing present passive voice that their friends are presenting. And they will submit the worksheet at the end of the class. (15 minutes)(3 minutes per group to give the presentation) Instruction: Teacher: 15 minutes is up. Now it is your job to give a three-minutes presentation about the methods using present passive voice. And the rest of the class will write down what present passive voice sentences your friends are presenting, and you will submit it after class.

Rationale: To integrate grammar (present passive voice) into the content of the video and to allow them to speak English by giving the presentation.

Possible Problems: 1. Students might not be able to fully comprehend the video “How chocolate is made” because of lack of knowledge of vocabulary.

2. Students might not be able to fully comprehend the video “How chocolate is made” and not be able to successfully cooperate in the group activity because of lack of understanding of present passive voice.

Alternative Plans/Solutions: 1. In the previous class, the teacher should give some homework about vocabulary relating to the video and about present passive voice for students to review.

2. In the class, the teacher can provide the video’s script for students to learn about words they do not by consulting with the dictionary and with material about present passive voice.

3. In the class, the teacher can allow students to consult with material about present passive voice during the group activity.

Lesson Evaluation: This needs to be done after the LESSON DEMO. 1. What do you think the students actually learned? How do you know?

2. What parts were most successful/least successful? Why? 3. Did you finish the lesson on time? If not, why?

4. What changes (if any) will you make in your teaching and why (or why not)?