IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
ENGLISH HOME LANGUAGE DIDACTICS (ED4-ENG 2A)
AT
CORNERSTONE INSTITUTE
BY
…
27 AUGUST 2020
,1. LESSON PLAN 1 & ASSESSMENT – LISTENING AND SPEAKING
Learning Area: Theme: Date:
Listening & Speaking (English Home Language) The City 26 August 2020
Grade: 2 No of learners: Time Allocation:
25 45 minutes
Assessment: Observation & Checklist
Aim: Resources:
- To increase learners Listening and Speaking skills. - Audio track ‘Sounds of the City’
- To help develop learners’ auditory perceptual skills (auditory (Appendix A).
association, auditory localization, and auditory - CD / USB player.
memory/recall). - Big Book ‘City Sounds’ (Appendix B).
- Sound Bingo worksheet (Appendix C).
Objectives: - Colour pencils.
- Learners should be able to listen without interrupting.
- Learners should be able to respond to instructions and
comprehension questions.
- Learners should be able to listen to the story and understand
the overall meaning.
- Learners should be able to identify high frequency words and
develop sight vocabulary.
- Learners should be able to look at the pictures and predict
what will happen in the story.
- Learners should participate in sharing their ideas and prior
knowledge regarding the theme.
Introduction – Macro Group (10 minutes): Activity and Purpose of Activity:
- Whole class on the mat. - Listen to audio track ‘Sounds of the
- The teacher will explain to the learners that they are going to City’ (Appendix A).
listen to various sounds that are heard in the city and that
they need to try and identify the different sounds each time - The purpose of the activity is to assess
the track is paused. learner’s prior knowledge on the
- They will also need to point in the general direction from theme and to evaluate their auditory
which the sound is coming from. Learners will be asked to sit perceptual skills.
in a circle and to close their eyes.
- This will spark learners’ interest in the activities to follow and - Learners will listen to different sounds
encourage them to participate in meaningful listening and such as water, a hooter, an
speaking activities. ambulance, birds, and children
- After listen to the track for a few seconds the teacher will laughing.
pause and give individual learners a chance to describe what
they heard. - They will need to share what they
- The teacher could ask comprehension questions for have heard and discuss as a class
example, “why are the children laughing, in which direction before proceeding to the shared
did the motorbike drive, was the train fast or slow and what reading activity.
are your favourite sounds in the city?’.
2
, Exposition (15 minutes):
- Whole class on the mat. - The purpose of this activity is to give
- The teacher will introduce the Big Book the class will be learners context about the theme ‘The
reading ‘City Sounds’. City’ and help them understand the
- The class will be asked to comment on the cover, title and story in a meaningful way, as the
characters, e.g. “what do you think this book is about?”, theme is very relatable.
“what is the little girl and her grandfather talking about?”, “do
we live in the city?”.
- The teacher needs to model appropriate reading behaviour
such as how to hold the book, how to turn the pages, read
left to right and top to bottom.
- After each page is turned the teacher will pause and ask
individual learners to share their ideas about what is
happening in the picture, e.g. “what is your favourite sound?”.
- The teacher will check learners understanding of the text by
asking appropriate comprehension questions.
Independent activity (15 minutes):
- The learners will play the game ‘Sound Bingo’ as a whole - This activity is a good indictor for
class activity. teachers to assess learner’s auditory
- Sitting at their tables, learners will each be given a ‘Sound association, matching sounds to visual
Bingo’ sheet. images and their ability to use auditory
- The teacher will replay the audio track ‘Sounds of the City’ memory/ recall from the previous
and pause after each sound. listening activity.
- Learners will be asked to use a different colour to match and
circle the corresponding image or symbol once they have
heard the sound, e.g. “use your green colour pencil to circle
the picture that matches with the sound ‘WEE-oww WEE-
oww’ (ambulance, police car etc)”.
- The teacher can use this worksheet to assess learners’ (Assessment Activity - ‘Sound
individual auditory skills and to identify who is having difficulty Bingo’)
associating sounds with images, those learners will form the
focus group in the next lesson.
Conclusion (5 minutes):
- After the game learners will be asked to share with the class
their favourite sounds.
- Each learner will have a chance to share and should respond
using a full sentence, e.g. “my favourite sound is the birds” or
“I like the sound of the train and the truck”.
- The teacher will write the responses on labels that will later
be stuck onto the classroom vocabulary wall with pictures.
- Learners are encouraged to share other ideas or opinions on
the topic before concluding the lesson.
References:
(Excell and Linington, 2015: 71 - 117).
(Landsberg, Krüger and Swart, 2005: 157-161).
(Nel, Nel and Hugo, 2013: 145 - 146).
3
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