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CertPT Task 2 Sample

The document describes a lesson plan that uses the story "Frog and Toad Together" to develop students' monologue speaking skills. The lesson involves three main activities: 1) Students order pictures from the story while listening, working in pairs. 2) Students arrange paragraphs from the story in the correct order. 3) Students retell the story in groups using visual prompts, presenting to the class. The goal is to prepare students for upcoming speaking exams by developing fluency through cooperative learning activities involving visual aids.

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Daniel Adame
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201 views

CertPT Task 2 Sample

The document describes a lesson plan that uses the story "Frog and Toad Together" to develop students' monologue speaking skills. The lesson involves three main activities: 1) Students order pictures from the story while listening, working in pairs. 2) Students arrange paragraphs from the story in the correct order. 3) Students retell the story in groups using visual prompts, presenting to the class. The goal is to prepare students for upcoming speaking exams by developing fluency through cooperative learning activities involving visual aids.

Uploaded by

Daniel Adame
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Sample 1, Task 2

Task 2 (740 words)

The presented material follows a student-centered and integrated approach, which involves
listening to the story using visuals, read the passage, and retell the story the students have
listened to. The language aim is to develop monologue speaking, and it is related to the output
required by the Japan High School Curriculum. Because of the new requirements for the entry
exam to the universities in 2021, the students have to take the speaking test with an impromptu
speech and an interview test. My learners are a group of 25 students (aged 16) who are enrolled
into the College Course. They have a strong motivation to study, but they have few opportunities
to express their ideas in English. This lesson’s main goal is fluency development so that the
students are not afraid of making grammar or lexical errors when they speak English.

The authentic material is “Frog and Toad Together”. The content is easy, so the students can
understand it quickly, the vocabulary in the story is relatively easy for understanding and later
output. The material outlined that a large number of studies provide evidence that students’
performance improves when they learn with text and pictures rather than learning with text
alone (Ainsworth 2006). This is also known as the effectiveness of pictures. The material
presented that pictures seemingly boost students’ performance because they may serve as
mental scaffolds, supporting comprehension and decision making (Linder 2016). This material is
suitable for my learners since they can prepare for speaking after listening and reading the
passage, which is helpful when they have to prepare an impromptu presentation. I anticipate
that students can notice the importance of listening with imagining the situation and
cooperative learning to do a group activity.

The three parts of the activity based on the authentic material feature ordering pictures, that
students do in pairs while listening to the story, practice by reading activities (Read and Look up,
Competitive Reading) and group retelling using the visual.

The first activity is the picture ordering when students work in pairs while listening to the teacher
telling the story, which is focused on communicative element. According to Sibbet (2013),
“Visual listening is showing people how you are listening to them and getting what you’re
hearing as you listen.” Because the learners don’t like listening, I introduced the pair work with
talking ideas with their partner. And then, they check the order while listening to the story.

The second main activity is arranging the paragraphs. The story is cut up into separate
paragraphs, and each group/pair is given a set of paragraphs. After getting the content of the
story, the students put the paragraphs into the correct order. The aim of this is to match the
pictures to each of the paragraphs. This promotes learning about the logical structure of the text
so that they can focus on that aspect during the reading (the NSW Government). The students
are focused on looking for the cohesive and logical evidence, which is an important skill that can
be transferred into productive activities that require structuring of the content.

The final activity is the group retelling with the visual. The aim of this activity is to reconstruct
the content and produce the story using visual prompts. Students glue the cut-out pictures to a
big piece of paper, write down some notes and retell the story in groups. Jung-Ah Han (2005)
outlined that, “retelling involves not only reading and writing, but speaking and listening,
thereby providing more opportunities for learners to interact and discuss with their peers.”
Interacting with their peers while retelling makes it easier to make a good relationship with
other learners and to develop confidence. Individual groups are asked to present their stories.
Every time each group’s retelling is finished, the other group are encouraged to comment or ask
questions, so they are required to listen carefully. In my school, at the end of every semester,
students take the individual retelling test, where they have to retell a text and answer questions.
Even though the presented activity is retelling as a group, it is connected with the speaking test
and entrance examination requirements (i.e. interaction and Production) directly.

The material follows the principles of a student-centered and integrated approaches, and
especially, because retelling is active and productive, it meets the students’ needs in terms of
preparing for examination. Cooperative learning using the visual material involves students
motivates them to express their ideas in English more.

References

see e.g. Ainsworth (2006), Butcher, 2014, Mayer, 2009 for reviews

David Sibbet (2013) What Is Visual Listening? | news grove.com

Retrieved October 29, 2018 from https://news.grove.com/2013/08/31/what-is-visual-


listening/

Jung, A.H. (2005). Retelling as an effective reading comprehension strategy for young ESL
learners. 98(2). doi: http://doi.org/10.31274rtd-180813-7202

Linder, M.A. (2016) Identifying processes underlying the multimedia effect in testing: An
eyemovement analysis.

Paragraphing | Student assessment – NSW Department of Education

Retrieved October 29, 2018 from https://education.nsw.gov.au/teaching-and-


learning/studentassessment/smart-teaching-strategies/literacy/writing/stage-1/paragraphing

Materials

Lobel. A (1970). Frog and Toad Are Friends. Harper and Row. Chapter: Alone.

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