1. Some students may already have prior knowledge of narrative texts through social media or by reading fiction books.
2. Students may have basic vocabulary related to the narrative text that will be taught.
3. Some students may already have experience retelling the content of a narrative text in English, although their ability may still be limited.

1. Some senior high school students may have a strong interest in fiction stories.
2. They may also have a strong interest in becoming successful fiction writers.
3. Students may be more motivated to learn English when the learning materials are related to their interests.

1. Students come from diverse backgrounds in terms of both their English proficiency and access to learning resources.
2. Some students may be more accustomed to a visual learning style, while others may feel more comfortable with auditory or kinesthetic learning styles.

1. Students with basic English proficiency require more support and scaffolding to understand instructions and produce output in English.
2. More proficient students need more challenging and complex tasks to further develop their abilities.
3. All students need opportunities to practice speaking, listening, reading, and writing in relevant and engaging contexts.
4. Differentiation in the delivery of materials and tasks is needed to accommodate different levels of readiness and learning styles.

1. Factual Knowledge: Various types of folktales, both local and international.
2. Conceptual Knowledge: The concepts of narrative texts, including their social function, generic structure, language features, main ideas, detailed information, and inferential meaning.
3. Procedural Knowledge: Strategies for identifying information in spoken and written texts, finding main ideas, identifying inferential meaning, and the steps involved in creating spoken and written narrative texts.
4. Metacognitive Knowledge: Awareness of one’s own learning process and the ability to reflect on one’s understanding.

1. This material is highly relevant because narrative texts are commonly encountered in everyday life through folktales, fairy tales, films, and novels that students enjoy.
2. Students often interact with narratives through various media, such as storybooks, comics, social media, and everyday conversations.
3. The ability to understand and create narrative texts develops creativity, imagination, and communication skills that are useful in various real-life contexts.

1. This material has varying levels of difficulty. Learning basic vocabulary and identifying explicit information are relatively easy. However, understanding inferential meaning, organizing ideas, and producing coherent narrative texts require higher-level cognitive skills.
2. Spoken, written, and multimodal narrative texts increase the complexity of both comprehension and production.

Understand the entire flow of information, the main idea and details in fiction and nonfiction
spoken texts about various topics relevant to everyday topics or current issues; using English to express their opinions and defend their arguments about the topics discussed.

1. Students are able to identify the main idea of a spoken narrative text.

2. Students are able to identify detailed information from a spoken narrative text.

3. Students are able to identify the moral message of a spoken narrative text.

4. Students are able to retell a spoken narrative text using appropriate pronunciation and intonation and deliver it fluently.

5. Students are able to practice a dialogue containing expressions of emotions and feelings using appropriate pronunciation and intonation and deliver it fluently.

Cooperative and Technology-Based Learning

To know about the Cooperative Learning Model, please click here and the Technology-Based Learning Model for EFL instruction, please click here.

2. Teacher checks the students’ attendance.

B. Main Activities, Listening-Speaking (105 minutes)

-Before Listening/Getting Ready (20 minutes)

The text (spoken text) for the listening activity is ‘Snow White and the Seven Dwarfs‘.

a. Introduce Snow White: Briefly tell students about Snow White. “Today, we’ll listen to the story of Snow White, a princess.”

b. Key Words: Teach difficult words in the story so that students understand the upcoming text better. (Play the audio for each vocabulary word, have students repeat it, then discuss the meaning together). Have students listen to the entire audio to reinforce their understanding.

c. Prediction: Ask: How do you think Snow White and the seven dwarfs might interact in the story? Will they be friends, or will something else happen between them?”

-During Listening/Listening to the Story (25 minutes)

a. First Listening (Big Picture): Play the audio once. Ask a simple question: “What is the story mostly about?” (e.g., It’s about a princess, a jealous queen, etc.)

b. Second Listening (Details): Play the audio again. This time, the students listen for specific information. Show them some questions to answer.

-What color was Snow White’s skin?

-Why was the Queen angry?

-What did the queen do to Snow White?

-Who helped Snow White?

-What happened to Snow White and the queen at last?

c. Check Answers: Discuss the answers together.

-After Listening/Talking About the Story (65 minutes)

• Main Events: Ask 2 students randomly to tell the main things that happened in the story in order. Help them if they get stuck.
• Summarize: Together, create a short summary of the story (2-3 sentences).
• Tell the summary: Ask 2 students to tell the summary orally.
• Assessment: To assess students’ deep comprehension on the text, have them complete a quiz. Replay the audio. To access the quiz, please click here.

Please click here to input the students’ score.

C. Closing Activities (15 minutes)

1. The teacher asks the students to reflect on today’s learning by asking them some questions such as:

• What did you learn today?
• What was the most interesting part of the lesson?
• Is there anything you still find difficult?

2. The teacher tells the learning plan for the next meeting, and asks them what they expect from the lesson that will be learned in the next meeting.

3. The teacher informs the students that, in the next meeting, they will be asked to briefly retell the story of *Snow White and the Seven Dwarfs* individually.

4. The teacher invites students to close the class with prayer and greeting.

3.While the students are performing, the teacher observes their speaking performance and provides brief feedback when necessary.

b. Exploring the Expressions of Emotions and Feelings (10 minutes)

Exploring the Complete Text:

1.After the retelling activity, the teacher shows the students the complete text of Snow White and the Seven Dwarfs.

2.The teacher asks the students to identify the expressions that show the characters’ emotions and feelings and discuss about them together.

c. Learning and Practicing Expressions of Emotions and Feelings (60 minutes)

Learning Expressions of Emotions and Feelings

1.The teacher explains the expressions of emotions and feelings and how they are used in daily conversations.

2.The teacher provides some examples of the expressions used to show different emotions and feelings, such as happiness, sadness, anger, fear, surprise, and worry.

3.The teacher models the appropriate pronunciation and intonation of the expressions, and the students repeat after the teacher.

Dialogue Example

1. The teacher provides a dialogue containing the expressions of emotions and feelings.

The Dialogue

*Dialogue Practice

1. The teacher asks the students to practice the dialogue with a partner using appropriate pronunciation, intonation and fluency.

2.The teacher monitors the students’ practice and provides assistance when necessary.

*Dialogue Performance and Assessment

1.The teacher asks the students to come to the front of the class in pairs and perform the dialogue using appropriate pronunciation, intonation, and fluency.

2.While each pair is performing, the teacher assesses the students’ speaking performance and gives them scores based on their pronunciation, intonation, and fluency.

Please click here to input the students’ scores.

C. Closing Activities (15 minutes)

1. The teacher asks the students to reflect on today’s learning by asking them some questions, such as:

a. What did you learn today?
b. What was the most interesting part of the lesson?
c. Is there anything you still find difficult?

2. The teacher informs the students about the learning plan for the next meeting and asks them what they expect to learn.

3. The teacher invites the students to close the class with a prayer and greeting.