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.

The teacher greets the students and invites them to pray together.
The teacher checks the students’ attendance.

B. Main Activities: Speaking (105 minutes)

-The teacher calls the students one by one to retell the story of *Snow White and the Seven Dwarfs* individually.

–Before Speaking/Getting Ready (20 minutes)The speaking activity is based on the narrative story “Snow White and the Seven Dwarfs.”

a. Review the Story: Briefly review the story of Snow White and the Seven Dwarfs by asking the students about the main characters and the general events in the story.

b. Recall the Main Events: Ask the students to mention some important events from the story. The teacher guides the students by asking simple questions if necessary.

c. Speaking Preparation: The teacher reminds the students to pay attention to appropriate pronunciation, intonation, and fluency when speaking.

-During Speaking/Speaking Practice (25 minutes)

a. Short Retelling: Ask two or three students to briefly retell the story of Snow White and the Seven Dwarfs in their own words. The students only need to mention the main events of the story and do not need to retell the story in detail.

Help the students if they have difficulty.

b. Feedback: Give brief feedback on the students’ pronunciation, intonation, and fluency.

c. Exploring the Complete Text: After the retelling activity, show the students the complete text of Snow White and the Seven Dwarfs. Ask the students to read the text and pay attention to the sentences that show the characters’ emotions and feelings.

-After Speaking/Exploring Expressions of Emotions and Feelings (65 minutes)

a. Identifying Expressions: Ask the students to find and identify sentences or expressions that show emotions and feelings in the Snow White and the Seven Dwarfs text.

Discuss the students’ answers together and ask them to explain what emotion or feeling is expressed in each sentence.

b. Learning Expressions of Emotions and Feelings: The teacher explains the expressions of emotions and feelings and how they can be used in daily conversations.

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

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

c. Dialogue Example: The teacher provides a dialogue containing expressions of emotions and feelings. The students read the dialogue and identify the expressions of emotions and feelings used in it.

Example Dialogue:

Anna: Hi, Lisa. You look worried. Is everything okay?

Lisa: Not really. I am nervous because I have an English presentation today.

Anna: Don’t worry. I’m sure you will do well. You prepared for it yesterday, didn’t you?

Lisa: Yes, I did, but I’m still afraid of making mistakes.

Anna: Everybody makes mistakes sometimes. Just try your best and speak confidently.

Lisa: Thank you. That makes me feel better.

Anna: You’re welcome. Actually, I’m excited because we will have a speaking activity today.

Lisa: Really? Now I’m feeling a little more confident too.

Anna: Great! Let’s practice together before the class starts.

Lisa: That’s a good idea. I’m happy to practice with you.

d. Dialogue Practice: Ask the students to practice the dialogue with a partner. Give them time to practice their pronunciation, intonation, and fluency.

The teacher walks around the class, monitors the students’ practice, and provides assistance when necessary.

e. Dialogue Performance and Assessment: Ask the students to come to the front of the class in pairs and practice the dialogue. Each pair performs the dialogue using appropriate pronunciation, intonation, and fluency.

While the students are performing, the teacher assesses and gives scores based on their speaking performance, particularly their pronunciation, intonation, and fluency.

Please click here to input the students’ scores.

C. Closing Activities (15 minutes)
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?
The teacher tells the students about the learning plan for the next meeting and asks them what they expect from the lesson that will be learned in the next meeting.
The teacher invites the students to close the class with prayer and greeting.