Lesson Plan for Language Based Approach

What is Language Based Approach?

Studying the language of the literary text will help to integrate the language and literature syllabuses more closely. Detailed analysis of the language of the literary text will help students to make meaningful interpretations or informed evaluations of it. At the same time, students will increase their general awareness and understanding of English. Students are encouraged to draw on their knowledge of familiar grammatical, lexical categories to make judgments of the text. Literary texts are seen as means to helping students’ improve language proficiency by providing exposure to the target language and connecting them to specific vocabulary and other aspects of the language.

Language Based Approach Language Based Approach is one of the method of teaching literature in English that used literary text for the specific drills design to build the languages skills rather than focusing on the literary skills. The usage of Language Based Approach in classroom, had focused on the learner mainly on their reading processes and how they created language awareness among themselves. Furthermore, students’ process of reading the text and of creating their own meanings was given prominence. Through this method, the students were expected to have more sensitive understanding and appreciation towards literary text. There are two main objectives from the usage of this approach, firstly, students are expected to be able to make meaningful interpretations of the text itself and also to expand students’ knowledge and awareness towards the language.

What is its important?

This approach is kindly be one of the best approach of teaching literature because it’s precisely concerned on the aesthetic value of one’s literature artwork. This approach creates awareness of language use in classroom. Literature is one of the media for the students to express their personal opinions, feelings and emotion. So through this, students would understand the context thoroughly and understand the usage of the language better. Apart from that, students can be encouraged to connect their vocabulary with other aspects of the language.

Besides that, this approach could improve the development of language proficiency. Through this approach, students were expected to improve their language proficiency by exposure of the target language. Teacher should acts as the main guidance to conduct this approach in the classroom and to boost the awareness of the language among the students. This would encourage the students to use new words regularly and they can improve their language.  

Form                           : Form 5

Time/Duration           : 2 Periods (80 minutes)

Proficiency Level       : Intermediate to high level of proficiency.

Objective                    : At the end of this lesson, students are able to critically
                                      understand the poem and enhanced their language skills.

Moral Value               : Cooperation and determined.

Teaching aid(s)          : Video-
                                      (https://www.youtube.com/watch?v=SOmfvKKubnY)

                                      Poem-
                                      Are You Still Playing Your Flute?- Zurinah Hassan.

Stage 1: Pre-reading (20 minutes)

Activities

1. Teacher greets the students. Teacher asks the students what had they learned in previous lesson.
2.  Teacher pastes a picture on the board.

The picture shows a road diverged in a two different ways. Road A is the one used by less travellers and Road B used by more travellers. Teacher asks the students to take out their paper and write down the advantages and disadvantages of those roads and choose which road would they travel. Teacher asks the students are they ever faced a situation in life, where they need to choose. Teacher asks the students, what are the things that we should be prioritized in order to make the best decision in life.

Rationales of the activities

1. Picture used to triggers students’ attention on today’s lesson.
2. The idea of asking about students’ experiences is to test on students’ schemata.
3. Teacher wants the students  know how to differentiate between advantages and disadvantages of their choices.

Stage 2: While-reading Stage (40 minutes)

Are You Still Playing Your Flute? – By Zurinah Hassan

Pop Quiz

1.  First, teacher asks the students  to read the poem silently. Then, teacher asks the students to read aloud the poem in a choral reading.
2. Teacher calls out for volunteers to read the poem in front of the class. The student needs to read the poem according to the correct intonation and style.
3. Teacher divides the students into several groups. For example, Group A, Group B, Group C, Group D.
4.  Teacher gives instructions for the next activity. Teacher will reads out loud questions that  related to the poem ‘Are You Still Playing Your Flute’. Each group needs to appoint one volunteer to write the answer of the question on board. The earliest volunteer come in front with the correct answer will get extra mark.

Comprehension Question

1. Who are the one whom feels guilty in this poem? Why?
2. Why do you think the persona can hears the sound of the flutist?
3. How was the flute being described in this poem? Quote the phrase to justify your answer.
4. What does the word ‘luxury’ in the second stanza refers to? Explain your answer.
5.   List the problems that faced by the perrsona in third stanza.
6. If you were the persona, what would you do in order to stop the world from bleeding?

Rationales of the activities

1. By doing silent reading, teacher wants the students to recall their previous knowledge and understanding about the poem.
2. The activity of reading aloud is to lessen the possibilities of mispronunciation and other students get to know how to pronounce certain words correctly.
3. The purpose of calling out volunteer to read the poem in a correct manner in front of the class is to identify the hidden skills of the students. 
4. Students work in a group so that they know how to divide their work equally and learn how to work with other people in a group. 
5. The purpose of reading the questions instead of writing it on a board is to train the students to listen attentively to an instructions and how to put their fully attention on others.

Stage 3: Post reading (20minutes)

1. Teacher asks students to give their feedback on today’s lesson.
2. Teacher summarize today’s lesson and ask students to divides themselves into two large groups.
3. Teacher asks students to come out with their own storyline from the poem ‘Are You Still Playing Your Flute’ and present it in a Choral Speaking Presentation.
4. The teacher acts as facilitator and advisor to supervise the students’ activity.

Example of Choral Speaking activity:

Rationales of the activities

1. The purpose of making the storyline is to ensure students had understand the poem thoroughly and able to create their own ideas based on the poem. 
2. Through choral speaking, students could figure out their hidden potential skills and make learning process more fun and interesting.