1. Video Conferencing
Video conferencing is an interactive
communication medium which lets
students and teachers to have a visual link to
those they are working with whether they are
down the hall, across the street or on the other
side of the globe. (Schutte 1998)

2. Benefits & how to integrate video conferencing?
Virtual field trip can often be arranged via video
conferencing especially when distance, time and
cost factors become the problems to conduct the
real field trip. (Schutte, 1998)
Provides real and moving
experience for the students.
(Smith, 2002 )
Uberman (1998) “Video conferencing is highly
motivating and entertaining and it can
give shy students more opportunity to express
their opinions and feelings.”

3. Promotes collaborative work as
it allows students in multiple schools
around the world to work together on
relevant issues. (Svitak, 2010)
Enable students to practise their
language skills with native speakers
from the target culture.
(Dowd, 2004 )
Enable teachers who are sick, injured
or not available in school to have
class virtually with their pupils.

4. Lesson Plan Target Group
(Listening Skills) 5 Harmony (Upper
Intermediate)
Theme
World of knowledge
Topic
Beautiful Malaysia
Previous Knowledge
• Pupils are familiar with verbs. (Pour, Soak, Draw)
Language Focus
• Sequence Connectors (Firstly, Next, Then, After
that, Finally)

5. Learning Outcome
Lesson Plan 1.4 Listen to and follow simple
(Listening Skills) instructions and directions accurately.
Curriculum Specifications
1.4.1 Listen to and follow simple instructions
1.4.2 Listen to and follow simple instructions in
a process
Lesson Objectives
• Pupils should be able to number 6 out of 8
procedures of making batik in a correct order.
• Pupils should be able to rewrite 6 out of 8 procedures
of making batik using correct sequence connectors.

6. 1. Teacher divides the class in groups of six.
2. Teacher introduces a person from the batik
industry to the pupils via video-conferencing.
3. Next, the person takes over the class.
4. He will explain and demonstrate the
procedures of making batik.
5. Pupils need to listen to the explanations given.
6. After the person has completed all the
procedures of making the batik, pupils need to
discuss in groups and pose questions to the
person if they have any doubts.

7. 7. After the question and answer session has
ended; teacher distributes a task sheet to each
of the pupils.
8. Next, the person from the batik industry will
demonstrate the procedures of making batik
once again.
9. Pupils need to fill in the blanks with the
correct sequence connectors based on
the procedure listened.
10. Teacher checks the answers and corrects
the pupils if there are any mistakes.

8. Task Sheet
Procedures No
pour the hot melted wax into a “canting”.
put the cloth to dry outside when the whole design has been
outlined.
soak the cloth into the boiling water to remove the wax.
1
draw your design on a piece of white cloth.
dry out the cloth and iron it out.
remove the cloth from the frame after it is completely dried.
use a small fine brush to colour the design with batik dye.
stretch the white cloth over a wooden frame so that you can apply
the wax easily.

9. B. Rewrite the procedures accordingly using the
correct sequence connectors.
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