# data[].attributes.body
Listening

The materials in this lesson plan—adapted song lyrics, interactive slides, True/False signs, stress balls, and Quizizz—work synergistically to create a multisensory, inclusive learning experience. The song and slides provide visual and auditory reinforcement of grammar rules, while the kinesthetic tools (stress balls, signs) channel energy productively and boost engagement. Quizizz adds gamified practice with instant feedback, catering to diverse paces and learning styles. Together, these materials scaffold understanding of past tense structures while addressing ADHD needs through movement, interaction, and low-pressure participation—ensuring all pupils can access and retain the lesson's core concepts.

# data[].attributes.body
Listening

Each activity balances explicit instruction (grammar rules) with implicit learning (games, songs), while SEN strategies (movement breaks, visuals, peer support) address ADHD needs. The progression—from warm-up to application—ensures gradual mastery of listening and speaking skills.

# data[].attributes.body
This adapted song serves as an engaging set induction by leveraging music and rhythm to introduce past tense structures ("was/were") in a memorable, low-pressure way. The familiar "Twinkle Twinkle" tune lowers affective filters while the zoo-themed lyrics provide contextualized examples of the target grammar. For SEN pupils, particularly those with ADHD, the combination of singing, movement (animal gestures), and repetitive language patterns helps channel energy productively while priming them for the lesson's listening focus. The activity effectively bridges prior knowledge to new content through multisensory input, creating an inclusive foundation for subsequent grammar practice.

# data[].attributes.body
Stress balls

The stress balls serve as a strategic tool to support pupils with ADHD by providing tactile stimulation that helps channel restless energy productively. Squeezing the ball before answering questions creates a routine that manages impulsivity while maintaining focus on listening tasks. This discreet, inclusive adaptation promotes self-regulation and engagement without disrupting lesson flow, benefiting both SEN pupils and the entire class.

# data[].attributes.body
Interactive slides

The interactive slides serve as a multisensory tool to actively engage students while reinforcing the lesson's key concepts. By incorporating visual elements, movement, and immediate feedback, the slides cater to diverse learning styles and maintain attention - especially beneficial for pupils with ADHD. The interactive format transforms passive listening into an engaging experience, allowing students to physically demonstrate their understanding through touch or response systems. This approach aligns with cognitive load theory by breaking complex grammar rules into manageable, interactive segments while providing instant reinforcement. For SEN students, the combination of visual support and hands-on participation helps cement learning through multiple pathways simultaneously.

# data[].attributes.attachment_link.authors[].name
TESL50622 Muhammad Afif Hazwan Bin Rosly

# data[].attributes.body
The True/False signs serve as an active learning strategy that promotes whole-class engagement while assessing listening comprehension. This kinesthetic approach allows students to physically demonstrate their understanding, reinforcing learning through movement—particularly beneficial for ADHD pupils who benefit from multisensory input. The immediate visual feedback helps teachers quickly identify misconceptions, while the game-like format lowers anxiety and boosts participation. By requiring students to make quick judgments about past tense statements, the activity develops critical thinking and grammar awareness in an interactive, low-stakes format that maintains energy and focus throughout the lesson.

# data[].attributes.body
1. Teacher gives a piece of lyrics paper to each pupil.

2. Teacher asks the pupils to sing the “Twinkle Twinkle Little Star” song.

3. Teacher sings the lyrics by using the “Twinkle Twinkle Little Star” tune.

4. Teacher asks the pupils to follow and sing along.

5. Teacher uses gestures and visuals to engage the pupils.

Rationale: This activity activates prior knowledge of the past tense (was/were) in a low-pressure, engaging way. Singing promotes memory retention through rhythm and repetition, while modified lyrics align with the lesson’s grammar focus. For SEN pupils (ADHD), the multisensory approach (audio + movement) helps channel energy productively and primes attention for the lesson.

# data[].attributes.body
1. Teacher opens up Genially website and uses the slide that has been created previously.

2. Teacher introduces and emphasises the main focus of the lesson such as “in the morning”, “was”, “were”, “theatre”.

3. Teacher also focuses on the positive and negative statements.

4. Teacher engages the pupils by asking questions like “She was in the toilet or she were in the toilet?”

5. Teacher provides a stress ball for the pupils each time the pupils want to answer.

Rationale: The slides visually reinforce target vocabulary (theatre, morning) and grammar structures (past tense statements). Teacher-led questioning ("Was she in the toilet?") scaffolds understanding through repetition. SEN support (stress balls) provides a tactile outlet to manage impulsivity during Q&A, ensuring participation without overstimulation.

# data[].attributes.body
1. Teacher divides the pupils into groups of 4 people.

2. Teacher provides a sign that has “True” or “False” on them.

3. Teacher reads out a few sentences and the pupils need to raise the “True” or “False” signs.

4. Teacher gives gifts for the groups with the highest marks.

5. Teacher put the SEN pupils together with mainstream pupils.

Rationale: This collaborative activity develops listening accuracy and critical thinking. Pupils physically respond with signs, catering to kinesthetic learners and maintaining engagement. Group work fosters peer support, while SEN adaptations (mixed groupings) ensure slower processors can contribute without time pressure.

# data[].attributes.body
1. Teacher browses Quizizz and key in the codes for the quiz of the class.

2. Teacher asks the class to read out the questions, then say out loud the answer.

3. Teacher engages with the pupils by asking reasons on the questions.

4. Teacher makes the quiz a competition in order to engage the SEN pupils.

Rationale: The interactive quiz gamifies learning, motivating pupils to apply grammar rules competitively. Verbalizing answers reinforces speaking skills, while immediate feedback builds confidence. For SEN pupils, the competitive element is structured with peer collaboration to reduce frustration.

# data[].attributes.body
1. Teacher asks the pupils to raise their hand.

2. Teacher calls out one pupil at a time to the front of the classroom.

3. Teacher asks the pupil to give one example from the simple past tense especially by using positive or negative structures.

Rationale: A quick, inclusive recap where pupils generate examples of past tense sentences. The "volunteer-to-front" format encourages ownership of learning, while scaffolding (teacher prompts) ensures SEN pupils succeed. Rewards (tokens) reinforce positive behavior and participation.

# data[].attributes.body
Quizizz

The Quizizz activity serves as an engaging formative assessment tool that reinforces grammar concepts through gamification. Its interactive, competitive format motivates participation while providing immediate feedback—crucial for reinforcing correct usage of past tense structures. The platform's self-paced nature accommodates diverse learning speeds, particularly benefiting SEN students who may need more processing time. Visual progress indicators and playful elements reduce anxiety about mistakes, transforming grammar practice into an enjoyable challenge. By digitizing the worksheet format, it also develops students' comfort with educational technology in a low-stakes environment.

# data[].attributes.body
Listening

# data[].attributes.body
Speaking

# data[].attributes.body
Reading

# data[].attributes.body
Writing