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Teaching Listening to Advanced Learners: Problems and Solutions by Scott Shelton

Lesson procedure

Class: Advanced (CAE)
Lesson focus: Listening
Main aim: Provide loop input and practice in exam type tasks of listening for specific information
Sub aim: raise awareness of exam strategies
Skills: Listening for gist and for specific information, predicting, speaking, and reading

Stage/time
Interaction
Procedure
Aims
Warmer
5 mins
Pairs S's discuss what they know about the listening part of exam and any tips they know of (prompts on cards) To warm S's to topic of listening and activate any background knowledge they have on the subject
Feedback
5 mins
Class-T Elicit knowledge/tips To generate feedback and allow whole class to benefit from others
Pre-listening
Brainstorming
2 mins
Pairs Introduce listening topic (people talking about listening exam)
Pairs write down any key words or phrases associated with topic
Predict vocabulary
Pre-listening task
First listening
3 mins
T-Class
(individually)
Put up gist questions on OHT - ready S's for listening Predict content
-activate schemata/script to facilitate comprehension
While listening
First listening
5 mins
Whole class S's listen for gist information and tick any key words from their lists they hear Integrating top-down and bottom-up listening processesdirect listening for general understanding and specific words
Feedback
First listening
5 mins
Pairs/groups of 3
Class-T
S's check information and words heard before class FB Provide opportunity to check predictions in pairs before feeding back to teacher
Pre-listening
Second listening
3 mins
Individually Hand out task, S's read through and underline key words, make predictions Provide pre-listening time for S's to use for preparing to listen by reading carefully and making notes
While listening
Second listening
5 mins
Individually/ in pairs Listen to taped conversation 1x check in pairs Provide listening practice for specific informationIn multiple choice format for exam practice
Feedback
2 mins
T-class Provide answers on OHT for students to check with Provide immediate feedback to multiple choice listening task
Pre-listening
Third listening
2 mins
Individually Hand out second task sheet and S's read through before listening Provide time to read through before listening
Task two
Third listening
5 mins
Individually/
whole class
S's listen again and match speaker and statement Provide exam like practice in listening for specific, directly stated information
Feedback
5 mins
S's check answers in pair or small groups
T-Class
S's discuss and compare answers then check with transcript providedWhole class checks with OHT Promote learner autonomy by providing time and materials to check own answers + Provide answers to check with
Post listening
10 mins
Pairs or small groups S's role-play (from prompts) a 'weak' and 'knowledgeable' student; asking for and giving advice for listening paper 1st - S's prepare - predict questions and answers. 2nd - pairs or groups develop role play Provide S's with opportunity to use material from lesson directly in a meaningful way, which should provide a deeper link to memory
Feedback/
wrap-up
4 mins
Pairs/groups to Class
T-Class
Teacher briefly elicits whether or not advice was good and asks each student (if time permits) for favorite tip learned in lesson hand out lesson feedback form for students to fill in for homework and bring back to class. provide opportunity tovery briefly comment on success of role play and conclude lesson by bringing out a few of the favorite or memorable tips from the lessonto provide S's with a forum for relating to the Teacher their view of the lesson and to generate feedback for the Teacher to use in evaluating the success of the lesson
Homework Individual students S's receive "use of English" gap fill(final listening section) to be done as warmer in next class Provide a new, useful format to put into practice 'Listening' information

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