|
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 |
