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The role of the teacher and the learner in the development of strategies and sub-skills to facilitate and enhance listening comprehension by Nicola Holmes

Lesson plan - 2 - procedure

Stage 1:
Time & interaction: 10 mins, stds-stds

Aims: Review and activate vocabulary associated with different times of life

Materials: Vocabulary handout

Procedure: In pairs std look at verbs on the handout and discuss which times of life they would associate them with

Stage 2:
Time & interaction: 5 mis, stds-stds

Aims: Practice/consolidate vocabulary from stage 1 and activate students schemata through pre-listening prediction activities

Materials: Text book p24 - photos of Natalie

Procedure: In pairs. std look at the photos of Natalie at different stages of her life, identify which stage each photo comes from and predict what she was doing at each stage

Stage 3:
Time & interaction: 5 mins, stds-stds

Aims: More activation of schemata/more specific pre-listening prediction/familiarisation of std with specific information they are to listen for

Materials: Text bk p24 - pt 1 task

Procedure: In pairs. std read the 6 sentences in the task in their book and, looking at the photos again, try to predict which information will be true of Natalie

Stage 4:
Time & interaction: 5 mins, std

Aims: Practice of listening for specific information

Materials: Headway tape 2.3 pt 1 & bk p24

Procedure: Students listen and underline the Information relevant to Natalie's life

Stage 5:
Time & interaction: 10 mins, stds-stds-tch

Aims: Pooling of ideas, confidence-building, reassuring std about their answers and assistance of weaker std with the listening task

Materials: As above

Procedure: In pairs, std compare their answers, then listen again to check. Final feedback in pairs and class, if necessary, listen again together, stopping the tape when std hear an answer

Stage 6:
Time & interaction: 5 mins, stds-stds-tch

Aims: Further prediction and pre-teaching of vocabulary significant to second part of listening

Materials: Vocab flip handout

Procedure: Students close their books, then look at vocab flip for one minute, then turn it back over and tell their partners which words they can remember Std then turn round and peer teach vocab if possible. Check vocab in class then std use the vocab to predict what happened in the war years of Natalie's life.

Stage 7:
Time & interaction: 5 mins, std

Aims: More Intensive listening to check predictions

Materials: Vocab flip & Headway tape 2,3 pt 2

Procedure: Stds listen to check their predictions

Stage 8:
Time & interaction: 5 mins, stds-stds-tch

Aims: As in stage 5

Materials: Vocab flip

Procedure: Feedback in pairs, using vocab flip as a prompt for retelling the story, then final feedback in class.

Stage 9:
Time & interaction: 5 mins, stds-stds-tch

Aims: Discussion of feelings about listening and awareness-raising of strategies std can develop to help them with listening tasks

Materials: Handout of questions to discuss

Procedure: Dictate four questions about listening. Students check then discuss in pairs

Stage 10:
Time & interaction: 5 mins, stds-stds-tch

Aims: Focus on more specific listening strategies

Materials: Handout of listening strategies

Procedure: Students look at strategies on handout and discuss in pairs which ones they have used and what they think of them. Finalfeedback in class.

Aims: Consolidation of vocabulary from this class and the previous class and lead-in to next unit of text book, where narrative tenses will be studied

Materials: Text bk p25 - writing task

Procedure: Using the task in their text book as a guide, stds write about the life of an elderly person they know, using some of the vocabulary studied

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