|
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.
Homework
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
To page 3 of 3
To
the article
Back
to the articles index
|
