New lesson plan: Listening and vocabulary

Raziyeh Kharidar

Listening and vocabulary - Intermediate level

Listening and vocabulary
Intermediate level

Description

This is a receptive skills lesson (listening) that sets the context (upbringing) for the day.

Materials

Cutting edge Intermediate

a table hand-out

A loudspeaker, markers, smart board/board, markers

Cutting edge Intermediate

a table hand-out

A loudspeaker, markers, smart board/board, markers

Main Aims

By the end of the lesson, learners will have practiced listening for gist and detailed comprehension in the context of talking about upbringing.

Subsidiary Aims

To provide Ss with practice with vocabulary to talk about upbringing (for example: easy-going, serious, encourage, praise,...) to provide Ss with practice in speaking for fluency when talking about upbringing.

Procedure (63-86 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher shows a picture of herself when she was a child. and then shows the picture of a serious man as her father and a kind woman as her mother. Then she elicits the words serious and easy-going and writes the words on the board. Then she asks the students about their parents. volunteers say their parents are/ were serious or easygoing and teacher elicits the word upbringing.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

students look at the pictures of Emily and Rafael. Teacher tells them to read the short profiles below the pictures. Teacher asks the questions "where is Emily/Rafael from?" and echos the answers, "Korea, Britain" to emphasize on the difference. Then teacher asks, " Do you think Emily's/ Rafael's upbringing was serious or easygoing? teacher elicits the words allow, permit, insist and rights them on the board. Teacher makes sure students understand the meaning of these words by giving/asking examples to clarify the meaning.

While Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information listening task

Now teacher gives the instructions. Ss will listen to Rafael and Emily, talking about their upbringings to find out: "Did they have a serious upbringing or an easygoing upbringing?" After they listened, volunteers can answer this question.

While Listening #2 (15-20 minutes) • To provide students with more challenging detailed, deduction and inference listening task

Teacher shows a table on the board. on the side column the names of Emily and Rafael, and on the top column, it shows three parts "permit, didn't permit, insisted on". Students listen again and take notes to complete the table. (they can listen again if needed). at this stage, students check their notes with their person next to them. Then teacher asks them to match their note to the items on page 20 part 2. Then check these answers with their partner again. Teacher shows the answers on the slide so that students can have a final check.

Post-Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher assigns groups of students to talk about what they understood about Emily and Rafael's upbringing.

Post-Listening (10-15 minutes) • To provide students with more vocabulary about the context of upbringing.

teacher gives instruction. "Work together and find the meaning of words in bold in sentences on part 4, in your groups?" Teacher monitors the activity and makes sure they are doing the task correctly. Teacher asks them to work together again and decide whose upbringing, Emily or Rafael, are the sentences about? when the activity is done, teacher shows the answers on a slide.

Post-Listening (15-20 minutes) • To provide students with an opportunity to use the vocabulary of the context and talk about their personal experiences.

Teacher shows two questions on the board/slide and asks students to discuss the answers in their groups. They need to make sure to use the new words. "Was your upbringing more similar to Emily or Rafael? In what ways? "How will/do you bring up your children? Is this different from your upbringing? after the task is completed under discreet monitoring of teacher, one representative from each group, joins the other groups to give a report.