Sabrina Venturin Deij Sabrina Venturin Deij

Teaching Practice 2 - Listening
Advanced level

Description

This lesson follows a skills-based framework in which students develop listening comprehension through a text about the history of famous international dishes. The lesson starts with schema activation and vocabulary preparation using visuals and discussion questions. Learners then complete gist and detailed listening tasks, followed by a pronunciation focus on long vowel sounds in key lexical items. Finally, students personalize the topic by preparing and delivering a short talk about a traditional dish from their culture, integrating ideas from the lesson into meaningful communication.

Materials

Viewform?usp=header?size=16&default=html Listening for detail - Google Form
Viewform?usp=header?size=16&default=html Listening for gist - Google Forms
View?usp=drive link?size=16&default=html Navigate C1 Coursebook Audio 11-03.mp4
Edit?usp=sharing?size=16&default=html Listening Comprehension Google Slides

Main Aims

  • To develop learners' ability to listen for gist and specific information in the context of international cuisine

Subsidiary Aims

  • To review pronunciation of long vowel sounds
  • To build food and cooking vocabulary in context
  • To develop fluency in the context of international cuisine

Procedure

Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

Students predict the world's best food cities and discuss dishes from different countries to activate schemata and spark interest using the opening slides.

Pre-Reading/Listening (6-8 minutes) • To prepare students for the text and make it accessible

T pre-teaches some vocabulary. Meaning T shows Ss pictures of 4 kitchenware (chopping board, skewer, sword and pan). T asks: - Have you ever used any of these to cook? Which number? - What dishes would you use them for? Ss match the words with the picture to check understanding of meaning. T conducts OCFB. Form T checks learners' understanding of the word class by asking what type of words they are. - Do you have any at home? How many? - What type of words are these? Pronunciation T draws attention to the words and Ss complete with the missing vowels. Then T reads the words aloud, Ss underline the words with long vowel sounds. T conducts OCFB

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Listening for gist T introduces the task that will be carried out on Google Forms "Listen and answer the questions" T nominates Ss to read the questions to familiarise them with the task. Ss listen to the audio for gist. T conducts OCFB.

While-Reading/Listening #2 (8-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Listening for detail T presents the next task. T nominates Ss to read the questions and clarifies any vocabulary. Ss for detail. Ss listen to the audio and choose the correct answer on Google Forms. Ss compare their answers in pairs in breakout rooms. T conducts OCFB and shares a new link in the form of Quiz (with answers).

Post-Reading/Listening (8-10 minutes) • To provide students with an opportunity to practise the target vocabulary, personalise the topic, and extend the listening through speaking.

T asks Ss to prepare a mini-talk on a dish that is representative of their culture or their family. T draws Ss attention to a table with questions and read them aloud. Ss complete the table and prepare a mini talk with that information. Ss present it to each other. T conducts DEC

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