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Listening Skills (Receptive)
Elementary level

Description

The lesson is comprised of mainly two components: practicing listening skills and leading into gists and predictions via receptive ability. Specifically, targeting the receptiveness of the students in order to generate interest among students by involving them in dialogue. The dialogue will emerge as a consequence of practicing predictive patterns in speech and listening. The secondary aim is practicing basic vocabulary from sourced materials.

Materials

Abc New Headway 4th Edition Beginner Workbook, Oxford University Press
Abc New Headway 4th Edition Beginner, Oxford University Press

Main Aims

  • Students will practice listening among each other; looking for gists and specific information.

Subsidiary Aims

  • To further build on engagement among students for inventive dialogue.

Procedure

Lead in (3-5 minutes) • Will start the engagement process and captivate attention

Start by talking about where T is from but keep TTT to a minimum. Ask direct questions to students about where they are from eliciting reactions and generating interest. Ask about Ss personal experiences refer to each student by name and also use the lead-in as an opportunity to build rapport with Ss.

Prediction task (10-12 minutes) • To set context, prepare students for the text and elicit interaction among Ss

Following from the lead-in, present the students with a picture from the source material. It's a picture of a man and woman having a conversation, the dialogue is omitted, the students are expected to derive context from the picture and predict what's next. Point out the man and the woman, drill the pronunciation of the two. Next, write on the board and mark A and B with (green arrows) listing a communicative exchange between the two subjects. Elicit that the man and the woman are having a conversation based on where they are from. Ask students about where T is from, quickly pair students to ask each other for about a few minutes. I will listen and observe the class identifying which students are having issues.

Pre-teach (countries & cities) (4-5 minutes) • To pre-teach key vocabulary

In order to pre-teach some key words, with the geographical themes, I plan to use the whiteboard and draw a couple of articles (clothing, snow-related) used in Canada to represent the connection between winter/cold and where I live. I plan to use what I draw on the board interactively, this will give a chance for the students to be involved as I'm pre-teaching them a few key words. Word associations of places (for ex. Brazil - Hot) will be applied to see if the students are able to derive that the place they are identifying with has qualities that they can also identify.

Reading/listening for gist (5-8 minutes) • To practice scan listening for specific information

The first hand out with omissions can now be revealed. Using the source material the students will work on their own and fill out the activity 2.7 p.15 of the New Headway 4th Edition.

Reading/listening for specific information (5-8 minutes) • To motivate students to think about the context of the listening

Following after "where are you from?...I'm from..." question and answer, students will listen to T describe the example of T2.8 p. 15 of the New Headway 4th Edition. Explain the activity to students, they will individually fill them out, but the teacher will step in to help and assist. Give the students about 5 mins to fill the blanks and then get them in pairs to quickly check each other's work. The emphasis here is on the student's ability to listen for names and predict based on suggestions given to them in a text. Better to allow them mistakes for listening than for language ability to save time.

Reading and listening for detail (5-8 minutes) • To practice reading and listening for deeper understanding

Focusing on questions and answers the students will do a matching activity on the handout that was given at the beginning of class. Ss will do the activity on their own, it's an activity that'll allow for predicting questions and listening for the response as they match the questions with answers.

Post-Reading/Listening (8-10 minutes) • To provide a level of confidence for Ss to engage in dialogue about countries/cities

The post-reading/listening will include a handout that the students can use as scripts to follow and invent a dialogue, they can use a combination of questions that they can model using the target language practised earlier in the lesson. The classroom should be fairly open, the staging of the students should allow for them to move around freely. This overall activity recreates a "party" experience of people from different countries. It should elicit the feeling that the Ss are engaged and willing to take risks in predicting language patterns in speech and writing. Monitor the class and observe groups listen for mistakes, and reiterate exactly how the students are inventing dialogues. Are they listening? Or are they talking a lot more than they are listening, and if the latter is true - the activity is working.

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