Jeffrey Albertson Jeffrey Albertson

Listening to an experience with a monkey
A1/A2 level

Description

In this lesson students will practice their listening subskills of listening for gist and listening for detailed comprehension as they listen to a story of a girl being pulled by the arm by a monkey at a zoo. They will respond to the story post-listening by imaging they were one of the characters in the story and sharing their feelings and actions. Then, they will have freer speaking practice imaging or remembering an experience and sharing their feelings, thoughts, and actions.

Materials

Abc Powerpoint Slideshow
Abc HO3 Freer-speaking practice task
Abc HO2 Controlled speaking practice task
Abc HO 1 Gist and Detail reading tasks on folded paper
Abc Teacher made listening audio text

Main Aims

  • To provide gist and detailed listening practice using a text about animals in the context of a story about scary experience with a monkey

Subsidiary Aims

  • To provide fluency speaking practice in a telling a story in the context of a scary experience.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T will present the clip and give the task of "Think. What would you do if you were there?" T will play youtube clip. T will ask for answers.

Present Text Topic (1-2 minutes) • To generate interest in and prediction of the context of the listening text.

T will say, "We will listen to a story. The story is about my wife Lesa. It is a true story. What do you think it will be about, based off our video?"

Pre-teach blocking vocab (6-8 minutes) • To prevent learners from getting blocked from doing listening tasks by unfamiliar lexis.

T will use PP to elicit: Pets Skunk experience Fence Dangerous up close (lifted me) over (the fence) Happened finally T will write the word as it is known.

Gist listening task (1-2 minutes) • To provide students with less challenging gist listening task for first listening

T will give the task for the first listening giving chested instructions with the HO1. Read the questions. Listen for the answers. Write the answers. CCQs: What do you do first? Read the questions or listen? Do you write lots of words or 2-3 words? Do you do this alone or in pairs?

Learners listen for gist with task questions (4-5 minutes) • To help Ss get better at catching the gist while listening to a converstation

Ss will listen to the text the first time. T will give 2 minutes to answer the questions.

Peer-check and FB after 1st listening (1-1 minutes) • To increase learners' confidence of their understanding and allow for peer correction

Ss will Peer check their answers on HO1

Feedback after 1st listening (2-4 minutes) • To provide a clear answer and make sure the Ss understood the basics of the text before detail listening

T will elicit answers to the questions. Only if they didn't get it at all, T will play it again.

Detail listening task (1-2 minutes) • To give learners a reason to listen more carefully

T will give the task for the detail listening giving chested instructions with the HO1 back page. Read the questions. Listen again for the answers. Write the answers. CCQs: What do you do first? Read the questions or listen? Do you write lots of words or 2-3 words? Lots of words Do you do this alone or in pairs?

Learners listen for details with task questions (6-8 minutes) • For learners to improve their skill of listening closely to a conversation

Ss will listen a 2nd and a 3rd time and answer the questions on the back side of the folded HO.

Peer-check and FB after detail listening (1-2 minutes) • To increase learners' confidence of their understanding and allow for peer correction

Ss will peer check with a different peer if possible.

Feedback after detail listening (2-3 minutes) • To provide clear answers, diagnose and address problems

T will elicit Ss to write answers on the board and talk about them as an OC.

Semi-Controlled Speaking task (7-8 minutes) • To prepare students for the freer speaking practice and help them understand how to tell a simple story.

T will introduce the speaking task on HO2 referring to the board, and demo the task. In the demo, T will clarify how the questions in the task help write the story. Students will answer the questions for 3-4 minutes. Students will share with each other for 4 minutes.

(If there is time) 2nd Speaking task (0-0 minutes) • To help Ss practice speaking in a freer way

T will introduce HO3.

Delayed Error correction (2-4 minutes) • To help Ss learn from mistakes from the speaking task
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