Allison Munn Allison Munn

CELTA TP3 - Listening
Pre-Intermediate (A2) level

Description

In this lesson, students will start by matching pictures with phrases they will encounter in the listening exercise to introduce new ideas/vocabulary. Then they will preview the listening activity before listening one time on their own and working on the task. They will then discuss their answers with a partner. The second time through the listening, they will be working in groups to direct their answers to a team member at the WB, who will be writing what they sign to him/her. Finally, they will finish with a meaning-matching exercise where they look for someone holding a sentence that means the same as their own, but in different words. If there is more time, they will practice creating their own conversations from the chart used for the listening exercise.

Materials

Abc Lifestyles
Abc Google Images

Main Aims

  • To provide the Ss practice listening to conversations within the context of experiencing technical difficulty.

Subsidiary Aims

  • For the Ss to practice conversational speaking practice by utilizing new vocabulary.

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

I will divide the WB in half and put the same photos on each side of the board. I will divide the students into two groups and give each group a set of papers with different phrases related to the topic of tech support printed on each slip. They will need to decide which picture is depicting which phrase and post the phrase next to the picture on the board. They will be competing against each other to see which group will finish first. I will focus on the following phrases: "The site is down," "The site is up and running," "You should contact HR for help," "I'm having trouble reaching the site," "I'm having trouble reaching the site," and "We're just trouble-shooting to find a solution."

Pre-Reading/Listening (5-6 minutes) • To preteach vocabulary/phrases they will encounter in the listening

Once the students have posted the phrases next to the pictures, I will ask them to explain what each phrase means. If there is any confusion, I will ask other students if they can explain before providing my own explanation. This should be a short lead-in to the listening.

While Listening #1 (9-11 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will have the students listen to this exercise 2X. Before listening the first time through, I will hand out page 12 from Lifestyles and have them take a look at the activity. I will give them 2 minutes to read through the squares and ask them to look for the vocabulary/phrases we have just covered. Then I will play the recording. The first time through I will ask them to complete it on their own. Then I will have them discuss their results with a partner -- 3min.

While Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The second time through, I will divide the class into two groups. I will give each group three papers with arrows pointing left, right, or down. We will listen once more as a class, and as a group they will need to listen and use the arrows to direct each statement they hear in the chart. While they are signaling, they will have a group member at the board writing down what they sign to him/her. The two groups will be competing against each other for accuracy. After listening, the groups will check their answers with what their team member has written on the board. We will then compare between groups to check answers as a class.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Part 4 pg. 13: matching phrases. For this activity I will give one group phrases from the numbered column, and one group phrases from the lettered column on the right. I will have them stand in lines facing each other and read their sentence to the person across from them. If they think they have the same sentence, then they will stay together. If they don't think it is the same meaning, then the person holding the lettered sentence will move one person to the left. They will continue until they have all been paired, and then they will read their answers to the class to see if everyone agrees they have the same meaning.

Further productive practice (5-6 minutes) • To provide students further practice utilizing the vocabulary to create their own conversations from the text created.

If there is time left, I will put the students in pairs and ask them to create their own conversations using the chart for the listening.

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