English Lesson Planner | TP1 - Receptive skills

Adamantia Vasilopoulou

TP1 - Receptive skills - Listening - Upper-intermediate level

TP1 - Receptive skills - Listening
Upper-intermediate level

Description

In this lesson students will pratise listening for gist and detail about everyday things that happen to people but most people are unaware of the reasons these things happen. They will also practise speaking as a productive skill at the end of the lesson.

Materials

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Listening audio

Listening audio

Main Aims

To provide gist and detailed listening practice using a text about mysteries of everyday life in the context of the reasons why some ordinary symptoms occur (e.g hiccups, sleepwaking etc).

Subsidiary Aims

To provide fluency speaking practice in a brief conversation in the context of exhanging personal views

Procedure (34-44 minutes)

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

The Teacher greets the students, introduces themselves and announces that this is a listening lesson. The Teacher then shows the questions to the students, reads them and gives the instructions: 'You are going to discuss these two questions in pairs for 2 minutes.' (relevant ICQs follow) Students form pairs, start talking and Teacher monitors. When the time is up, the Teacher conducts classroom feedback by asking random students for their answers.

Pre-Listening (5-7 minutes) • To prepare students for the listening task and make it comprehensible

The Teacher explains that, before they proceed with the audio, they have to examine some key words and expressions that will help them understand the audio better. The Students form pairs (not the same as in previous task) and they are given 1'-2' to guess the meaning of the new vocabulary. The Teacher gives the instructions: 'You are going to work in pairs and guess the meaning of some new words and expressions. You have 1'-2' to do that.' (relevant ICQs follow). Students work together and the Teacher monitors. When the time is up the Teacher asks random students for their answers and shows the correct answers in the end. The Teacher then proceeds to analyse the MFPA.

Listening for gist (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

The Teacher says that before the students listen to the audio, they have to guess what the audio will be about, based on any information they have gathered so far. The Teacher sends the link to the students and the students have to write down their guess within 1 minute. The Teacher waits silently and when the time is up, the Teacher plays the audio and in the end, shows the results and open class feedback follows for 2 minutes.

Listening for detail (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

The Teacher shows the new exercise to the students and gives the instructions: 'You are going to listen to the audio again. While you are listening, note down the answers to these questions' and then sends the link to the students. The Teacher plays the audio and students work individually. When the audio finishes the Teacher shows the exercise again (without the answers) and tells the students to check their answers via private messages in pairs for 1 minute. Open class feedback follows for 5 minutes.

Post-Listening (7-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students form pairs (different again) and discuss 'Which answer surprised you the most and why?' for 2 minutes. Classroom feedback follows and the lesson ends with Delayed Error Correction.