Jeff Jeff

TP7 Listening
Upper Intermediate level

Description

In this lesson students will do a receptive skills lesson involving listening. Students will learn MFPA through some guided discovery and slides. Students will have a gist and detailed task with an audio recording. Students will practice the vocabulary at the end of the lesson.

Materials

Main Aims

  • To provide gist and specific information listening practice in the context of a phone conversation.

Subsidiary Aims

  • To provide speaking practice using fixed expressions
  • To provide speaking practice in scheduling a face to face meeting

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

I will share my screen and students will be shown slides and asked what gives them trouble when they're trying to schedule something. They have the option to use the words from the shared screen. They'll be asked to answer chorally.

Pre-Reading/Listening (5-6 minutes) • To prepare students for the text and make it accessible

Students will be given the link to the GD form for meaning and will be instructed to do the form together in BORs in pairs (ideally). Quick monitoring will be done to see if there is a struggle. Back in OC students share their answers. If errors occur students will be asked CCQs and get FB. Then I will share my screen and go through a quick form and pronunciation lesson. There will be a brief explanation of the 'schwa'. Students will be nominated to say the target language and some limited choral drilling.

While-Reading/Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will be given the link to the gist form. I will tell them to select the main idea of the audio. I will share my screen and play the audio. After it's completed I will ask students to compare their answers via private messages with the partner they had during GD. They'll have 1 minute. Students then will share answers with the class. If there are errors we will refer back to the audio for clarification. This is all in OC with FB

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will be given the link to the detailed form. Students will be instructed to answer the questions as they listen individually. Students will be told that they are all in the order of the audio. I play the audio and students fill out the form. Students are then asked to compare answers in BORs for 3 minutes for peer check. They will be monitored to see where errors are occurring. Back in OC students share their answers. FB will given. If there is enough time we will listen to the audio again in its entirety, however if there isn't enough time we will listen to the particular snippet of each question from the form.

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

I will share my screen and students will be shown slides and be given the instructions of "make a phone call to your partner in BORs and then switch roles" (a speaking task) I'll show them the slides with the roles and helpful language. I will then send the link to the slides to the students. I will say "use this if you need help" Mike and I will then demo the phone call. Here we are basically exploiting the text by copying it. Before I send students to BORs I will clarify the instructions by nominating a student or two to repeat the instructions. I will also ask them to come up with ridiculous excuses. After monitoring we have OCFB for content. If there is time I might do another pronunciation demo if I hear a lot of words mispronounced.

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