New lesson plan: TP 2, Listening

Natasha

TP 2, Listening - Upper Intermediate level

TP 2, Listening
Upper Intermediate level

Description

In this lesson students will practise listening for gist and specific information in the conext of tipping customs in two countries. Then, there will be practice of speaking while responding to the content of the listening track.

Materials

MUltiple Choice Questions

Google Jambord

MUltiple Choice Questions

Google Jambord

Main Aims

To provide listening practice for gist and specific information in the context of tipping customs in the two countries.

Subsidiary Aims

To provide new vocabulary relevant for the listening track.
To provide speaking practice based on the content of the listening track.

Procedure (37-47 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Have learners tlak about the following question: Who do you normally tip and when do you decide not to?

Pre-Listening (8-10 minutes) • To prepare students for the text and make it accessible

Pre-teach vocabulary: 6$ fare bellhop a couple of Meaning: sts match the words to the pictures and then explain it using their own words. CCQs: 1. Is it a fixed price?- Yes. 2. Is it a profession?- Yes. Does this person work in an office?- No. 3. Does it mean two?- No. Do we speak of an approximate number?- Yes. Can I say "several"?- Yes. Form Sts match the words to the parts of the speech. Pronunciation after checking the transcription of the 3 words, the emphasis is made on FARE and homophones (the topic which was touched in the previous class, so it's a mini review). To assure students' understanding of the new words, they do an exercise Right/Wrong, deciding whether the meaning is correct.

While-Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

Listening for Gist Listen individually and then discuss in pairs this question: Are the tipping rules the same in the UK and the US? Give an example. Students listen individually and then discuss in breakout rooms before OCFB. ICQ: How many minutes do you have for this task?- 4 minutes

While-Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Students listen a second time carefully for specific information. They get 4 Multiple Choice questions about the listening track. (Ex 2b adapted on Google Forms) After that they check the answers in pairs (via breakout rooms) before OCFB. When they return from breakout rooms, the correct answers are discussed together in group. ICQ: How many minutes do yuo have for this task? - 4 minutes.

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

Students get the question to discuss in breakout rooms before OCFB. Make a list of 3 groups of people that you think deserve tips (apart from waiters/waitresses and taxi drivers). ICQ: How many minutes do you have for this task?- 5 minutes. Teacher conducts feedback on the task. Delayed Error Correction (DEC).