1

YDI 305 3-B Fall 2012 Listening Lesson Plan

Description of students: Instructor: ASLI AKYZ Date: 19.10.2016 Time: 50 minutes Private school 16 students 9 female & 7 male (Intermediate)

Recent language work: Speaking: brainstorming, group discussion, follow-up activity, Reading: transcript of the listening text, Listening: listening text, perception activity) Writing: post activity (making a schedule for leisure activities).

Recent topic work: Leisure Activities

Objectives:

1. Ss will be able to improve their listening skills. 2. Ss will be able to recognize new terms and new words while listening to the podcast. 3. Ss will be able to infer situations, participants, goals using their real-world knowledge. 4. Ss will be able to express and share their opinions. 5. Ss will be able to recognize the communicate functions of utterances, according to the situations, participants, goals. 6. Ss will be able to be familiar with the intonation and stress in a fast stream of sentences by listening audio materials several times. 7. Ss will be able to distinguish some sounds more effectively. 8. Ss will be able to practice cooperative group work by completing group activities.

Time

Stage

Aim Ss will be able to

Anticipated Problems and Solutions Ss find the topic uninteresting. T can get their

Procedures T introduces Ss the topic Leisure Activities. Ss brainstorm about the topic. (Responsive Interactive Performance)

Interactions

Material

3 min.

use their background

T Ss Ss T Board, markers.

knowledge and by attention by asking doing so they participate the lesson actively. them some questions.

5 min.

Ss will be able to practice PreListening cooperative group works by completing group activities.

Ss may not want to give answers. T can encourage Ss to give answers.

T starts a classroom discussion (See Appendix A). T wants Ss to discuss what 5 best leisure activities are. (Interactive Performance) T Ss T S ST Ss T Ss Ss 4 copies of handout (for group discussion)

Ss will be able to recognize new 7 min. vocabulary items while listening to the podcast.

Some students may not know some vocabulary. Give definition and explanation briefly when they ask.

Before listening, teacher introduces some vocabulary items such as idioms, phrasal verbs etc. (See Appendix B). (Reactive Performance) T Ss ST T S

Visual aids (for vocabulary practice)

Ss will be able to 7 min. improve their listening skills.

T might forget the type. Instead of listening to the dialogue from the type, Ss can listen their T.

T wants Ss to listen to the dialogue (see Appendix C) and then have a quiz about dialogue (see T Ss Ss T

16 copies of handout (for quiz)

Ss might get tired while the listening activities. T get students to involve in the classroom. 8 min. While Listening Ss will be able to recognize new terms and new words while listening to the podcast. Some students may feel uncomfortable with the speed of listening. Ask Ss if they finish the activity. If necessary, have them listen again.

Appendix D). (Extensive Performance)

T wants Ss to get involved in missing information activity (see Appendix E). (Selective Performance)

T Ss T S ST Ss T

16 copies of transcript (for missing information activity)

Ss will be able to be familiar with the intonation and 7 min. stress in a fast stream of sentences by listening audio materials several times. Ss will be able to distinguish // and /s/ sounds more effectively. Students may not distinguish some sounds. T can show more examples.

T wants Ss to get involved in listening for perception activity (see Appendix F). (Intensive Performance) T Ss Ss T 16 copies of handout (for minimal pairs)

Ss will be able to express and share their opinions.

Some students may not know some vocabulary. Give definition and explanation briefly when they ask.

T leads the follow-up activity. T wants Ss to prepare a schedule for leisure activities. T talks about

Ss will be able to practice cooperative group 10 min. PostListening works by completing group activities. Students might not know how to do activities. Ask CCQs and show them demonstration. Ss will be able to be aware of language functions such as giving information, giving advice and so on. Students might finish activity earlier than expected. Give them another activity as the second follow-up activity.

likely answers. Ss check their answers. T ends the activity (see Appendix G). (Interactive Performance) T Ss T S ST Ss T Ss Ss 4 copies of handout (Making a schedule for leisure activities)

T summarizes 3 min. todays lesson. T and Ss reflect on todays lesson. T ends the lesson.

T Ss Ss T

Adapted from Harmer, J. (2007). How to teach English. Pearson, Eessex: Longman. , p.161, p.163

Appendices Appendix A

Retrieved 20.10.2012 from http://englishwilleasy.com/english-through-pictures/peopleenglish-through-pictures/leisure-activities/

Appendix B

Retrieved 20.10.2012 from http://leisureactivity.pbworks.com/w/page/268757/FrontPage

Appendix C

Stuart: Amy. So, how are you doing? Amy: Oh, hi Stuart. School is so crazy these days, and when I'm not at school, I'm at work. Stuart: Hey, listen. I'm getting together with Sara and Paul tonight, and a few of our other friends are going to join us. [Oh.] And, we're . . . well, we're going out to eat and then catch a movie. Why don't you come with us? Amy: Hey, I'd love to, but I have to cram for a test tomorrow. Stuart: Ah, come on. We're planning on having dinner around 6:30 and then seeing a movie at 7:30. We should be home by 10:30 . . . 11:30 at the latest. I mean you're always saying that you don't have any friends . . . and that your love life . . . well, that you don't have one. Come on! Amy: I . . . I don't think I'd better. I haven't been feeling well lately. Stuart: Yeah, because you study too much. Well, we'll have a blast. Come on! Relax. [Well . . .] And it's Sara's birthday, too. And we're throwing her a small birthday party after the movie. Come on. Best friends always stick together. Amy: Oh. Okay. Stuart: Great. I'll pick you up at 6:00. Amy: Okay. See you then, but I have to be back by 10:30. Stuart: Ah, 10:30 . . . Midnight. It's all the same. See you at 6:00.

Retrieved 20.10.2012 from http://esl-lab.com/nightlife/nightliferd1.htm

Appendix D

1. What is Stuart planning to do with his friends? A. go for a drive and have a picnic B. watch a football game C. see a movie and have dinner 2. Why does Amy say she can't go with them? A. She has to study for an exam. B. She doesn't have any spending money. C. She already has plans to attend a party. 3. What are they planning to do at the end of the evening? A. watch a video B. have a party C. play some games 4. How is Amy getting to the activity? A. She's driving her car. B. Stuart is giving her a ride. C. She's taking the bus. 5. What time does Amy want to be home? A. at 10:30 p.m. B. at 11:30 p.m. C. at midnight

Retrieved 20.10.2012 from http://esl-lab.com/nightlife/nightliferd1.htm

Appendix E

Stuart: Amy. So, how are you doing? Amy: Oh, hi Stuart. School is so crazy these days, and when I'm not at school, I'm at work. Stuart: Hey, listen. I'm (1) _________ with Sara and Paul tonight and a few of our other friends are going to join us. [Oh.] And, we're . . . well, we're going out to eat and then (2)__________. Why don't you come with us? Amy: Hey, I'd love to, but I have to (3) _________tomorrow. Stuart: Ah, come on. We're (4)_________ having dinner around 6:30 and then (5)_________at 7:30. We should be home by 10:30 . . . (6)_________at the latest. I mean you're always saying that you don't have any friends . . . and that your love life . . . well, that you don't have one. Come on! Amy: I . . . I don't think I'd better. I haven't been feeling well lately. Stuart: Yeah, because you study (7)_________. Well, we'll (8)_________. Come on! Relax. [Well . . .] And it's Sara's birthday, too. And we're throwing her a small birthday party after the movie. Come on. Best friends always stick together. Amy: Oh. Okay. Stuart: Great. I'll pick you up at (9)__________. Amy: Okay. See you then, but I have to be back by 10:30. Stuart: Ah, 10:30 . . . (10)_______. It's all the same. See you at 6:00.

Retrieved 20.10.2012 from http://esl-lab.com/nightlife/nightliferd1.htm

10

Appendix F Difference between th and s sounds unvoiced--- th x s ---unvoiced thin thick thing think sin sick sing sink

Further examples: sun, other, together etc.

11

Appendix G

20-year old girl:

13-year-old chubby boy:

38-year-old man:

60-year-old woman:

Retrieved 20.10.2012 from http://sandruvela.blogspot.com/2010/08/leisure-activities.html