TASK
2
2.Use
the following listening script titled “Island Beauty vs City Fun” and make
detailed a lesson plan that includes pre-listening and while-listening parts.
In your classroom there will 20 high-intermediate level adult learners. Your
learners are highly motivated, and, in your classroom, you have full access to
technological devices. You can also arrange and rearrange seating easily as the
classroom does not have fixed chairs. (80 points)
Metin
Uysal
-2-
LISTENING
SKILL LESSON PLAN
BACKGROUND ELEMENTS
Date: 11.12.2020
Teacher’s name: Metin Uysal
Classroom profile: 20
high-intermediate level learners and learners are highly motivated.
Subject: Comparing living
in a city and on an island
Lexical Focus: Adjectives city
life and people
Language focus and skills: Listening
& Vocabulary
Age level: 20
Linguistic level: B2
Overall objectives: I
will improve my students’ listening ability about daily life through listening
a recording.
Behavioral objectives:
By
the end of the lesson, learners will be better able to:
ü Compare
city and island life
ü Find
specific information from listening context
Personal
aims:
·
To make sure that my students can understand
the recordings context
·
To monitor my students actively
·
I tend to elicit a lot, no native language use
Seating: Horseshoe
Assumptions:
Students are familiar with vocabulary about seasons
Students know all simple tenses and present perfect tense.
Students are familiar with all if types except type 3.
Methods & Techniques: Communicative
Language Teaching
Potential problems and
solutions:
Grammatical problems while speaking àRecast
Timetable: 50
Materials:
ü
Board
ü
Board marker
ü
Projector
ü
Computer
ü
Wireless Presentation Remote Control
WARM UP
The
teacher enters to class and greets the students:” Good morning! How are you
today?” After students’ answering, the teacher walks towards windows and goes
on “These days are really cold, and I feel upset when it’s raining. I really
miss summer. Do you like summer?” He gets answers to his question. Upon an
answer about holiday, he asks “Where do you generally go on holidays?” He gets answers from his students. Then, he
switches slide from a black screen to the slide full of full of pictures of
touristic places.
PRE-LISTENING
He asks, “From this picture, where would you go if
you were rich?” He
gets answers with reasons such as “I would go number three because I like
calm places and I wonder island life.” Then, he asks, “Imagine you were stuck all the summer and
had no chance to travel. You only had one day holiday each month. What would
you do as an activity in your city?” And student respond with
things like “I would go to the cinema”, “I would read a book”, “I would play a
computer game.”. He gets answers from
students and replies with recast in case of mistake.
Aims:
To create a conversation similar to the one in the recording and discussion
leading to similar vocabulary use.
He switches to next slide for
vocabulary practice activity. Words from listening activity are reflected on the
board for students to find synonyms.
He says, “Now we are going to match words with
similar meanings. You have three minutes to think about.” Upon
answers he matches words with board marker. So that learners can see words during
listening activity.
WHILE-LISTENING
[First
Listening] He initiates the activity: “Now, we are going to listen a
recording. I will want you to tell me about recording. You can write down small
notes during your listening if you want.”
After
the recording he asks one of the students: “John/Jane can you tell what they
talk about in the recording?”
Aim: To
understand the gist
[Second Listening] After listening for general
idea, the teacher reflects some questions about the record on the board.
Students read these questions and think about them
around two minutes. The teacher plays the recording for the second time and
students seek for answers to the questions using their listening skills. After
the listening teacher asks, “Have you completed all, or you need extra time
for listening?” Depending on class’ receptive skill competence, this can
reoccur.
Aim:
To listen for specific information
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