Nadine Nadine

Materials

Abc Audio recording, comprehension question handout and discussion questions

Main Aims

  • To provide detailed and gist listening practice using a text about a mystery story in the context of fictional narrative that provides enough ambiguity to allow students to develop listening skills.

Subsidiary Aims

  • To enhance the students' speaking skills through discussion and critical thinking about the story, its plot and potential outcomes.

Procedure

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

show a related visual. Ask open-ended questions like: What comes to your mind when you see this picture?

Pre-Listening (Prediction Task) (5-7 minutes) • To encourage students to predict the story using the given opening.

Present the opening of the story and ask students: What do you think happens next? Instructions: Students discuss in pairs giving a brief prediction. Feedback: Share a few ideas as a class.

Pre-teach Vocabulary (4-6 minutes) • To ensure students understand key vocabulary from the audio, which may hinder comprehension.

Elicit and Teach vocabulary using the ECDW technique.

Listening for Gist (5-7 minutes) • To practice listening for general understanding.

Play the audio once and ask students: Were your predictions correct? Feedback: Nominate students to share their predictions vs. the actual story.

Listening for Detail (12-15 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Provide the students with some comprehension questions. Instructions: Students have time to read the questions first. Students listen to the audio again and answer the questions individually. Students compare their answers in pairs. Teacher monitors them. Feedback: Depending on the monitoring, teacher either elicits the answers and clarify any misunderstanding (OCF) or provides an answer key.

Post Listening: Speaking Task (8-10 minutes) • To encourage fluency and critical thinking.

Discuss the three provided questions in small groups. Instructions: Assign groups Teacher monitors while taking some notes for any mistakes to be discussed in the feedback or good sentences to be praised as well. Feedback: Nominate group representatives to share their thoughts with the class.

Feedback and Error Correction (5-7 minutes) • To provide constructive feedback on students' speaking performance, address common errors, and reinforce strong language use or ideas.

Write some sentences noted during monitoring (both errors and strong examples) on the board. Discuss the errors openly with the class, eliciting corrections and clarifications from students. Highlight strong sentences and praise creative ideas or accurate use of language. OCF

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