Matthew Kasper Matthew Kasper

Father Knows Less Listening Plan
Intermediate level

Description

In this lesson, students practice their listening skills with two listening tasks. The context of the lesson is a book titled, "Father Knows Less." After a short lead-in and some pre-taught vocabulary, students will work on tasks based on two listening tracks, and then engage in a debate-like speaking activity based on the context of the lesson.

Materials

Abc Dry-erase marker(s)
Abc Listening exercises' mp3-files
Abc Whiteboard
Abc Ordering Handout
Abc Gap-fill Handout
Watch?v=ncjyl zlb4c?size=16&default=html Video
Abc Overhead Projector
Abc Computer

Main Aims

  • To provide gist and specific information listening practice using a text about the book "Father Knows Less."

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of questions from the book "Father Knows Less."

Procedure

Stage 1 (Lead In) (2-4 minutes) • To introduce the context of the lesson to the ss.

-Tell ss that they will be shown a short video, which is an advertisement. Tell them to think about what the video is advertising while watching. -Play video. -Ask ss: What was the video an ad for? (A book) Who was in the video? (People, adults, children) What were the children doing? (Asking questions) Did the men have the answers? (No, sometimes)] What was the name of the book? (Father Knows Less) -Explain quickly that the book was written by a father whose son had asked him many questions he did not have the answers to, and that today's lesson will be about some of these questions.

Stage 2 (Pre-teach vocabulary) (8-10 minutes) • To pre-teach vocabulary that ss will need to know for the listening task.

-Tell ss that there are a few words that they will need to know for the next tasks. -Pre-teach the following words using ECDW: ideology, erupt, survive, amazed, colonel, jellyfish

Stage 3 (Gist listening task) (3-4 minutes) • To have students practice their listening skills in a gist listening task that will prepare them for the upcoming, more difficult listening task.

-Ask students if they remember the video. What do they think the listening will be about? (The book). (Quick prediction task) -Hand out hand-out. Have students read the questions. Then tell them that they will listen to the track and, by themselves, number the questions in the order they hear them. -ICQ: Are you numbering the questions or putting a check? -Play track and monitor. -Have ss check their answers with their partner. -Provide quick FB if needed or any mistakes were noticed while monitoring. (Depends on size of class)

Stage 4 (Prediction Task) (5-6 minutes) • To have the ss predict the answers of the next listening task.

-Have ss come up with their own ideas for what the answers might be in pairs. -Monitor and provide any feedback. -Play track and have students check if their answers were correct.

Stage 5 (Listening for information task) (5-7 minutes) • To have students practice their listening skills by listening for information.

-Hand out the gap-fill hand-out, and tell the students to write down the correct answers as they hear them. -Play the track, monitor, and when it's finished, have ss check their answers with a partner. -Using any points from monitoring, give FB to the task.

Stage 6 (Post-listening task) (8-10 minutes) • To have students activate their speaking skills while continuing with the context of the listening tasks.

-Split the class into two groups. Ask the ss if they remember the other questions from the video. Explain that they are going to play a game. The teacher will act as moderator and ask some of the other questions from the book, "Father Knows Less." The groups will receive the questions one at a time, and have 30 seconds to come up with an answer. Then, they will give their answer, and the other group will have to decide if the answer is a good answer or not. Then the roles will be reversed. -Play game, pick up points/mistakes made during the game and make note of them.

Stage 7 (Wrap-up) (3-4 minutes) • To provide feedback after the debate/game activity and wrap-up the lesson.

-Go over any mistakes/problems noticed during the final activity. -End class.

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