New lesson plan: Upper intermediate listening

Andrew Watson

Upper intermediate listening - B2 level

Upper intermediate listening
B2 level

Description

A demonstration lesson for CELTA trainees to show them how the subskills of listening for specific information and detail are developed.

Materials

Meaning

Form and pronunciation

Specific information

Listening for detail

Meaning

Form and pronunciation

Specific information

Listening for detail

Main Aims

To provide listening practice for specific information and detail in the context of evening classes.

Subsidiary Aims

To provide fluency speaking practice in a discussion in the context of Ss activities outside English classes.

Procedure (35-44 minutes)

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Lead-in Focus Ss' attention on the advert. Ask: what is it advertising? (Answer: Evening classes at Barnwell College of Further Education). Ask CCQ: Evening classes: are they before or after work? (Expected answer: after) Can you do evening classes in your Mexico City? If so, where?

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Work on meaning of pottery, jewelry, creative writing and ballroom dancing. Google Slide: nominate Ss to match words to photos and definitions, using arrows. Work on form and pronunciation of same words. Post Google Forms link in chat. Answers: 1. pottery and jewelry are uncountable nouns 2. True: jewellery is British and jewelry is AmE 3. Pottery and jewellery have three syllables and the stress is on the first syllable (show Ss 3 fingers, indicate that the first finger carries the stress, choral and individual drill). 4. Creative writing contains an adjective. 5. 'Ballroom dancing - main stress on the noun.

While-Reading/Listening #1 (7-8 minutes) • To provide students with a ess challenging specific information listening tasks

Ask Ss to listen and tick the evening classes that Kim is doing on the advert. Share Google Forms listening 1 in chat. Check answers with the class. Ask Ss which day the conversation is taking place (Thursday). Monday: digital photography; Tuesday: computer skills - intermediate; Wednesday: creative writing; Friday: salsa - beginners.

While-Reading/Listening #2 (8-10 minutes) • To provide students with a more challenging detailed istening task

Give Ss time to read questions 1-7 then play recording again. Student compare answers in pairs in BOR. Check answers OC. 1. Kim and Sue last met up a year ago (false, it was a couple of months ago) 2. Kim had to write about a typical day in the life of a plant in her last creative writing class (false, it was a day in the life of an animal) 3. Kim got a digital camera for her last birthday. (true) 4. Kim finds her evening classes calming (true - she says they help her relax) 5. Kim goes to her dance class with her boyfriend (false, she goes with her work colleagues)

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

Draw Ss attention to the questions on the Google Slide: 1. Have you, or has anyone you know ever done any evening classes? If so, which ones? Did you/they enjoy them? Why? / Why not? 2. How did the situation change because of the pandemic? Do you plan to continue when things return to normal. Conduct feedback on the task. Use Jamboard to give DEC.