New lesson plan: In the media Listening Class

Aya Mousamer

In the media Listening Class - Intermediate level

In the media Listening Class
Intermediate level

Description

In this lesson, students learn about different shows they find on TV or Radio. The lesson starts with a discussion about different shows in our culture. This is followed by listening to the audios and going through exercise 2. Furthermore, I am going to take them through the pre-teach vocabulary. Then, they would go for a quick listening stage and exercise 4. In addition, comes the detailed listening stage They are going to listen again in order to answer the questions in exercise 5. Finally, moving to the follow-up to wrap up what they learnt.

Materials

Types of Programmes

Listen and figure out

Answer the Questions

Types of Programmes

Listen and figure out

Answer the Questions

Main Aims

To provide detailed listening practice using some audios about Types of media programmes in the context of In the Media

Subsidiary Aims

To provide specific information and gist listening practice using some audios about Types of TV and Radio programmes in the context of media

Procedure (35-44 minutes)

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

I am going to show the students through the PowerPoint Presentation a slide with different types of programmes on TV and Radio related to our culture to make it comprehended and relevant. Also, to let them link with the main aim of the class. Next, send them a screenshot of the handout of that exercise through Zoom chat box. I am going to use ICQs to assure that they got the instructions clearly: 1- are you working individually or in pairs? individually 2- how many minutes do you have? 2 minutes 3- matching or filling gaps? matching Next, asking them to share their feedback for one minute.

Pre-Teach Vocabulary (7-10 minutes) • To prepare students for the audio and make it accessible

I am going to move with them to the next stage here to discuss the following 4 vocabulary that might stop them from understanding the audios within the main listening task: 1- a buzzer. 2- injured. 3- a broken-down car. 4- to propose (marriage) Using MPF technique is a must here I am going to elicit the meaning of each word through a picture first. Second, I am going to drill the words, asking them to listen to me twice first and repeat after me then. Following a short definition of each word. I am going to use CCQs to assure that they got the meaning clearly: 1- Is "a buzzer" a loud and alerting sound? Yes 2- Does "injured" mean fine? No 3- Does "a broken-down car" mean a new car? No 4- Does "to propose" mean to ask a lady for marriage? Yes

Listening Task #1 (9-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Now, after setting the context, I am going to ask them to listen to the audios I am going to play for them and match the extract to the type of programme in lead-In. I am going to tell them the instructions provided with ICQs as follows: 1- are you working individually first? Yes 2- what should you do while listening? matching the extract to its type. Then, I am going to send them to breakout rooms to discuss their answers for a couple of minutes. Get them back to the main room so we can go for a feedback and for them to check their answers.

Listening Task #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Send them the handout screenshot in Zoom chat box. Then, I am going to ask them to listen carefully once again to the audios I am going to play for them and ask them to answer the questions in exercise 5. I am going to tell them the instructions provided with ICQs as follows: 1- are you working individually first? Yes 2- How many times to listen to the audios? 1 2- what should you do while listening this time? answering exercise 5 Then, I am going to send them to breakout rooms to discuss their answers for a couple of minutes. Get them back to the main room so we can go for a feedback and for them to check their answers.

Follow-Up (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Through the feedback after each exercise aside with my monitoring through the breakout rooms. I should take notes to what they understood and discussed. Then, I provide the students with those comments through the whiteboard to finalize my class with content and language feedback. Language Feedback: That would be through if they got the meaning of the pre-teach vocabulary mentioned within the audios. If they mistaken any of them pronunciation wise. Content Feedback: To wrap up the ideas which were discussed in the audios.