New lesson plan: 4b- Listening Lesson Plan

Meryem Çakmaktaş

4b- Listening Lesson Plan - Pre-Intermediate level

4b- Listening Lesson Plan
Pre-Intermediate level

Description

In this lesson, students will learn about the places to visit in Tokyo through listening activities. This starts with a warm-up that activates their minds, then follows with a lead-in which makes them familiar with the topic. After that there are two while listening activities which focus on listening for gist and detailed information. Finally, in the production stage students are expected a write a paragraph about a personalized question related to the topic.

Materials

A blank paper

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Hallelujah song

Mentimeter

Kahoot Game

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Padlet

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True-False Presentation

True-False Papers

A blank paper

Hallelujah song

Mentimeter

Kahoot Game

Padlet

True-False Presentation

True-False Papers

Main Aims

To develop students' listening ability
To provide listening for gist practice using a text about Tokyo Highlights
To provide detailed listening practice using a text about Tokyo Highlights

Subsidiary Aims

To teach content related vocabulary
To make students familiar with Tokyo
To enable students to write about a city and plan a day out
To enable students to talk about a city and plan a day out

Procedure (28-35 minutes)

Warm-up (3-4 minutes) • To prepare students to learn by stimulating their minds, activate and engage them through creating a competitive atmosphere

Teacher greets the class and chats shortly with students about how they feel. The teacher hands out a blank paper for each student. Explains the activity by modeling it on the whiteboard. Draws a table with two columns, writes a city on the left side, and writes a place to see in that city on the right side. Then requests students to do the same on their papers. Students are expected to list as many cities and places as they can in one minute. Teacher warns the students that they can not write the same city twice. While students are writing, the teacher opens a stimulative song. After the time is up, teacher asks students to count up their listings. The student who writes the most city and place wins and reads his/her list to the class.

Lead-in (4-5 minutes) • To set lesson context in an interactive and attractive way, to make the students familiar with the topic

Teacher opens the QR code of mentimeter and students scan it. Students answer the first question: "What do you know about Tokyo?" Teacher waits for answers and then talks about them with students. Teacher opens the second question: "Have you ever been in Tokyo?" Students choose yes or no. If there are anyone says yes; asks him/her about their experiences. If everyone says no, teacher encourages them to learn about Tokyo. Teacher opens the last question: "Which of the places would you like to visit?" Students are expected to pin on the image. Then they talk about the results.

Pre-Teaching (4-5 minutes) • To prepare students for the text and teach the unkown vocabulary

Teacher will open the Kahoot game. Students will open the QR code or enter the pin code to access the game on their mobile phones. After everyone entered the game, the teacher starts the game. They are going to find the English definitions of the words. There will be seven vocabularies taken from the script which are; -arrive -stopover -cherry blossom -journey -booking a room -special offers -private room

While-Listening #1 (7-8 minutes) • To provide students with less challenging gist and specific information listening tasks, and to check their comprehension.

Teacher opens the padlet QR code and students scan it. Teacher gives the instructions that they are going to listen to the audio twice, and then they are expected to answer the questions by writing into the padlet. The questions are; 1-Which places in Tokyo Highlight do they decide to visit? 2-Which three other places do they decide to visit? Then students are expected to check their answers and discuss with their groups for 1-2 minutes. Then teacher checks the answers and correct them if needed.

While-Listening #2 (5-7 minutes) • To provide students with more challenging detailed, and inference listening tasks, to provide critical thinking through validating their answers.

Teacher hands out papers that are written "TRUE" on the front side and "FALSE" on the backside. Teacher gives the instructions that students will listen the audio again, then they are expected to answer the true/false questions that teacher opens on the board by using their true/false papers. If they think the statement is true, they will turn the side of the paper that says "true" and vice versa for "false". For the false ones, teacher asks them to validate their reasons, if needed that part of the audio can be listened again.

Post-Listening (5-6 minutes) • To provide with an opportunity to expand on what they've learned with a personalized question. To produce their learnings.

Students are expected to write a paragraph (for three minutes) about the places to see in the city they live and plan a day out. After they write, they will read aloud it to the class and share their ideas.