New lesson plan: Listening Practice in the context of ghost

Guillermo

Listening Practice in the context of ghost - Upper Intermediate level

Listening Practice in the context of ghost
Upper Intermediate level

Description

In this lesson, students practice listening for gist and details in a conversation about ghosts. The students first discuss their beliefs and experiences with ghosts to set the context. Then, they will be introduced to key vocabulary from the listening text. The listening task will be divided into two parts: listening for gist and listening for detail. The lesson will conclude with a discussion on the content and error correction.

Materials

Zoom

Google Slides

Audio file

Google forms

Notes

Zoom

Google Slides

Audio file

Google forms

Notes

Main Aims

To provide listening practice for gist and detail in the context of ghosts

Subsidiary Aims

To provide fluency speaking practice in conversation in the context of about ghost

Procedure (45-55 minutes)

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

Teacher shows a picture of the famous ghost 'Casper' and asks students to guess the picture. Then, teacher asks a question related to the topic: Do you believe in ghosts?

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

Teacher pre-teaches the following challenging words from the text, covering Meaning, Form, and Pronunciation of: Haunt, vampires, odd, vanish, spooky and sceptical . Teacher elicits meanings from students first, using visuals

While-/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher plays the audio. Students listen for the general meaning (gist) and answer the questions: 1. What problem does Laura have? 2. What do Chris and Mark think about her problem?

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher plays the audio again. Students take detailed notes during the second listening and make notes on the reasons why Laura thinks she has this problem. Students check their answers in pairs (BORs). Teacher conducts OCFB to elicit responses and confirm understanding.

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

Students respond to the content of the text in pairs/small groups using BORs answering the question: What do you think Laura should do? Teacher monitors discussions.Teacher conducts feedback on the task, highlighting interesting ideas and clarifying misunderstandings. Teacher provides Delayed Error Correction (DEC), addressing common errors noted during the lesson.