Teaching Listening

1. Guided Lesson Plan Task
Create 60-minute lesson plan intended for Grade 7, average proficiency class.
Lachica, Melody
Ariega, Reylee
Mayores, Rollie
Eneria, Gwenn
I. Objectives
At the end of the lesson, the students must be able to:
a. use previous knowledge in making connections to the theme of the listening text;
b. recognize alliteration and sound devices in songs;
c. listen to distinguish sensory expression; and
d. demonstrate appreciation of the listening text.
II. Subject Matter
A. Listening Text: “What a Wonderful World” by Louis Armstrong
B. Reference: https://www.youtube.com/watch?v=CWzrABouycE
C. Materials: Pictures, worksheets, and speaker
III. Procedure
A. Pre-listening Stage (20 minutes)
Task 1: Thumbs Up, Thumbs Down (7 minutes, whole class)
Show pictures and ask the students to give thumbs up or down sign to indicate their
response. Afterwards, few students will be called to share their insights.
Processing Questions:
1. What do the pictures suggest?
2. What do you think is the connection
of these to each other?
Task 2: Guess What? (5 minutes, by pair)
Let the students analyze the meaning of the given lines from the song.
Processing Questions:
1. What have you noticed from the lines?
2. What do the lines have in common?
 You just gotta ignite the light and
let it shine,
Just own the night like the Fourth
of July
 Do you ever feel already buried
deep?
 Like a house of cards, one blow
from caving in?

2. Task 3: Frayer Model (8 minutes, whole class)
Fill the Frayer Model with the correct information.
B. While Listening (17 minutes)
Task 4. Lost Words (7 minutes, individual)
Listen to the song “What a Wonderful World” and fill in the missing parts.
(distribution of worksheet)
Processing Questions: (For whole class)
1. What did you feel after hearing the song?
2. Cite line/s that contain alliteration/assonance.
Task 5: Linear Model (10 minutes, by pair)
Play the song for the last time. Students will answer the provided graphic organizer with a
pair. Let them fill in the graphic organizer with the words or phrases from the song that
touch their senses. Afterwards, selected pair will present their work.
Process students’ response.
Teacher’s Definition Student’s Definition
Teacher’s Example Student’s Example
TITLE
VISUAL
AUDITORY
OLFACTORY
TACTILE
GUSTATORY
Alliteration
& Assonance

3. C. Post-listening (20 minutes)
Task 6: Please Choose Me! (14 minutes preparation, 6 minutes presentation, by group)
Divide the class into three (3) groups and let them choose an activity which they will
perform.
TASKS RUBRICS
Tableau
Letter to the Author
Jingle
Poster-Making
30% - Creativity
30% - Originality
40% - Relation to the Theme
100% TOTAL
IV. Evaluation
Which is Which (3 minutes, individual)
Write AL if the line contains ALLITERATION, and AS if it is ASSONANCE.
__________ 1. Peter Piper picked a peck of pickled peppers. AL
__________ 2. Fleet feet sweep by sleeping Greeks. AS
__________ 3. Santa’s short suit shrunk. AL
__________ 4. Men sell the wedding bells. AS
__________ 5. The engineer held the steering to steer the vehicle. AS
V. Assignment
Search and study the consonance and give some examples.