Stages of a Listening Lesson
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The document outlines the purpose and importance of various components of an English language lesson, including warm-ups, lead-ins, pre-teaching vocabulary, listening/reading for gist and detail, and follow-ups. It recommends allocating 5-10% of class time for warm-ups and lead-ins, 10-20% for pre-teaching vocabulary, 20-30% for listening/reading for gist, 30-40% for detail, and around 20% for follow-ups. The purposes are to energize students, contextualize topics, facilitate comprehension, and allow students to react to and transfer knowledge from lesson content.
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Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
Lessonplanning 100922210039-phpapp01
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers organize their time, balance activities and ensure lessons are aim-driven to meet students' learning needs.
Lessonplanning
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Stages of a Listening Lesson
- 2. Warm-up • To turn the “English-mode” on. • To energize students. • To create a positive classroom atmosphere. • To establish rapport with learners. • To improve interaction among learners. • 5 - 10% of class time. Why have a warm-up?
- 3. Lead-in • To contextualize the topic of the lesson. • To sensitize students to the topic of the lesson. • To prepare students to learn. • To create “the need” for students to learn. • To arouse students’ interest and motivation. • 5 – 10% of class time. Why have a lead-in?
- 4. Pre-teaching Vocabulary • To facilitate the listening/reading process. • To reduce the number of times students “hiccup” in the listening/reading text. • To reduce chances of words getting in the way of students’ comprehension. • 10 – 20 % of class time. CONSIDER: • Do the students really need to know this word to understand the text? • Can it be guessed from context? • Is it a cognate? • Can it be used productively at some point in the lesson? Why pre-teach words?
- 5. Ideas for Pre-Teaching Vocabulary • Categorizing words. • Connecting sentences containing the word and definitions. • Predicting (ask students to predict the content of the listening/reading text using the words given). • Using the context of the text (pull out some sentences of the listening/reading text containing the words you want to pre-teach, include gaps, and have students decide which words complete the sentences). • Matching sentences containing the words with pictures.
- 6. Listening/Reading for Gist • To get a general idea of the listening/reading text. • Usually 3 questions, focusing on beginning, middle and end of the listening / reading text. • Ask general questions (mood of the speakers/writers, context, objective, main topic etc). • 20 – 30 % of class time. REMEMBER: • Set an objective task before students listen/read. Students ALWAYS need a purpose for listening/reading. Why listen/read for gist?
- 7. Listening/Reading for Detail • To understand details of a listening/reading text. • 30 – 40 % of class time. TIPS: • Give students time to read the questions before the task. • Give students a chance to pair check and compare their answers before taking feedback. • Set an objective task before students listen/read. Students ALWAYS need a purpose for listening/reading. • Have students justify their answers. Why listen/read for detail?
- 8. Ideas of Listening/Reading for Detail • TRUE of FALSE. • Gap filling. • Sentence completion. • Correcting wrong information. • Putting events in order. • Matching (e.g. who said what?). • Short answers to open questions. • Labelling pictures.
- 9. Follow-up • To give students a chance to react to the listening/reading text. • To transfer the knowledge gained from the listening/reading task to speaking or writing. • Around 20% of class time. REMEMBER: Give students feedback on language and on content. Why have a follow-up?