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Lesson Plans-Consolidation Demonstrate
Lesson Plans-Consolidation Demonstrate
Lesson Plans-Consolidation Demonstrate
Time: 60 minutes
Objectives:
By the end of Session 1, participants will be able to:
Define what listening is
Demonstrate why listening is a receptive, constructive, collaborative and
transformative process.
Teaching Materials:
Power-point presentation slides
Course books
Flipchart papers
Colored markers
Procedure:
Trainers’ activities Steps/ Contents and Timing Participants’
activities
I. Energizer (5mns)
“Apple, Banana and Orange”
- Teacher gets students to
stand in a circle by putting
hands on each other shoulders
- Gives clear and tells them what to do next: - play as the whole
instruction to the - T: says “Apple” class
participants. - Ss: move forward
- T: says “Banana”
- Ss: move backward
- T: says “Orange”
- Ss: move around
II. New Session
2.1 Definition of listening from
- asks question about trainees (05mns) - work with their
definition of listening Q: What is listening? partner to find out
by getting them to the definition of
work in pairs listening
Possible answers from
trainees
S1: Listening is…………. - report what they
- gets them to give S2: Listening is…………. have done with
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definition of listening S3: Listening is…………. their partner
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Definition of Listening
Receptive: listeners decode,
receive, and ‘catch’ the
- shows the definition of transferred idea, message,
listening from guide content, images, impressions,
book thoughts, beliefs, attitudes and
emotions.
Constructive: listeners
attempt to understand and
interpret what the speaker says
by using their prior knowledge
or schemata as a frame of - look at the
reference. definition and
read them
Collaborative: listeners
negotiate meanings with the
speaker and respond by
showing interest, nodding
head, etc.
Transformative: the
relationship between listener
and speaker may change as a
result of the interaction (e.g.
listener may become more
empathetic with the speaker).
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- Receptive: catch what you
hear
- Constructive: use your
prior knowledge to infer
something
- Collaborative: interaction
between speaker and
listener
- Transformative:
relationship between
speakers and listeners
(How they feel)
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- asks their V. Feedback ( 10mn) - Give feedback
classmates to give - T: I feel /think that…… and listen to
feedback and adds - Ss: We think/feel…….. teacher’s
more details feedback
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Teaching Listening - Session 2
Focus: Listening sub-skills and levels
Approaches to teaching listening
Time: 2 hours
Teaching Materials:
Power points
Photocopy of page 68
(Textbook G7, Chapter 4, Unit 11, Lesson A, page 68)
Photocopy of Table A and B, photocopy of MA and CA
A3 paper for group discussion
Procedure:
Participants’
Trainer’s Activities Steps/Contents/Timing
Activities
I. Greeting and Energizer
(5mns)
- gives clear Energizer “Saying Hello” - follow the instructions
instructions on and do the activity
how to do the activity
T: says “Hello”
S1: says with same tone as T
and say “Hello” with other tone
S2: says “Hello” as S1 and say
“Hello” with other tone
S3: does the same as S2
…………………………………..
…………………………………..
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1. What is listening?
2. Why is listening is receptive,
constructive, collaborative and
transformative?
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5. Listen for predicting outcome
6. Listen to infer meaning from
contextual clues - reply with their own
- checks answers and answers and listen to
explains this sub-skill teacher
(facts and details) and
other sub-skills
3.2: Thinking levels of - look at the tables
- introduces the listening
thinking levels in (20mns)
listening according to Table A:
Nuttall’s Taxonomy by 1. Who is wearing the pink t-
showing two tables of shirt?
questions 2. Who do you hear at the
grandma’s birthday? And put
them in the right column.
3. Who loves grandma the most?
Why?
Table B:
1. Who loves grandma the most?
Why?
2. Who is wearing the pink t- - listen and answer T’s
shirt? questions
- asks questions about 3. Who do you hear at the
table A and B grandma’s birthday? And put
them in the right column.
Questions:
1. What are the differences
between questions in table A and
in table B?
2. Which question is easy, difficult
and the most difficult?
3. How can you make questions
for students?
(Note: The purpose of this
activity is just to lead-in to the
Thinking Levels of listening.
Table A is from easier
questions to more difficult
ones whereas Table B is - listen to T and take
jumbled ones) note
- shows and explains
the thinking levels of
listening Thinking levels of Listening by
Nuttall
1. Literal Comprehension
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2. Reorganization
3. Inferential Comprehension
4. Evaluation
5. Response -listen to T and take
6. Metalinguistic Comprehension note
- introduces the two
common approaches 3.3: Comprehension and
used frequently Metacognitive Approaches
in teaching listening (40mns)
3.3.1:Comprehension
Approach (CA)
- Pre-listening
1. pre-teach vocabulary
2. activate prior knowledge of
the topic
- While-listening
1. listen and do exercises
2. listen again and check As
- Post-listening
1. speaking/writing/grammar
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- asks one or two V. Reflection of participants - one or two groups
groups to share their (10mns) share their ideas about
ideas about approach Answers: ( participants’ approach they usually
they usually use answers) use
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Teaching Listening - Session 3
Focus: Approaches to Teaching Listening
Teaching Materials:
Slide
English Grade 9, Chapter 3, Unit 8: Healthy lifestyle
Procedure:
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III. Presentation of new
- demonstrates a lesson session -work as Grade 9
using Metacognitive (40 mins) students
Approach(MA) -English Grade 9, Chapter
3, Unit 8: Healthy lifestyle
- lets them think of MA that Which method do you -answer the question
the teacher demonstrated think can help students
improve their listening?
Why?
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Listen again & Check
the answers
Post-listening
Speaking/Writing/Gram
mar/Pronunciation
activity
Metacognitive Approach
Pre-listening
• Activate prior
knowledge of
topic/genre/task/langua
ge (FRAME)
• Predicting ‘answers’
While-listening
• Listen, check (tick) your
predicted answers, &
compare
• Listen & add (take
notes) more details
• Listen, check & explain
how you arrived at the
answers
Post-listening
• Reflect on listening
performance.
Pre-listening
Pre-teach/elicit vocab
Activate prior knowledge
of topic/genre/task
(FRAME)
Predicting answers
While-listening
Listen, check (tick)
your predicted answers,
and compare
Listen & add (take
notes) more details
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Listen, check &
explain how/why
Post-listening
Speaking/Writing/G
rammar/Pronunciation
activity
Students’ reflection
after listening
- asks the questions VIII. Summary and wrap -Answer as the whole
up (5mns) class
How can you possibly
apply this approach (MA)
to help your students?
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