Listening Demo Lesson

CELTA IH Mexico

Teacher: Miguel Sainz Date: 5 June 2017 Lesson No. 1 No of SS: 10-15

Trainer: Miranda Hamilton Lesson level: Lesson length:

Upper-intermediate 50-60 minutes

TEACHING PRACTICE

LESSON PLAN

LEARNING OUTCOMES (These should be your aims in terms of what you want the students to achieve)

1)MAIN AIM: Is the main aim a SYSTEM or a SKILL?

By the end of the lesson learners will have practiced listening for Gist, specific information
and detailed information in the context of online communities.

2)SUBSIDIARY AIM(S): Is the sub aim a SYSTEM or a SKILL?

They will have also have received input on MPF of some lexical items included in the audio.
3) CONTEXT: What is the topic/context of the lesson?
In the context of online communities.

CHECK LIST Have you

Ensured your main aim is related to the target language (Language Focus) or skills
focus?
Phrased your aims from the learners' point of view?
Listed your aims according to importance

LESSON FRAMEWORK- TYPE OF LESSON

1) Is this a SKILLS or SYSTEMS 2) What lesson framework will you follow? Tick
the correct option.
lesson? Write the skill or system
a) Situational presentation (PPP)
________
a) SKILLS: b) Text-based
________
___Listening_________ c) Test Teach- Test (TTT)
________
b) SYSTEMS: d) Task-based learning (TBL)
________
___________________ e) Receptive skills (Pre, While, Post)
________
f) Writing skills (Model)
________
g) Speaking skills (Prep- task- FB)
________

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Section 2:

PERSONAL OBJECTIVES (limit this to two or three points that you want to focus on in this lesson
TIP: look at your Summary of Feedback Form from your previous TPs and focus on what the tutor
advised you to improve.

Objectives: Strategies (How are you planning to

achieve these objective?)

1. Elicit as much possible during the 1. During the presentation Ill use
MPF stage of Pre-teaching visuals, prompts and CCQs to avoid
Vocabulary. giving explanations.

2. Conduct more effective OCFB 2. Remember to allow learners to work

individually in tasks, followed by
having them compare answers in
pairs and providing visual and verbal
feedback after the tasks.

ASSUMPTIONS (What you assume the students to know, be familiar with, have experienced or have
been taught) Write AT LEAT 4 Assumptions, feel free to write more! (e.g. sub-skills, language
systems, learner training, themes and topics, etc).

1. Most learners are familiar with the topic of online communities.

2. Learners may find specific information task more challenging as they are not used to this kind of
task.

3. Learners will be able to follow instructions easily.

4. Learners will participate and contribute in the Pre-teaching vocabulary stage.

ANTICIPATED PROBLEMS AND SOLUTIONS (Classroom Management & Tasks) you should
write at least 3 problems & solutions, but feel free to write more!

Problem 1:

Some learners tend to arrive late.

Solution 1:

Help learners incorporate to class by giving some one-on-one instructions or use other learners
to help latecomers catch up.

Problem 2:

The recording may fail.

Solution 2:

Read the monologue from the script.

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Problem 3:

Most learners are not able to answer the listening tasks.

Solution 3:

Have learners compare answers in pairs and replay the recording if needed. The recording can
be paused after each question.

Section 3:

Resources and Materials

Write title, author, year, publisher and page number here and on all your copies/handouts THIS IS ALSO
ASSESSED.

Krants and Roberts (2016) Navigate (Upper-Intermediate) UK: OUP

Board Plan: At each stage of the lesson the board will look like this (feel free to use another page if you are
planning to have different WB layouts during your class).

For MPF Stage

Flashcard Flashcard

(pronunciation and form) (pronunciation and form)

Flashcard Flashcard

(pronunciation and form) (pronunciation and form)

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Section 4: (NOT APPLICABLE FOR RECEPTIVE SKILLS LESSON)

TARGET LANGUAGE ANALYSIS SHEET

Checking Meaning, Pronunciation and Form

Here write your marker sentence(s)and show exactly how you will check the form, meaning and
pronunciation features of the target language

Complete this sheet for all grammar/functions lessons that you teach.

Language area and use: What is the grammatical structure you intend to teach and
how is it/are they used? For example; modals of deduction, present continuous for future
use
Target language: provide an example sentence (that you will use in the class)
Marker Sentences (the possible sentences you will have on the WB to CLARIFY
your target language)

Focus on meaning: How will you CONVEY AND CHECK the meaning of the target language
and its uses. (Please include all timelines, concept questions etc. that you intend to use.) You
should start by thinking of a situation or context that will help you convey the meaning and bring
the language to life.

Focus of form: What is the breakdown of the formas it will appear on WB/Handout

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak
forms, etc. with phonemic transcript of key words.

Introducing Language: Which way of introducing language will you use?

Source or Grammar Reference used to prepare for this lesson:

Write title, author, year, publisher and page number here of the grammar reference you used to analyse
your Target language. THIS IS ALSO ASSESSED.

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Potential Problems of Meaning: ( write the potential problems learners might have with
Meaning- write at least 2 potential problems AND their solutions)
Problem:
Solution:
Problem:
Solution:
Potential Problems of Form: ( write the potential problems learners might have with
Form- write at least 2 potential problems AND their solutions)
Problem:
Solution:
Problem:
Solution:
Potential Problems of Pronunciation: ( write the potential problems learners might
have with Form- write at least 2 potential problems AND their solutions)
Problem:
Solution:
Problem:
Solution:

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Vocabulary Analysis Sheet Vocabulary

Word/phrase
rare illness

Meaning (keep it simple!)

A strange/unusual disease or sickness

How will meaning be conveyed?

Guided Discovery

What are your CCQs? Anticipated Problems & Solutions of

Meaning (if relevant)
Is the flu a rare illness?
NA
What are some rare illnesses?

Form (e.g Spelling, regular, irregular, Anticipated Problems & Solutions of

transitive, intransitive, collocation) Form
rare: adjective Learners may think this is a compound noun

illness: noun Clarify that rare is an adjective qualifying illness

which is a noun.

Pronunciation Anticipated Problems & Solutions of

Pronunciation
re (r) lns
Learners may pronounce each word separately

Point out the linking of /r/ to /I/ and drill

accordinly

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Word/phrase
face to face

Meaning (keep it simple!)

(of two people) close together and facing each other.

How will meaning be conveyed?

Guided Discovery

What are your CCQs? Anticipated Problems & Solutions of

Meaning (if relevant)
Demo face to face
Learners may understand its literal meaning
(two faces close together)

Use a learner to provide a Demo of the

definition

Form (e.g Spelling, regular, irregular, Anticipated Problems & Solutions of

transitive, intransitive, collocation) Form
Adverb and adjective Learners may think this is a compound noun
because of the noun face

Clarify that rare is an adjective and adverb

depending on how it is used in a sentence

Pronunciation Anticipated Problems & Solutions of

Pronunciation
/fes t fes/
Learners may pronounce each word separately

Point out the linking of fes and t

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Word/phrase
MOOC

Meaning (keep it simple!)

A massive open online course (MOOC) is an online course aimed at unlimited participation and
open access via the web.

How will meaning be conveyed?

Guided Discovery

What are your CCQs? Anticipated Problems & Solutions of

Meaning (If relevant)
Is this face to face?
NA
Can anyone join the course?

Form (e.g Spelling, regular, irregular, Anticipated Problems & Solutions of

transitive, intransitive, collocation) Form
Noun Learners may be unfamiliar with the term
acronym
Acronym
Provide it if not obtained by elicitation

Pronunciation Anticipated Problems & Solutions of

Pronunciation
/muk/
Learners may pronounce the two o separately

Point out its a single phoneme /u:/ and drill

accordingly

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Word/phrase
cosplay

Meaning (keep it simple!)

a contraction of the words costume play, is a performance art in which participants called
cosplayers wear costumes and fashion accessories to represent a specific character.

How will meaning be conveyed?

Guided Discovery

What are your CCQs? Anticipated Problems & Solutions of

Meaning (if relevant)
In cosplay, do people pretend to be the
character they dress as? Learners may understand this is just dressing
up.
Is it limited to only movie characters?
Explain that people in cosplay pretend being
their character.

Form (e.g Spelling, regular, irregular, Anticipated Problems & Solutions of

transitive, intransitive, collocation) Form
Noun Learners may not think this can be used as an
adjective
adjective
Point out the sample sentence in GD to
highlight this

Pronunciation Anticipated Problems & Solutions of

Pronunciation
/ksple/
NA

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz

STAGE AND OBJECTIVE
Note the objective of each
stage
PRE
Lead-in
To contextualise the topic of a
lesson and activate learners
schemata (background
knowledge)
PRE
Pre-teaching vocabulary
To cover MPF of some key
lexical items included in the
text.
WHILE
Gist
To provide listening practice
to get the general idea of a
text.
WHILE
Specific Information
To provide listening practice
for specific information in a
Audio Taken from Navigate (Upper-intermediate) Krants and Roberts
Listening Demo Lesson
CELTA IH Mexico
PROCEDURE
TIME INTR
TEACHER AND STUDENT ACTIVITY
Teacher asks learners about COMMUNITIES
Learners discuss in pairs questions about
T-S online communities
5 Talk to your partner and discuss the three
questions in exercise 1
ICQs: Are you working in pairs or
S-S individually? Do you have to write anything or
just? You have 3 minutes.
Teacher covers MPF of 4 lexical items
included in the recording.
He elicits meaning by means of visuals,
10-12 prompts and ICQs.
T-S
He elicits forms
He models pronunciation and conducts choral
and individual drilling.
Learners listen to the recording and answer
Task 2.
T-S You will listen to a podcast describing online
communities. As you listen, decide if the
speaker talks about only advantages, only
disadvantages or some advantages and
disadvantages of belonging to these
5 communities.
ICQs: As we listen, are paying attention to
specific information or getting the general
idea? Based on that, we will choose whether
the audio talks about ?
S-S Learners compare answers in pairs.
T conducts OCFB
Learners listen to the recording and answer
5-10 Task 3.
(Depending
Now, listen again to the recording and
on whether T-S
recording complete the gaps in these six sentences.
is played This time you need to pay attention to specific
Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico
text (word-level once or S-S information, some specific words. You need
twice)
comprehension) one to three words to fill in the gaps.

ICQs: Do we need to write long sentences?

How many words do we need to complete the
gaps?
Learners compare answers in pairs.
T conducts OCFB.

Learners listen to the recording and complete

Task 4.
For this last time we listen to the recording,
you now need to pay more attention. Here are
WHILE six sentences and you need to determine if
these are true or false. The way its written in
Detail
these sentences is not the same way you will
5 T-S
To provide listening practice listen, so pay close attention
for detailed information in a
ICQs: As we listen we need to determine if
text.
these sentences are ? Will we listen the
same as theyre written?
Learners compare answers in pairs.
T conducts OCFB.

Youre now going to think of the online

POST
To provide learners an
opportunity to respond/react
to the text and have some
speaking practice.
communities included in the recording. Which
one(s) would you like to belong to? Why?
What are some possible disadvantages of
belonging to online communities? You have
T-S 2-3 minutes to write down some ideas.
15
S-S T demoes on the board
Now, youre going to talk to at least 3 of your
classmates. Stand up, walk around and
discuss the questions with 3 peers and ask
follow up questions
T demoes with one learner

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico
T conducts OCFB and acknowledges
learners contributions by asking them
questions about the task
Feedback
What was the most common online
To provide feedback on the T-S community you heard? What interesting
content and language 5
S-S disadvantages did you hear from your
produced by learners in the peers?
Post Task. T-S
T writes some samples or learners output on
the board and sets a task for learners to work
out which are accurate or inaccurate.

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico
Online Communities
1. Discuss in pairs.

What is an online community?

What online communities do you belong to?
What benefits are there to belonging to one of them?

2. Listen to a podcast describing online communities. Put a tick in the box next to
best option. Does the podcast explain?

some advantages and disadvantages of online communities

only advantages of online communities
only disadvantages of online communities

3. Listen again and complete the missing words in the sentences.

1. _______________________ communities are expanding more rapidly than any other.

2. BookCrossing members are usually people _______________________ sharing their
experience of reading.
3. Most online communities are for fun, but a good number are used for
_______________________ purposes.
4. Distance learning is much better when you can talk to and see
_______________________ online.
5. Some members of online communities use them to be able to meet
_______________________.
6. The purpose of some online communities is _______________________ real
communities by encouraging people to be more helpful and friendly.

4. Listen one last time and decide if the following statements are true or false
according to the recording. Write T for statements that are true and F for the ones
that are false. Provide the correct information for false statements.

1. The purpose of online communities is for their members to share what they like and
support one another.
2. An online reading community has members in more than 140 countries.
3. Some online communities can help people with the same disease.
4. MOOCs allow all kinds of people to join courses using the Internet.
5. Cosplay members only communicate and chat on the Internet.
6. StreetBank is an online community used to sell house and garden equipment.

5. Work in pairs and discuss:

Which online community would you like to belong to? Why?

What disadvantages could there be to belonging to an online community

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico
Answer key:

Task 2: only advantages of online communities

Task 3:

1. online
2. who enjoy
3. serious
4. each other
5. face to face
6. to help
Task 4:
1. T
2. F (132 countries)
3. T
4. T
5. F (They organise conventions and meet face to face)
6. F (They lend gardening and house equipment)

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Match each word in the box to the correct definition and picture below.

cosplay MOOC face to face rare illness

a) A strange/unusual disease or
sickness

b) (of two people) close together and

facing each other.

c) A massive open online course

(MOOC) is an online course aimed at
unlimited participation and open
access via the web.

d) a contraction of the words costume

play, is a performance art in which
participants called cosplayers wear
costumes and fashion accessories to
represent a specific character.

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Source: https://jameserich.files.wordpress.com/2014/08/virus1.jpg

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Source: http://www.etrainingpedia.com/wp-content/uploads/2014/10/3-Challenges-Creating-Massive-Open-Online-Courses.jpg

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Source: https://gaming.sxsw.com/wp-content/uploads/2017/02/Cosplay2_RoiHernandez.jpg

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz
 Listening Demo Lesson
CELTA IH Mexico

Source: http://aib.edu.au/blog/wp-content/uploads/2016/09/faceto.jpg

Audio Taken from Navigate (Upper-intermediate) Krants and Roberts Tasks designed by Miguel Sainz