BasicIntermediate  Advanced

Lesson Plan Listening

Video link https://archive.org/details/MOV0000095.3gp

Business/Materials Lesson Objectives

Blackboard, chalk,pencil,bullpen,
books, computer, audio, video
Story,poem,text written
bymeéWhat is taught is what is
learned”
British ccouncil.com
Teach English .com
-Students will be able to listen, compare, and identify
produce English language sound very well.
-Be able to evaluate what make listening process hard
and easy to use.
-Be able to connect and reduce speech.
-Be able to apply technology to listening activity.
-Be able Use the text” What is taught is what is Learned
“in his listening activity.

Warm-up and Objective Discussion

After recalling the previous lesson I ask students questions on it. Ex p what is the meaning of
compare, identify, and produce?
After explaining the definitions I tell them that we will see how to compare two sounds that
have the same tone and the strategy to compare identify and produce sounds such as
tonguetwisters, dialogues and articulation.
I inform them that when speech is reduced and connected it can produce different sounds. As
we will examine in the next step.ad how words that have the same ending can be pronounced
differently
I tell them that we will examine how the use of technology will help them develop their
listening skills and correct their errors. Focus will be given to the text what is taught is what is
learned on how listening runs together with speaking and pronunciation.

Instruct and Model R W L S

I show them the first sample of my work; I read the text aloud and ask them to listen while
taking note about the hard words they don’t understand.
Then I demonstrate how to use popsicle to articulate sounds like there, than, thus.
I introduce the concept of minimal pairs and check their understanding about reduction and
connection in language setting.
And demonstrate how to compare two sounds that have the same tone like sun, sound, son.
And words that it is not need to pronounce in a phrase su ch as he is ,he’s do you need to ,you
need to.
What about words that have the same ending sound?
 Guided Practice R W L S
I first recall the previous lesson on instruct and model.
I ask them questions on it and explain the answer.
I set them in group and give them essay on a topic to write and the time required working on a
single body of paragraph.
I show them sample of how to examine sounds, words, tone, etc.
On less guided practice, I observe, advice them, ask question, initiate proposition and let them
complete it.
I break down difficult words, sentences into smaller units
I use to select and mix group by low and higher performers, and assign a role to each person.
The difficult goes to the low performer.
I explain how the group should perform by giving to each student his position.
I use total physical response as well as audio, video diagram etch to assist them and guide
them.
Example,
Ok everyone, I just give you strategies to make English language easy to listening
We have seen how, speaking and listening is related. What is listening approach?
Student1-it the method use to hear, to pay attention to something
Correct.
Now I would like you to work in group of three, write a dialogue on teaching and learning.
Find your partner to collaborate with, you have five minute to do the work. Let us do it
together, you have seen how the text what is taught is what is learned is constructed. Let one
person speak and the other answers. You have to draw a short line to represent the speaker.
In case there are more people in conversation what do you do?
Ok, yes you have to write their names in front of their speech. Remember to start a sentence
with a capital letter. To help you. make only ten short sentences five for speaker and five for
interlocutor. you have five minutes
Any question?
Then start.
Ok .now that you have completed; I review and see that you have understood what a dialogue
is. You are great boys.

Independent Practice R W L S
I give to my students oral questions related to the information previously discussed.
I don’t grade this activity
I write questions on the board, give them two to five minutes to write their answer on a sheet
of paper. Or I ask one to come in front and share his answers or presentation to the class or to
explain it among the group.
Then I ask other to give their evaluation about their peer, whether his presentation is correct or
incorrect.
While I’m circulating in the classroom, answering their questions to avoid distraction.
Sometimes I give them homework by stating clearly what I want them to do, clarify the topic,
give them sheet with due date, guideline and expectations, directions on hearing speaking
reading listening using different methods.
I review the previous lesson for ten minutes before introducing the new one.
I don’t use multiple choice quizzes, fill in blank short answer here, but essay or composition,
writing essay, review conferencing, multiple drafts.
I explain presentation activity using video, audio, diagram, pictures cards and so on.
Example
Now that we have closed with our guided practice I will like each of you to read five sentences
and record them with his audio recorder.
Here are the pictures of birds I would like you to talk about. Use correct English language. You
have five minutes to complete. At the end I will ask you to come in front and share your
presentation to your peers.
I’m around if you have question.

Assessment R W L S
I use rubric for the main categories of grade and subjects.
Often I use peer review, working together with my students to create quiz or assignment for
the class
I don’t only control their dress, books, but use summative assessment to evaluate my student’s
performances.
I also use shortcut code so that my students might see it and know what they have to do. V for
vocabulary, g for grammar, s for science etc.
I also use questionary that allow all students of the class to speak.
I use the rule of the thumb, as well as feedback to help them remember what they have missed
and what they have to do.
I use technology to create short survey to check their understanding of the lesson we have
seen.
I give a word ask them for the roots, meaning or the rule that come from that or vice versa.
The same method I use for a list of elements.
So I use memory and knowledge learning to help my students remember, understand,
synthesize or analyze, evaluate and create to achieve their goal.
Example.
Ok class .we has seen how to compare, identify, and produce speaking English language.
My goal to introduce the text what is taught is what is learned is to help you understand how
listening language runs together with speaking and grammar process.
Now I want you to sit in group of three. You have to use ten minutes to listen to the main
characteristics of the reading3 What is taught is what is Learned”
Here is on the board the main questions you should answer
-in which environment the scene is taking place and who is talking?
-Which language process does he use to run the scene?
-Does he use music, intonation, tone, or other variable in his speech?
-How many people intervene in the discourse?
After answering each student should prepare to come in front and share his answer with the
class.
Each person has to answer only one question from the four.
Is it ok?
Any question?
Then begin.
Al right. Let us examine and see what you have done.
Yes good. That is what I want from you.
Now for your homework you will write an essay.
Change the dialogue What is taught is what is learned into a dissertation.
No more than five paragraphes.
I will grade your work now using rubric. Make sure to use correct grammar and good
vocabulary .I have already showed you the model of a good essay.
Good luck.

What is taught is what is learned

Do you agree or do you disagree?
Ok class I want everyone to speak .give me your answer respectively. Starting with you girl.
-all what is taught is what is has been learned.
Next
-what is taught is what is going to be learned
Next
-what is learned is what it has been taught.
Ok you.
It is true because one cannot teach what he has not learned.
You
Inversely we can also say that what is learned is what it is taught.
Next
Yes his hypothesis is true when we apply the rule of reciprocity because a teacher cannot
teach what he has not learned.
You
What is taught is what it is not learned
Why?
- If the learner refuse to learn.
Ok so you have not seen something which can be learned which it has not been taught?
Students; yes.
What about nature?
Students, nature is not a book, it is not a lesson
Teacher, can we not say that nature is the greatest book which has been written by God for us
to learn from?
-hmmm????? Of course. We can and it is true.
Teacher, then what about your personal experience? Who teach you your personal
experience?
Students nobody
Teacher and you learn from it. That’s good. In the next lesson we will see how some category
of intelligent people learn.
See you there.