Why have I chosen this topic?
I have chosen this topic because, as per Fluentu “Listening and speaking are very important parts of being able to use English to communicate and crucial to the development of speaking skills”.

Challenges
• The focus is entirely on one student and as such the student may find this very uncomfortable
• The class is held quite late in the day and this may impact on the student’s ability to focus on the task at hand
• There is more pressure on the teacher to find bespoke material that addresses a student’s specific needs
• The student will encounter many variations of the English language and the teacher will not be able to cater for all of them
• The student may not be familiar with some of the vocabulary which will then need to be pre-taught. Unknown words will often hamper listening, and certainly lower the students level of confidence – While pre-teaching of vocabulary is necessary some students do find the to be tedious
• People do not speak at the same pace
• To become proficient in listening the student must be exposed to a wide variety of listening activities and sourcing these is not an easy task for the teacher

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The aims of the lesson
In this lesson student will be able to:
• Improve her English listening comprehension skills
• Practice the behaviours of effective, active listeners
• Listen effectively to what is being said
• Use schemata and real-world knowledge to predict content
• Demonstrate her understanding of prepositions
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Timing Stage / Procedure Interaction Reason for the interaction
3 minutes Introduction The teacher welcomes the student to the lesson.

The teacher informs the student of the aims of the lesson and explains how the activities during the lesson will support them
To explain to the student what the lesson is going to cover

In real life it is unusual for people to listen to something without having some idea of what they are going to hear.

Introducing the lesson sets the context for the student and generates interest in the lesson

5 minutes Before listening The teacher provides the student with access to lyricstraining.com

The student listens to the song by Canadian singer Celine Dion and fills in the gaps online in a time-based exercise

The teacher will mention to the student that she need not be stressed if she misses any of the words in the lyrics

Motivation is a key concept in foreign language learning

This exercise is an engaging and encouraging way to prepare the student for the lesson and acknowledges the students ambition to study in Canada in a nice way.

The exercise also tests the student’s skill in listening for detail in an entertaining way

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10 minutes Pre-teach vocabulary The teacher puts the words up on the board and asks the student to check them in a dictionary (paper or electronic)
This is an effective gist exercise Unknown words will often hamper listening, and certainly lower the students level of confidence –

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20 minutes

10 minutes During listening Exercise 1

The teacher will Introduce student to the worksheet she will be working with and give her time to familiarise herself with it

The teacher plays the podcast to the student 3 times .

The teacher explains to student that she must listen the first time for the gist the podcast, the second time for specific information and the last time to review her answers
The teacher then reviews the completed task with student using transcript and asks the student to look over the transcript and see what they might have had trouble understanding.

Exercise 2:

The teacher chooses a simple picture with a few objects that are simple to draw.

The teacher then reads the instructions to the student who will draw the picture while listening to the Instructions

• Draw a tree on the left-hand side of the page
• Draw a chair beside the tree
• Draw a woman on the chair
• Draw a cat under the chair.

The teacher then asks the student to read instructions to the teacher while the teacher then draws this picture on the board. The teacher and student then compare and discuss the drawings Giving the student the worksheet before having them listen to the podcast provides information to the student with regards to what they are listening for

Students need to know what they are listening for, have a context and hear the audio more than once.

If the student knows beforehand what they must hear, it becomes easier to concentrate and focus their attention to listen selectively.

it is important that
students are exposed to a range of voices and accents.

It helps student to practise language in context (in this case, prepositions) in an entertaining way

5 minutes

Post-listening To see what they might have had trouble understanding.

The teacher and student then talk about what may have caused the confusion or misunderstanding It can help student understand words and phrases that they didn’t understand when they were listening. Also, it can help student perceive some of the differences between spoken language and written language.

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3 Minutes Homework The teacher will ask the student to listen to dialogue in the real world and note unfamiliar vocabulary that she hears.

The teacher will then at a later stage use this vocabulary in a writing lesson that will prepare the student for her IELTS test
To give the student the opportunity to practice listening skills on her own

To quote Headsupenglish.com

“Effective homework allows students to use real, relevant, and meaningful language.
It requires students to use the lesson content in a more flexible manner.
It lets everyone reuse previously studied language and skills, and thereby make new connections.
It gives students the chance to incorporate pre-existing knowledge, ideas, and interests.
It challenges students creatively.
It is engaging and interesting”.

4 minutes Summary and review The teacher and student review the outcomes of the activities and summarise the learning points Summarizing and reviewing will strengthen the learnings of the lesson

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