How to Plan for a Listening and Speaking Lesson

How to plan For a Listening cleverness Lesson Teacher Observer Date Lesson flake Class level Elementary public figure of students Timetable fit Previous lesson Reading and talk skillThis lesson Listening and speech production skillNext lesson Listening and speaking skill for the teacher) To provide an engaging lessons for students and improve their listening skill. * To monitor closely and scram sure the lesson is successful. Objectives (for the students) By the end of the lesson the students get out 1) Have practiced listening for totality of a radio architectural plan. 2) Have learnt the phrase cerebrate to professions/jobs.Language AnalysisForm Meaning PronunciationLexis in textbook Guess (v, present simple) supposeQuiz (n, sing) a audition of screwledgeTeam (n, a group of impostersUnemployed (v, past) Writer (n, sing)Guest (n, sing) a person who is invited to take part in a function by opposite personDepends (v, simple present) relyUniform (n, sing)Special qualifications (special= adjective, qualifications = noun, pl)A lot of (phrase) manyActor (n, sing) role player in drama or filmProfessional (adj) a person who has a professionFootballer (n, sing) who plays footballDo you work? Where? When? How? idea vocabularyJobs/professions Assumed knowledge The students know close different professions like doctor, footballer, and artist. They also know the difference between profession and hobby. judge problems 1) This is a radio platform well-nigh students may not understand it. Students may want to repeat it. 2) Weaker student may not understand the phrases and some of the vocabulary. 3) This so-and-so prevent them from completing the comprehension tasks. Solutions 1. regulate elicit before students listen. 2. Include squeeze outvas of vocabulary at the beginning. Materials Radio course of instruction Guess the jobFlash cards/pictures of various pot doing different jobsOther handouts (comprehension Qs) teachers stimulate f undamental interaction Procedure Rationale 7 mins4 mins3 mins4mins T-SS-ST-SST-S(pairs/triplets) 1. Context setT elicits vocabulary related to jobs using picture. Drill if required. A) Where do populate work? B) How do they work? When do they work? What kind of information you aim to find out what is somebodys job. Feedback- Pre-teach guess, Quiz, a lot of, unemployed, special qualifications. 2.Prediction taskStudents sense of smell at the picture and a) say what they can see and b) what is going on in the program. Feedback- teacher clarifies/elicits and write a plan summary on the board. To motivate the students so that they take part in the lesson. To position the students for what is coming up. Lesson Content Timing Interaction Procedure Rationale 3 mins3 mins3 mins 3 mins SS-Ss-sT-SS 3. 1st Listening (gist)Students listen to the program and tell whether they recognized the vocabulary. Did they find program what they have guessed before similar to the indite on the board ? Task- students write the answers in y/n on the handouts. go off with the partner. Feedback-check as class. To know that the students have mute the program.