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Preparation/Planning
ESL Course: ESOL 32
Level
Topic/Theme:
Money & Happiness; Truffles
of Provence
Listening
Objectives
Beginning
Intermediate
Advanced
Multilevel
Speaking
Reading
Students will be able to read pre-listening materials and use them to make
predictions about the listening content.
Writing
Bridging
What background knowledge do
the students already have?
Students will already have completed a course text unit lesson on the topic
of money and happiness including: short reading texts introducing core ideas
about money and its relation to happiness; vocabulary building exercises;
Students will complete a listening journal entry with specific sections for
each part of the pedagogical cycle (PC). They will engage in pair or group
discussion to support their prediction, questioning, adjustment, and
reflection as part of the PC.
Application
What opportunities will you
provide students to practice and
apply their knowledge/skill to
meet the objectives for this
lesson? To apply to other
contexts?
As part of the PC stages, students will be applying the listening skills in the
lesson objectives. During each of the adjustment stages and the final
reflective discussion, students will have the opportunity to plan ahead for
the next listening and consider how they can apply new ideas for strategies
they may have heard in the discussion.
Assessment
How will you assess their
learning of the objectives?
Closing
How will you help students
recap the learning and link it
back to the original purpose of
the lesson?
During the final reflection phase, students will consider how the listening
went, how each step was useful, where they want to improve.
Reflection
What went well? How do you
know?
Students were engaged in the lesson and interested in the content. In their
discussions and notes, they generated predictions, questions, identified
vocabulary, and successfully used their plans in the listening lesson (as
reflected in the informal discussions and notes).
Students also reported that the vocabulary review and pronunciation helped
them to recognize the vocabulary in the listening segment which helped with
recognition of main points and connected it to the previous lesson content.
Each stage of the listening lesson cycle took longer than anticipated with
explanations, allowance for student discussion, and the need to re-explain
the lesson steps and sequence.
I had planned that the summary portion could be cut out of the lesson and
assigned as homework. This was necessary when the lesson took longer than
planned. However, it was actually better to assign this as homework since
students wanted to view the video again and focus on the words or points
that where they still had discrepancies to resolve.
I would have shortened some of the discussion and played the video a third
time with the subtitles to support students recognition of words, phrases
and segments.
Yes, with the exception of the discussion of the listening process. From what
I was able to observe, only a few students spoke about their process such
as how they had made decisions about the main ideas, what words were
new that they had guessed the meaning of, how they had used their
predictions to help make guesses and check their comprehension, etc. Most
students were only able to talk about vocabulary or note-taking. Since it is
only the second lesson, I think this is not unexpected. However, I need to
find was to support deeper reflection and discussion.
In the next lesson, I would like to take more time for the class discussion and
use it as a way to introduce deeper reflection and discussion of strategies.
This could support student awareness of additional strategies.
I was able to engage students in active listening and discussion through the
lesson. However, I am realizing that I may not have provided enough
structure for the students notes and discussions. I need to address this in
future lessons.
Appendix A
Appendix C
Appendix D