Lesson Type: Listening lesson Lesson Aims: By the end of the lesson students will be able to clearly understand the main terminology of the recorded text. The students will also be able to demonstrate the proper application of the second conditional form. By the end of the lesson students will fully understand the listening text. Level of Class B1/B2 Number of students 20 Thai students, 12M, 8F, aged 19 to 24 Length of lesson 50 minutes Materials white board, pictures, pens, film extracts, assignments Please put each stage in a separate row. Add more rows if you want more stages. Stage Aim Timing Interaction Teacher Activity Student Activity Lead-in To bring out the context of the topic by informing students of the dayâ€™s listening lesson. 4min Teacher and students Greetings to students. Summarise stories of animals that bring up children. Extracts from films (e.g. Werner Herzogâ€™s Kaspar Hauser and Francois Truffautâ€™s The Wild Child). Students listen to the story. Pre-listening To find out the studentsâ€™ childhood experiences if they have ever heard any animal stories. To test their thinking ability about animals especially those that bring up children. To get more information about students so as to come up with an appropriate teaching style. (Scrivener, 1994). 4min Groups Group students into five teams of four to brainstorm and discuss their expectations about animals especially those that bring up children. They should be free to each other now that they are all adults. Teacherâ€™s monitoring of students during their discussions. Because all students are of about the same age, they should be open with one another to share their ideas and experiences. Pre-teach vocabulary Explain a few words which might be new to the students. To give crucial information to students and engage them in pronunciation of the new words. To convey the meaning of something in a simple and indirect way. To elicit vocabulary from the students. To engage students in activities to develop â€˜word-conceptâ€™ knowledge. To practice pronunciation through drilling. 4min 5min Teacher and students Groups Display the pictures of animals that bring up children (e.g. Romulus and Remus) by asking the students what they know about the animals: -gender of the animal -similarities of the animals with others. -whether they have ever seen that animal. Give students a chance to deliberate on the other animals that bring up children. Explain the linguistic features of the new words to the students: e.g.: wolf, gazelle. Including: spelling, pronunciation, syllables, word stress, cognate etc. Keen observations of the pictures of animals that bring up children. Students giving answers to the questions: -female -no similarity with other animals -seen the animals in their residential places. Students go into groups to discuss the other example of animals that bring up children. Students put the information in summary form and list the words for practice. Students make notes and create vocabulary-cards for future practice. Stabilise and mobilise their experience by choral drilling. Drilling each and every new word and phrase no more than 3 times. First listening + practice To identify the animals mentioned in the story. To prepare students to understand the used of conditional formats and know the differences between them. Learn about grammar so as to be able to correct mistakes. Get feedback from the students so as to determine the level of understanding. 6min Groups Write the names of the animals in the story on the white board. Students work in groups and discuss about an animal and are able to find out the information with conditional formats. For each group they will have to present their findings and they should be able to correct the grammar mistakes and present correct information. A well performing group will be appreciated. Each group gives a report of their understandings. Students listen to the recording of the story. Based on the previous activities they will make predictions about the content and the type of language they will hear. Students pick one of the animals and figure it out. Students work in groups to find out all about the animals and each group presents their findings in class. Class discussions. Second listening To get students ready for the next presentation so that they learn to be good intensive listeners. To make students get answers to what was not answered in the first listening stage. 3min Teacher and students Getting ready for next presentation. Attention of students to the task. They already have a reason for listening to the material therefore they will focus on the most relevant parts. They will listen to the text intensively as they hear it for the second time. Task â€“ practice second conditional forms To identify the human protagonists of the story. To make students ready for the use of second conditional forms: to prepare them for the function of using past tenses to understand imaginary situations. To learn to correct their grammar mistakes before they would fasten securely in a wrong position. To ask students a few concept questions to ensure they have understood and learnt the meaning of the new vocabulary. 8min Groups Students to teacher Each group has to choose a â€˜protagonistâ€™ from the white board ergo from the story. Each group has to create as many second conditional sentences in the name of their protagonist as many they can. Purpose: a. The students have had to understand the nature of their protagonistsâ€™ social situation to be able to represent correct second conditional grammatical forms. b. The students also have to be able to transport past experiences into an imaginary present or future. The most important thing is accuracy therefore correct grammar mistakes straight away. Give feedback on their performances immediately. Reward the winning group. The groups have to be diverse in terms of gender and ability. Students follow the teacherâ€™s instruction and choose a suitable human protagonist for themselves. The groups start brainstorming about the different linguistic features and try to understand the â€˜conceptâ€™ of second conditional form. Students imagine â€˜unrealisticâ€™ situations about their protagonist in present or future forms. Every group will choose a representative to perform their output. Task â€“ information gap activity To prepare students to do a short assignment to practice an information gap activity by listening to other stories of animals and humans. To find out whether students understood anything from the lesson, whether to repeat the whole lesson or move forward. To know where to do correction. 6min Whole class Presenting different types of stories from Jim Carreyâ€™s Ace Ventura films to improve their listening skills. Quickly peruse the assignments done by the weakest and strongest students. Plan to continue the lesson by free-practice activity. Students to listen to different parts of the story and comprehend. Students are missing information necessary to complete the short assignment to fill in the gaps. Do the assignments as instructed by the teacher. Do assignments and correct mistakes. Role-play To help students make abstract situations more concrete by involving and transferring comparing and contrasting positions taken on the original audio material. To demonstrate a practical integration of skills and knowledge have learnt during the lesson. 8min Groups Distribute the different roles between the groups. Explain the key purposes of role-play in details. Demonstrate well organised and easy to follow plays to reveal profound insights of topic. Using minimal corrections on grammar mistakes. The focus is on fluency now. The activity will require the groups to role play and think about the characters of their human protagonists and how they would react in unique and imaginary situations. Each of the groups take the role of different aspects of the protagonists. Improvised spoken scenarios based on the storyâ€™s lesson. Plenary To determine whether the whole content has
been understood after repeating the lesson. 2min Teacher and students Ensure everything taught has been understood by all students especially the slow-learners. Doing more practise for homework. References Books: Metzler, M. (2017): Instructional models in physical education. Taylor & Francis. Scrivener, J. (1994): Learning teaching (pp. 7-13). Oxford: Heinemann. Films: Herzog, Werner (1974): The Enigma of Kaspar Hauser. Truffaut, Francois (1970): The Wild Child. Shadyac, Tom (1994): Ace Ventura: Pet Detective. Oedekerk, Steve (1995): Ace Ventura: When Nature Calls.