Lesson Procedures Rationale Mode Timing

Stages
 Teacher projects a slide of a collection of different objects for  Prepare students to learn by  
students to observe and sort out. stimulating their interests.
Warm-up

 Students observe the slide for five minutes.

 Students work in groups to test their memory by making a list
of the objects on the slide.
 Teacher counts the words in each group’s list and announces
Pre-listening

the winning groups.

 Teacher announces to students the purpose of the listening  Help students access their  
activity (listen for specific information/ infer attitudes, etc.) existing knowledge.
 Teacher conducts a brainstorming session to elicit students’
ideas and linguistic items relating to the topic of the listening  Support students with the
Lead-in

texts. language items that may

 Teacher exposes a number of pictures on Power Point slides to increase their listening
introduce the topic and the related sets of vocabulary. comprehension.
 Teacher presents students’ suggestions in a graphic organizer.
 Teacher gives information about the setting and the speakers
that the students are going to listen to.
 Task 1: students listen and work in groups to decide on the  Help students get the  
pictures reflecting the topic of the audio track. They have to general idea and engage in
choose one picture among four that corresponds to the topic the listening activity guided
discussed. by visual aids
 Students compare their answers in pairs and then in groups.
 Whole class checking.
 Task 2: students listen again and decide on multiple-choice  MCQ guide students to  
questions. They need to read the question carefully and locate the information they
highlight the most important words that will help them locate are looking for.

While- listening

the answers while listening. Keeping students’

responses to single words.
 Task 3: students study a certain diagram and discuss the  Information transfer tasks  
demands of the task in a group. focus students’ attention on
 Students listen to transfer information from the listening text listening without the extra
to the diagram. burden of having to read a
list of questions and write
long questions.
 Task 4: students listen to infer the speakers’ attitudes. The  Students should not be  
task is in the form of sentence completion. If the students’ asked to provide more than
level of proficiency is low, teacher can provide a list of one or two words when
adjectives for them to consult and choose from. applying a high-order sub-
skill (inference).
 Task 5: students listen to find in the texts expressions that are  Form-focused tasks help  
synonymous to a list of expressions. These expressions should students discriminate
not exceed two words so as to keep the task simple. sounds and stress patterns.
 Making use of a graphic  
 Students go back to the diagram they filled in task 4 and try to organizer maximizes the
complete it with additional ideas and information. students’ benefits from the
Post- listening

 Every group reports their suggestions. listening activity and

deepens their understanding
of the meanings and
language they went
through.
 An alternate task is to make students study a number of  This activity gives students  
collocations that they listened to and use them in new the opportunity to reinforce
contexts. their gains from the
listening text.
 Students reflect on their performance and the difficulties they  This helps the students  
encountered while responding to the tasks, and report their understand that what is
Diagnosis

reflections to the teacher. important is not the

 Teacher sketches the major problems she noticed in the responses they have
students’ performance and decides what type of remedial work provided but the sub- skills
they need for a better performance. that they need to listen
effectively.