Listening Focus II

Preparation/Planning
ESL Course: ESOL 32
Level

Topic/Theme:
Money & Happiness; Truffles
of Provence
Listening
Objectives

Beginning

Intermediate

Advanced

Multilevel

Students will complete a pedagogical cycle, or task sequence, providing an

opportunity to engage in metacognitive processes: planning, directed
attention, selective attention, monitoring, evaluation, problem solving, and
planning.
Students will be able to use context support to make predictions about
the listening content. (Planning, directed attention)
Students will be able to verify and adjust their predictions after
listening to the text. (Selective attention, monitoring, evaluation)
Students will be able to reflect on their listening process and how they
were able to decipher meaning. (Evaluation, problem solving)
Students will be able to write goals for the next listening activity.
(Evaluation, planning)

Speaking

Students will be able to practice word stress and pronunciation of vocabulary

terms.
Students will be able to use unit vocabulary to discuss personal values related
to money and happiness.
Students will be able to discuss the listening content.
Students will be able to discuss their listening process and talk with a partner
about goals for the next listening.

Reading

Students will be able to read pre-listening materials and use them to make
predictions about the listening content.

Writing

Students will be able to write a summary of the listening, including an opening

statement, the main ideas of the listening text, and a concluding statement
connected with appropriate transitions.

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;

pre-listening discussion (pair, whole class) about money and happiness in

their own lives (see Appendix B). Students will also complete a vocabulary
exercise with terms that will be used in the video Black Diamonds of
Provence as homework prior to class (See Appendix C for homework,
Appendix D for video transcript).
What will you do to activate or
Pair Share Discussion of Values
link students prior knowledge or
Review homework vocabulary in preparation for listening to the video.
experience to upcoming
content?
Prediction stage students will use the texts support materials to review
what they have learned while considering what content the listening may
have.
Engagement with New Material
What will you do to engage
students in the active learning of
the new material?

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.

What will you do to ensure that

all students are engaged?

I will model each stage of the PC to support students (Ss) clear

understanding of each task. The structuring of the listening journal entry (to
be turned in at the end of the session), partner/group accountability, and
supportive monitoring from the Teacher (T) will also support student
engagement. During the listening and discussions, I will monitor students
and facilitate interaction and field questions as needed.

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?

Informal ongoing assessment during the discussions and PC, and by

collecting and reviewing the notes students have made at each stage of the
process.

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.

What didnt go as planned?

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.

What contingency plan did you

employ?

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.

What would you do differently

next time?

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.

Did your students meet the

purpose and objectives for this
lesson? What is your evidence?

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.

What do your students need

next? What is your evidence?

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.

What did you learn about your

glows and grows as a teacher?
What can you do to work on
your areas needing growth?

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