Listening Lesson Plan

Going on a blind date

Lesson Plan Template Task Based Lesson (TBL)

Instructor: Ben	Level: Intermediate	Students: 8	Length: 40min

Materials:

-idioms worksheet (8 copies)

-listening CD & CD player (Tracks 1~4: about 1 min each)

-listening worksheet (8 copies)

-Wall Chart - Blind Date Profile Sheet (4 copies each)

-Blown-up pictures of 4 speakers for Prediction & Blind Date Profile Sheet

-White board, board markers & tape

Aims:

-Main aim: To enable Ss to improve their listening skills by having Ss discuss the culture of blind dating in context to exposing Ss to learn the use of figurative language.

-Personal aim: I want to adjust my speaking speed to the level of the learner. I want to improve on my ICQ delivery. I want to improve on my explicit ICQ delivery. I want to improve on my demonstrations.

-Secondary aim: Ss will talk about blind dates by having Ss do a fill in the blank worksheet, match idioms, discuss the advantages and disadvantages f going on a blind date, engaged in listening dictation of four people searching for a compatible partner and having a speed dating competition.

Language Skills:

-Speaking: Ss will talk about the disadvantages and advantages of blind dating and what qualities they are looking for in a person.

-Writing: Ss will be engaged in dictation and filling in the blank worksheets.

-Listening: Ss will listen about each other’s personal desires in an effort to find a compatible match.

-Reading: Ss will read the worksheets and will read the listening script belonging to Chris, Sandra and Judy.

Language Systems:

-Lexis: Compatible, blind date

-Phonology: None to Discuss

-Grammatical: None to Discuss

-Function: Asking people out on a date, inviting people over. Requesting company.

-Discourse: 18 idiomatic expressions such as “Castles in the Air” “Actions speak louder than words.”

Assumptions:

-All Ss have had a significant romantic relationship before or know someone who has.

-Ss have had positive as well as negative experiences with romance or know someone who has.

-Most Ss have been on a blind date.

-Most Ss know to express positive and negative qualities in people.

-All Ss have done a dictation activity before.

Anticipated Problems and Solutions:

-Due to time management, Ss must learn 18 idioms in the pre-activity which they might have too many questions for me to answer.->I will follow the one-third rule when Ss present and give the rest of the answers on a wall chart. I will tell the Ss that they will hear a listening passage and see if they will be able to infer what the idiom means. If they still have questions, I will answer the questions during break time or after school.

-For the dictation exercise, the radio might fail due to a black out in electricity.->I will turn myself into the human radio and have a Ss control me with the help of the class to stop and rewind of course, giving Ss only 3 minutes total time to get through the listening.

-Ss might read too slow for the dictation exercise which may affect time management.->I will follow the one-half rule for the main activity which we will only get half the Ss to present and which we will also leave out the dictation for one of the four speakers.

-I might need more time to complete my 40 minute micro-teaching since some class members could be absent or running late.->I will do SOS activity “A” if I have between 2 to 5 minutes left on the clock. Or I will do SOS activity “B” if I have 6-10 minutes left.

References:

-California State University TESOL Program Listening Module Page 94

Lead-In
Materials: Board
Time	Set Up	Student Activity	Teacher Talk
2min	Whole Class	2 students should answer the questions.	Asking 2 guiding question unrelated questions to the topic for example) -How was your weekend? -When was the last time you had been mad? How do you deal with that?

Pre-Activity
Materials: Matching Worksheets, Board, Board markers, eliciting picture
Time	Set Up	Student Activity	Teacher Talk
2min 6min	Whole Class Individually	Students see the picture and guess what happened in the picture. One might say “blind date”. The class should say Yes or No. The class listens to the instruction. They should answer filling in the blanks 3 minutes individually The class are filling in the blanks and might ask the questions. 1/3 students should read the complete sentence.	eliciting showing the picture of two people having blind date and ask the class -What do you see in the picture? -What do you think they are doing? CCQ -When having blind date, do people know each other? -When having blind date, do people meet tor the first time? Ⅰ Matching Instruction Work Individually. There are blanks in the paragraph. Fill in the blanks with one of the expressions above. You have 3 minutes. ICQ What are you going to do? How much time do you have? Individually or groups? Give time warning : 1 minute left, 30 seconds left. Check answers :let 1/3 students read one complete sentence

Main Activity
Materials: CD & CD player, Listening Worksheet, Picture of the speakers, Board
Time	Set Up	Student Activity	Teacher Talk
20 min	Whole Class Groups	The class say blind and date alternatively and head toward their seats. The class say “listen to the speaker and make the profile/ No, in groups” Yes->the class listen one more time No->students say things that they learned about the speaker Blind team should say “No/ 3 sentences” Date team should say “listen and answer the questions”	grouping divide the class into blind team and date team by saying blind and date by turns with gestures Ⅱ Listening to one speaker of 4 speakers Instructions Now one speaker will say about himself. Listen to the speaker and make the profile of the speaker on the worksheet as you listen. Work in groups. (Distribute the worksheet) ICQ What do you do? Are you working alone? (Play tracks 1) Do you want to listen again? -yes->have them listen one more time -No->ask each student what they learned from the speaker Ⅲ Listening to 3 speakers Instructions Now one team will read the script and each of the team will read 3 sentences of the script. And the other team will listen to it and answer the questions on the worksheet. Let the blind team readers and the date team listeners ICQ Blind team, are you going to read 4 sentences? How many sentences can you read per person? Date team, what are you supposed to do? Give the script to the blind team, and let them read. Ask the date team what they learned about the speaker. If we have time left over, change the roles.

Post Activity
Materials: 8 sheets of A4 paper
Time	Set Up	Student Activity	Teacher Talk
10 min	groups	Students move to their seats. The class say “meeting class mate/ 1 minute/ Yes”.	Let the students sit opposite each other in the middle of the classroom. Draw the seating arrangement on the board. Instructions You will find the best suited person for you. Blind team will stay seated. Date team will have 1 min to say about yourself to your date mate who is the blind team. After 1 minute, blind team will move to the right and again will say about yourself to your date mate. And after blind team meets all date mates, date team will move to say about yourself same as the blind team. And you can write down the information. CCQ What are you going to do? How much time do you have to say about yourself? Can you write down? Okay, blind team will say first. Start. Give time warning: 30 seconds left, and move! Ask each of the students who is the best suited person.