Running Head: TEACHING LISTENING 1

TEACHING LISTENING

Joanna Aviles-Jawhari

ELL 500 - English Language Learners

Colorado State University – Global Campus

Dr. Edith Esparza – Young

February 18, 2020

Teaching Listening 2

Your Name: Joanna Aviles-Jawhari CSU-G Course: ELL 500

Subject / Course: English

Topic: Listening and Speaking
Lesson Title: Listening and Speaking
Level: 9th Grade Lesson Duration: 90 minutes

Support your choices throughout every phase of the lesson with research that supports its effectiveness.

Common Core or State Standard(s):

WIDA Performance Standard – English Language Development - #1
English Language Learners communicate for Social and Instructional purposes within the school
setting in the Social and Instructional language.

Learning Target (Objectives, Student Set Goals, and/or Essential Questions):

Students will interview a peer student based on the topic on the card. Each student will conduct an
interview with their peer classmate using a topic card that will contain 5-6 questions. Each student
will listen closely to the questions and reply using formal language as cohesively as possible,
organizing ideas while using strong vocabulary words. The aim is for each student to learn how to
conduct an interview by asking a series of questions and listen to their peer’s answer.

Student Population/ELL Considerations:

26 EFL Students

Lesson Materials:
Topic Cards – Containing topic and questions
Peer Grading Rubric

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Teaching Listening 3
Methods and Procedures:

Approach
This activity involves both skills of speaking and listening by performing an interview scenario
between students. “These two skills are inseparable and therefore the teaching and the learning of
speaking cannot be separated from that of listening. We can imagine when speaking is done
without a listener” (.
Interaction will not take place and therefore it is not a communication in a real sense.This listening
and speaking activity poses both processes - top-down and bottom-up. Students will be introduced
to the content and objective of the lesson. Each student will be given one topic card (a total of 10
topics). Each topic card will have 5-6 questions to be asked to the other student. The student being
asked the questions must listen carefully to answer the question. Once the questions have been
asked and answered, the roles are switched.

Method
The teacher will provide an explanation and demonstration of how the interview will be conducted.
“It is critical for English learners to have instructions presented in a step-by-step manner,
preferably modeled or demonstrated for them” (Echevarria, Vogt, & Short, p. 99). Students will be
paired together according to proficiency for the activity. The student is required to keep the
conversation going for 2-3 minutes. The student answering the questions must answer the
questions cohesively, providing enough details while using a variety of vocabulary words and
sentences. A peer evaluation rubric will be filled out by the student interviewing the student.

Once the first student has completed answering the questions, the roles are then switched. The
student hands over the topic card to their partner and he/she creates 5-6 questions to be asked to
their partner. The process is repeated and the interviewing student will have a peer evaluation
rubric to fill out.
Strategy

The strategy for this speaking and listening activity is cooperative-learning; for students to develop
self-confidence, speaking and listening skills.

Technique

The technique is students will listen and answer a series of questions in an interview scenario.

Feedback Strategy (Frequent checks for understanding):

The teacher will rotate around the classroom to monitor and listen to students conducting the
interview - posing questions and answering questions.

Summative Assessment (Collect student data):

The assessment will be based on a peer-evaluation rubric.

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You will complete the following sections in Module 6, after the lesson has been taught.

Self-Reflection for Continuous Improvement: Explain what went well in the implementation of your
lesson. What changes would you make to improve based on student achievement data and/or evidence? A
visual display of the student achievement data must be included (i.e., table, graph, chart, etc.). What are
the next steps for the students in your class, a group of students, and/or an individual student to ensure
EVERY student is proficient? What are the next steps for you in refining your strategy for teaching listening
and speaking in language-driven, content-driven, or sheltered instructional context? Use research
(Module readings from the course text and 1-2 articles from the CSU Virtual Library) to support your
choices and ideas.

Evidence of Implementation: Attach student work, photos of the lesson in progress demonstrating
student motivation/engagement and/or any other evidence as proof of implementation. Remember to
maintain student confidentiality (e.g., names removed, etc.) and follow school policies around student
photos, etc.

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References

References: The descriptions and strategies in your lesson plan should be research-based and cite at least
four sources.

Echevarria, J., Vogt, M. E., & Short, D. (2014). Making content comprehensible for Elementary

English language learners: The SIOP model. Boston, MA: Allyn & Bacon.

Lumettu, A., & Runtuwene, T. L. (2018). Developing the Students’ English Speaking Ability

Through Impromptu Speaking Method. Journal of Physics: Conference Series, 953, 012035.

doi: 10.1088/1742-6596/953/1/012035