This is the anticipated problems section from a lesson that focused on helping learners listen for key words.
Classroom management
1. Recordings do not work/power goes out.
2. Monitoring suffers due to short recordings. I
have to be near the laptop to play the correct
track.
3. Latecomers join in just before the final stage of
the lesson and are confused about what we are
doing.
4. A loud student, possibly Mustafa, interjects
negativity into the lesson if he doesn’t get the
answers in the first listening or has trouble
hearing the stress and intonation during the
practice.
Content
1. All students get everything correct in the
opening test phase of the lesson.
2. Students are overwhelmed by the opening
phase of the lesson and don’t get anything
correct.
3. Hearing problems/tone deafness impede
hearing the pitch.
4. Learners do not know some of the keywords in
the opening and closing recordings.
5. Ss fail to pick out the key words during the final
listening and haven’t been able to apply the
strategies.
6. Ss do not recognize this as a transferable skill
during the final closing stage of the lesson.
7. During opening reflection stage, no one has
anything to write – they are completely
unaware of how they arrived at the answer, if
they did.
Have script ready in case the text must be read. Have
back up of recordings on my laptop and on the
classroom laptop in case one or the other isn’t working.
Seat Ss close to the front, if there are a small amount of
learners in class. Everyone could sit around one table (if
6 or fewer) or in two groups around two tables (if more
than 6). By being in close proximity, I will be able to
watch their body language and check in with eye contact
to determine how the lesson is going.
Ask Nurgün to partner with latecomers and explain the
lesson, if one or two. If many, ie. half the class, do a
quick full class recap before the final listening stage. If
learners have missed more than half of the class,
incorporate them into the lesson without spending too
much time helping them catch up.
Assure them (him) that we will work on it and ask him to
keep an open mind.
Focus the rest of the lesson on helping Ss become aware
of the strategies they used.
Emphasize that we are going to practice this skill today.
This is possible, especially with some of the older
learners. Focus them on length of the stressed words
rather than the pitch. They can practice identifying which
words take more time to say.
This is unlikely, as the topics chosen are familiar,
everyday topics. But, if this happens, concept check as Ss
write up the strategies they used on the white board to
make sure everyone knows these words as they will be
the words we listen to during the next 2 stages.
Play the recording again. If still no, read it myself with
exaggerated emphasis of stress and intonation. Remind
Ss that it is a skill that needs practice.
Ask direct questions –
Could you use this skill to hear the gate number in an
airport?
Could you use this skill to hear what time the train is
leaving?
Could you use this skill to hear directions?
Could you use this skill to understand TV shows?
movies? songs?
Hopefully that will help them see that it is a transferable
skill.
Elicit:
Were there particular words that helped you decide on
the topic? (these are key words)
Was there anything about the way she said these words
that helped you decide how she felt? (high/rising
intonation)