Licenciatura en Lenguas Extranjeras

LESSON PLAN: LISTENING

DANIELA PARADA VITOLA

HAROLD ENRIQUE ROBLES CLEMENTE

ADOLFO ARRIETA CARRASCAL

CONTEMPORARY DIDACTICS

UNIVERSITY OF SUCRE
FACULTY OF EDUCATION AND SCIENCES - SIXTH SEMESTER
BACHELOR'S DEGREE IN FOREIGN LANGUAGES: ENGLISH AND FRENCH
SINCELEJO - COLOMBIA
2022
 Licenciatura en Lenguas Extranjeras

TABLE OF CONTENTS

Objectives…………………………………………………………………………….3
Lesson plan: listening………………………………………………………………..4
Resources used for the class………………………………………………………..12
Bibliographic references……………………………………………………………13
 Licenciatura en Lenguas Extranjeras

OBJECTIVES

General Objective:
Design a lesson plan according to an audio provided by the teacher within the contemporary
didactics course.

Specific objectives:
• Implement the most suitable academic strategies according to the level of the audio.

• Distribute the time of the class so that all the planning can be carried out.

• Employ didactic material to relate the main topic of the class to the context of the
students.
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Lesson planning form

GENERAL UNIT INFORMATION

Names of pre-service teachers: Harold Robles – Daniela Parada

School: San Vicente de Paul High School

Cooperating professor: Adolfo Arrieta

University professor: Adolfo Arrieta

Grade: 10th Number of learners: 40

Topic: Literary Genres

Stage 1: Desired Results

Standards:
● Explain favorite literary genre.
● List characteristics of each literary genre.
● Make a presentation about my favorite book, its author and literary genre.
● Distinguish literary genres in audios, videos and texts.

Basic learning rights:

Make brief presentations on an academic topic related to their school environment or community.

Established goals:
Students will be able to identify literary genres in audios, videos and texts, make presentations on
their favorite book and a poster on the characteristics of the literary genre that the learner prefer.

Pre-requisite knowledge: Vocabulary about different types of literary genres and likes and dislikes.

Students will know: Students will be able to:

1. Vocabulary about literary genres. 1. Listen an audio of a person describing his literary
preferences.
2. Classify the different literary genres.
2. Draw a poster (puzzle) about a literary genre and
3. Likes and dislikes. its main characteristics.
3. Make a presentation about your likes and dislikes
in books.
Stage 2: Assessment / Homework

Assessment/ Evidence of Learning Homework:

A poster (puzzle) about a literary genre and its A crossword puzzle about literary genres.
main characteristics.
A presentation about their likes and dislikes in
books with their classmates.
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UNIT DEVELOPMENT
Established goal (s):
Students will be able to identify literary genres in audios, videos and texts, make presentations on their favorite book and a poster on
the characteristics of each literary genre.
Pre-requisite knowledge:

*This is an extra support material.

 Licenciatura en Lenguas Extranjeras

Students will know: Students will be able to:

1. Vocabulary about literary genres. 1. Listen an audio of a person describing his literary preferences.
2. Classify the different literary genres. 2. Draw a poster (puzzle) about a literary genre and its main characteristics.

3. Express likes and dislikes in relation to literary 3. Make a presentation about your likes and dislikes in books.
preferences.

Learning plan

Stage of lesson Procedure Type of Time

interaction Resources
(T-S/S-S)

Pre-listening:
Students brainstorm types of
literary genres and names of books
they know or have read.
The teacher writes on the board 10
Teacher -
different literary genres and then
Motivation Phase Students
shows the covers of various books
and asks the students to associate
them with their respective
category.
Scholastic, (2020). All kinds of book for kids. Content
Afterwards, the professor shows a
obtained from: https://youtu.be/0t7O66XCRo4
short video about literary genres to
his learners.
 Licenciatura en Lenguas Extranjeras

The teacher presents vocabulary

about literary preferences using
images to relate them to their
corresponding category. The
Images of book covers, videos and audios about literary
professor emphasizes their
preferences.
pronunciation and writing so that they
can be identified later in audios, 20
videos or texts and asks the students
to write down the vocabulary and
repeat the pronunciations with it.

Then, the professor introduces the

topic of likes and dislikes and relates
it to the initial topic of the class
Input Teacher -
regarding literary genres.
Phase Students
The teacher gives the following
examples:

A: Oh Daniela, recommend me a
book to read this month.

B: I really liked reading "Cien Años

de Soledad" by Gabriel Garcia
Marquez.

A: And what literary genre does this Kimmel, J., (2018). We asked people: What’s your
book belong to? favorite novel? Content obtained from:
B: It is a fiction novel. https://youtu.be/b4G8VjFp1hQ
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Then, the teacher asks the following

questions to the learners in relation to
the theme of the class:

Do you like to read?

Which is your favorite literary genre

and which is not?

What is the name of your favorite

book?

While-listening: 60
Procedure Phase
a) Focus
/Working The student writes a vocabulary LEVEL A1 BOOKWORMS AUDIO.mpeg
activities list about literary genres that the
teacher provides as initial To listen to the audio of this class, double click on
material. This vocabulary will the sound icon.
b) Transfer / be no more than 10 words to
facilitate understanding and use
Application it in their academic context. The transcription of the above audio can be found at:
activities
https://drive.google.com/drive/folders/1tY1FlCSzVli
Tgjp83_BfwJtELRYEKd1R
The professor reviews each of
c) Assessment these words using reference
Opportunities images for a better
understanding and also offers
vocabulary of likes and dislikes
d) Homework as support material, so that
learners can express their
 Licenciatura en Lenguas Extranjeras

literary preferences.

In order to implement the

dynamics, the instructor should
be in charge of including within
his methodology an audio with
the objective of having the
student distinguish the preferred
literary genre included in the
recording to stimulate listening
skills.
Teacher-
Students
The teacher asks the students
which literary genre they were
able to identify in the audio to Content obtained from:
encourage student participation. https://raisethebarreading.com/2018/01/12/teaching-
The professor takes into account genres/
pronunciation and orality, on the
other hand students listen to
each other's answers and give a
participatory note.

To continue, the teacher asks the

learners to make a puzzle poster
in groups of three students in
which they classify the different
 Licenciatura en Lenguas Extranjeras

literary genres and write in each

box the characteristics of the
genre.

Students discuss with each other

according to their understanding
and creativity. This encourages
group work, generates more
understanding between their
different opinions, interact and
share their knowledge.

The teacher asks the learners to

socialize in each of the groups,
provides feedback and validates
the activity with a respective
note according to the ideas and Content obtained from:
creativity.
https://hcisd-
hhs.edlioschool.com/apps/pages/index.jsp?uREC_ID
Then, the teacher proceeds to =1101928&type=u&pREC_ID=1570626
explain the next task, in this
case the activity is done
individually and is more
specific. The student must
briefly create a presentation in
which they explain their favorite
 Licenciatura en Lenguas Extranjeras

and least favorite book, author

and literary genre respectively.

The presentation can last 2

minutes per student and
everyone will listen to their
partner's participation.

In this activity the student would Content obtained from:

apply the theme of literary
http://languagelearningbase.com/86970/talking-
genres, likes and dislikes
about-likes-and-dislikes
together. The teacher will
provide their respective
feedback and final grade.
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Closing Post-listening:
Phase
Homework (if The teacher provides the
included in) following directions for
homework:
Teacher -
Students
The learner should make a short 20
explanation of their favorite or
least favorite book, the student
will have their choice. They
should explain the factors why
they like or dislike it, they
should also specify its literary
genre and its author.

Content obtained from:

Here the two themes included https://es.123rf.com/photo_27449418_la-lectura-de-
will be evidenced. libros-infograf%C3%ADa-conjunto-de-iconos-
vectoriales-plana.html

Finally, the teacher will grade

this assignment at the beginning
of the next class session.
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RESOURCES USED FOR THE CLASS

• Bookmarks
• Colored pencils
• Pencil
• Cardboard
• Eraser
• Pencil sharpener
• Scissors
• Glue
• Images of the types of literary genres
• Books
• Computer
• Audio equipment
• Image projector (Videobeam)
 Licenciatura en Lenguas Extranjeras

BIBLIOGRAPHIC REFERENCES

• British Council, (2021). A framework for planning a listening skills lesson. Content
retrieved from: https://www.teachingenglish.org.uk/article/framework-planning-
listening-skills-lesson

• Conca, M., (2019). Five (fun) ways to teach Young Learners listening (effectively).
Content retrieved from: https://ihworld.com/ih-journal/issues/issue-42/five-fun-ways-to-
teach-listening-to-yl-effectively/

• Listenwise, (2018). 7 Guidelines for teaching listening. Content retrieved from:

https://blog.listenwise.com/2017/02/7-guidelines-teaching-listening/