Listening Lesson Plan Template

Unit number/Topic: Unit 1 Level: Grade 10 Lesson Length: 45 minutes

Type of lesson: Listening Teaching Date: Teacher Trainee:

Châu Hoàng Phúc
Trương Minh Phú
Hồ Quang Phát
Huỳnh Tranh Thuận Huy
Lưu Tùng Quân

Main aim (s): By the end of the lesson students will be able to make predictions before every Listening task (subskills of listening)
Subsidiary aim(s): For students to develop their critical thinking (subskills of speaking/writing) or to use new words and phrases in context
(vocabulary, structures, phonological features)
Personal aim(s):
- Teacher learn in many research to integrate into the lesson
- Teacher strengthen the connection between them and students
- Teaching Listening can learn about different cultures and perspectives
Materials (including sources): Powerpoint, textbook
Assumptions:
Anticipated learners’ difficulties/problems with tasks: Suggested Solutions:
- Learners may struggle to understand listening tasks due to - Teachers provides pre-listening tasks to activate learners’
unfamiliar vocabulary or lack of background knowledge about prior knowledge, introduce key vocabulary, and encourage
the topic learners to make predictions about the content
- Learners may not have effective listening strategies or may - Teacher introduces a new way in indetifying part of speech
not be aware of the strategies they are using before listening
 - Learners may find it challenging to understand fast-paced or
heavily accented speech
- Learners may be distracted by background noise, classroom
chatter, or other external factors
- Learners may not be motivated or engaged in listening tasks if
they do not find the content interesting or relevant to their
liking
- Teachers provides listening materials with gradually increased
speed and complexity. Additionally, teachers expose learners
to different accents and dialects for learners to practice
understanding them.
- Teacher provides clear instructions and expectations for
behavior during listening activities.
- Teachers selects materials that are culturally relevant, age-
appropriate, and aligned with learners’ interests and needs

Language Analysis
Inputs Pronunciation Meanings & Examples

Noun position Adjective position

- After an article: a, an, the. - Before Noun

- After possessives: my, our, their,…
- After linking verbs: get, become,
- After preposition: in, on, at, of,…
seem, appear, stay, look,
- After Adjectives and Adverbs.
remain…
- After “to be”.
Stage/Time Stage aim Procedure Interaction Aids
Teacher’s & Learners’ activities
Lead-in Introduce the Discussion questions TW/C Board
(3minutes) topic Teacher’s activities: Pictures
- Teacher divides the class into 6 groups on slides
- Teacher gives students a set of questions about hobbies:
+ "What is your favorite hobby?"
+ "How often do you do your hobby?"
+…
- Teacher asks students to discuss in groups
- Teacher invites some students to stand up and answer
Students’ activities:
- Students work in group to discuss about their hobbies
- Students pick a representor to give the ideas

Pre-listening Facilitate Making Predictions TW/C Slides

(12 minutes) learners’ Teacher’s activities:
Pre-teaching listening - Teacher shows students the type of speech law:
Vocabulary difficulty
Noun position Adjective position

- After an article: a, an, the. - Before Noun

- After possessives: my, our, their,…
- After linking verbs: get, become,
- After preposition: in, on, at, of,…
seem, appear, stay, look,
- After Adjectives and Adverbs.
remain…
- After “to be”.
 - Teacher asks students to open the textbook and do task 1
- Teacher asks some students to stand up and give their answers
- Teacher corrects the answers and give explainations
Students’ activities:
- Students do task 1 individually
- Students stand up and give their answers.
Pre- Motivate Teacher’s acitivites: TW/C Slides
questions (*) learners to - Teacher asks the whole class: “What do you usually do in your free time?”
read or - Teacher let students work in groups for 3 minutes
establish - Teacher asks students to stand up and give their ideas
reasons for Students’ activities:
listening - Students do the task in group
- Students pick a presentor to present their groups’ ideas

Feedback ANSWER KEY:

1) a noun
2) an adjective
3) a noun (date)
4) a noun
5) a noun
While Listen for Ordering & gap-filling TW/C Slides
listening gist/the main Teacher’s acitivites:
(5 minutes) idea - Teacher asks students to open the textbook and do task 2
Task 1 2. Now listen and fill in the gaps (1–5) in Exercise 1.
- Teacher asks students to make prediction for the part of speech in the gap
- Teacher asks some students to stand up and give their answer and
explaination
- Teacher corrects them and give explainations
Students’ activities:
- Students do the task 2 individually
- Students stand up and give their answers with explainations
Feedback ANSWER KEY:
 1. garage 2. online 3. May 8th 4. chores 5. hospital

• Stephen works on his robots in his mum and dad’s 1) garage.

Script: “…But on Saturdays, I’m in my parents’ garage building robots!”

• He watches 2) online videos to learn about robotics.

Script : “I learn how to design, build and programme robots from online videos,
…”
• Stephen’s club plans to take part in a robotics competition on 3) 8th May/ May
8th.
Script: “…Our next competition is on the 8th of May…”

• Stephen’s robots can do 4) chores for his mum and dad.

Script: “…I try to build useful things, like machines that can help my parents
with the chores...”

• He hopes one day his robots can go into space or help save lives in a(n) 5)
hospital.
Script: “…Maybe one day I can build a robot for NASA to send to another planet,
or a robot doctor to work in a hospital and save lives!”
While Listen for Comprehension questions: TW/C Slides
listening details Teacher’s acitivites:
(10 minutes) - Teacher asks students to open the textbook and do task 3
Task 2 (**) 3. Listen to a dialogue between Mark and Nancy. For questions (1–5), choose
the best answer (A, B or C).
- Teacher asks students to make prediction for the part of speech in the gap
- Teacher asks some students to stand up and give their answer and
explaination
- Teacher corrects them and give explainations
Students’ activities:
- Students do the task in group
- Students stand up and give their answers with explainations
Feedback 1. C 2. C 3. A 4. A 5. C

1. Script: “…But on Saturdays, I usually go shopping with my mum.”

2. Script: “…My sister always goes to the mall, but I hate shopping for clothes!”

3. Script: “…I never do the washing-up…”

4. Script: “…in summer I usually go on a picnic with my family on Sundays…”

5. Script: “…Let’s meet at 11:30 instead.”

Post Role play Stds  Stds Handouts
listening Teacher’s acitivites:
(15 minutes) - Teacher shows students the gap-filling task of task 3 transcript
Task 3 (***) - Teacher asks students to make prediction for the part of speech in the gap
Group - Teacher let students listen and fill in the gap
discussion - Teacher tell students to work in pair and use their own idea to fill in the
blanks
- Teacher asks dome pairs to stand up and role-play the dialogue base on
their new ideas
Students’ activities:
- Students do the task
- Students works in pairs to come up with a new dialogue
Students perform in front of the class
Feedback ANSWER KEY:
Nancy: Hey, Mark! That was fun! Do you want to play basketball again on
Saturday?

Mark: Sorry Nancy! But on Saturdays, I usually go shopping with my mum.

Nancy: Do you go to the mall?

 Mark: No way! I help her do the shopping at the supermarket. My sister always
goes to the mall, but I hate shopping for clothes!

Nancy: Me too. I hate all kinds of shopping! I never even go to the supermarket.
But I still help my parents at the weekends. I do the laundry and vacuum the rugs.
I never do the washing-up, though – I always break things! So how about
Sunday? Are you free then?

Mark: Well, in summer I usually go on a picnic with my family on Sundays, but

my parents have got tickets to visit a museum, so I guess I’m free!

Nancy: Great! Let’s meet at 10 o’clock.

Mark: Hang on, sorry, I always chat to my cousin online on Sunday mornings. He
lives in Australia, so it’s 7:00 in the evening when it’s 10 o’clock here! Let’s
meet at 11:30 instead.

Nancy: OK. See you at the basketball court on Sunday!

Notes:
(*) The teacher trainee can choose other techniques (such as open predictions, true/false statements for prediction, ordering statements/pictures
and network) to motivate learners to read the text.
(**) The teacher trainee can choose other subskills such as listening for specific information, deducing meaning from context, listening for
inferring speakers’ attitudes/feelings, listening for understanding text structure for learners to practice in task 2. The subskill that the teacher
trainee chooses depends on the length, structure and complexity of the listening text.
(***) The teacher trainee can choose other techniques (i.e. role play, write-it-up, further practice) for learners to do in the post listening stage.
Handout (Gap filling task of task 3 transcript)
Nancy: Hey, ____________! That was fun! Do you want to play ____________ again on ____________?

Mark: Sorry ____________! But on Saturdays, I usually go ____________ with my mum/dad/friends.

Nancy: Do you go to the ____________?

Mark: No way! I help ____________ do the shopping at the ____________. My sister always goes to the mall, but I hate shopping for
____________!

Nancy: Me too. I hate all kinds of ____________! I never even go to the supermarket. But I still help my parents at the weekends. I do the
____________ and vacuum the ____________. I never do the washing-up, though – I always break things! So how about ____________? Are
you free then?

Mark: Well, in summer, I usually go on a ____________ with my family on ____________, but my parents have got tickets to visit a
____________, so I guess I’m free!

Nancy: Great! Let’s meet at ____________.

Mark: Hang on, sorry, I always chat to my cousin online on Sunday mornings. He lives in Australia, so it’s ____________in the evening when
it’s ____________here! Let’s meet at ____________ instead.

Nancy: OK. See you at the ____________ on Sunday!