TESL 0120: Blended Speaking and Listening Lesson Plan
Blended Speaking and
Listening Lesson Plan
Topic:
-
Giving and following directions.
Context:
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This lesson caters to adult immigrants who have
recently moved to Winnipeg with an upper beginner level of English.
Focus:
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Students will learn to give and interpret
directions. This lesson will focus on task-based, transactional communication,
making use of both fluency and accuracy speech.
Strategies:
-
Speaking:
o
Use recordings of the students role playing to
help students reflect on their performance and improve on their pronunciation,
grammar, and vocabulary usage.
-
Listening:
o
Students will learn to use both the Bottom-Up
and Top-Down methods to listen to directions and follow them. Students will
also employ cognitive strategies to listen an audio recording.
Class Objectives:
Students will learn to do the following:
-
Speaking:
o
Use appropriate vocabulary and expressions, such
as imperatives, and time order words to give a series of directions for a
location on a map to someone who is lost.
o
Incorporate giving directions into a conversation
with a stranger and asking for clarification of those directions through a
role-play skit.
-
Listening:
o
Identify location words to accurately find the
location of a building or place.
o
Identify key words and phrases to understand a
series of directions and locate a place on a map.
Materials:
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Activity 1 printouts
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Map printouts of downtown Winnipeg
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Destination paper slips, cut out beforehand
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Assorted coloured markers
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Whiteboard marker
Activity Sequence:
Activating: (30 minutes) ---------------------------------------------------------------------------------------
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Begin the lesson by asking students about a time
they got lost, whether it be in Canada or in their home country. Have them
share with the class their experiences and how they handled it.
-
Next, get students to work in groups of three or
four and brainstorm vocabulary that they would use when talking about
directions.
-
After 5 minutes or so, ask each group to share
three words they came up with and write these on the board. Divide the words
into directions (up, down, left, right), verbs (go, walk, cross, etc.) and
nouns (street, block, intersection). Introduce
and review additional vocabulary that hasn’t been mentioned.
-
Then, introduce phrases that the students can
use by combining the words they gave. (ex: “Turn left at Main Street). Invite
students to come up with a few phrases and write them on the board. Students
can reference these during the acquiring activities.
Acquiring (50 minutes)
-----------------------------------------------------------------------------------------
ACTIVITY 1
(LISTENING):
-
GOAL:
Students will learn to pay attention for location words and determine whether
the statements they hear are true or false based on the map provided.
o
Pass out the Activity 1 map and play audio
recording from this link: http://www.esl-lab.com/eslbasic/travel-sightseeing-sc1.htm.
A Copy of the answer key will also be found here. There will be a series of ten
statements that will refer to the location of different buildings on the map.
The students will have to answer whether these statements are true or false.
o
Give the students a minute to familiarize
themselves with the map before playing the audio recording.
o
After playing the audio recording twice, read
out each statement and ask the students to say whether the statement was true
or false.
Corrective Feedback:
§
If a student gives the wrong answer, use gentle
correction and ask them to check the map again to see if their answer is
correct. Explain why the answer is wrong by referring to the map.
Assessment Method:
§
Use
formative assessment to Check students’ understanding of vocabulary and
expressions by having them identify location statements as true or false.
ACTIVITY 2
(SPEAKING AND LISTENING):
-
GOAL:
Students will practice the vocabulary they have learned and create a series of
directions to help someone who is lost find a location. Students will also
practice listening to directions and following them.
o
Start the activity by teaching the students how
to ask for clarification when receiving instructions. This can include
expressions such as “Could you repeat that?” or “I’m sorry, what is the name of
the street?”. Emphasize that it is important to speak out if they do not
understand something.
o
Next, pass out maps of downtown Winnipeg, a
destination paper slip and a coloured marker to each of the students and divide
them into pairs. Destination papers will have two locations written on them, a
starting location and an end location (ex: Portage Place to Centennial Concert
Hall).
o
Explain to the class that they will practice
giving directions to their partner. Tell them that while one person gives
directions, the other will draw the path they will take on their map to get to
their destination based on what they hear. Students will then switch roles and
repeat the activity.
o
Draw a simple map on the board with a few
locations and practice with the students before having them do the activity on
their own. This will allow them to visualize how to carry out the activity.
o
Tell your
students to take a few minutes to locate their starting point and destination
and to think up what directions they would give before starting the activity.
o
Remind students to connect their instructions
with the time order words they learned in previous lessons and to give their
instructions using the imperative verb form.
Corrective Feedback:
§
During this activity, walk around the classroom
and check in on the students to see if they are having any difficulty with the
task. Take note of any speech errors they may be making. Near the end of the
activity, check in on a few groups and review the directions they gave their
partner and offer correction if necessary.
Assessment Method:
§
Listening
– check students’ understanding of expressions and vocabulary related to
directions by looking at their ability to mark out a route on a map of downtown
Winnipeg based on what they heard.
§
Speaking
– check students understanding of expressions and vocabulary related to
directions by looking at their ability to give a series of directions based on
locations on a map of downtown Winnipeg.
Applying (40 minutes)
------------------------------------------------------------------------------------------
ACTIVITY 3
(SPEAKING):
-
GOAL:
Students will take what they have learned throughout the lesson and create a
role-play skit with a partner.
o
Get the students to form new pairs and instruct
them to create a role-play skit centred around asking for directions. They can
choose to refer to the downtown Winnipeg map, the map from the first activity,
or make up their own setting.
o
Get students to incorporate a minimum of three
steps in their directions and to incorporate asking for clarification at least
once.
o
Once the students have had enough time to plan
and rehearse their role-play skits, get each pair to present in front of the
class.
Corrective Feedback:
§
Walk around the classroom and check in on each
pair from time to time. If students are struggling to come up with dialogue,
feel free to offer a few suggestions to help get their imaginations active. Continue
to take note of any speech errors the students are making.
Assessment Method:
§
Check Students’ ability to incorporate target
vocabulary and expressions into a role-play skit. These performances can be
recorded and graded at a later time. Then,
feel free to let each student have a copy of these recordings to use as a
self-assessment resource in the future.
WRAP-UP:
-
Use this time to bring up a few common speech
errors that you noticed in the class and explain to the students how to correct
them. Have the students write down these points in their notebooks for future
reference.
-
Conclude the lesson by discussing with the
students the importance of helping others who are lost.
Resources:
Newebcreations. (2017). Downtown
Winnipeg Map. Retrieved from:
Randall, D. (2017). Directions
Through Town 1. Retrieved from:
Activity 1 Worksheet:
Name: ________________________
Instructions: Take a minute to look at
the map carefully. When you listen to the audio recording, answer true or false
to the statements you hear based on this map.
Circle the following questions:
1.)
True
False
2.)
True
False
3.)
True
False
4.)
True
False
5.)
True False
6.)
True
False
7.)
True
False
8.)
True
False
9.)
True
False
10.)
True False
Activity 2 Map of Downtown Winnipeg:
Activity 2 Destinations
Slips:
Note: Each
student should get a unique starting point and end point destination slip. Feel
free to come up with more depending on how many students are in the class. Be sure to cut these out before starting the lesson.
Winnipeg Clinic à Union Station
Portage Place à Centennial Concert Hall
Winnipeg Art Gallery à Millennium Library
MTS Centre à Canadian Museum for Human Rights
RBC Convention Centre à The Bay
Union Station à Shaw Park
Shaw Park à Millennium Library
City Hall à RBC Convention Centre
Union Station à Manitoba Hydro
John Hughes Theater à Portage Place
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