I'll teach the students how to listen at the start of the session. They will get assistance concentrating on the lesson's subject. Additionally, I'll assist them in incorporating the listening skills they pick up from the tales into the knowledge they already have.
Students must be motivated before the class even begins. I'll pick a fun object to use during the drive. The purpose of inspiration is to pique the student's interest in the subject. The lecture stage will include an introduction to the subject. I'll concentrate on animal environment and lifestyle at this point. The other thing I will do is to analyze some animals that have been identified taking care of children.
Some pictures shall be provided to the students in a power point presentation. Students will be accorded with a chance to predict the likely topic for the lesson after viewing the pictures. I will guide students in identifying the activities taking place in the images. I will give a handout with pictures of animals taking care of children.
Students’ ability to analyze information from recorded sources shall be developed. They shall be introduced to some new vocabularies whose meaning and use shall be explained in the next lesson. I will guide students on how to link the daily lives of children brought up by wild animals with their lives in school as well as other pressing issues in the community.
Gist questions will be given to the students. These questions will be;
What are the stories talking about? How many children have been considered in the stories? How were the lives of the children mentioned above?
The other item will include the global listening task. This item aims at determining the student’s understanding. Students will be required to respond to the teacher’s questions. The following questions shall be asked at this stage;
What was the main topic of this lesson? What have you learned in this lesson? Do you think children brought up by wild animals can conform to the average human life? Students will express their understanding of the topic.
Comprehension questions will be asked to test the listening skills of the students. Students will be given some questions to answer. The students will answer the following questions.
Which animals were involved in childrearing? How were the children rescued from the animals? What was the fate of the children after being rescued? Do you think the children will cope with human life? The students will answer the questions asked by the teacher.
I will list the vocabularies and request the students to identify them from the stories. I will explain the meaning of vocabularies such as, bringing up children, legend, autistic, kidnapping, jungle, disprove, among others used in the listening lesson. Students will write down the vocabularies and their meaning.
Steps to be followed in the listening lesson.
The first thing I will do is be to prepare student’s mind for the lesson (Marcus-Quinn et al.). I will ask students about animals they love. Discuss the information they have about animals. This enables a student to interact with the topic before starting a lesson (Pearson, 2008). It is clear when students familiarize with the topic to be discussed, it easy for them to remember the information for longer periods of time.
The other step will be to get into the roots of the information. After students discuss their knowledge, introduce the listening materials. I will make them understand everything.
The other step will involve testing the listening potential of the students. After getting the knowledge, testing what they have heard is essential. Ask few questions about what they understood. Give a room for the problem where a student may not have gotten the point right. Let students discuss and eliminate all the confusion among them (Linworth 2010). This gives student’s morale to continue with the lesson effectively.
The fourth step there should be a smooth continuation of the lesson. Students have already gotten what the topic entails and ready to get more information. They should note down what is being taught. In case of unfamiliar words, a precise definition of each word should be given well explained. Questions should be asked from time to time to make sure students understand everything. Any information from the student should be listened to without considering time, for a better understanding of all issues addressed.
Finally, analyze what has been learned in the lesson. After students are fed with all the information required, they should do several tests to confirm what they got is right. They should also try relating the info they got with related topics (Taylor 2013). For example, if the issue they had was about antelopes, they should have an assignment about dogs. This will help the students upgrade their creativity.
Handout for vocabularies in the pre-teach stage
Active form
passive form
Meaning
Pronunciation
Raise
Raised
Brought up
\rāzd \
Report
Reported
Accounted for
/rəˈpôrt/
Discover
Discovered
Got after conducting research
/dəˈskəvərəd/
Care
Cared
Showed interest/ catered for
/kerəd/
Disprove
Disproved
Failed to agree on
/disˈpro͞ovd
Find
Found
Seen/concluded
/found/
Believe
Believed
Accepted to be true
/bəˈlēvəd/
Spot
Sported
Was discovered
/spôrtəd/
Happen
Happened
Took place
/ˈhapən/
Record
Recorded
Preserved either in writing or other form for future use
/rĭ-kôrd′əd/
Practice activities
Free practice
Speaking, writing and reading activity.
In this activity, I will guide my students on how to form false or true statements. The sentences will then be completed using present and past passive. Every group will give true statements about animations. After making the true statements, some part of the sentence should be changed to form a false statement. In this activity, there is an opposing group which is supposed to guess the part of the statement that is making the sentence to be wrong. If the rival group, guesses the correct answer it will be the winning group. After all the sentences are made correctly, I will provide students with a gap-fill worksheet to practice their grammar knowledge on animation using present and past passive.
Speaking and reading activity. Post listening
In this activity, I will divide the class into groups of three. This card has three questions that are in the present and past passive. The cards should be shuffled faced down on a table. A student should then pick a single card completing the three questions to form a passive verb in the gaps provided. The student will then read the sentence loudly for the group to hear. Example, ‘Name three animals that were found in the village.’ The first student who will answer correctly will keep the card. At the end of the game, the student who will have many cards will be the winner.
Works Cited
Cockrum, Troy. Flipping Your English Class to Reach All Learners: Strategies and Lesson Plans. Taylor and Francis, 2013.
Ferlazzo, Larry. English Language Learners: Teaching Strategies That Work. Linworth, 2010.
Herrell, Adrienne. L., and Jordan, Michael. Fifty strategies for teaching English language learners. Pearson/Merrill Prentice Hall, 2008.
Appendix
Pictures to show the students:
