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DEVELOPING LANGUAGE SKILLS

Write a lesson plan of teaching one language skill (e.g. listening) to develop your
learners‟ communicative competence.

UNIT 8: NEW WAYS TO LEARN

Total number of periods: 8 (from 71 to 78)
Lesson: Listening
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I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1.Knowledge
- Gain an overview about the topic Blended-learning class.
- Memorize vocabulary to talk about blended learning.
2.Competences
- Develop listening skills: listen for specific details.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3.Personal qualities
- Familiarize with blended-learning class and identify the differences between traditional
and blended-learning class.
- Develop self-study skills.
II. TEACHING AIDS AND MATERIALS
- Grade 10 textbook, Unit 8, Listening
- Computer connected to the internet, projector
III. PROCEDURES
1. Warm up: 5 minutes
a. Objectives:
- To activate students‟ knowledge on the topic of the unit
- To set the context for the listening part
b. Content: Watch a video
c. Expected outcomes: 3 components are
- face-to face learning activities
- digital learning objects
- independent study time
d. Organization:
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Teacher’s activities Students’ activities

- T shows a video about “Blended learning” from Youtube: (from - Ss watch the clip
0:00 - 1:28)
https://www.youtube.com/watch?v=-bwhR1ZKGRE
- T asks Ss to watch the video then name 3 components of
blended learning.
- T asks 2 Ss to give their answers and gives corrections.

2. Presentation (10 minutes)

Activity 1: VOCAB GAME: GUESS THE WORD(S) (5 minutes)
a. Objectives: To provide students with vocabulary for the following listening task
b. Content: VOCAB GAME: GUESS THE WORD(S)
c. Expected outcomes: Answers:
1. upload 2. e-class
3. folder 4. take notes/ taking notes
5. population growth 6. log in
d. Organization:
Teacher’s activities Students’ activities
- T asks Ss to look at the slides and guess the word(s) as -Ss look at the slides
instructed. and raise hands to
Slide 1: Fill in the blank answer.
You can ______ your own videos on YouTube.
Slide 2: Another word for „online class‟?
Slide 3: What is it?
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Slide 4: What is he doing?

Slide 5: Fill in the blanks

There has been a ___________ from 5.3 billion to 11.2
billion.

Slide 6: Fill in the blank

To _____ to your email, you need to type in your account
and password.
- T gives correction after each question
- T asks Ss to note these word(s) into their notebook.

Activity 2: TASK 1: TICK THE BOX (5 minutes)

a. Objectives: To provide students with vocabulary for the following listening task
b. Content: TASK 1: TICK THE BOX
c. Expected outcomes: students‟ answers
d. Organization:
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Teacher’s activities Students’ activities

TASK 1: TICK THE BOX - Ss discuss and tick the
box
-T asks Ss to open the book and discuss with their friend next
to them what they do to prepare for a lesson.
-T calls 1 pair to speak their answers.

3. Practice: 20 minutes
* TASK 2: (10 minutes)
a. Objectives: To provide students with useful steps to do before listening for specific
information
b. Content: ANSWER THE QUESTIONS (p.91)
Listen to the first part of the conversation between a teacher and her students, then
answer the following questions.
c. Expected outcomes: Answers:
1. She is talking about the homework given to the class.
2. She has uploaded videos on the E-Class.
d. Organization:
Teacher’s activities Students’ activities
-T asks the class to read two questions in part 2 - Ss do as they are
told
-T asks Ss to guess the answers.
-T asks Ss to listen and answer the questions.
-T calls one student to answer each question, asks him/her how
he/she gets the answer and gives correction (if needed)
-T gives correction
* TASK 3: (10 minutes)
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a. Objectives: To provide students with useful steps to do before listening for specific
information
b. Content: COMPLETE THE FLOW-CHART (p.91)
Listen to the second part of the conversation and complete the flowchart with no more
than TWO words.
c. Expected outcomes: Answers:
1. homework 2. take notes
3.information 4. discuss 5. email
d. Organization:
Teacher’s activities Students’ activities
Reorder the steps - Ss work in pairs and
put them in the correct
- T shows on the screen a list of 4 steps that should be done before a
order.
“fill-in-the-blank” listening task

a. Decide what kind of

information should be
filled in the blank (noun,
verb,….)
b. Predict answers
c. Read the question
carefully and underline
key words (verbs, nouns,
…..)
d. Listen, take notes

- T calls 2 pairs to give their answers

- T corrects them if needed
Correct order: c - a - b - d
- T asks Ss to work in pairs, and apply the 4 steps mentioned in Task
3 in 1 minute.
- T can ask some Ss to answer if the blank should be a noun/verb….
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- T asks Ss to listen and complete the flow-chart with no more than 2

words.
- T plays the recording again if 1/4 of the class don‟t get all the
answers.
- T calls 2 pairs to share their answers
- T gives corrections
Cue:
1. an adj, noun 2. a verb
3. a noun/noun phrase
4. a verb 5. verb
4. Production: 10 minutes
a. Objectives: To give students a chance to apply what they have learnt
b. Content: WORK IN GROUPS. DISCUSS THE QUESTIONS (p.91)
c. Expected outcomes: Suggested answers:

d. Organization:
Teacher’s activities Students’ activities
-T shows this table on the screen: - Listen and do the task
as required.
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-T divides the class into groups of 4 and asks each group to compare
„Blended Learning‟ and „Traditional Learning‟ based on 4 criteria.
-T calls 2 groups to share their ideas.
-T shows possible answers on the slide
-T asks 2 other groups which they prefer: blended or traditional
learning and why.
* HOMEWORK:
Asks Ss to: Do exercises in the workbook.
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**The provided lesson plan focuses on developing listening skills to improve the students'
communicative competence in the target language. The lesson is well-structured and covers
various aspects that contribute to effective language learning. Here's a brief analysis of the
lesson plan:

1. Warm-up: This segment serves as an excellent icebreaker, engaging students and helping
them transition into the lesson. It also encourages them to use the target language and
activates their prior knowledge, which is essential for better understanding and retention of
new information.

2. Listening Activity: The listening activity is the core of this lesson, as it aims to improve
students' listening skills. The use of an audio recording exposes students to real-life language
use and helps them understand the context in which words and phrases are used. The
activity's structure, with pauses and note-taking, ensures that students listen actively and
focus on key vocabulary and phrases.
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3. Vocabulary Review: This segment reinforces the newly acquired vocabulary and phrases
by encouraging students to share their notes with a partner. The class-wide review on the
whiteboard or blackboard further solidifies the understanding of these words and phrases.
This approach also allows students to practice using the new vocabulary in sentences,
enhancing their comprehension.

4. Group Discussion: By dividing the class into small groups, students have the opportunity
to practice their listening, speaking, and comprehension skills in a more relaxed and
supportive environment. This segment promotes collaboration and peer-to-peer learning,
which is crucial for developing communicative competence. The presentation of each group's
discussion to the class fosters a sense of accomplishment and encourages students to reflect
on their learning.

5. Wrap-up: The conclusion of the lesson summarizes the main objectives and highlights the
importance of the acquired skills. Encouraging students to practice these skills outside the
classroom and providing them with additional resources demonstrates a teacher's
commitment to their ongoing language development.
SUMMARY
Students should develop not only listening but also speaking skills in order to communicate
with others. For some time in language teaching, it has been conventional to teach speaking
as being of primary importance, regarding listening to be less important although it is known
that oral skills and aural skills cannot be separated from each other. Language teachers should
encourage students to predict, to tolerate ambiguity and to link ideas so that they stop
dwelling on isolated words often not vital for comprehension. To facilitate communicative
competence the teachers can also help students by discussing the title, theme, and cultural
background before starting the tasks. What they often lack in the second foreign language
classroom is the opportunity to develop a sufficient language base from which to generate
messages they would like to communicate. Classroom use of comprehensible materials can
help to alleviate this problem. Thus, all tasks should serve to facilitate communicative fluency
in each of the other language skills including listening and speaking. The students can speak
at a much higher level of proficiency than in the past when the preoccupation with grammar
is used to deprive them of the opportunity to speak for the meaning. Besides these,
information-gap tasks increase students‟ motivation and improve their level of
comprehension. Within the framework of this study, it was realized that the students were
willing to participate in the tasks as the two skills were presented in integration through
information-gap tasks, which created real life situations in the classroom. Listening is a
receptive skill in that the listener is receiving a message from a speaker, but it shouldn‟t mean
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that the listener is passive during a listening task. The listening process, in a way, is a very
active process as the listener needs to use background knowledge to understand the intended
message of the speaker; so, the listeners should deal with various tasks while listening to
activate their schemata. The follow-up of these stages can easily be the production stage,
which inevitably means the integration of skills. Hence, teaching the skills separately will
influence negatively the communication in the classroom; therefore, the teachers should
create real life situations not only by integrating listening and speaking skills but also by
implementing information-gap tasks to enhance real communication among the individuals.
In conclusion, practicing the skills through information gap tasks carry up student
involvement and motivation mainly because these kinds of tasks are related to real life and
thus leads to communication. This suggests that students‟ success rises when listening and
speaking skills are integrated.
Overall, this lesson plan effectively combines various language skills and fosters a student-
centered learning environment. It caters to intermediate learners' needs, ensuring they develop
their listening skills and enhance their communicative competence in the target language.