Lauren Yal
Spring 2012
CCSF Credit course
Listening lesson plan
Context
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High-intermediate listening and speaking credit course at City College of San
Francisco Ocean Campus, ESL 142
Approximately 20 students from China, Hong Kong, Japan, Vietnam, Thailand,
Peru, Argentina, and Guatemala
Meets twice weekly on Mondays and Wednesdays from 1-2:30
Mentor Teacher is Timotha Doane
Objectives
1) Ss will activate prior vocabulary and schema knowledge towards understanding
and discussing the academic lecture
2) Ss will capture key academic transition words through selective listening and
note-taking for Part I of the lecture
3) Ss will be able to predict the content of Part II of the lecture and utilize relevant
vocabulary related to the topic of Culture Shock in note-taking
4) Ss will show varying degrees of ability in capturing the main “stages” of Part II
lecture as well as the details about “emotions”
5) Ss will be able to comprehensibly share their notes in pairs through speaking and
negotiating meaning in English
6) Ss will work together on a speaking task to create “Rules of Good Note Taking”
and be able to articulate their ideas to the class
7) Ss will show varying degrees of proficiency in relaying a personal account of
experiencing culture shock in small groups (speaking activity)
Materials
Chapter 2 in Academic Listening Encounters: Life in Society by Kim Sanabria
• The lecture is on a teacher’s CD and activities are located on pgs. 26-30
Blackboard and chalk
CD Player
Handout with sample note taking diagrams and selective listening exercise
Activities, Sequencing, Transitions, and Timing
Prior work in the class leading up to today’s lesson
Prior schema building:
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In the last class Ss brainstormed the definition of “culture shock” and listed
numerous examples that make up a culture (i.e. food, customs, behavior, dress,
religion, etc)
Ss also discussed the difference between invisible and visible culture
Ss took a vote and unanimously agreed that they had experienced culture shock
sometime in their lives
Prior skill development
• Ss have been working on academic note taking while listening to lectures
• Ss have discussed various formats for taking notes
• Ss have learned to distinguish main ideas from specific details
• Ss have worked on oral summaries of listening tasks and personal stories
Homework from last class: • Preview vocabulary that will be in the lecture on pgs. 27-­‐28 • Bring in notes for a 2 minute mini-­‐presentation on an example of when you experienced culture shock Today’s Class 1:10-­1:12 Discuss agenda written on board: 1) Listening to “Culture Shock” lecture 2) “Rules for Good Note Taking” Small groups and class discussion 3) Check lecture details and vocabulary 4) Discussion and small group mini-­‐presentations about personal experience with “culture shock” 1:12-­1:15 Warm-­up and recalling schema from last class (I script my warm-­
ups and instructions so I can really picture how I will get the class rolling) Does anyone remember what we talked about at the end of class Wednesday? (Culture shock, some nice S says). I’m sure you all have lots of stories about the types of cultural situations you’ve experienced. Hopefully you thought about it for homework and came prepared to talk a little bit later with a group about your experience. You will have a chance to share your stories in the second part of class. I’ll just share a story with you about my experience with culture shock to get you thinking about the topic in the lecture. I went to live for 3 months in Turkey with my husband’s family (he’s Turkish). I went there for language school and to learn more about the culture. It was fun at first, but then there were things that were challenging and surprising. One of the biggest difficulties I faced was dealing with the large meals that were served several times a day. I was not hungry but I always felt like I had to accept an invitation for food. In Turkey, you always take a plate if it’s offered. I couldn’t say no. It became very frustrating and difficult. I was a little angry for a while. I didn’t know how to refuse food when I wasn’t hungry. But slowly, I learned how to “insist” that I was full. First, I would say in English “no, I’m full thank you thank you but I’m really very full and HAPPY!” But, soon after that, I learned the words in Turkish and it worked so much better! So, I would say “yeter, canim, hayir, yok, ben cok doydum, tesekkur edirim, sogul!” basically, I was saying thank you lots of time and refusing 5 different ways. Then, the stress of dinner time went away and now I enjoy meals in Turkey. So, as you can see, I went through several stages of feelings in my situation. What do I mean by ‘stages’? T <-­‐> Ss discuss as a class what I might mean by ‘stages.’ 1:15-­1:20 Introduction and instructions to Listening Part I • Instructions: we will be listening to an academic mini-­‐lecture about culture shock. There are two parts. In the first part, we’ll be listening for key transition words to identify what topics are included in the lecture. When you listen to academic lectures, it will be important to notice changes in topic and the order of information. On your handout are a list of the transition phrases you will hear in Part I. Let’s repeat them aloud together first. I’m going to read the first part of the lecture and I want you to put the number next to each phrase in the order you hear it. • Listening 1: T reads the intro instead of playing CD • Ss<-­‐> Ss: In pairs, Ss compare order to words they heard in Part I • T-­‐>S Check answers briefly 1:20-­1:35 Introduction to the Listening Part II (the lecture): • Instructions: In the lecture, you will hear about three stages of culture shock (remember the term ‘stage’ that we talked about a minute ago?). When you take notes the first time, I’d like you to only listen for the names of the three stages and the main description of each stage. You do not need to take notes about the specific details. Try to get the names and descriptions of the three stages. It is your choice how you want to organize your notes. • Listening 2: Teacher reads the lecture. Skip the part about the diagram so that Ss can negotiate the organization of their notes individually. • Ss<-­‐>Ss: In pairs, share what you got about the three stages of culture shock. I want you to work together to choose a diagram or a way of making an outline for putting specific details under each stage. You can choose how you want to organize it. Refer to the handout where I’ve given you several graphic organizing options to choose from (remind them of the activities we did last Monday with respect to note taking.) Think about what you liked about the different types of notes. You have about 3 minutes to do this. Don’t worry if you didn’t catch the three stages. As long as you have a spot for them you can catch more information in the second listening. •
Listening 2: Now, I’m going to read the same lecture again. This time, you are trying to take notes about the specific details you hear about each stage. Specifically, the lecture talks about emotions (what are emotions? Feelings, etc) that you feel during the three stages. Try and listen for those emotions and any other details you can catch. Try to fill in the information on your diagram or outline in your notes. 1:35-­1:50 Post-­Listening Group Work and Collaborative Activity: • Instructions for board work by students: Now, I’d like to get a few volunteers to come up and copy their note format on the board. Please only list the three stages of culture shock and the emotions. Because of time, let’s leave out other details you got. We want to see the different ways you made your notes. Other students will get ideas from you so it’s a nice way to share the different styles of note taking. We will also discuss the ‘answers’ by using your notes as a guide (don’t worry if your notes are not perfect!) • While individuals are putting their notes on the board, other Ss are working in groups of 3 or 4 to generate “rules for good note taking.” They can take ideas from the board and each other. They need to come up with 3-­‐5 good rules to follow while taking notes and listening to lectures. Try and put Ss from last Monday into each group so they can share what they learned in the previous class. Remind them of what we worked on previously. 1:50-­2:00 Speaking activity #1: groups sharing their rules with the class • Teacher will discuss with the class about the stages and emotions that are on the board and clarify any outstanding factual questions that might remain from the lecture. Some synonyms of emotions will have to be discussed. Maybe Ss can use them in sentences for homework. Be sure to give examples of correct grammatical form: be+emotion (be frustrated, be euphoric) • Then, students will practice speaking to the class with a representative from each group standing up and telling the class what rules they decided on for note taking and listening. The teacher can note similarities among the groups or note any unique and useful advice that comes out of the activity. 2:00-­2:30 Speaking activity #2: Students share personal culture shock stories in small groups • Teacher will group Ss in small groups and share culture shock stories • If there is extra time, each group decides the most shocking experience someone had in their group and maybe shares it with the class at the end.