LESSON TITLE: Make a living.

Making a difference Lesson #: 1

TEACHER NAME: Runzi Wang DATE: 4/17/2018

Making a Living. Making a Difference

Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course: Listening 4
Level Beginning Intermediate Advanced M
Topic/Theme: Listening □ □ □ ul
til
e
v
el
□
Listening The students will be able to listen to the teacher and
Objectives other classmates explaining about the new vocabulary
in order to help them understand the listening
materials.
Speaking The students will be able to share their opinions about
the co-ops in pairs and also in small groups. Students
will be able to describe what the co-ops do in their
countries in the class.
Reading The students will be able to read short articles about
the co-ops and answer questions about what they read
to improve critical listening skills. They will be able
to make connections between the listening materials
and their own experience.
Writing The students will be able to write down what they
learned today after discussing with group members.
Students will be able to apply the listening materials
to their own writing.
Bridging
What background Prior to this lesson, the students have known what
knowledge do the students the co-ops are in their own countries. Before the
already have? lesson, I had a small talk with students and asked
their opinion about co-ops in their countries.
What will you do to I will start my lesson by showing a balloonist
activate or link students’ making balloons at home by himself to ask students
prior knowledge or to guess the topic. After seeing the picture and
experience to upcoming guessing today’s topic, I will then ask students to
content? share the homeowners in their countries.
Engagement with New Material
What will you do to At first, I introduced the lesson topic by showing a
engage students in the balloonist in the street and asking students’ opinion
active learning of the new about the homeowners in their countries. I will also
material? provide examples from my country to encourage
students to share their experience. For example,

What will you do to
ensure that all students are
engaged?
Application
What opportunities will
you provide students to
practice and apply their
knowledge/skill to meet
the objectives for this
lesson? To apply to other
contexts?
Assessment
How will you assess their
learning of the objectives?
Closing
street food owners in my hometown. Then I will
provide a vocabulary list for students to better
understand the listening materials because those
vocabularies will be played in the listening audio.
During pair work, I will model how to take notes
when they listen to audio, which helps them practice
note-taking abilities.
I walked around the classroom to check on each
student and made sure they understand what we are
doing. For example, I will listen their answers when
they are talking and ask new questions based on
their talking. I asked students to explain my
instructions to make sure that they understand. For
example, I will play audios, then ask my students to
take notes. By using the notes they took they should
retell what the audio was as specific as they can.
After reading the new vocabularies, I asked students
to complete sentences by using the vocabularies to
check if they really understand or not and I will
give them a handout.Also, after listening about
homeowners in Europe, students needed to circle the
correct word choice in the short listening materials.
Thus, students practiced the new vocabularies again.
What’s more, they needed to listen to the tape for
each activity. But they will listen to different tapes
during each activity. It also helped them practice
their general listening abilities.. After modeling how
to take notes, I asked students to take notes in the
front of the class. For example, they should take
note what products the homeowners make, what
year the homeowners start the cooperatives.
I assess students’ learning by three activities. First,
after learning new vocabularies, students need to
complete sentences by using those words. They will
write down the answers on the board and I will
check their answers with them after they finish.
Second, after listening a short passage, students
need to discuss what they have listened. Based on
their discussion, I will join them and listen to their
answers.Third, after listening a new short passage,
students need to take notes what they have listened,
and then they should retell the short passage by the
notes. When they retell in front of the class, I will
pay attention to if they can retell the details in the
tape by using their notes. All of the activities assess
if students understand the listening or not.
 How will you help
students recap the learning
and link it back to the
original purpose of the
lesson?
Technology
If applicable for your
context and your lesson,
how will you
meaningfully integrate
technology into your
lesson?
Reflection
What went well? How do
you know?
What didn’t go as planned?
What contingency plan did
you employ?
What would you do
differently next time?
Did your students meet the
purpose and objectives for
this lesson? How do you
know?
What do your students need
next? How do you know?
I summed up what they listened to and what they
learned. Additionally, I asked them the purposes of
each activity. If they didn’t get the purposes, I
explained the reason to them.
I use power point to display my lesson visually. I
will add more interesting pictures, such as the
homeowners in my students’ countries to catch my
students’ eyes.
I felt that all students participated in the class actively. They
showed me a very positive attitude throughout the class. And
when I taught them how to take notes during listening, they
seemed that they really loved the modeling because last time I
didn’t show them how to do it, and thus they felt lost. They
knew how to do it, and then they did better than the last time.
I provided the vocabulary list for them at the beginning of the
class with the simple similar vocabulary for explaining the
new vocabulary for them. But I assumed they know many
vocabularies. But actually they don’t know. Even though I
thought I provided the simplest word to define the new
vocabularies, they still had no ideas what the meaning of the
new words were. I needed to use examples to define the words
for them, which took a long time.
Because I didn’t plan too much time for the new vocabulary,
which actually took a long time in my class, I cut down the
last writing part and provided it as homework for them. I
planned for them to write a short passage in the class. But at
the end, I just asked them to talk about it and write an outline
in class. Then I left it as a homework.
Next time, I will provide more opportunities focused on the
listening. Also I will slow down the listening materials
because I found that the normal speed was still too fast for my
students. They could not get the main ideas about the listening,
which was really discouraged them.
Yes, I asked students to give answers about the listening
comprehension questions and to give the reasons why they
chose it. Also, I asked them to provide examples to support
them. When they did the group discussion, I walked around
and joined them to listen what they were talking to make sure
they were on the right tack.
The next lesson I will include more note-taking activities for
them because based on what they did in this class, I saw they
didn’t know to do it correctly and they needed more
opportunities to practice. Besides, after the class I asked them
 to write short comments on my lesson, they said that they
needed more practicing on the note-taking exercises.
What did you learn about Their positive attitude encouraged me to improve. Also, I now
your glows and grows as a know that I can handle contingency situations. Unpredictable
teacher? What can you do situations are not as terrible as I thought.
to work on your areas
needing growth? I found that I couldn’t assume my students’ prior knowledge
and what they already known or unknown. Students are
different even though they are in the same proficient level. As
teachers, we should try to understand more about their
knowledge background and then try my best to make the more
appropriate decisions for everyone.