LESSON PLAN

Learning Objectives:
At the end of the lesson, the students are expected to:
a. Know the post-listening activities and it’s importance.
b. Know the strategies and example in teaching listening

Subject Matter
Sub Topic: (1) Post Listening
(2) Strategies and Examples in Teaching Listening
Reference: Book
Materials: Power Point Presentation

Procedure
A1: Activity
The teacher will ask students about the topic.
 Do you have any idea of what is post-listening?

Activity Proper
 The students will be given an audio message and they will at least list down 5 things they
have noticed after hearing the audio.

Analysis
 The teacher will ask a variety of questions in relation to the activity.
1. What have you noticed after hearing the audio?
2. Do you hear unfamiliar words or phrases?
3. Do you have difficulties in understanding the words or phrases in the audio?
Abstraction

(1) Post-Listening
The post-listening stage comprises all the exercises which are done after listening to
the text. Some of these activities may be the extensions of those carried out at pre- and while-
listening work but some may not be related to them at all and present a totally independent part
of the listening session. Post-listening activities allow the learners to ‘reflect’ on the language
from the passage; on sound, grammar and vocabulary as they last longer than while-listening
activities so the students have time to think, discuss or write (Rixon and UUnderwood, 1986).

Post-Listening Activities
A post-listening activity represents a follow up to the listening activity and aims to utilize the
knowledge gained from listening for the development of other skills such as speaking or writing.
a. Responding to the text – it’s important that students share their reaction or thoughts to the
content.
b. Analysing the linguistic features of the text – it’s important to know the linguistic features
being used.
c. Integrating speaking and writing - after listening to the audio, students can share their
ideas or thoughts by writing. Students may write dialogues and short composition, role-
play a certain scenes, or express their appreciation through written and oral task.

(2) Strategies and Example in Teaching Listening

Effective and successful listening skills requires practice and we need lots of it.

Pre-listening Strategy
a. Identifying Vocabulary/Comprehension
Ex.
word webs – inform the students of the listening topic and using semantic webs;
ask them to provide topics, or sub topics with which they are expected to come up
during the listening activity.

mind maps – have students generate ideas and create word associations from
given word or topic.

gap fill – write sentence with missing words.

 words on the board – write different words on the board and ask students to
choose two-three words. From that two words, they will have to create one
sentence.

b. Activating Interest
Ex.
brain walking – Put posters around the classroom. Asked students to move around
and go to each posters then talk about what comes to mind after taking a look to
each posters.

guess the theme – The teachers may show eye-catching images, graphics, maps or
diagrams as clues to help students guess the theme of the listening text.

solve the puzzle – Students guess what could have happened using some pieces of
a puzzle picture related to the listening passage.

meme it – The teachers may show memes from the listening text to arouse their
interest.

c. Putting it in Context
Ex.
Post it – Students brainstorm ideas about a topic related to the listening task. By
pair or by group, they share what they know of the topic relating it to their prior
schema. Students will write it in a small paper and post it on the board.

Make up a Story – Based on what they know, provide students with some
pictures and ask them to put these pictures in an order that make sense.

Let’s Draw – Give students a topic (refer to the listening text) and ask them to
draw something related to it providing as many details as they can.

d. Setting the Purpose

Ex.
Brainstorming – Discuss the topic with students and have them brainstorm
headings to take notes under. This will help them understand what specific task
they will do while listening.

Listening for Pleasure – Inform students of the title of the listening text and ask
them to list down interesting things that they think they can find out from the
listening activity.
 What I Want to Do – Give the listening topic. Ask students what they would want
to do after they are done listening to the text.

While-listening Strategy
e. Provide an Opportunity for Students to re-listen
Ex.
Let me read it first – You let students read the listening transcript first for a very
short time. Then work on listening for specific information, this time without the
script.

Take two – Read the listening text first, then let students listening to the audio
recording.

f. Promote Guided Listening and Scaffold note-taking

Ex.
Graphic Organizers – The teacher will give students a blank graphic organizer
which summarizes the information in the text under the headings. Students listen
and fill-in key words that they hear in the correct places.

Look for the Meaning – Provide a list of words to students before listening. Have
them read it and instruct them that as you play the audio track, they also have to
write the words that have the same meaning.

g. Give Students Thinking Space

Ex.
Listen and describe – As a teacher tells a story, he/she can stop regularly and then
ask students to give or write descriptions.

What’s next – The teacher plays the audio track then stops it in the middle. The
teacher will ask students to predict which word comes next. Then continues with
the audio track and repeats the process several times allowing students to have
time to respond.

Post-Listening Strategy
h. Responding to the text
Ex.
Checking and Summarizing – You can check for students' understanding by –
letting them summarize the information they heard – orally or in writing.
 What do you recall- The students will put into pairs. The teachers will asked
them to take turns recalling one bit information from what they have listened to
without repeating anything.

Reflective and Self-assessment - Let students reflect on the process and what
helped/ not help them understand the listening text.

i. Analyzing Linguistic Features of the Text

Ex.
Disappearing dialogues – The teacher will erase parts of dialogue to promote the
critical thinking skills of the students and then asking students to fill in the blanks
with phrases they remember or other phrases that may fit into the dialogue.

Synonyms and Antonyms – Let students identify vocabulary and find its synonym
antonyms from the listening script.

Multiple-choice Test – Students listen to passages and demonstrate their

understanding by choosing the correct answer from multiple-choice type of test.

j. Integrating productive skills: speaking and writing

Ex.
Writing a Short Composition – Students may share what they have learned from a
listening passage through a short composition.

Time to act – Students may also be asked to identify certain scenes from the
listening passage, then create and present a skit.

Retelling – Students are asked to retell what has been heard incorporating main
ideas, supporting details, key phrases and sequence.

These strategies and example teaching listening can help the students to enhance more
their listening skills and teachers can have a better connection with their students by applying
these strategies and examples to his/her students.

A4. Assessment
 The students will be given a listening passage and they will assess what they understand
in the passage. And they will list at least 5 listening problem they’ve encountered when
listening.
Assignment
 Answer this question with a minimum of 5 sentences. (20pts)
What is the disadvantage and advantage in listening ?