Elt3 Lesson Plan Listening

GROUP DYNAMICS: SAVE YOURSELVES
PRECIOUS TIME AND UNNECESSARY HASSLE!

1. Exchange contact information (WhatsApp
group, email group, Drive editing group).
2. Assign responsibilities and deadlines (be
realistic and consider your life out of this
course).
3. Draw up a contract of respect,
consideration and punctuality.
4. COMMUNICATE: doubts, disagreement,
misunderstanding.
5. In very extreme case of dysfunctional
team: contact me asap, before the
presentation.
CONTENT (all instructions followed; contributions are relevant to the topic):

5/5
COMMUNICATIVE ACHIEVEMENT (ideas are articulated clearly and in order):

5/5
ORGANISATION (control of paragraphs, coherence): 5/5
LANGUAGE (control and variety of grammar, vocabulary, spelling, punctuation,

and capitalization at level B2 / C1): 5/5
(YOUR TOTAL 20) ÷ 2 = 10 / 10
GROUP ASSIGNMENT: LESSON PLANNING
1. Develop a lesson plan (in this document). Book page(s) will be provided.
Please include screenshots of pages / activities in your plan.
https://drive.google.com/file/d/1wsojAACDTSWUIKH8G2F3O7c1Jykv0wiC/view?usp=share_link
DISCUSS (IN THIS DOCUMENT)

2. Two challenges you encountered when developing the plan. (Writing style,
putting ideas in words, different points of view).
3. Two reasons why lesson plans are useful for teachers and students.
4. How about improvisation? What are your thoughts on it?
PRESENTATION SPECIFICATIONS
WORD LENGTH (FOR DISCUSSION PARTS 2 – 4): 250-300 words maximum.
Font/size: Calibri 14, 1.5 space. ATTACH Word document (no PDF documents
or Drive links, please).
EMAIL SUBJECT: ELT3 GROUP ASSIGNMENT + FIRST NAMES
(*) Student sending the assignment: please remember to CC your
classmates 😊
PRESENTATION DUE: BEFORE TEACHING PRACTICE
[email protected]
(!!) Presentations past the deadline: 2 points off per day. You will receive a
mark, but I might not reply to your email (mainly due to time reasons).
TEACHER: Ana Paula, Maria

CLASS: ELT3 DATE: May 23rd NO OF SS: 4
Gracia, Kristel and Joaquin
LESSON TOPIC: “I went to…” Grammar and listening (past simple questions)
LESSON OBJECTIVES: By the end of the lesson....
SHORT-TERM: By the end of the lesson, students will be able to listen for specific information and answer
questions about the past. Also, they will be able to practice forming past simple questions and identify
stressed and weak sounds in past simple questions.
MID-TERM: Eventually, most students will be able to listen and comprehend spoken information about
different travel destinations, developing the ability to listen and understand travel-related articles,
conversations, and audio materials, which are common in exams such as TOEFL and IELTS.
LONG-TERM: Some students will develop advanced listening skills, enabling them to understand and
extract information and master the use of past simple questions and answers in real-life scenarios. This
will provide them a solid foundation, facilitating their success in English proficiency exams (TOEFL, IELTS)
and other language learning endeavors at higher proficiency levels (e.g., B2/C1)
PERSONAL OBJECTIVES (1 or 2, PER STUDENT, INCLUDE NAMES PLEASE:

Maria Gracia: I would like to improve the use of my voice as the main means of communication in a
virtual class and be able to express instructions clearly so that students can easily understand them. Also
to provide them different resources in order to develop the activities successfully.
Kristel: I would like to enhance my instructional strategies and resources to create an engaging and
student-centered learning experience for developing listening skills, while maintaining a metacognitive
approach to adjust my teaching techniques to students’ needs.
Ana Paula: I would like to provide the necessary help to my students so that they can develop their
listening skills by adapting the material and different resources to make it easily understandable to them,
giving clear explanations and making the class entertaining.
Joaquin: In this activity I would like to improve my ability to express my instructions in simple and
straightforward instructions so my students will be able to understand me and comprehend my lessons
immediately so that they’ll learn better.
1.Listening focus: Scanning ideas in order to find specific

MAIN SKILL / SYSTEM OBJECTIVE:
information.
1.Speaking: share ideas about the pictures.

SECONDARY SKILL / SYSTEM
2.Pronunciation: Notice the stressed and weak sound.
OBJECTIVE:
3.Grammar: Unscramble sentences to create questions.
Navigate Elementary Students Book – Oxford University Press

TEXTBOOK PAGES Page 77 EX 4,5,7,8 RECORDING 8.3
1. Class Presentation in PowerPoint

EXTRA RESOURCES (PPT 2. Navigate Class Presentation Tool.
PRESENTATION, WEB PAGE,
3. Jamboard
WORKSHEETS, ETC.)
ANTICIPATED PROBLEMS AND 1. Listening exercises may be difficult for some students because
SOLUTIONS. they may have audio or connectivity issues.
=> Recording will be played twice and students will practice
pronunciation (stress) afterwards with the teacher.
2. Some students don’t understand the audios very well because
they are not familiar with the topic.
=> Show them some vocabulary related to the topic before the
activities with words they are going to listen for a better
understanding.
STAGE PROCEDURE RESOURCES / TIME
PG. NUMBER
6 min
1. ENGAGE To introduce the topic, we ask SS to answer the PPT
following question: What was the last place you
Teacher- traveled to?
whole class SS will listen to a brief description of a place and

they will guess which place it is.
Warm-up activity
Then SS will receive some pictures and they will do

the same.
p.77 ex.4 VOCABULARY INPUT

2 . STUDY
NAVIGATE BOOK 4 min
SS are addressed to ex.1. They see the pictures and

answer the questions.
2. STUDY P. 77, ex. 5a 10
Book exercise min
P. 77 ex. 5b
Jamboard with
content from
Navigate
Students
In the exercise 5a students are going to listen

carefully to an audio and choose the things that were
mentioned on that. They’ll have the chance to listen
twice.
Then, they are going to listen again and match the
sentences according to the audio.
3. ACTIVATE p. 77, ex. 7. 8 min

Jamboard with
Listening and Writing: Sentence Unscramble
Students - content from
whole class Navigate, Zoom
Students will be provided words in disorder and they
Breakout rooms
will have to order them to form past simple
questions.
Once they are done, they will be sent to breakout
rooms to ask each other some of the questions they
formed about a specific place they traveled to.
4. STUDY p.77 ex. 8 Navigate Class 7 min

Presentation
Tool.
Ss will practice how to pronounce “did in past

question” , then they notice the stressed and weak
sound.

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GROUP DYNAMICS: SAVE YOURSELVES

PRECIOUS TIME AND UNNECESSARY HASSLE!

CONTENT (all instructions followed; contributions are relevant to the topic):

COMMUNICATIVE ACHIEVEMENT (ideas are articulated clearly and in order):

ORGANISATION (control of paragraphs, coherence): 5/5

LANGUAGE (control and variety of grammar, vocabulary, spelling, punctuation,

GROUP ASSIGNMENT: LESSON PLANNING

DISCUSS (IN THIS DOCUMENT)

TEACHER: Ana Paula, Maria

LESSON OBJECTIVES: By the end of the lesson....

PERSONAL OBJECTIVES (1 or 2, PER STUDENT, INCLUDE NAMES PLEASE:

1.Listening focus: Scanning ideas in order to find specific

1.Speaking: share ideas about the pictures.

Navigate Elementary Students Book – Oxford University Press

1. Class Presentation in PowerPoint

whole class SS will listen to a brief description of a place and

Then SS will receive some pictures and they will do

p.77 ex.4 VOCABULARY INPUT

SS are addressed to ex.1. They see the pictures and

In the exercise 5a students are going to listen

3. ACTIVATE p. 77, ex. 7. 8 min

4. STUDY p.77 ex. 8 Navigate Class 7 min

Ss will practice how to pronounce “did in past

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