Teacher’s name Yasmin Mahomed Date of lesson 24/04/18 Time and length of lesson 60 Minutes Level of class

Teacher’s name Yasmin Mahomed
Date of lesson 24/04/18
Time and length of lesson 60 Minutes
Level of class (eg Beginner) Upper Intermediate
Number of student 1
Make-up of the class (eg age, strength / weaknesses, nationalities, mixed abilities) 29 year old Saudi Arabian female doctor attending a private language school in London– she is quite fluent when speaking English but writing in English is a challenge as is her listening skills. She wants to score 6.5 on the IELTS test so she may gain admittance to a Canadian university.

She loves travelling, popular culture, socialising and music
Aims of the lesson
In this lesson student will be able to:
Improve her English comprehension skills
Practice the behaviors of effective, active listeners
Listen effectively
Use schemata and real world knowledge to predict content
Secondary aims of the lesson
Prepare for her IELTS listening test

Anticipated difficulties
The focus is entirely on one student and as such the student may find this uncomfortable
The class is held quite late in the day and this may impact on the students ability to focus on the task at hand
There is more pressure on the teacher to produce results and find bespoke material that addresses a student’s specific needs
Student may not be familiar with some of the vocabulary
Strategies to overcome difficulties
Personalize the lesson for the student
Choose materials that are relevant and useful to your student
Materials to be used
Video clip, list of new vocabulary; gap fill worksheet (IELTS), pen, laptop

Timing Stage / Procedure Interaction Reason for doing the activity
3 minutes Intro Welcome the student to the lesson.

Tell her the aims of the lesson and how the activities during the lesson will support them
To explain what the lesson is going to cover Introducing the lesson sets the context and generates interest
5 minutes Before listening Provide student with access to lyricstraining.com
Student listens to the song by Canadian singer Celine Dion and fills in the gaps while being timed
I will mention to the student that she need not be stressed if she misses any of the words in the lyrics
It is an engaging and motivating way to prepare the student for the lesson and acknowledges the student ambition to study in Canada in a nice way
It also tests the student’s skill in listening for detail in a fun way

10 minutes Pre-teach vocabulary Put the words up on the board and get the learners to check them in a dictionary (paper or electronic), or to predict the content of the passage from them before listening to check This is an effective gist exercise

20 minutes
10 minutes During listening Exercise 1
Introduce student to the worksheet they will be working with and give her time to familiarise herself with it
Play the podcast to the student 3 times . Explain to student that she must listen the first time for gist the
second time for specific information and the last time to review her answers
Review the completed task with student using transcript
Ask student to look over the transcript and see what they might have had trouble understanding.

Exercise 2:
Choose a simple picture with a few objects that are simple to draw.
Draw a bear on the left hand side of the page – Draw a cage around the bear, Draw a woman sitting on the ground to the right of the bear. Draw a picnic basket to the right of the woman. Draw some apples in the basket,
Ask student to read instructions to you as you draw this picture on the board. Compare and discuss the drawings Giving the student the worksheet before having them listen to the podcast provides information to the student with regards to what they are listening for
it is also important that
students hear a variety of voices and accents. Audio recordings can provide different models of spoken English.

Listening helps student to practise language in context (for example, prepositions)
5 minutes
Post-listening Ask student to compare drawings and see what they might have had trouble understanding.
Talk about what may have caused her confusion or misunderstanding It can help student understand words and phrases that they didn’t understand when they were listening.
Also, it can help student notice some of the differences between spoken language and written language.

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3 minutes Homework Instruct students to listen to dialogue in the real world and note unfamiliar vocabulary they hear.
This vocabulary will later be used in a writing lesson
Effective homework affords students the opportunity to use real, relevant, and meaningful language.

4 Summary and review Review the outcomes of the activities and summarise the learning points It will consolidate the learnings of the lesson