EDC 385G: Methods of TFL/TSL Micro-Teaching 1: Listening Tomieca Johnson, 1

EDC 385G: Methods of Teaching a Foreign/Second Language Tomieca Johnson Monday October 26, 2009 tj4593 th th Class 12-16 Ss; 7 -9 grade; intermediate; high BICS, lower CALP; morning class—usually a little sluggish; meets Description for 4 hours/ week; class held at various locations-today, library classroom; Ss have laptops but are allowed to use them only in writing class; Timetable Fit Last class: plot features; genre: horror; Edgar Allan Poe bio; vocabulary Next class: vocabulary quiz; Poe poetry “Annabel Lee” (rhythm, rhyme scheme, repetition) Learning Ss will practice active listening skills: make and confirm predictions; interpret and summarize dramatic Outcomes reading Ss identify and evaluate the narrator’s attitude, tone Ss assess their own listening ability

Activity/ Interact Procedure Time Aids ion Before class, T draws a big pot and writes the stem on the board Warm-Up: T-Ss T: Good morning. I’m cooking a horror story. Take a marker, and add at least one 5 min Question of Group ingredient to the pot. No doubles please. work Board: A horror story can have ______. the Day S-S Ss: Each student writes at least one idea on the blackboard. T-Ss T: Okay, I think we have enough ingredients. Please have a seat. Is there anything we strike from this list? Anything to add?

Topic Review T-Ss T: “Remember our story “The Tale-Tell Heart” by Edgar Allan Poe. Today we’re going to 3min hear the second half of the story. But, before we start, let’s see how much you remember from last time.” T: Gives Ss the handout Story (Pt 1) T-Ss T: “Read the first three questions and try to answer them with a partner.” 7 min EDC 385G: Methods of TFL/TSL Micro-Teaching 1: Listening Tomieca Johnson, 1 Review Closed Students work on the first three questions. Teacher walks around the class to check pairs progress. T: ‘Very good. Let’s make sure we agree.’ Teacher reads questions and asks students to volunteer responses. ‘Do we need to add anything to our summary of part one?’ S(s): What about…? vs. silence T: cues the recording while Ss write. Pre- Individual T: “Take a look at the ‘predicting events’ section. Think about the questions and write 4 min Listening: work down your answers.” Teacher chooses one or two students to offer their prediction(s). Predicting

EDC 385G: Methods of TFL/TSL Micro-Teaching 1: Listening Tomieca Johnson, 2 Activity/ Interact Procedure Time Aids ion 1st Listening Individual T: ‘Please put your pencils down. Listen carefully to next part of the story.’ 6 min work T plays recording for Ss. T: “Did you predict well? Put a check in the box if you guessed right.” Teacher monitors Ss reactions, checking for general comprehension/ attentiveness as they listen. 2nd Listening T: “This time, try to answer the questions on your sheet. Take a minute to read them 10 min now.” Individual Ss read questions silently. (T cues tape while Ss read.) S-S “I think everyone’s ready.” (T plays recording a 2nd time) S-S T: “Now check your answers with a partner.” (Ss share answers.) T: “Now tell a new partner about what you found.” (Ss share a 2nd time.) T walks around class listening to each pair as they answer questions. Interpretatio Group T: “Now I want you to make groups of four. Bring your handout and a pencil with you. 8 min n work Ss move desks or chairs to make groups. T: I’ll give you about five minutes to discuss the last three questions.” T: “Please return to your seat. (Ss move around room) Now, tell me: What does the narrator say about himself? (wait for Ss response) And what you do you think of that?” T asks all three “interpretation” questions. Elicit information/ inferences from students. T walks around class listening to groups, taking notes on Ss ideas, grammar errors. Evaluates Ss responses. Wrap-Up T-Ss T: “Did our story have all the things we put up on the board earlier?” 7 min Ss-T T distributes transcript. T: “Tonight, read the story while you listen. The website it listed at the bottom of the first page and the last page. And, review your vocabulary sheets. You’ll have a quiz on that next time. Problems & Ss may not have any ideas to add to the horror pot: Encourage Ss to help one another. Possibilities Ss may not remember details from 1st part of story: Use leading questions (about characters, setting, plot EDC 385G: Methods of TFL/TSL Micro-Teaching 1: Listening Tomieca Johnson, 3 sequence) to jog memories Ss may not comprehend everything: Ss check answers with partner before reporting to fill in gaps. Ss may forget to use past tense: T gently elicits past tense forms while Ss are in pairs or groups. Activity finishes latechange interpretation questions into pair work. Activity finishes earlyliterary concepts review(exposition, climax, resolution); vocabulary review: password Materials: extra whiteboard markers; Media: file sent to e-mail and saved to desktop; extra copies of HO and vocabulary sheets

EDC 385G: Methods of TFL/TSL Micro-Teaching 1: Listening Tomieca Johnson, 4