TSL: Example lesson plan Year 9: Listening AWS
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The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 9: Listening
Example lesson plan Year 9: Listening Year: 9 Term: 3 SOW: Speaking and listening Lesson number(s): 2 Title: Listening
Objectives: Speaking and listening S&L4 Reflect on pupils’ skills, strategies and successes as listeners in a variety of contexts
Assessment focus/objective Listen and respond to others, identifying main ideas, implicit meanings and viewpoints, and how these are presented
Resources •
copies of Listening checklist;
•
clipboards.
Lesson sequence Starter Tables should be stacked or removed to facilitate pupils’ decisions about appropriate distance. Q. Think of something that you have done that is very important to you. How would it feel if you wanted to tell this important thing to someone and they didn’t listen to you? Q. How would that feel if they weren’t listening to you? Q. What do you think they think about you, if they are not listening to you? Q. What do you think of them? Q. What if the person you tell your important thing to does listen to you? Really listens. How would you feel then? What would you think of the person listening to you? Generate list of when it is important to listen – ask ‘why?’ Write objectives on the whiteboard: To understand the elements of good listening; To reflect on pupils’ skills, strategies and successes as listeners in a variety of contexts.
Introduction Modelling: The teaching assistant tells a story while the teacher models poor listening. This technique is used to prompt pupils to tell the teacher how to be a good listener. Q. How did the teaching assistant feel? 00008-2010PDF-EN-11
© Crown copyright 2010
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The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 9: Listening
Q. How do we know how he or she felt? Pupils are given a checklist of good listening elements. This list is also displayed on flipchart paper. The teacher goes through the list – Socratic questions. The teacher remodels the flipchart list; pupils give the teacher a tick for each element he or she successfully achieves – the teacher gets ‘full marks’. The flipchart checklist is exactly the same as the checklist the pupils are given – this avoids confusion when they do the checklist task later. Listening checklist: •
face the speaker;
•
make eye contact;
•
maintain an appropriate distance from the speaker;
•
incline towards the speaker;
•
smile;
•
nod your head;
•
don’t fidget;
•
use encouragements such as ‘mmmm’, ‘yes’, ‘go on’;
•
ask the speaker questions: ‘What happens when...?’, ‘How did you feel when...?’
Note that for a tick to be given for the last point, the listener has to ask at least two questions. Back to the teaching assistant: Q. How would he or she feel now? Q. How do you know? Q. How did you feel this time? Why? Development Explain the task and set ground rules: •
Pupils are going to act out being a good listener.
•
Pupils are organised into groups of three: one student is speaker, one, observer, and one, listener.
•
All pupils get a chance at each role.
•
The observer uses the checklist to see how well the listener is listening (it helps if the group is given a clipboard for the observer to use).
•
The pupils’ aim is to get full marks.
•
The speaker speaks for about two minutes and retells the story of Red Riding Hood (or some other story well known by the pupils).
Show some examples of pairs at work. The teacher and the remaining pupils ‘checklist’ their efforts.
00008-2010PDF-EN-11
© Crown copyright 2010
3 of 3
The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 9: Listening
Plenary The plenary takes the form of questions – during the questions and answers, the teacher continues to model good listening and to praise those pupils who exhibit good listening elements. Q. How natural are the skills of listening? Q. Do you think they would become more natural the more you use them? Why? Q. Where can these skills be used? Q. Could they be used in the classroom, when the teacher is teaching at the front of the class, and the pupils are sitting down? Could all of the elements be used? Q. If someone was really bad at listening, all the time, what would their life be like? Q. If someone was really good at listening, really excellent, what would their life be like? Q. Who would have the most friends, do you think? Why?
Homework Tell the pupils, ‘Tonight, your task is to practise the skill of listening at home...’
00008-2010PDF-EN-11
© Crown copyright 2010
The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 9: Listening
Example lesson plan Year 9: Listening Year: 9 Term: 3 SOW: Speaking and listening Lesson number(s): 2 Title: Listening
Objectives: Speaking and listening S&L4 Reflect on pupils’ skills, strategies and successes as listeners in a variety of contexts
Assessment focus/objective Listen and respond to others, identifying main ideas, implicit meanings and viewpoints, and how these are presented
Resources •
copies of Listening checklist;
•
clipboards.
Lesson sequence Starter Tables should be stacked or removed to facilitate pupils’ decisions about appropriate distance. Q. Think of something that you have done that is very important to you. How would it feel if you wanted to tell this important thing to someone and they didn’t listen to you? Q. How would that feel if they weren’t listening to you? Q. What do you think they think about you, if they are not listening to you? Q. What do you think of them? Q. What if the person you tell your important thing to does listen to you? Really listens. How would you feel then? What would you think of the person listening to you? Generate list of when it is important to listen – ask ‘why?’ Write objectives on the whiteboard: To understand the elements of good listening; To reflect on pupils’ skills, strategies and successes as listeners in a variety of contexts.
Introduction Modelling: The teaching assistant tells a story while the teacher models poor listening. This technique is used to prompt pupils to tell the teacher how to be a good listener. Q. How did the teaching assistant feel? 00008-2010PDF-EN-11
© Crown copyright 2010
2 of 3
The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 9: Listening
Q. How do we know how he or she felt? Pupils are given a checklist of good listening elements. This list is also displayed on flipchart paper. The teacher goes through the list – Socratic questions. The teacher remodels the flipchart list; pupils give the teacher a tick for each element he or she successfully achieves – the teacher gets ‘full marks’. The flipchart checklist is exactly the same as the checklist the pupils are given – this avoids confusion when they do the checklist task later. Listening checklist: •
face the speaker;
•
make eye contact;
•
maintain an appropriate distance from the speaker;
•
incline towards the speaker;
•
smile;
•
nod your head;
•
don’t fidget;
•
use encouragements such as ‘mmmm’, ‘yes’, ‘go on’;
•
ask the speaker questions: ‘What happens when...?’, ‘How did you feel when...?’
Note that for a tick to be given for the last point, the listener has to ask at least two questions. Back to the teaching assistant: Q. How would he or she feel now? Q. How do you know? Q. How did you feel this time? Why? Development Explain the task and set ground rules: •
Pupils are going to act out being a good listener.
•
Pupils are organised into groups of three: one student is speaker, one, observer, and one, listener.
•
All pupils get a chance at each role.
•
The observer uses the checklist to see how well the listener is listening (it helps if the group is given a clipboard for the observer to use).
•
The pupils’ aim is to get full marks.
•
The speaker speaks for about two minutes and retells the story of Red Riding Hood (or some other story well known by the pupils).
Show some examples of pairs at work. The teacher and the remaining pupils ‘checklist’ their efforts.
00008-2010PDF-EN-11
© Crown copyright 2010
3 of 3
The National Strategies ⏐ Secondary Teaching speaking and listening: Example lesson plan Year 9: Listening
Plenary The plenary takes the form of questions – during the questions and answers, the teacher continues to model good listening and to praise those pupils who exhibit good listening elements. Q. How natural are the skills of listening? Q. Do you think they would become more natural the more you use them? Why? Q. Where can these skills be used? Q. Could they be used in the classroom, when the teacher is teaching at the front of the class, and the pupils are sitting down? Could all of the elements be used? Q. If someone was really bad at listening, all the time, what would their life be like? Q. If someone was really good at listening, really excellent, what would their life be like? Q. Who would have the most friends, do you think? Why?
Homework Tell the pupils, ‘Tonight, your task is to practise the skill of listening at home...’
00008-2010PDF-EN-11
© Crown copyright 2010
