A Design Plan for Enhancing Listening Skills

This article discusses a lesson plan to enhance the listening skills of students. It includes a detailed plan for a 45-minute session, including objectives, materials, and activities. The article also provides tips on how to make the session interactive and interesting. Additionally, it addresses scenarios that may arise during the session, such as latecomers, unwell students, and fighting students.

Running head: English Language and Linguistics
English Language and Linguistics
Name of the Student
Name of the University
Author Note

1ENGLISH LANGUAGE AND LINGUISTICS
A Design Plan for Enhancing Listening Skills
Part A
Lesson plan
Name of the teacher:
Topic: Listening skills
Time duration: 45 minutes
Date:
Age of the students: 6-7 years old
Level: Beginner
Materials: A 5 minutes long animated documentary with a song about learning names of different
flowers, an evaluation sheet.
Objectives: Students will able to acquire knowledge of listening strategies, learn new words and
understand various ways of conversation.
Warmer: Time :(5-7 minutes)
Warmer time refers to how the class is being
handled before starting with the lesson.
 Just after entering into the class, I would
ask them to maintain order in the
classroom that is a bit time consuming and
they are expected to greet me by wishing
good morning or afternoon.

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 Just after introducing myself, I will mark
the attendance register before starting
lesson.
Context setting or Pre listening or Pre
reading/ Time :(5-7 minutes)
Make the students familiar with the audio visual
aids, explain them what is going to be played and
why1.
 I would prepare them saying the
methods that are to be followed. I can
ask them to guess the topic as well and
encourage responses to make the session
more interesting and interactive.
 Next, I would introduce the topic and
materials as well. I will ask some
questions regarding flowers to test their
prior knowledge.
Actual content or While listening or While
Reading Time : (18-20 minutes)
 Maintaining the class, handling children
while showing them the animated
documentary, which is an audiovisual
song, is essential so that every child can
listen to it properly and understand.
 Due to disturbance or some other
1 Häkkinen, Päivi, et al. "Preparing teacher-students for twenty-first-century learning practices (PREP 21): a
framework for enhancing collaborative problem-solving and strategic learning skills." Teachers and Teaching 23.1
(2017): 25-41.

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Lesson must be explained and the task is to
resolve student queries.
reasons of students’ concern, it may take
more time to finish the show. It is better
to sing with the song and ask them to
sing along with me.
 I will play the song twice, to make them
a bit familiar with it. Third time using
photos of flowers from that video, I will
be explaining which flowers’ names and
pictures they have seen and ask them to
memorize. I will share interesting facts
about five flowers in one class2.
Recapitulation or Post listening or Post
Reading Time: ( 10 minutes)
 I will distribute evaluation sheets while
explaining things and after explaining
within 5 to 7 minutes of time, I would
ask them to fill with proper colors for
the flowers and write the name too.
 Suppose, someone has received an
outline of a lotus flower so he or she is
expected to fill it with pink color.
Hence, I will understand the child has
2 Jensen, Kathrine, and Liz Bennett. "Enhancing teaching and learning through dialogue: a student and staff
partnership model." International Journal for Academic Development 21.1 (2016): 41-53.

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Evaluation activities are conducted.
listened and seen the video mindfully.
 In case, some more time is there, I will
ask students randomly how many
flowers one can name which they have
seen in that song video. I would conduct
this like a game and give points
individually.

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Part B
Question 2
If a group of students comes into the classroom after the lesson has begun, I would ask
them if they know the rules and regulations of a classroom. I will explain them what a teacher
expects from a well-disciplined student. I would refer to the zero tolerance list of do’s and
don’ts, whatever were discussed in the beginning of the session. However, I will enquiry if there
is any serious reason behind it. After allowing them into the classroom, I will ask one of the
other students to explain the topic, which I taught in their absence. I would accompany and make
the session interactive and interesting.
Question 3
If I find that one student has her head down on the desk and other students are looking at
her, I would ask the student what is her problem at first. After an enquiry, if I find she is unwell I
would ask the class teacher to come and call the nurse to take her in sick room while I continue
the lessons. In occurrence of emergency, I can initiate a conversation with nurse and her
guardian over phone to inform and come over. During these arrangements if I feel I am unable to
take the class, I would ask the coordinator to allocate a substitute teacher to take care of my
class. Most of the time students do not listen or response if they do not find the lessons
interesting. In that case, I will ask to stand up and explain her problem with the subject. Further, I
would try to make the session as interesting as possible by engaging students with different
lesson related activities. At the end of the class, separately I would ask her again if she is going
through any psychological problem and try to understand her perspective in a friendly manner. In
case, if I find the matter serious I would call her parents and discuss.

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Question 4
Fighting within the school premises with classmates is not acceptable by any means. It is
not a sign of a well-behaved child if you hit someone out of rage, or even as a part of silly
games. As a part of educational institution, all the students know what they are allowed to do and
which activities are prohibited in school. In case if I find one of the fighting students has
received injury, I would call a nurse into classroom. I would stop them and tell them to write a
note on why they were fighting sitting in common room of teachers while I continue the class. I
would ask them to attach the note with their school diary and put my signature. Otherwise, I will
ask them to come and sit in first row and follow up the lesson. Parents will be notified
consequently in both the cases.

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References
Häkkinen, Päivi, et al. "Preparing teacher-students for twenty-first-century learning practices
(PREP 21): a framework for enhancing collaborative problem-solving and strategic learning
skills." Teachers and Teaching 23.1 (2017): 25-41.
Jensen, Kathrine, and Liz Bennett. "Enhancing teaching and learning through dialogue: a student
and staff partnership model." International Journal for Academic Development 21.1 (2016): 41-
53.