Listening Activity Analysis and Implementation

This assignment focuses on analyzing and implementing a listening activity for ESL learners. It involves breaking down the activity into three stages: pre-listening, while-listening, and post-listening. Students are guided to provide specific details about each stage, including time allocation, materials used, and tasks designed. The assignment also emphasizes the importance of student feedback and monitoring class engagement during the activity. A YouTube video clip on the 'Wolf Pack Adopts Mowgli' is suggested for use in the listening activity.

Running head: TEFL END OF COURSE ASSIGNMENT / LISTENING 1
TEFL end of course assignment / listening
(Author’s name)
(Institutional Affiliation)

TEFL END OF COURSE ASSIGNMENT / LISTENING 2
Assignment 1
Title of the
lesson plan
Lesson Plan – First visit – 10-20 min session
Title of
course
College Writing 1
Name of
instructor
[specified name]
Location [specified location]
Semester Fall 2017
Task Research Prospectus / Research Paper/Annotated bibliography
Materials the
instructor
should have
index cards; Cephalonian card deck
Materials
student
should have
Pencils or pens
Preparations Class discussion with the instructor; construct Cephalonian cards; print the index
cards
Assessment
of the needs
The students need to understand the pages of the website of the library for easy
understanding of the databases, the databases will help in finding information
about the tasks given at school (Houston, 2016). They should then evaluate these
information and even incorporate it into their studies.
Assessment
on the
learner
There are some of the students who may have not accessed the library’s website,
especially the year one students. Though, they may possess background
information on the research, this is their first time to encounter the website
information.
Required
Literature
Learning
Outcomes of
the
assignment
Planned
Frame and
Knowledge
disposition
or practice
Outcomes will be
taught then
evaluated
The learner will be
required to … +
ACTION VERB
Formative
Assessment.
Have the
students learned?
How do I know?
What are my
objectives? What
should be the
performance rate
of the students?
How do I pass
this information
(expectations)?
Teaching activity.
Summarizing the
teaching strategies.
Research
process that
will involve
Searching
process as a
Strategic
Seeking guidance
and professional
advice from
Discussions
about library
services,
Cephalonian
methodology: the
librarian will give color

TEFL END OF COURSE ASSIGNMENT / LISTENING 3
acquisition
of findings,
making
analysis,
evaluations,
and
combining
sources,
whilst
developing
my idea and
then
differentiatin
g that
particular
idea from
the ideas of
other people
by
responsibly
documenting
this ideas.
Exploration
that will
involve
seeking
guidance
from
professional
s such as
librarians
and
researchers.
professionals such
as the librarians
and researchers in
order to check and
reduce those
problems that
arise when
finishing the
research tasks as
well as
understanding the
resources and
services that will
be vital to studies.
expertise, and
resources (SER).
Answer students
questions about
SER. Students
should then write
something about
some new SER
methods they
might have
learned.
coded cards that have
questions about the
library. He/she will also
hold up a similar card to
those of the students.
Students with a particular
card asks a question on
the card then the librarian
answers the question by
either performing
discussions,
demonstrations or any
other methods.
Introductory
part
Make a quick introduction of yourself. You can add any
information.
Time 2 minutes
1: Strategy
of teaching
Give to the students the Cephalonian Cards. Ensure to
state instructions; engage students in this activity.
Time 10 minutes
Comprehens
ion analysis
Give to the students the index cards. Try to understand the
reflection posed by the student by writing down anything
learned and might be essential.
Time 1 minute
Closing the
session
Make closing remarks and add any dialogue scripts. Time 2 minutes
Assessment
on Findings
Reflection:
What
strategy
worked?
What
strategy did
not work?
What are
some of the
things the
students
responded to
positively or

TEFL END OF COURSE ASSIGNMENT / LISTENING 4
negatively?
What are
some of the
things to put
in mind,
keep, or
adjust for
next
session?
Title of plan Lesson Plan – Second visit – 50 min session
Title of
course
College Writing 1
Name of
instructor
[specified name]
Location [specified location]
Semester Fall 2017
Task Research Paper/Annotated bibliography
Materials the
instructor
should have
Pens or pencils, computer, handouts and the projector
Materials
student
should have
Handouts, pens and computers.
Preparations Class discussion with the instructor; printing of handouts, setting the projector and
computers. The students should have watched the strategic search video as a
preparation. The link of the video is https://youtu.be/4CHKYaJkuO0
Assessment
of the needs
The students will have to understand the pages of the website of the library so that
they can easily find and understand the databases, the databases will help in
finding information about the tasks given at school.
Assessment
on the
learner
There are some of the students who may have not accessed the library’s website,
especially the year one students (Tennant, 1988). Though, they may possess some
background information on the research this is their first time to encounter the
website information.
Required
Literature
Learning
Outcomes of
the
assignment/c
ourse
Planned
Frame and
Knowledge
disposition
or practice
Outcomes will be
taught then
evaluated
The learner will
be required to …
+ ACTION VERB
Formative
Assessment.
Have the
students learned?
How do I know?
What is that I am
actually aiming
at? What should
Teaching activity.
Review the teaching
strategies.

TEFL END OF COURSE ASSIGNMENT / LISTENING 5
be the
performance rate
of the students?
How do I pass
this information
(expectations) to
these students?
Research
process that
will involve
acquisition
of findings,
making
analysis,
evaluations,
and
combining
sources,
whilst
developing
my idea
and then
differentiatin
g that
particular
idea from
the ideas of
other people
by
responsibly
documenting
this ideas.
Searching
process as a
Strategic
Exploration
that will
involve
understandin
g how
different
systems of
information
are
systemized
in order to
give out
relevant
data.
1. SWBAT:
Navigating
various systems of
information such
as the catalogs,
databases and the
websites, so that
information will
be accessed in
different formats.
Students will be
able to plan and
control the
different tools of
information.
These tools
include the
catalogs, the
alphabetical
database list,
librarian’s
database such as
the Academic
Search complete.
The Choose/be chosen:
Some students will
volunteer to lead the
entire class to navigate
the library websites. The
librarian then makes a
timing of about five
minutes to the leader and
give directions on how to
obtain findings from the
site. When the time
elapses then the student
must select another leader
or another student
volunteer to work as the
next leader (Houston,
2016). This leader starts a
fresh until his/her time is
over. In case the leader is
stuck then other students
must be able to help out.
Research
process that
will involve
acquisition
of findings,
making
analysis,
evaluations,
and
combining
sources,
whilst
developing
Searching
process as a
Strategic
Exploration
that will
involve
seeking
guidance
from
professional
s such as
librarians..
2. SWBAT: Make
experiments with
different search
languages while
searching for
information.
Students make
experiments with
different search
languages.
Students suggest topics to
one of their peers. It is
noted and
recommendations on how
to search the databases
made. One student is
chosen to try out the
terms by the above
technique. Class is given
its own time to search for
the databases.

TEFL END OF COURSE ASSIGNMENT / LISTENING 6
my idea and
then
differentiatin
g that
particular
idea from
the ideas of
other people
by
responsibly
documenting
this ideas.
Research
process that
will involve
acquisition
of findings,
making
analysis,
evaluations,
and
combining
sources,
whilst
developing
my idea and
then
differentiatin
g that
particular
idea from
the ideas of
other people
by
responsibly
documenting
this ideas.
Searching
process as a
Strategic
Exploration
that will
involve
seeking
guidance
from
professional
s such as
librarians.
3. SWBAT:
Seeking
professional
advice from
professionals such
as the librarians
and researchers in
order to check and
reduce those
problems that
arise when
finishing the
research tasks as
well as
understanding the
resources and
services that will
be vital to your
studies.
All the ways in
which the
librarian can help
the student are
identified.
A handout is given to the
students where matching
of the learning challenges
to the appropriate
solutions is done.
Technical version: A quiz
should be created using
the poll everywhere or the
LibWizard
Introductory
part
Make a quick reintroduction of yourself. Explain
objectives.
Time 2 minutes
1: Strategy
of teaching
It’s a summary of the first visit. Time 5 minutes
Comprehens
ion analysis
It is part of the teaching strategy. Time -
Transition Since the SERs have been thoroughly reviewed then
discussions on how to obtain information from the website
should start (Houston, 2016). The most specific things to
Time 1 minute

TEFL END OF COURSE ASSIGNMENT / LISTENING 7
be discussed is databases.
2. Strategy
of teaching
Topics are identified then pointed out to partners. Notes
are done in an online spreadsheet.
Time 10 minutes
Comprehens
ion analysis
It is part of the second teaching strategy. The librarian
engages the students in these topics.
Time -
Transition Key words are applied to the search databases. Time 1 minute
3. Strategy
of teaching
Volunteers for the tasks help in the navigation of the
website pages, the databases lists and the Academic search
complete. The search starts.
Time 20 minutes
Comprehens
ion check
At this process, the student’s input is monitored and then
the facilitation of the searching strategies done; helps give
feedback.
Time 2 minutes
Closing the
session
Make closing remarks. Add dialog here. Time 2 minutes
Assessment
on the
Findings
Reflection:
What
strategy
worked?
What
strategy did
not work?
What are
some of the
things the
students
responded to
positively?
What are
some of the
things the
students
responded to
positively or
negatively?
What are
some of the
things to put
in mind,
keep, or
adjust for
next

TEFL END OF COURSE ASSIGNMENT / LISTENING 8
session?
Assignment two
Stages Objectives Time Interaction Teacher
Activity
Student Activity
1.
Lead-in
stage
The students must
understand the different
vocabularies as a
preparation for the topic.
Introduction of the topic.
The learners should be
capable of listening to
the story of Remus and
Remulus and also make
pictorial analysis of the
picture.
The learners must be
capable of writing five
words or sentences
describing the picture
(Tennant, 1988).
11
minu
tes
14
minut
es
4
minut
es
3
minut
es
32
minu
T-C
T-C
T-C
T-C
Greetings.
Reading of
the
vocabularie
s. Provide
handouts.
Look at the
pronunciati
on
Write
vocabulary
questions.
Chooses
students to
answer the
questions.
Read the
story of
Remus and
Remulus.
Show the
picture.
Feedback
from
students.
Filling the spaces
provided with the
Correct answers.
Analysis of the picture.
Five descriptive points
about the picture. This
will help obtain an idea
about the topic.
Feedback from the
students

TEFL END OF COURSE ASSIGNMENT / LISTENING 9
tes
2.
Pre-
Listening
stage
Picture B must be well
analysed and all
questions answered.
2
min
utes
T-C Look at
picture B.
Form
concept
questions
to identify
if the
students
have some
ideas about
the story.
Answering of concept
questions.
3.
Second
Listening
stage
Students must fill in
correct words to the
spaces provided showing
they understand the
content
3
minu
tes
9
minu
tes
3
minu
tes
3
minu
tes
18
min
utes
Pairs
T-C
Second
listening of
the story.
Pair up the
students
and give
time for the
completion
of the
worksheet
(Tennant,
1988). The
story can
be listened
for the third
time for
checking,
correction
and
completion
of answers.
Monitor
class
feedback
on the
given
answers.
Let the
students
watch the
clip “Wolf
Pack
Second listening of the
story then they fill the
gaps by working
together in pairs then
they
lastly listen to the story
to make corrections
as they complete their
answer sheet. Their
answers are read aloud
and feedbacks from
the teacher obtained.
Watching of the
YouTube
clip “Wolf Pack
Adopts Mowgli.”
https://www.youtube.co
m/watch?
v=CNcBAI6iOn0

TEFL END OF COURSE ASSIGNMENT / LISTENING 10
Adopts
Mowgli”
https://ww
w.youtube.
com/watch
?
v=CNcBAI
6iOn0

TEFL END OF COURSE ASSIGNMENT / LISTENING 11
References
Houston, H. (2016, February 8). The three stages of a listening activity. Retrieved from
www.eflmagazine.com: http://www.eflmagazine.com/the-three-stages-of-a-listening-
activity/
Tennant, P. (1988). The Lupercalia and The Romulus and Remus Legend. Pietermaritzburg:
University of Natal.