TESOL Lesson Plan: Enhancing Listening Skills - Task A, TESOL Program

This assignment presents a TESOL lesson plan designed to enhance listening skills for intermediate-level students, aged 13 (7th and 8th grade), within a 40-45 minute timeframe. The lesson plan includes a warmer activity (a survey about hobbies), a context-setting stage to introduce the lesson's objectives and the importance of effective communication, an actual content stage involving vocabulary review and a video lesson, and a post-listening stage for recapitulation and addressing student queries. The assignment also addresses three potential classroom management challenges: disengaged students, delayed class starts due to conflict, and varied task completion rates, providing practical solutions for each scenario. The goal is to improve students' listening abilities and overall communication skills, with reflections on teaching strategies and situational management.

Running Head: TESOL 0
TESOL Lesson Plan
Lesson plan
(student details : )
2/8/2019

TESOL Lesson 1
Task A
Programme of Study: TESOL Age Group: 7th and 8th
grade / 13 years
Level: intermediate
Knowledge and skills: effective
listening, reading and speaking
skills
Time Duration: 40-45
minutes
The name of the topic:
Enhancing listening skills
Learning Objective:
1. Short term goal is to enhance
students’ listening skills through
vocabulary and video lessons
2. Long-term goal is to enhance
effective communication among
students and teachers through
developing listening and speaking
skills
Required Materials:
1. pieces of paper or notebook
2. Markers
3. Projector
4. Vocabulary sheets to utilise during the
lesson.
5. Internet connection
Warmer: survey: ‘what is your favourite hobby?’ (5-7 minutes)
To interact with the students and to set a warm-up tone for the lesson ask students about their
hobbies and if some students are having 2-3 favourite hobbies then ask why they like those
activities.
After asking the hobbies, tell students about the significance of the hobby. Get familiar with
the students and tell them they can ask anything about the language, vocabulary and
pronunciation if they find any difficulty during the whole lecture (Zoller, 2012).
Context Setting/Pre-listening/Pre-reading:
Tell students about the lesson plan’s objective
Tell students about instructions and rules in brief.
Tell students about the major steps of the main activity
Tell students about the importance of an effective communication through an example of
miscommunication and where a big loss has been occurred.
Tell students about the importance of basic vocabulary skills so that they will start building
their vocabulary skills
Tell students that they can ask anything or any query post listening activity of this lecture.

TESOL Lesson 2
Actual Content: Progression of Lesson Plan
Introduction:
 Distribute basic vocabulary sheets to be used during lecture activity
 Start projector and connect the computer system to show the selected video to the
students
 Tell introduction or theme of the video to the students so that they get interest into it
 Tell students to watch the video and ask to stop if there is something major to ask,
otherwise constantly watch and observe and listen carefully to get the meaning as well
as lesson from it (Williamson, 2017).
Activities, Experiences:
 Start video and sit beside the students and observe their reactions while they are
watching
 Note down if there are some words left from the video which are not provided to the
students in the vocabulary review sheets.
 Discuss the story, lesson and theme of the video with the students
 Discuss the difficulties faced by the students during watching as well as listening the
conversation in the video (Spelt, Biemans, Tobi, Luning, & Mulder, 2009).
Conclusion:
At the end, solve students’ queries, difficulties and take feedback from them for the next
lesson plans. Note down each and every suggestions provided by students for the future
teaching and learning strategies implementation. Evaluate your own effectiveness during the
whole session so that an effective listening teaching session can be accomplished (Oxford
Seminars, 2018).
Recapitulation/Post listening:
 Ask the students or learners that if the provided vocabulary material was useful during
the lecture and activity or not
 Tell the student the main message and lesson of the video which they have just
watched as well as clear their doubts if any.
 Ask 4-5 students to narrate and summarize the whole story of the video so that
different perceptions about the same conversation could be analysed from the
listening skills perspective.

TESOL Lesson 3
Task B
In this task I will provide solution of three possible situations or challenges as well as
discuss how I might handle them. Hence, the three possible hindrances during any teaching
session are as follows:
Case I: One or more students are not participating or engaged in the lesson.
In this case, I will first try to get familiar with the students through asking their names as well
as favourite subjects from the curriculum. I will then ask what they really wish to do at that
particular time, if they will not answer then I will ask suggestions from them about what we
should do in this teaching session. Through asking their suggestions, I will get an idea about
what is their mind-set and hence I can manipulate their minds towards learning from the on-
going teaching activity. In whole, based on (Hodson, 2009), I will first try to find the problem
then tell the students the importance of the session in an interactive way so that they can
actively participate in the session.
Case II: The beginning of the class is delayed because two students are fighting.
In this case, I will not compromise with the total time duration of the class in terms of main
activity and lesson. However, I will manage my teaching session time through squeezing
warm-up activity as it is for making students familiar with the students. Based on (Gila &
Barry, 2010), I will save time from the warmer activity during the session and hence manage
the whole session in the available time span.
Case III: You have assigned a task, and some of the students have already completed it,
but others are still working.
In this case, I will immediately plan a short advanced task relevant to the previously
given task to the class. I will ask the students to complete this extra task so that still working
students will not get disturbed and those who have completed the previous task will also get a
chance to do as well as learn something new as a bonus lesson (TESOL, 2018). In this case,
the adopted action of mine is having reason that those students who have completed the task
in less than required time will get demoralized for the future tasks if they will get bored in the
mean time when others are still working. Besides, they might disturb the other students by

TESOL Lesson 4
talking or doing any other activities hence engaging those students who have finished their
task before time is essential (Banks, 2009).
In conclusion, lesson plan for developing effective listening skills has been created
successfully. Through creating this lesson plan, I have learnt so many desired teaching and
learning practices which will help me to in future for the professional development.
Moreover, by discussing the three possible situations into a teaching session, I learnt critical
situational management during a teaching session.
References
Banks, S. (2009). From professional ethics to ethics in professional life: implications for
learning, teaching and study. Ethics and Social Welfare, 3(1), 55-63.
Gila, K., & Barry, S. (2010). SoTL in Online Education: Strategies and Practices for Using
New Media for Teaching and Learning Online. International Journal for the
Scholarship of Teaching and Learning, 4(1).
Hodson, D. (2009). Teaching and learning about science: Language, theories, methods,
history, traditions and values. England: Brill SEnse.
Oxford Seminars. (2018). ESL Teaching Resources. Retrieved from Oxford Seminars:
http://www.oxfordseminars.ca/esl-teaching-resources/lesson-plans/tesol-tesl-tefl-
certification.php
Spelt, E., Biemans, H., Tobi, H., Luning, P., & Mulder, M. (2009). Teaching and learning in
interdisciplinary higher education: A systematic review. Educational Psychology,
21(4), 365.
TESOL. (2018). Lesson planning and Classroom Survival. Retrieved from TESOL:
https://www.tesol.org/docs/books/bk_morethannative_325
Williamson, B. (2017). Transformative Learning and Teaching in Physical Education.
London: Routledge.
Zoller, U. (2012). Science Education for Global Sustainability: What Is Necessary for
Teaching, Learning, and Assessment Strategies? Journal of Chemical Education,
89(3), 297-300.