Learning Strategies Lesson Planning

Grade
First Year High School
Content Knowledge/Skills:
Listening
Lesson Topic:
Sports and Healthy Life
Lesson Goals
Language objective:
By the end of the lesson students will be able to demonstrate
comprehension of specific information and main ideas related with sports
and healthy life from a listening, by giving information and indicating
quantities through writing.
Linguistics content:
Discriminating English sounds as (//, /e/, /^/), that interferes with text
comprehension.
Communication tasks:
Recognizing specific vocabulary of the unit and key words.
Identifying expressions of quantity in words and phrases.
Strategies Objective:
Evaluate
Ss evaluate how well they have accomplished the learning task and the
effectiveness of the task.
Procedure
Preparation
Teacher gives a brief introduction about what a strategy is.
Teacher asks students to discuss in groups of four about what they do in a
listening task, by answering a questionnaire with the following questions:
o What do you do when you are not able to understand a listening
activity?
o Do you try to understand every word or just the general idea in a
listening activity ?
o Do you get stuck while listening if you do not know/understand the
meaning of a word?
o Do you take notes while listening?
Individually students express their thoughts according to the questionnaire
activity.
Presentation

Teacher provides students with the explanation of the strategy that they are
going to use for the listening task, which is Evaluate Yourself.
During the listening activities teacher takes notes on the board about some
key words of the listening activity.

Teacher models how to use the strategy after listening by showing

students the figure 4.5 (adapted from the book page 63) and asks one
student to evaluate in a PPT in order to illustrate it for the whole class.
Teacher shows students how to evaluate, through asking themselves how
well they have accomplished the listening task, which are their mistakes at
the moment of doing the task and how to improve their performance.
Teacher describes when, how, why it is useful and for what kinds of tasks
they can use this strategy.
Practice
Teacher provides examples in which evaluation can be used.
Teacher asks students to work in pairs.
Teacher gives students a checklist which is going to be used in the next
activity
Each student have to evaluate his own performance in class according to
the checklist given.
Students prepare themselves to share their answers with his classmate and
then create a analysis of the effectiveness of the use of the strategy
Evaluation
Teacher asks students to discuss about the effectiveness of the strategy
after the listening task.
Teacher presents the differences between doing the task without the
strategy and with the self-evaluation.
Teacher asks students to compare their performance using the strategy, in
contrast to complete the task without using it.
Expansion
Students create a brainstorming about possible uses of the strategy.
Teacher asks students to give their opinion about the usefulness and
effectiveness of the strategy in listening.
Teacher ask Ss to look for an activity in which they apply the evaluation
strategy at home, and ask them to bring it at the next class in order to share
it with their classmates.
Teacher makes a list of advantages of the use of strategies in general and
the use of the evaluation strategy in particular on the board as a summary
of the class .

Materials
Required Materials
Questionnaire A

1. What do you do when you do not understand a listening?

2. Do you try to understand everything or the general idea in a listening
activity?
3. Do you get stuck while listening if you do not know/understand the meaning
of a word?
4. Do you take notes while listening?

Figure 4.5 (adapted from the book page 63)

Note: This survey is going to be adapted to listening.

The instructions will be the next:
Circle the number on the line that shows how sure you are when listening in
English.
And the word text should be replaced by the word listening

 Figure 7.2 (adapted from the book page 121)

Note: This checklist is going to be adapted to listening.