Lesson Plan (learning Style)
Disclaimer: This lesson plan was adopted
from http://www.learnenglish.org.uk and is restricted to an educational use only.
Topic: Listening, Speaking, and Idioms
Time: (60 minutes)
– To apply listening skills to an audio extract of non-native speakers
– To raise awareness of personal learning styles
– To provide concrete learning aids to enable learners to better exploit their strengths for learning a language
– To expand vocabulary focusing primarily on idioms
Level: Upper-Intermediate to Advanced
• Audacity software: http://audacity.sourceforge.net/
Not only does this lesson allow learners to practice their listening skills by listening to other non-native speakers discussing the way they learn, it also gives them the opportunity to put what they hear immediately into practice. The activities here use the learning suggestions made in the extract and put them into a real learning context. The students will be encouraged to experiment with the learning strategies discussed in the audio with the end objective being to analyze their own learning styles. This lesson should be backed up with the continued
use of the personalized learning tools created during the class and homework tasks.
If you don’t have access to audio players (or prefer not to use it), you can still do the lesson using the script of the audio text.
Into (5 min.) : Pre-listening for Warming Up
Watch a video clip from Youtube of two people talking. Elicit who they are and what they could be talking about with questions such as: ‘How old do you think they are?’, ‘Where do you think they are?’
Through 1. Listening for gist meaning
• As students are engaged in the listening to the conversation and they have a general idea of what lesson will be about, have the students to move on to listening to the conversation.
To download the listening go to: http://www.learnenglish.org.uk/prof_mp3/Learning_Styles.mp3
To download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-styles-audioscript.pdf
Tip: When listening, the students should always have something to do and so a reason for listening otherwise they could easily switch off. It’s best to start with a gist meaning exercise so they can get a general idea of what the conversation is about before moving onto details.
Students should listen once and write down T (true) or F (false).
Worksheet A – Listening tasks
|Into: Listening for gist meaning: Are these statements True or False?
1. The three speakers are all learning English. True or False
2. Josef uses pictures to help him learn English. True or False
3. Ana finds learning English vocabulary too difficult. True or False
4. Paula has a messy notebook.5. Josef invents games to remember grammar rules. True or False
6. Paula thinks that they all learn English the same way. True or False
• They can check their answers with their neighbor to see if they have the same answers before listening a second time.
Tip: This time they pay attention to the questions where they have differing answers to their neighbor and generally confirm or modify their original answers.
• Feedback as a class as to what the conversation is about.
Tip: You do not need to draw this out too much as they will get a chance to discuss the conversation in the post-listening discussion task, however it’s important that they are encouraged to think about the actual meaning of the extract and not just to see it as an exercise.
Through 2. Listening for detail
They should be ready now to move onto details in the audio.
• Explain that they are going to listen to the audio again and this time they must put a selection of quotes into the order they hear them.
• Ask the students to look at the quotes and decide what they all have in common. (They are all to do with learning styles.)
Tip: They may find it easier to cut up the sentences into strips and move the papers around as they listen. It is quicker for them to do this rather than you cut up sets of sentences for each student. However, if time is limited in class you may want to prepare this in advance or just ask them to note the order.
• Again they can check their first answers with a neighbor and then listen to a fourth and final time.
Also write down next to each sentence who says it. This is so that they can reflect on the individuals in the audio and the characteristics of their learning styles. You can tell them this before they listen. You may find that the third listening will suffice and that your students don’t need the fourth time. Ask them before the final listening if they can remember who said what. If they are unsure then proceed with the final listening.
Through 3. Reordering vertically
Put the following sentences into the order that you hear them in the audio text and say who says them.
Through 4: Listening for detail. Reordering vertically
|Put the following sentences into the order that you hear them in the audio text
and say who says them.Ana, Josef or Paula?
1. I find grammar quite difficult.
2. I like the way you organize everything into columns and charts.
3. I just draw little pictures and symbols.
4. I think you’d better borrow Paula’s. She takes lots of really good notes.
5. One man’s meat is another man’ poison.
6. I record myself reading grammar rules sometimes too.
7. We all seem to have completely different ways of studying and learning.
Through 5. Post-listening discussion task
• Before you put the class into smaller groups to discuss the three questions you should spend a couple of minutes clarifying the different learning styles.
• Write on the board the different learning styles listed below.
• Read out a description and ask them to match it with a learning style.
Tip: How you then set up the post-listening discussion will depend on the number of people in your class. If you have a large class you could put the class into groups of three or four. Ask one person from each group to take brief notes to feedback to the class about what their group thought. If your class is small then you can begin by putting them into pairs before having a class feedback to compare answers.
By doing this you give everyone more talking time.
Through 6. Look back at who says what.
1. How would you describe Ana, Josef and Paula as learners? a. visual (Josef) b. auditory (Ana) c. kinesthetic (Josef) d. linguistic (Ana) e. logical (Paula)
- Characteristics of leaner styles:
- Kinesthetic – need to keep active, enjoy crafts, use body language to express themselves, touching things helps them learn word.
- Logical – like to solve problems, learns by categorizing, making charts
- Visual – express themselves through pictures, day-dreamers, creative thinkers Auditory / Musical – learn best through listening to music, notice rhythms
2. What are their strong points?
Possible answers: Paula is well-organized and neat, she organizes her notes well, she uses charts and tables to make her work clear. Ana has a good memory, she can recall vocabulary easily. Josef has an inventive imagination and he learns better when he can touch something or see something written down.
3. Are there any of the learning strategies discussed in the extract that you already use in your learning? Students’ own answers
1. Learning styles questionnaire
• The students fill in a questionnaire (see worksheets 4 for questionnaire following this paragraph) which asks them about how they learn and leads to a final analysis of what sort of learner they are and where their strengths lie. The objective here is for them to improve their learning strategies and fully exploit their strengths.
Worksheet 4– Learner styles Questionnaire
|Answer the following questions by thinking about the way you learn.|
|Do you like learning:|
|1. by memory?|
|2. by problem solving?|
|3. by getting information for yourself?|
|4. by listening?|
|5. by reading?|
|6. by copying off the board?|
|7. by listening and taking notes?|
|8. by reading and making notes?|
|9. by repeating what you hear?|
|10. by using tables and charts?|
|(Check your four favorite ways of learning)|
|1. Go around the room and try to find people who have ticked the at least three of the same sentences as you.|
|2. In your new groups discuss what sort of learners you think you are.|
|3. Write a list of your own strengths and define a list of learning strategies which you can use to help you learn better in the future.|
|4. Ask your teacher for guidance at this stage.|
• The students should answer the questions individually and then mingle around the classroom to find others who have similar responses to them. They should stay with these people and form new groups.
• Together they can analysis from their answers and using the descriptions you gave them earlier of learner types, they can perform a self-analysis of the type of learner they are. They are not restricted to being one learner type.
• Then, still in their groups, they can define their learning strengths and devise a learning strategy plan. You should guide them at this point, if need be, as to what a particular learner type might find useful for learning efficiently.
Tip: It’s essential when working on idioms that the students see them in context. Find out if they understand what an idiom is. (Ans: a group of words which when put together have a different meaning from their original meaning.)
• Ask the students to think back to the audio and try to remember the idioms that were used. (Ans: ‘Pull your finger out’ and ‘One man’s meat is another man’s poison.’)
• See first of all if the students can remember what the definitions were, then ask if they know or can work out the meaning and finally check back with the audio for confirmation. (Ans: ‘to make more effort’ and ‘what’s good for one person doesn’t have to be good for somebody else’.
• The following idioms can all be related to learning. It’s a good idea to introduce idioms in subject categories so the students can organize and recall them more easily.
Tip: If you have a small class you can distribute idioms to have of the class and the definitions to the other half. If you have a large class then this will prove to be too many idioms. Choose about 5 – 8 idioms for one lesson.
1. Turn over a new leaf
2. Break a leg
3. The early bird catches the worm
4. Start from scratch
5. Rome wasn’t built in a day
6. Practice makes perfect
7. Method to my madness
8. All in the same boat
1. Change some element of your life for the better
2. Good luck
3. If you start early you are likely to achieve what you set out to do.
4. To completely begin again.
5. You need to be patient and take your time.
6. Don’t give up the first time you try to do something.
7. Even though what I’m doing looks strange I actually know what I’m doing
8. Everyone has the same problem
3. Recording vocabulary
• To use the categorizing strategies discussed in audio, students are given a set of ten idioms. They must research on the internet or in a good idiomatic dictionary of Idioms. You can pick ten idioms at random that you think will be useful to the students, or simply ask them to find ten each for homework.
• Homework – Design a picture for each one.
• For the following lesson the students can write a short dialogue in pairs using at least three of the idioms. Remind them that they should concentrate on the context of the idioms and base the script around the idioms and not the other way around.
• They can then perform their dialogue to the class.
• To involve everyone else while they are listening they can try to note the three idioms that each group uses in their script.
To download the lessonplan with answers, please click the following links.
LessonPlan 5800 learning_style_final (word file)
LessonPlan 5800_learning_style_final (Pdf. File)