Teaching EFL Listening via FUN WITH ENGLISH Books/7A/Trip to Italy

Lesson Plan Data (Dates relate to when lesson was administered)
Date: Length (Min): Location: Textbook: Chapter #: Lesson #: Topic: # of Students: Document Version:
c. mid-Oct 2009 45 English Salon FWE 7A 5 6 Traveling to Italy 25+ 0.52



  1. Talk again about context.

-- Definition

  1. Context = What a person or people is/are talking about.

-- Why?

  1. Because if you know the context, you can understand a conversation even if you do not know all the words.
    1. e.g. If you know people are talking about food, you can understand phrases like “eggplant is delicious”, even if you do not know what eggplant is.

-- Example

  1. Draw two stick figures on the board. Explain that the two of them are having a conversation. These are not questions for the students.
  2. A: “What do you like to do?” B: “I like playing WOW. Do you?” A: “No, I don't like computer games.”


    1. What is the context?
    2. What is WOW?

-- Lesson Question

  1. What is the context?

-- Word(s] of the Day

  1. pronoun

-- Question of the Day

  1. “What do you like to do?”

-- Teaching Materials

  1. FUN WITH ENGLISH 8A Textbook
  2. Lessons Notebook




    1. AFLS TJ3 Page 39


  1. In classroom at least 30 minutes before my first class of the day.
  2. Before class, make sure chairs are set up correctly
  3. Write Lesson plan, Lesson, Definition, Example, my contact info and that it's OK to say “I don't know” or “No reason” on the board.
  4. Ask if everyone has their textbooks and pens. If they don't tell them to go get them.
  5. Have the students write down where they sit on my seating chart.
  6. Depending on who is in the class, hand around my notebook and have them write down their names. Do not announce it, just give it to one student.

1 Conversation 6 Minutes

    1. If the kids don't respond, ask them the questions directly.
  1. Are you tired?
  2. Are you hungry?
  3. Is it anyone's birthday today in class?
  4. How did the tests go? How were the tests?
  5. What did you do after the tests finished?
  6. Any questions for me? Add that the longer we talk here, the less time we have to spend on the textbook.

2 Joke 2 Minutes

3 Introduction 4 Minutes

  1. Make sure they understand the word “introduction.”
  2. Point out the Lesson Plan, mention if we move fast, we can get to the game quicker.
  3. Tell them my contact info, and say that “I am busy. I want to talk to you, but if I can't it is not because I don't like them, it is because I am busy. I like all of you. Please say hello again or e-mail me. E-mail is much better.”
  4. Mention that if ask a question and they don't know the answer, it's fine to say “I don't know”. Write “No why” and “No reason” ask which is correct if I ask “Why?” cross out “No reason” explain that it is Chinese, not English.
  5. Words of the Day
  6. Lesson - Ask if they remember what we did last week? Mention we will be focusing on the same idea once again.
  7. Definition
  8. Example
  9. Question of the day: “What do you like to do?”
    1. Ask directly to 1 to 3 students?
    2. If no responses, say well, you can answer on page 34.
  10. Ask for any questions.

4 Page 18 Let's get ready A&B 6 Min

  1. Walk around, help those students who need it.
  2. Select two or three students to talk about what they selected, and ask some follow up questions.

5 Page 19 Let's listen 1 B - Tapescript Page 80 6 Min

  1. Divide the class in half to read.
  2. What is the context of the conversation?

6 Page 20 Let's listen 2 B - Tapescript Page 80 5 Min

  1. I read it through.
  2. What is the context of the conversation?

7 Page 21 Let's Listen 3 A - Tapescript Page 81 5 Min

  1. Ask 2 students to play two roles, and I will play the other.
  2. Stop after Tim says “he's 1.75 meters tall” to review which picture the students listening should be selecting to make sure everyone is on the same page.
  3. What is the context of the conversation?

8 Telephone 7 Min

  1. Introduce the race element. Tell them there will be two kinds of winners - race and accuracy.
  2. Use a diagram on the board to explain the game.
  3. Tell the kids they only have 10 seconds to explain to the next person in line.
  4. They can only tell the next person at the front of the room.
  5. Only two teams, have students who are done leave the room.
  6. Give the last person in line paper and pen to write the message.
  7. If possible, play music loudly so students who are finished cannot communicate the message to students who have yet to go.
  8. Secret messages
    1. Spicy sausages are most delicious on Saturdays.
    2. Mr. Orange prefers green oranges to orange ones.

-- Extra Time


Lesson Review Notes

AFLS TJ3 Page 39 G7C8?

  1. Great lesson, the kids were all active and very willing to participate.
  2. They were the first class to completely fill out the seating chart correctly, which made me quite happy, and made it much easier to call on everyone and start to learn their names.
  3. had a pretty long conversation to start class.
  4. kids got through the textbook decently quick, but we didn't have time for a game b/c of the opening convo
  5. One advanced girl was doing a great job throughout of helping out the kids with lesser abilities.

-- Learning Outcome Achieved?

  1. It was the best first context class I've ever had. Many more kids than usual understood what was happening.

-- What I did well

  1. Calling on kids, being rested and energetic.

-- What I could improve upon

  1. Knowing the kid's names.

-- Next Week

  1. try to learn the kid's names.
  1. call on the kids I don't usually notice

-- Thoughts



  1. Joke is from the ITESLJ.

-- Versions 0.1 7 Oct 2009

  1. Created in a late morning meeting with Mr. Brown.

0.2 3 Nov 2009

  1. Took the lesson focuses decided on in the original meeting and pushed them back a week, because I think a week focusing on context would be better and more in line with the kids current abilities.
  2. Took out Page 20 Let's listen 2 A

0.3 5 Nov

  1. Cleaned up the before class portion and parts 1, 2 and 3.
  2. Added a seating chart because I don't know some of these students.

0.4 8 Nov 2009

  1. Edited the example to reflect a second week on the subject.
  2. Added words of the day that are difficult ones from the chapter.
  3. Took out the seating chart. Replaced it with having the kids write their names on my seating chart of where they will sit to start class.
  4. Changed the joke & moved it ahead of the introduction.
  5. Changed the order of the introduction so that I end by asking “What do you like to do?“ which is a natural introduction to the chapter.
  6. Took out 19A and replaced it with 20B, because 19B and 19A are repetitive and 20B is alright.

0.5 November 11, 2009 11:28 AM

  1. Changed before class and 0 - 3 to reflect the changes made in 8A Lesson 9 ver 0.5 G8 C5 G8 C4 G8 C6.
  2. Changed some of the time estimates to reflect how things went in class.
  3. Changed the game to telephone, because I am getting bored of Rows & Columns.
  4. Took natural out as a word of the day, only pronoun.

-- Additional Questions & Instructions for This Lesson

Page 20 Let's listen 2 A - Tapescript Page 80 6 Min

  1. Ask a student to play one role, and I will play the other.
  2. What is the context of the conversation?