- The Genre (i.e. what kind of text are the students going to listen to?) List three words you expect to hear in this tex. - The Speaker (i.e. what do the students know about the speaker?) - The Topic (i.e. what do the students need to know about the topic?) - show a list of AI generated questions and ask them to highlight those that are most likely in a five minute talk Write why you are learning English? Is this different to (five years ago)? - The Purpose (i.e. why are they engaging in this listening? ask, what listening skills do you expect to learn? Support by giving a list of listening skills, eg. 'guessing' focussing inferring opinion, gathering information... to practice listening for opinion The procedures for this part of the lesson is to give them a task while listening... not sure if this is meant to follow the GIST/DETAIL paradigm, but I like to ask students to summarise or write 1-3 sentences about what the speaker said. I sometimes say 'You cannot just say 'they talked about x' topic'. Bit of a loss to this one.

Hi there, I am Helen from Helen Lewis Tutoring. I teach healthcare professionals English so that they can progress in their career. Great to meet you all. Helen😊

1. Students listen to audio text and answer comprehension/multiple choice questions- testing 2. Students listen to a text and see if it matches a text they read While there is a right or wrong answer, this feels more like practicing than testing. Depends on what is meant by 'matching'. Students might suggest topics that are plausibly connected but not expllicitly stated and get a sense of pleasing the teacher, especially if they say quite a bit! 3. Students listen to flight announcements to find the time of the one the one they want Practice/test. 4. Students listen to a 30-minute lecture and take notes. Practice (but could become testing if there is a handout they have to compare their notes against) 5. Students focus on the language that lecturers use to signal important information and give examples. Then, they give mini-lectures using them. Practice on the part of those listening.

1. How similar is your planning of a listening lesson to the procedure you just analyzed in the previous video? I almost never use English to teach something else: always to test the listening skill of a test. However, there are crossovers from this in the lesson plans from the testing organisation. What do you see as the aims of each of the stages from the previous video? 1. Pre-teach: make life easier 2. getting interest in the topic and activate the schema of words 3. gist listening: build confidence if right and get everyone at the same point in understanding. 4. detailed listening: focus on a particular language structure, vocabulary, or communicative function by identifying some kind of agenda/motive/attitude in the speakers. Goal of this is probably to connect a stream of sounds to meaning. 5. Further focus on a structure, piece of vocabulary, productive skill > if the student had a bad experience with listening then they still get something out of the lesson > to connect the productive/receptive skills >to consolidate vocabulary. 1. Can you identify any problems?  > the pre-teaching phase does not allow students to use skill at guessing from co-text. >the very act of preteaching can sometimes stop students using listening skills but rely on world knowledge / guessing from experience > gist > if students are wrong at this point, they might not know why or feel frustrated or do not have the time to identify what they missed. sometimes the details make the gist. detailed listening > unless there's a chance to see the transcript or listen a few times, the unknown words might remain unknown. >there are usually lots of parts of language that need to be used to get a detailed question. >further focus - it is not listening in itself, sometimes in my experience learning Japanese, I needed at least three times with the listening text to actually start to decode it OR unlearn something I was mishearing. The new activity was awkward.