Professional Documents
Culture Documents
Spring 2012
CCSF Credit course
Listening lesson plan
Context
Objectives
1) Ss will activate prior vocabulary and schema knowledge towards understanding
and discussing the academic lecture
2) Ss will capture key academic transition words through selective listening and
note-taking for Part I of the lecture
3) Ss will be able to predict the content of Part II of the lecture and utilize relevant
vocabulary related to the topic of Culture Shock in note-taking
4) Ss will show varying degrees of ability in capturing the main stages of Part II
lecture as well as the details about emotions
5) Ss will be able to comprehensibly share their notes in pairs through speaking and
negotiating meaning in English
6) Ss will work together on a speaking task to create Rules of Good Note Taking
and be able to articulate their ideas to the class
7) Ss will show varying degrees of proficiency in relaying a personal account of
experiencing culture shock in small groups (speaking activity)
Materials
Chapter 2 in Academic Listening Encounters: Life in Society by Kim Sanabria
The lecture is on a teachers CD and activities are located on pgs. 26-30
Blackboard and chalk
CD Player
Handout with sample note taking diagrams and selective listening exercise
Activities, Sequencing, Transitions, and Timing
Prior work in the class leading up to todays lesson
Prior schema building:
In the last class Ss brainstormed the definition of culture shock and listed
numerous examples that make up a culture (i.e. food, customs, behavior, dress,
religion, etc)
Ss also discussed the difference between invisible and visible culture
Ss took a vote and unanimously agreed that they had experienced culture shock
sometime in their lives
refuse
food
when
I
wasnt
hungry.
But
slowly,
I
learned
how
to
insist
that
I
was
full.
First,
I
would
say
in
English
no,
Im
full
thank
you
thank
you
but
Im
really
very
full
and
HAPPY!
But,
soon
after
that,
I
learned
the
words
in
Turkish
and
it
worked
so
much
better!
So,
I
would
say
yeter,
canim,
hayir,
yok,
ben
cok
doydum,
tesekkur
edirim,
sogul!
basically,
I
was
saying
thank
you
lots
of
time
and
refusing
5
different
ways.
Then,
the
stress
of
dinner
time
went
away
and
now
I
enjoy
meals
in
Turkey.
So,
as
you
can
see,
I
went
through
several
stages
of
feelings
in
my
situation.
What
do
I
mean
by
stages?
T
<->
Ss
discuss
as
a
class
what
I
might
mean
by
stages.
1:15-1:20
Introduction
and
instructions
to
Listening
Part
I
Instructions:
we
will
be
listening
to
an
academic
mini-lecture
about
culture
shock.
There
are
two
parts.
In
the
first
part,
well
be
listening
for
key
transition
words
to
identify
what
topics
are
included
in
the
lecture.
When
you
listen
to
academic
lectures,
it
will
be
important
to
notice
changes
in
topic
and
the
order
of
information.
On
your
handout
are
a
list
of
the
transition
phrases
you
will
hear
in
Part
I.
Lets
repeat
them
aloud
together
first.
Im
going
to
read
the
first
part
of
the
lecture
and
I
want
you
to
put
the
number
next
to
each
phrase
in
the
order
you
hear
it.
Listening
1:
T
reads
the
intro
instead
of
playing
CD
Ss<->
Ss:
In
pairs,
Ss
compare
order
to
words
they
heard
in
Part
I
T->S
Check
answers
briefly
1:20-1:35
Introduction
to
the
Listening
Part
II
(the
lecture):
Instructions:
In
the
lecture,
you
will
hear
about
three
stages
of
culture
shock
(remember
the
term
stage
that
we
talked
about
a
minute
ago?).
When
you
take
notes
the
first
time,
Id
like
you
to
only
listen
for
the
names
of
the
three
stages
and
the
main
description
of
each
stage.
You
do
not
need
to
take
notes
about
the
specific
details.
Try
to
get
the
names
and
descriptions
of
the
three
stages.
It
is
your
choice
how
you
want
to
organize
your
notes.
Listening
2:
Teacher
reads
the
lecture.
Skip
the
part
about
the
diagram
so
that
Ss
can
negotiate
the
organization
of
their
notes
individually.
Ss<->Ss:
In
pairs,
share
what
you
got
about
the
three
stages
of
culture
shock.
I
want
you
to
work
together
to
choose
a
diagram
or
a
way
of
making
an
outline
for
putting
specific
details
under
each
stage.
You
can
choose
how
you
want
to
organize
it.
Refer
to
the
handout
where
Ive
given
you
several
graphic
organizing
options
to
choose
from
(remind
them
of
the
activities
we
did
last
Monday
with
respect
to
note
taking.)
Think
about
what
you
liked
about
the
different
types
of
notes.
You
have
about
3
minutes
to
do
this.
Dont
worry
if
you
didnt
catch
the
three
stages.
As
long
as
you
have
a
spot
for
them
you
can
catch
more
information
in
the
second
listening.
Listening
2:
Now,
Im
going
to
read
the
same
lecture
again.
This
time,
you
are
trying
to
take
notes
about
the
specific
details
you
hear
about
each
stage.
Specifically,
the
lecture
talks
about
emotions
(what
are
emotions?
Feelings,
etc)
that
you
feel
during
the
three
stages.
Try
and
listen
for
those
emotions
and
any
other
details
you
can
catch.
Try
to
fill
in
the
information
on
your
diagram
or
outline
in
your
notes.
1:35-1:50
Post-Listening
Group
Work
and
Collaborative
Activity:
Instructions
for
board
work
by
students:
Now,
Id
like
to
get
a
few
volunteers
to
come
up
and
copy
their
note
format
on
the
board.
Please
only
list
the
three
stages
of
culture
shock
and
the
emotions.
Because
of
time,
lets
leave
out
other
details
you
got.
We
want
to
see
the
different
ways
you
made
your
notes.
Other
students
will
get
ideas
from
you
so
its
a
nice
way
to
share
the
different
styles
of
note
taking.
We
will
also
discuss
the
answers
by
using
your
notes
as
a
guide
(dont
worry
if
your
notes
are
not
perfect!)
While
individuals
are
putting
their
notes
on
the
board,
other
Ss
are
working
in
groups
of
3
or
4
to
generate
rules
for
good
note
taking.
They
can
take
ideas
from
the
board
and
each
other.
They
need
to
come
up
with
3-5
good
rules
to
follow
while
taking
notes
and
listening
to
lectures.
Try
and
put
Ss
from
last
Monday
into
each
group
so
they
can
share
what
they
learned
in
the
previous
class.
Remind
them
of
what
we
worked
on
previously.
1:50-2:00
Speaking
activity
#1:
groups
sharing
their
rules
with
the
class
Teacher
will
discuss
with
the
class
about
the
stages
and
emotions
that
are
on
the
board
and
clarify
any
outstanding
factual
questions
that
might
remain
from
the
lecture.
Some
synonyms
of
emotions
will
have
to
be
discussed.
Maybe
Ss
can
use
them
in
sentences
for
homework.
Be
sure
to
give
examples
of
correct
grammatical
form:
be+emotion
(be
frustrated,
be
euphoric)
Then,
students
will
practice
speaking
to
the
class
with
a
representative
from
each
group
standing
up
and
telling
the
class
what
rules
they
decided
on
for
note
taking
and
listening.
The
teacher
can
note
similarities
among
the
groups
or
note
any
unique
and
useful
advice
that
comes
out
of
the
activity.
2:00-2:30
Speaking
activity
#2:
Students
share
personal
culture
shock
stories
in
small
groups
Teacher
will
group
Ss
in
small
groups
and
share
culture
shock
stories
If
there
is
extra
time,
each
group
decides
the
most
shocking
experience
someone
had
in
their
group
and
maybe
shares
it
with
the
class
at
the
end.