Objectives

Students will

Learn how to be a good listener.

Learn how to be a good speaker.

Practice listening and speaking skills with classmates.

Materials

Listening and Speaking Strategies video

Pencils and erasers

"Have You Ever..." search paper, 1 copy per student (see Procedures below)

Computer with Internet access (optional)

Procedures
1.

2.

3.

4.

5.

6.

Before beginning the lesson, create a "Have You Ever?" search paper by dividing a piece of white
paper into 16 equal squares: Draw four columns down and four rows across the sheet of paper. At the
bottom of each square write something that at least one student in the class may have experienced or a
quality at least one student may have, such as "broken a bone," "loves pizza," "speaks two languages,"
"has been on an airplane," or "good dancer." Photocopy one copy of the search paper for each student.
To being, play a few rounds of telephone with the class to demonstrate the importance of having
good speaking and listening skills. Then have students watch Speaking and Listening Strategies to further
explore good skills.
After watching the program, talk about experiences when students have had to ask questions or
follow directions. Ask them: Why is important to give clear directions? What kinds of situations have you
been in when you have had to listen very carefully to someone talking? Why is it important to develop
good speaking and listening skills? Have students describe situations when they have not used good
speaking or listening skills. What were the results?
Explain to students that they will play a scavenger hunt-type game with their classmates. Hand
out copies of "Have You Ever?" and tell students that the object of the game is to be the first person in the
class to complete the squares. To do so, they must match a classmate's name to the criteria written in a
square. Each square must represent a different person, so a winning "Have You Ever?" sheet cannot
have one student's name on it in more than one square.
Tell students that they will walk around the classroom and ask their classmates questions to fill in
the squares on their sheet, such as "Have you ever broken a bone?" If a classmate has broken a bone,
they meet the criterion, and the student should write the classmate's name in that square. If not, the
student can choose to ask the person a different question or move to a different classmate until they have
found one who has broken a bone. Explain to students that they will also answer questions. For example,
if Mary is asking John a question, she cannot leave him when he has answered her question. She should
wait until John asks his question and they are both ready to move to new classmates.
Remind students that everyone in the classroom will be working on their scavenger hunt at the
same time, so it is important that students use indoor voices, listen to what their classmates are saying

very carefully, and not to run. The first person to fill in all of their squares without repeating a name wins.
Tell students to raise their paper and call out if they think they have won.
7.
Give students time to complete their scavenger hunt. Walk around the classroom while students
are engaged to make sure everyone is playing fairly and nobody is running. Call time when a student has
announced they have finished and have students quietly freeze where they are standing while you check
the possible winning sheet. If the student is mistaken, have the class resume the activity. If not, ask
students to return to their seats.
8.
Discuss the scavenger hunt with students. Who learned something new about their classmates?
What did they learn? Why was it important to use good listening skills during the scavenger hunt? Why
was it important to use good speaking skills?
9.
If time allows, students can practice their reading and listening skills online with interactive stories
at this Web site http://www.alfy.com/Storyville
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Evaluation
Use the following three-point rubric to evaluate students' work during this lesson.
Three points: Students were highly engaged in class and group discussions;
enthusiastically participated in the scavenger hunt; followed the rules of the scavenger
hunt without needing teacher guidance or supervision; and demonstrated a clear
understanding of the importance of having good speaking and listening skills.
Two points: Students generally engaged in class and group discussions; participated in
the scavenger hunt; followed the rules of the scavenger hunt with little teacher supervision
or guidance; and demonstrated a basic understanding of the importance of having good
speaking and listening skills.
One point: Students participated minimally in class and group discussions; were unable
to participate in the scavenger hunt without constant teacher supervision or refused to
participate in the scavenger hunt; and were unable to demonstrate a basic understanding
of the importance of having good speaking and listening skills.
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Vocabulary
directions
Definition: An instruction, indication, or order given with authority
Context: It is important to give directions that are easy to follow and in the right order.
discussion
Definition: An earnest conversation
Context: A group discussion is a great place to share new information.
listen
Definition: To pay attention or make an effort to hear something
Context: Listen to how Kat and Kenny take turns speaking.
question
Definition: An expression of inquiry that invites or calls for a reply
Context: Asking a question is one way to learn more about a topic.
speak
Definition: To talk or express oneself
Context: It is important to take turns when you speak with friends.
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Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks,
visithttp://www.mcrel.org/compendium/browse.asp
This lesson plan addresses the following national standards:

Language Arts-Writing: Uses the general skills and strategies of the writing process; Uses
the stylistic and rhetorical aspects of writing

Language Arts-Viewing: Uses viewing skills and strategies to understand and interpret
visual media

The National Council of Teachers of English (NCTE)

The National Council of Teachers of English and the International Reading Association have developed
national standards to provide guidelines for teaching the English language arts. To view the standards
online, go tohttp://www.ncte.org/standards
This lesson plan addresses the following national standards:

Students use spoken, written and visual language to accomplish their own purposes.

Listening Lesson Plan

Where am I?

Teacher: Yoko Saito

Date: October 14, 1997
Time: 12:00 pm - 12:50 pm
Number of Students: 10
Place: JKHB 3045D
Duration of class: 50 minutes
Level: Listening/Speaking 2
The class I will be conducting is a second level listening and speaking group
at the English Language Center. I will emphasize on communication through
listening and speaking. The students are currently learning the grammatical
principles for identifying locations. The main vocabulary, which are all new to
the students, will consist of words like: right, left, next, front, behind, between,
in, across, etc. In this class, students will practice identifying locations through
listening. Then, gradually employ speaking skills in the drills.
Objectives:
Students will be able to identify locations on a map by listening to the
description of the location.
Students will be able to describe the locations accurately.

 Students will be able to draw a BYU campus map.

Materials:
a map of a town
2 paper dolls
15 paper buildings
4 markers
5 index cards (name of buildings written)
4 poster cards (to draw a map of BYU campus in a group)
Learning/Teaching activities:
1. Introduction (5 minutes)
For the warm-up, I show students the buildings and ask them to describe
those buildings. For example, I will show them a hospital and ask, "What is
this?". They will reply "It is a hospital", "People who are sick go there" or
"Doctors and nurses are there to help people who are hurt", etc. This warm-up
activity is to check to see if the students know the new vocabulary for the
lesson.
2. Pre-activity (10 minutes)
I will show the students a building (i.e. church) and a paper doll. I will put a
paper doll in front of the church and ask, "Where is she?" The students will
respond, "She is in front of the church." Then, I will put her behind the building
and ask the same question. I will continue with the same questions after
putting the doll to the right and left of the building. If all of the students
understand the practice exercises, then I will place another building (i.e. movie
theater) behind the church. Next, we will use two buildings instead of a paper
doll and a building. When I ask a similar question such as, "Where is the
church?", I will expect students to say, "The church is in front of a movie
theater", and so on. I will ask similar questions to each of the students. This
activity will make sure if the students are able to identify a location of a
building relative to another building.

3. Listening activity (15 minutes)

By using those same buildings, I would like the students to create a map on
the blackboard. I will already have some buildings on the blackboard to start
out with. I will pass around two buildings to each student. When I say, "There
is a library behind the mall", I would like for a student with the library to come
up and put it behind the mall. If someone makes a mistake, I will repeat the
sentence. If one of the students still does not come forward with the right
structure, I will ask someone else to come forward and help the person. I will
continue this until the town map is complete. The students must listen
carefully to what I say, otherwise, they will not be able to place the buildings
appropriately on the blackboard.
4. Information gap activity (15 minutes)
After the map is completed, I will move on to both the listening and speaking
practices. I will group the students into pairs and give index cards to one
student in each pair. On each index card, there will be a name of a building
written. The students with the cards must describe where those buildings are.
I would like them to pretend that they are in the building and describe where
they are standing at the particular moment. I will do one example before
letting the students do the exercises on their own. I will have a card with hotel
written on it. I will look at the board and say, "The building I am in now is next
to the library. I can see a police box across the street. Where am I?" If there is
not enough information given, the class will not be able to identify the building.
If this is the case, I will give the class more clues. After the example, I will ask
two students to come up to the front and do the same. A person with a card
describes where s/he is by identifying the buildings around him/her. The other
person will listen to the partner and figure out where s/he is.
5. Application (5 minutes)
At the end of the lesson, I will put students in groups of 3 to 4 people. In each
group, I will want a person who is new to BYU, a person who is not familiar
with BYU campus. I will pass around a big white poster card and a marker to
each group. On the poster card, I will want them to draw a map of BYU. The
group must help the new person to draw the map by explaining which building
is where. They will converse using the dialogues we learned during the
lesson. "Where is HRCB?" "It is behind the library.", etc.
This is more authentic than using a map of an imaginary town on the
blackboard. I assume that most people know where things are on campus, so

there will be more interaction within the group. For example, if a student says,
"The MARB is next to the Health Center", others will say "No, it isnt. The
Widstoe Building is between the MARB and the Health Center." Then, the
student who will have made the mistake will say, "Yes, the MARB and Widstoe
Buildings are separate buildings. I always thought the two buildings were
connected!" If the description of the locations is given correctly, the new
people will be able to draw the map accurately. After they complete the map,
the new people can use it to get around BYU campus.
Self evaluation:
In my notes, there was a reminder that I needed to specify the locations such
as front and back. I did not explain that identification of locations differs
depending on the perceptions. For example, if John and Jenny are facing
each other, Johns left side and Jennys left side will be different. Using the
same reasoning, their front and back will be different. In the activity where I
asked students to come up to the front and put the buildings on the
blackboard, we had some conflicts. Some said the church is in front of the
library while other students said the opposite. This happened because I did
not specify how we were looking at the map. It is very difficult to explain
locations on a blackboard because it is not three dimensional. While I was
explaining the directions, I got confused and started to doubt myself. Then, I
asked the students if I was right. When a teacher starts to lose confidence,
students will lose trust in the teacher. Luckily, the students were native English
speakers that they knew what I meant, but what if this class was a real ELC
class? I needed to focus more on explaining directions.
Another thing I need to consider is the amount of instruction. I needed to give
more instruction on activities. Although I did an example before the activities,
some people did not know what I was doing. I asked Erica to describe where
she was, she just said the name of the building. I wanted her to describe what
she can see from the building, but she did not understand what I meant. I
realized that I was not giving her clear instructions. In a real classroom
situation, I need to choose words carefully so students will understand the
instruction clearly.
I think I had good ideas for the described activities. These activities
emphasized mostly on listening. However, more authentic situations may have
helped the students to apply the lesson to real world situations.
Listening Practice: Identifying Locations

1. The library is between Pizza Hut and the university.

2. The Video Rental Store is on right side of the hospital.
3. Wal-Mart is behind the university.
4. The Flower shop is in front of the hospital.
5. To the Left side of the hospital is a bank.
6. The Church is in front of McDonalds.
7. Behind Pizza Hut, there is a bookstore.
8. The movie theater is between the flower shop and the post office.
Information Gap activity example:
Inform the students: When you are in the building, you are facing North. (Face
a paper doll to North.) The students must speak from this perspective.
I can see the bookstore on the left and the library in the front. Where am I?