© Crown copyright 2011, Department for Education These materials have been designed to be reproduced for internal circulation, research and teaching or training purposes. They can be reproduced for free provided that this material is acknowledged as Crown copyright, reproduced accurately and not used in a misleading context. Adaptation of these materials for other languages is permissible, providing the original source is acknowledged. Listening Lessons 1, 2 & 3 LinkedUp Project: Community Languages Accreditation through Intensive Courses (CoLa) Intensive

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Date Asset Languages Study Week Lesson 1 WALT: develop strategies to improve our understanding of a text and extend our vocabulary WILF: (must) understand what we mean by a synonym and red herring Should: to be able to use a variety of synonyms Could: be able to use a variety of negative sentences other than “not”

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Starter activity – what do we know already? Task: to listen for gist and detail. Which 5 of the following statements are mentioned in the text? Target: 5+/8 1.Faïza was 8 when her first poem was published. 2.Success wasn’t important to her. 3.She always wanted to become a writer. 4.Her mother learned to read at a relatively late age. 5.She has replicated the language used on the streets. 6.Some people felt unhappy about how she portrayed them in the book. 7.The book has a positive ending. 8.The book received a special literary prize.

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Starter activity – what do we know already? ANSWERS Task: to listen for gist and detail. Which 5 of the following statements are mentioned in the text? 1.Faïza was 8 when her first poem was published. F 2.Success wasn’t important to her. T 3.She always wanted to become a writer. T 4.Her mother learned to read at a relatively late age.T 5.She has replicated the language used on the streets.T 6.Some people felt unhappy about how she portrayed them in the book. F 7.The book has a positive ending. T 8.The book received a special literary prize. F Mark:/8 Corrected by:

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. So what do we know already? Traffic light your transcript: Words I know alreadyWords I recogniseWords I don’t know

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: understand what a synonym is and to be able to extend vocabulary A synonym is a word that means the same or similar to another word eg I went – I visited Rich – wealthy Poor – needy It is important for us to be able to understand and use synonyms effectively as they are frequently used in listening and reading texts and the questions.

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: understand what a synonym is and to be able to extend vocabulary Section A – match up (T: 6+/10) 1.Richa) silent 2.To comeb) kids 3.It’s coldc) unhappy 4.To getd) nice 5.Sade) to arrive 6.Likef) wealthy 7.Allg) it’s freezing 8.Quieth) to receive 9.Kindi) every 10.Childrenj) adore Section B – how many synonyms can you find for: 1.I went 2.I liked 3.I saw 4.Big 5.Small 6.It’s good weather 7.But 8.also

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: understand what a synonym is and to be able to extend vocabulary Section A - ANSWERS 1.Richa) silent 2.To comeb) kids 3.It’s coldc) unhappy 4.To getd) nice 5.Sade) to arrive 6.Likef) wealthy 7.Allg) it’s freezing 8.Quieth) to receive 9.Kindi) every 10.Childrenj) adore Section B – how many synonyms can you find for: 1.I went 2.I liked 3.I saw 4.Big 5.Small 6.It’s good weather 7.But 8.also

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: to be able to use a variety of negative sentences From positive to negative Yesterday I went to the cinema. I always smoke with my friends. I still go to the youth club to play football. From negative to positive: I don’t see any one. I speak neither French nor Arabic. There is no more soap.

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: to be able to use a variety of negative sentences From positive to negative Yesterday I didn’t go to the cinema. I never smoke with my friends. I no longer go to the youth club to play football. From negative to positive: I see some-one I speak French and Arabic. There is some soap.

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Task: to attempt sample questions of Part 1 & 2 of the listening paper; be aware of “red herrings” Task A – complete the questions on the sheets provided. Task B In pairs, using the transcript, highlight the key information for each question Try to find the red herrings which are there to trick you.

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Date Asset Languages Study Week Lesson 1 WALT: develop strategies to improve our understanding of a text and extend our vocabulary WILF: (must) understand what we mean by a synonym and red herring should: to be able to use a variety of synonyms Should: be able to use a variety of negative sentences other than “not”

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WALT: reflect on our learning and think about building knowledge for next lesson 1 thing I knew already 2 things I have learned A question for next lesson

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. End of Lesson 1 slides

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Date Asset Languages Study Week Lesson 2 WALT: develop strategies to improve our understanding of how to succeed in listening WILF: (must) be successful in identifying a variety of grammatical markers should: to be able to identify and use strategies to improve attainment at this level could: be developing range of language eg tenses, plurals, adjectives etc

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WALT: reflect on our learning and review issues raised in yesterday’s plenary 1 thing I knew already 2 things I have learned A question for next lesson

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: prepare for Part 3 question from the listening paper Task: to listen for detail. Complete the gap fill exercise.

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: amass a series of strategies for success in listening (Gimme 5) 1.You have 30 seconds to come up with one strategy eg I considered the general meaning of the text 2.In pairs, you have one minute to come up with another two strategies. 3.Find another pair and make sure you’ve now got five strategies. So what strategies did you use?

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: be successful in identifying a series of grammatical markers Task: identify these on your transcript It’s essential that we can identify: connectives opinions nouns adjectives Past tense Future tense

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: identify strategies for success in listening Task: in groups, think about the Gimme 5 activity and the work you have just done on encoding your transcript. Make a list together of new strategies and identify as a group the one that you think is the most important. Present your findings to the class.

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: be able to implement strategies for success in listening by identify positive and negative opinions Task A: in pairs, put the cards in the order in which they occur. Task B: identify whether an opinion is positive or negative each time the teacher stops. For a bonus point, give details in English of the opinion. Task C: Highlight positive and negative opinions on your transcript 

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Task: to attempt sample questions of Part 3 of the listening paper Task A – complete the questions on the sheets provided. Task B Teacher and class give feedback on part 3

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Date Asset Languages Study Week Lesson 2 WALT: develop strategies to improve our understanding of how to complete a gap fill exercise WILF: (must) be successful in identifying a variety of grammatical markers should: to be able to identify and use strategies to improve attainment at this level could: be developing range of language eg tenses, plurals, adjectives etc

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WALT: reflect on our learning Plenary: how did you do today? What is going well? Where can we improve? What questions do you have? Are there any issues?

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. End of Lesson 2 slides

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Date Asset Languages Study Week Lesson 2 WALT: develop strategies to improve our understanding of how to succeed in listening WILF: (must) how to avoid potential pitfalls in listening should: be confident at using a range of question words could: respond to intonation, emotion and identifying of key words to boost success

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: avoid potential pitfalls in listening Task: discuss and complete the quiz T: 5+/8 1. How many parts are there in the Asset Intermediate Listening Paper? 2.How many marks in total? 3.How many times do you hear the questions? 4.When should you write your final answer? 5.What should you always do for multiple choice answers? 6.Do you need to understand every word? 7.What kind of words should help you? 8.What kind of words could be tricky?

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: avoid potential pitfalls in listening Task: discuss and complete the quiz Answers 1. How many parts are there in the Asset Intermediate Listening Paper? 5 2.How many marks in total? 25 3.How many times do you hear the questions? Twice but not always in the same format 4.When should you write your final answer? After the 2 nd time 5.What should you always do for multiple choice answers? Fill in – never leave blank 6.Do you need to understand every word? no 7.What kind of words should help you? Cognates, key words 8.What kind of words could be tricky? Red herrings, false friends, different tenses

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: to be confident at using a range of question words Task: match up T = 5+/8 1Who 2Where 3What 4Which 5How 6Why 7When 8How many

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: identify key words to boost listening success Task: A – raise card when you hear it on the video B – listen with your eyes closed to half of the video then answer 5 general questions C – listen with your eyes open to the second half of the video then answer 5 specific questions Feedback Which way was easier? Why?

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. WILF: develop strategies on how to succeed in listening Let’s go through this sheet

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Task: to attempt sample questions of Part 5 of the listening paper Task A – complete the questions on the sheets provided. Task B Teacher and class give feedback Using the transcript, highlight a) question words b) key words

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Date Asset Languages Study Week Lesson 2 WALT: develop strategies to improve our understanding of how to succeed in listening WILF: (must) how to avoid potential pitfalls in listening should: be confident at using a range of question words could: respond to intonation, emotion and identifying of key words to boost success

© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme. Plenary: what are your top five tips for listening? Task: write on a post-it note your top 5 listening tips Write them on the flipchart