Listening
description
Transcript of Listening
Ursula Huancas Donayre
LISTENING
INDEPENDENT LISTENING
LISTENING TO STORIES
LISTEN AND REPEAT
ACTIVITIES
LISTENING FOR INFORMATION
LISTEN AND DO ACTIVITIES
LISTENING IN THE CLASSRO
OM
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Listening in the classroom It’s the skill that children acquire
first. Once something has been said it
disappears. So it’s important to say things clearly, and to repeat them.
You have to concentrate very hard when you’re listening. Young children have a very short attention span, which increases with the age, so remember not to overload children with listening activites.
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Listening in the classroom Try to ask for understanding as the
children listen and not check for undrestanding only at the end of the exercise.
You can use listening activities to have your children quiet or move about.
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Listen and do activite
s
Instructions
Moving about
Mime stories
Put up your
hands
Drawing
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LISTEN AND DO ACTIVITIES
INSTRUCTIONS: It’s the most obvious because the one we should use from the very first moment. Coomunication is two-way, and you can see very easily if your pupils have understood the message or not.
MOVING ABOUT: students have physically move about. The younger your students, the more physical activities they need. Some crazy examples are: “stand on your head by the door, hop on your left foot five times, etc.”
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LISTEN AND DO ACTIVITIES
The more language they learn, the more you can ask them to do,”count up to ten and then walk to the board and back.”
Advantages of this activity is that you know at one if they have understood or not.
You can check vocabulary, movement words, counting, spelling, etc.
Pupils learn from each other. If they haven’t understood the first time, they still be able to do the activity by watching the others.
As they learn more, you can let them take over the role of ‘teacher’- they are very good at it.
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LISTEN AND DO ACTIVITIES
PUT UP YOUR HANDS: example if your students are working on phonics, you might ask them to put up their hands when they hear the sound /ʤ/. Or when they hear a certain word. Or whisper numbers so they can identify the missing one to calm them down.
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LISTEN AND DO ACTIVITIES MIME STORIES: Here the teacher tells the story
and the pupils and the teacher do the actions. It provides physical movement and gives the
teacher a chance to play along with the pupils. Example:’We’re sitting in a boat a small rowing
boat. Let’s row. We row and row. Now what’s that? A bird. A bird flying over the water. Now it’s gone. We keep rowing. Can we see the bird? No, no bird. This is hard work. Row, row. We are so tired we’re dragging our feet. We’re tired. We want to go asleep. We lie down on our beds. We close our eyes, and… shhhhhhhhh…., we’re asleep.’
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LISTEN AND DO ACTIVITIES
DRAWING: this is one of the favorite activities in almost all classes, but remember that drawing takes time, so keep pictures simple.
In this activity the teacher or other student tells the other pupils what to do.
You can make up a picture or describe a picture you have in front of you.
This is particularly useful for checking object vocabulary, prepositions, colors and numbers.
It’s not so useful for actions, since drawing people doing things is quite difficult for most of us.
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LISTENING FOR INFORMATION
This cover a great deal of listening activities.
We mean: listening for detail, for specific information.
They are often used to check what the pupils know, but they can also be used to give new imofrmation.
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Identifying exercises
Listen for the mistake
Putting things in
order
Questionnaires
Listen and color
Filling in missing
information
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Identifying exercises You can make up very simple
identifying exercises like this one from Sprint 1 by Rebecca Williams Salvador, Richmond Publishing.
Teacher: Number 3Boy: Look at me! I’m thin.Teacher: Number 4Girl: Look at me! I’m short.
Teacher: Number 1Boy: look at me! I’m tall.Teacher: Number 2Girl: Look at me! I’m fat.
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Listen for the mistake You can use a picture in your book but
make mistakes in the text you read, so that pupils have to listen for the mistakes. You can do it the other way around but it’s a bit more difficult.
Putting things in order• Put a number of pictures which
illustrate a text in front of your pupils.
• They are not in order. Pupils listen and put the pictures in order.
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Questonnaires
They can have a bit of writing or filling in of numbers.
Name
How many
evenings?
How many hours each
evening?
Total number of hours a week
Pedro 5 3 15
Rosa
Rodrigo
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Listen and color As children love coloring, we can use
any picture which they have in their workbooks, but you can make it more interesting and challenging, as for example color by numbers.
Filling in missing information
• They can fill in missing words from a song or a text or a timetable.
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Listen and repeat activities
rhym
essongs exercises
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Listening to stories
• Traditional fairy tales are good because they have a clear structure.
Telling stories
• Making up stories with children at all stages helps them to put their thoughts into words, and gives them a starting point for their own writing.Creating
stories
• Children like to have their favorite stories repeated, they do not like changes being made.
Reading stories
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Independent listening
Students need to hear
many varieties of language
Listen for the sake of
listening-music and poetry or a
short anecdote or
story
Five to ten year olds
should have listened to it first in class with their group or teacher.
Have an English
corner where children can sit and listen in piece and
quiet
The more they hear, the better they will be able
to speak and write
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