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


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.


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.


Listen and do activite

s

Instructions

Moving about

Mime stories

Put up your

hands

Drawing



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.”



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.



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.


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.’



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.


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.


Identifying exercises

Listen for the mistake

Putting things in

order

Questionnaires

Listen and color

Filling in missing

information


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.


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.


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


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.


Listen and repeat activities

rhym

essongs exercises


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


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

Listening

Education

Transcript of Listening