Everly, Adriana, Yohanna, and Yarithza
Monday, November 11th, 2019
Listening Skill
Teach your students to
listen:
·
In today’s technological age, it’s much harder to get and keep students’
attention.
·
Our students’ minds are filled with texts, e-mails, social media
updates.
·
It’s a struggle to get our students to actually engage in active
listening while we teach.
·
How could there be any learning when students aren’t even listening?
Strategies to teach your students to listen
1. Get to Know Your Students: Teachers should take the time to know their students, like wich are
their hobbies, friends, and so on.
2. Use a Hand Signal: For example to ask you students to hold up one finger if they agree
with a statement, or two fingers if they disagree with it
3. Give Students a Listening Task: For example to ask your students to make a
discution about what they heard
4. Hold All Students Accountable: If you really want your students to listen to you
when you talk then you must hold them accountable for listening. Instead of
giving them all of the notes or key concepts that they need to know, only give
them half of them.
5. Listening for Questions: Have your students listening for a purpose; for example, ask your
students to write down a question that they have about what they just heard
6. Break the Monotony: Be sure that your students are always alert. If they think they can be
called upon at any time to answer a question, they will be more apt to listen
Strategies to teach
listening in the English class
1.
Use
plenty of recorded material.
2.
Prepare
the learners for listening by setting the scene, introducing the characters,
pre-teaching vocabulary etc.
3.
Before
the learners listen, set a listening task which directs them to an overall
'gist' understanding of the passage.
4.
Check
the answers to this task, playing the recording again if necessary.
5.
Set
a further task, or tasks, which direct learners to a more detailed
understanding.
6.
Only
use the tape script (if there is one!) as a last resort.
7.
Make
the recording, and the tasks, as 'authentic' as possible.
How You Can Help
Your ESL Students Improve Their Listening Skill at English Language Through New
Ways of Teaching?
Good reasons for using recordings:
·
To listen
different voices into the classroom:
·
Male and
female
·
Different
ages
·
Different
accents
·
Different
voice qualities
Disadvantages and limitations
·
The range
of accents on commercial available listening material is limited
·
British
accent is predominant
·
Non-native
accents are neglected
·
Most
learners of English nowadays are more likely to interact with other 'non-native
'speakers than with' natives'
·
Recordings
are particularly for practicing the kind of listening where the listener has no
opportunity to interact with the speaker, like listening the radio or
announcements at airport etc.
Importance of interaction for listening skills
·
Listening
happens in the context of interactions such as conversations and meetings
·
To have
the opportunity to give feedback to the speaker
·
To interrupt
the speaker to signal understanding, lack of understanding, need for repetition
or reformulation.
·
To give
learners more opportunity to listen to 'live' voices like visitors to the class.
·
The
listeners can give the speaker signals both non-verbal (e.g. nodding, frowning)
and verbal (e.g. "I see", "So, do you mean .....?", "I'm
not sure what you mean by .....")
Visual components to teach listening
·
It is more
realistic, to make more use of video recordings rather than purely audio ones
·
The
visual component provides a wealth of information about the setting, the
characters and the relationship between them, without which a listener is
severely disadvantaged.
·
by
depriving learners of this visual information, we're actually contributing to
their feeling that listening is inordinately difficult
From Passive to Active
·
There is
a wrong idea that he/she will passively improve his/her listening skills just
by listening
·
Students
must be active in their listening exercises.
·
They must
be thinking of answers, options or ideas.
·
Give them
questions to answer or information to find out, and have them report back their
findings.
·
Separate
them into groups, listening information, and then get them together to share.
Just make sure they are not simply “sitting and listening”
Clear Instructions
·
Students
must be absolutely clear on what is expected of them.
Keep it Real
·
Take
advantage of listening available material, but don’t forget to use some real
audio from time to time.
·
Use not
only movies or TV shows but also TV commercials, weather reports or podcasts
that are sources of real audio too.
Do the Work
·
If
students are really committed to improving their listening, they must
understand this one crucial fact: they have to do the work.
·
This involves
doing at least one short listening exercise, several times a week or every day.
·
They can
watch a short video on YouTube or CNN.com every morning.
·
Then can
listen to an audio book for 10 minutes every day.
·
In class,
be sure to give them listening comprehension exercises every day, maybe even
several in one class.
·
The more
work they do, the faster they’ll improve.
Class Simulation 2
(LISTENING SKILL)
Activities
Pre-listening
·
Students are divided in two groups.
·
There is going to be a bag with some sheets of paper
that have verbs written on them.
·
One of the members of each group is going to come and
pick a paper up.
·
She/ he is going to do mimics about the verb in order
his/her group guesses what the verb is.
·
The team with more correct verbs is the winner.
Got up
|
Walked
|
Shouted
|
Happened
|
Took
|
Waited
|
Tried
|
Used
|
Had
|
Got off
|
Said
|
Screwed over
|
Left
|
Rushed out
|
Felt
|
Hung up
|
Drove
|
Saw
|
Found
|
While-listening
·
Students are given a worksheet about a song with blank
spaces, they will listen to it in order to fill in the blanks using the verbs
in past that are going to be mention in the song. They will listen to the song
three times.
Post-listening
·
Students are going to listen to an audio called “LATE
FOR WORK”, they will have a sheet of paper with some questions about the audio
and they have to answer them.
Questions
1.
Did victor get
up at 7:00 A.M. today?
2.
What time did he
get up?
3.
Did he leave for
work at 8:00 this morning?
4.
What time did he
leave for work?
5.
Did he drive his
car to the repair shop today?
6.
How did get to
the train station?
7.
Did victor get
to work on time?
8.
Did his
supervisor get angry at him?
9.
What did the
supervisor do?
10. Did he have a small breakfast?
Ana, and Adriana
How to teach speaking
skills
What is the Speaking skill
Speaking
skill gives the ability to communicate effectively. Speaking is a crucial part
of second language learning and teaching. Many language learners regard
speaking ability as the measure of knowing a language. Professionals consider
speaking as the most important skill that the people can acquire, also,
evaluate their progress in terms of their successes in spoken communication.
speaking skill involves fluency, vocabulary, grammar, and pronunciation by
providing a highly interactive and customized environment for the teaching
learning process.
Why Teach Speaking
Skills?
In
today's teaching climate, it's easy to forget the importance of oral language,
or speaking and listening skills. With all the focus on reading and writing,
sometimes teachers neglect this more basic aspect of language! Yet students
need to learn speaking skills and have opportunities to practice making their
voices heard in a safe and constructive environment. Speaking skills are
important because:
Skilled
speakers can effectively present their own points of view.
Skilled
speakers are often better readers and writers.
Skilled
speakers are more confident participants in a variety of contexts - both in and
out of school.
Skilled
speakers are able to advocate for themselves and get their academic and
emotional needs met
What Is "Teaching Speaking
What
is meant by "teaching speaking" is to teach ESL learners to:
-Produce
the English speech sounds and sound patterns
-Use
word and sentence stress, intonation patterns and the rhythm of the second
language.
-Select
appropriate words and sentences according to the proper social setting,
audience, situation and subject matter.
-Organize
their thoughts in a meaningful and logical sequence.
-Use
language as a means of expressing values and judgments.
-Use
the language quickly and confidently with few unnatural pauses, which is called
as fluency.
Goals and Techniques
for Teaching Speaking
The
goal of teaching speaking skills is communicative efficiency. Learners should
be able to make themselves understood, using their current proficiency to the
fullest. They should try to avoid confusion in the message due to faulty
pronunciation, grammar, or vocabulary, and to observe the social and cultural
rules that apply in each communication situation.
The
purpose of real communication is to accomplish a task, such as conveying a
telephone message, obtaining information, or expressing an opinion. In real
communication, participants must manage uncertainty about what the other person
will say.
Communicative
output activities allow students to practice using all of the language they
know in situations that resemble real settings. In these activities, students
must work together to develop a plan, resolve a problem, or complete a task.
The most common types of communicative output activity are role plays and
discussions .
Structure of a speaking
Lesson
A
language lesson should include a variety of activities that combine different
types of language input and output. Learners at all proficiency levels benefit from
such variety; research has shown that it is more motivating and is more likely
to result in effective language learning.
An
effective lesson has five parts:
• Preparation
• Presentation
• Practice
• Evaluation
• Expansion
The
five parts of a lesson may all take place in one class session or may extend
over multiple sessions, depending on the nature of the topic and the
activities.
The
lesson plan should outline who will do what in each part of the lesson. The
time allotted for preparation, presentation, and evaluation activities should
be no more than 8-10 minutes each. Communication practice activities may run a
little longer.
The
materials for a specific lesson will fall into two categories: those that are
required, such as course textbooks and lab materials, and authentic materials
that the teacher incorporates into classroom activities.
Activities To Promote
Speaking
Discussions
After
a content-based lesson, a discussion can be held for various reasons. The
students may aim to arrive at a conclusion, share ideas about an event, or find
solutions in their discussion groups. Before the discussion, it is essential
that the purpose of the discussion activity is set by the teacher. In this way,
the discussion points are relevant to this purpose, so that students do not
spend their time chatting with each other about irrelevant things
Role Play
One
other way of getting students to speak is role-playing. Students pretend they
are in various social contexts and have a variety of social roles
Simulations
Simulations
are very similar to role-plays but what makes simulations different than role
plays is that they are more elaborate. In simulations, students can bring items
to the class to create a realistic environment.
Brainstorming
On
a given topic, students can produce ideas in a limited time. Depending on the
context, either individual or group brainstorming is effective and learners
generate ideas quickly and freely.
Storytelling
Students
can briefly summarize a tale or story they heard from somebody beforehand, or
they may create their own stories to tell their classmates. Story telling
fosters creative thinking.
Interviews
Students
can conduct interviews on selected topics with various people. It is a good
idea that the teacher provides a rubric to students so that they know what type
of questions they can ask or what path to follow, but students should prepare
their own interview questions.
Picture Narrating
This
activity is based on several sequential pictures. Students are asked to tell
the story taking place in the sequential pictures by paying attention to the
criteria provided by the teacher as a rubric.
Picture Describing
Another
way to make use of pictures in a speaking activity is to give students just one
picture and having them describe what it is in the picture.
Internet and apps
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