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Unit 7
Unit 7
Listening skill is a receptive skill . Some previous methods, such as the Direct
Method and the Audio-Lingual Method, put emphasis in the oral comprehension, but
listening was concentrated on the lower levels. The Communicative Approach
postulated the use of realistic and authentic language and learners were trained to
match what they heard into a context; the context helped them to understand the
meaning
It is a principle that listening should perceive speaking. At first sight, it might
seem that listening is a passive skill, and speaking is an active one. However, this is
not the case, since message decoding calls for active participation in the
communication between the participants. The visual and verbal signalling shows
1
From Unit 1
Unit 7
the speaker that effective communication is taking place. Therefore, while hearing can
be considered as passive condition, listening is always a participative process.
Pupils concentrate more during a listening activity if this activity is purposeful. They
must find it useful.
2.2Listening skills
Teachers should make an effort to create activities which have a clear intrinsic
purpose for the student.
Before the lesson there are a number of steps to take (Underwood, 1989).
Choose the listening text.
check that the activities are suitable
consider if it fit the time available or not
think about visual aids and decide if any special equipment will be needed
make up our mind about what procedure you will adopt for the listening session
if you are planning to present the listening text “live” practice reading it aloud
Think about visual aids.
Decide what procedure you will adopt for the listening session with a didactic
value.
…
A) Pre-listening. It has as its main aim attract our pupils interest in what they are going
to listen to. Pre-listening activities may include:
Looking at a list of items/thoughts related to the topic.
Predicting, speculating.
Preview language, thus revising vocabulary and grammar.
B) Listening.
C) Post-listening. Pupils will be asked to extract concrete information about a text.
These activities may include: Storyline pictures sets, True-false, Matching pictures with
is heard, Putting pictures in order, Carrying out actions.
There are other simple ways of training pupils to listen effectively such as the
teaching of numbers and letters with dictations, or visuals aids.
The most useful ones are the songs, the video recordings, the tapes and the teacher.
Unit 7
Songs are an important source of motivation. They are very useful to review and
learn vocabulary, pronunciation, grammatical structures and patterns.
Video recordings: When using the video it is essential to choose the right
technique depending on the purpose: recognition, production or a combination of
both. With this material the pupils’ imagination is fostered.
CDs : We can use tapes adjusting the level to the pupils’ needs.
The teacher: can also provide input.
2. we will use short dialogues and its will attract their attention,
3. In relation with the first syntactic structures (which we can present in first or second
cycle), they are principally GESTALTS or PREFABRICATED LANGUAGE,
4. Before preparing our activities we have to consider several aspects as competence
level, if the use of a book, age ...
In the early stages of learning, not much spontaneous speech can be expected
from pupils. Much of the English they will learn to produce will be “formulaic
language” –routines or patterns which children memorise and which enable them to
communicate with a minimum of linguistic competence. Examples of formulaic
language are: Simple greetings: Hello! How are you? /Fine, and you?, Social
English: Have a nice weekend!, Asking permission: Can I go to the toilet? Can I
clean the blackboard?,…
1. The warm-up may take the form of an informal chat. It may also involve several
questions to consolidate earlier lesson work.
2. The presentation stage the new language has to be presented in a meaningful
context, some imitation and repetition can be carried out after that. This can be
achieved through different activities such as: Reading aloud, Guessing drills, …
3. At the production stage our pupils will use the language in freer, more creative
ways. The most common activities include: Games, role play and discussions.
We can use above songs, chants, and poems to encourage pupils to mimic the model
they hear on the cassette, CD or from the teacher.
Procedures and tasks: Begin by singing slowly. Show a flashcard to match each
colour. Choose individual students who are mastering the song to show the correct
flashcards. Give each student a flash card. Each student must stand up when the class
sings of the colour of his/her card.
Place all the flashcards on the board. Ask various students to touch each colour in the
order the class sing them. Ask the students to touch another student wearing the colour
being sung. The students make colour flashcards.
Games and pair work activities. As games will be treated explicitly in topic eighteen, we
will concentrate here on an example of pair work. Pair work should always be based on
a given model to encourage the pupils to begin to manipulate the language within a
fairly controlled situation.
At the end of YEAR 5-6 students should be capable of expressing their ideas.
However, they usually encounter problems when asking questions. Our example
focuses on the question form; helping students improve their speaking skill.
Task: intensive review of auxiliaries followed by gap-question exercises.
Procedures: makes a number of statements in tenses the students are familiar with.
She/he asks the students to identify the auxiliary verb in each case. The students are
split up into pairs. Worksheets are distributed and the students have to ask an
appropriate question for the given answer.
The teacher hands out the second exercise (one student A, the other for student B)
and ask students to complete the gaps by asking their partner for the missing
information.
Unit 7
Speaking is one of the most problematical skills since successful oral communication
involves many things: know some grammar and vocabulary, the ability to make the
foreign sounds correctly, master the suprasegmental features, Fluency and also some
listening skills.
CONCLUSION