Taller turning students into active listeners

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  • 1. TURNING STUDENTS INTO ACTIVE LISTENERS. APPEALING STRATEGIES
  • 2. Turning Students into Active Listeners1.- Do this exercise with a partner2.- One of you should read questions 1-10 from set A aloud slowly3.- DO NOT repeat anything !4.- The other partner should write the answers on a piece of paper.5.- Then, switch places.6.- The person who answered questions 1-10 from set A should read questions 1-10 from set B while the other one answers. REMEMBER to practice your active listening skills when you do this exercise
  • 3. Turning Students into Active Listeners Questions:1.- Fiction is not true, and non-fiction is true. What is fiction?2.- The following is a list of literary terms: plot, setting, characterization, conflict, and mood. What term came after characterization?3.- The following words are called possessive pronouns: my, your, his, her, its, our and their. What are three examples of possessive pronouns?4.- The first four presidents of the United States were George Washington, John Adams, Thomas Jefferson, and James Madison. Who was the second president?5.- Listen to this list of states: Montana, Texas, California, and Kentucky. What state was listed first?6.- Coronado explored the Southwest; De Soto explored the Southeast; and Cabot explored the New England coast. What did Coronado explore?7.- Listen to this list of bones: ulna, femur, sternum, and radius,. What was the second bone listed?8.- Potatoes are a good source of vitamin C; milk is a good source of vitamin A; and green leafly vegetables are a godd source of vitamin B . What is a good source of vitamin A ?9.- Listen to this list of numbers: 19, 3, 6, 40, and 14. What was the second number listed?10 What is the sum of 4 plus 3 plus 5 plus 6? 18
  • 4. Turning Students into Active Listeners1.- The following words are verbs: carry swim, ride, learn, speak, and race. What word was listed third?2.- The Amazon River is in South America; the Mississippi River is in North America; and the Congo River is in Africa. Where is the Congo River?3.- The Mohawk Indians live in the Northeast; the Seminole Indians lived in Florida; and the Apache Indians lived in Southwest. Where did the Seminole Indians live?4.- The following letters are vowels: u, o, i , e, and a. Which vowel was listed fourth?5.- The largest planet is Jupiter; the smallest planet is Mercury; the hottest plane is Venus; and the coldest planet is Pluto. What planet is the hottest?6.- Here is a list of mammals: giraffe, elephant, dog, human being, and hippopotamus. What was the third mammal listed?7.- Alligators are reptiles; eagles are birds; whales are mammals; and shark are fish. What are whales?8.- Listen to the following countries: Spain, France, Italy, Germany, Greece and Ecuador. What was the fifth country listed?9.- If you were born in the first 6 months of the year, multiply your age by 2. If you were born in the last 6 months of the year, subtract 5 years from your age. What number do you come up with?10 Listen to the following list of items: computer, calculator, ruler, scale, and tape. What was the fourth item listed?
  • 5. Turning Students into Active ListenersHow Many questions did you answer correctly?• If your partner read slowly and distinctly and if you were listening very carefully,you should have been able to answer every question.• If you missed any questions, ask yourself what happened.• Were you daydreaming?•Not paying attention?• Looking out the window?
  • 6. Turning Students into Active Listeners Ss can improve their listening skills – and gain valuable listening input- through a combination of extensive and intensive listening material and procedures.Listening to both kinds is especially important since:1. it provides the perfect opportunity to hear voices other than the T’s,2. Enables Ss to acquire good speaking habits as the result of the spoken English they absorb,3. Helps to improve their pronunciation
  • 7. Turning Students into Active ListenersMATERIAL FOR EXTENSIVE LISTENING:• simplified readers with audio version on tape or CD.• tapes of authentic material• appropriate tapes / CDs clearly marked for level, topic, and genre.TO ENCOURAGE EXTENSIVE LISTENING:• record their responses to what they have heard in a personal journal• fill in a report form asking them to list the topic, assess the level of difficulty, andsummarize the contents on a tape.
  • 8. Turning Students into Active Listeners Many teachers use taped materials, and increasingly material on disk, when they want their Ss to practice listening skills. ADVANTAGES: DISADVANTAGES:Tape material allows students to In big classrooms with poorhear a variety of different voices. accoustics, the audibility gives cause for concern.Ss meet a range of different Everyone has to listen at the samecharacters especially where real speed.people are talking. A speed dictated by the tapes not by the listeners INTENSIVE LISTENING: for students to be able to understand real spoken English through natural, spontaneous speech
  • 9. Turning Students into Active Listeners Ss can interupt the speakers and ask for clarification ACTIVITIES:Reading aloud: Conversations:•Clear spoken versions •Hold a conversation with a visitor about English or any•T can act out other subject.Interviews: Story-Telling:•Ss really listen for answers •Tell a story. Ss can be askedthey themselves have asked to predict what is commingfor. next.
  • 10. Turning Students into Active ListenersEXTENSIVE LISTENING: the T encourages Ss to choose for themselveswhat they listen to and to do for pleasure and general languageimprovement.Extensive Listening will usually take place outside the classroom, in the S’shome, car, etcThe motivational power of such an activity increases dramatically when Ssmake their own choice about what they are going to listen to.
  • 11. Turning Students into Active Listeners Real-life listening is featured by :1.- We listen for a purpose and with certain expectations2.- We make an immediate response to what we hear.3.- We see the person we are listening to.4.- There are some visuals or environmental clues as to the meaning of what is heard5.- Streches of heard discourse come into short chunks6.- Most heard discourse is spontaneous and therefore differs from formal spoken prosein the amount of “noise” and colloquialisms and its auditory character.
  • 12. Turning Students into Active Listeners Real-life listening is featured by : Comprehensive (Informational)•Teachers can help Listening:students become Students listen for the content ofeffective listeners: the message. by making them awareof the different kinds Critical (Evaluative) Listening:of listening, the Students judge the message.different purposes for Appreciative (Aesthetic) Listening:listening, and Students listen for enjoyment. the qualities of goodlisteners. Therapeutic (Empathetic) Listening: Students listen to support others but not judge them
  • 13. Turning Students into Active Listeners LISTENING PHASES Effective Listeners Ineffective Listeners Pre-listening •Build their background •Start listening withoutknowledge on subject thinking about subjectbefore listening •Have no specific purpose for•Have a specific purpose for listening and have not consideredlistening and attempt to ascertain speakers purpose.speakerspurpose •Do not focus attention•Tune in and attend •Create or are influenced by distractions•Minimize distractions
  • 14. Turning Students into Active Listeners LISTENING PHASES During Listening Effective Listeners Ineffective Listeners•Give complete attention to •Do not give necessary attention tolistening task and demonstrate listening task.interest. •Tune out that which they find uninteresting.•Search for meaning. •Do not monitor understanding or use comprehension strategies .•Constantly check theirunderstanding of message bymaking connections, making and •Do not distinguish whether close orconfirming predictions, making cursory listening is required.inferences, evaluating, andreflecting. •Are rigid note takers with few note making strategies.
  • 15. Turning Students into Active Listeners Students should listen to:• solve problems • match with pictures• make notes • express advice• identify emotions • Complete notes• infer implied meaning • complete a bar chart•Identify main ideas/ • unscramble words, phrases, sentences speakers/ sequence • number pictures• understand a gist • complete (fill inblanks)• give personal answers • draw• follow instructions • count words• predict facts
  • 16. Turning Students into Active ListenersListen to the story of Canterville Ghost. Look at the plan of the house below. Where did the Ghost go? Where are the Otis family sleeping? Where is the Ghost secret room? Washington’s bedroom Ghost’s room Twin’s bedroom Mr. And Mrs Otis Virginia’s bedroom
  • 17. Turning Students into Active Listeners PICTURE DICTATION
  • 18. Turning Students into Active ListenersLISTEN AND DRAW THE ROUTE
  • 19. Turning Students into Active ListenersWORD SET: Ss listen to a passage and they should pick out all the wordsconnected with the given theme, e.g. sports, music, cars, computers, etc1. wedding 8.- service (man)2. charming little church 9.-lawful wedded wife3. a lovely gold and white 10. matrimony wedding dress 11. reception4. veil 12. bride5. groom 13. organist6. bestman 14. ring7. vicar
  • 20. Turning Students into Active Listeners CONNECTIONS: T dictates some lists of words or phrases for Ss to write down and there is one connection between the words. Ss should write the words as they hear them and whenever they are able to make the connection, they shout out and explain. Spelling can then be checked.1. turn down 1. rainy2. fold 2. clear3. add 3. sunny4. serve 4. foggy5. chop 5. cloudy6. mix 6. windy
  • 21. Turning Students into Active Listeners CONNECTIONS:1. a shoplifter 1. a terraced house2. a prosecution lawyer 2. a bungalow3. to put on probation 3. a bed sit4. to release on bail 4. a caravan5. a verdict 5. a tent6. a court 6. a cottage7. a jury 7. a hut
  • 22. Turning Students into Active Listeners PUTTING WORDS ON A PICTUREDRAW a special place for you!• warm • blue• old • alone• quiet • soft• exciting • cross• wet • amazing• furry • mysterious• dry • wet• dark • charming• noisy • flabergasted
  • 23. Turning Students into Active Listeners furry alone quiet soft darkdry blue
  • 24. Turning Students into Active ListenersBob is my…………………. He is …………………. years old andhe………………… in London.He is a ………………… and he……………………. very hard. He hasgot……………… hair and …………………………. eyes. He usually wears………………………… when he goes to sleep.
  • 25. Turning Students into Active Listeners1 a.- The sea was calm and the sky shining with a star.10 b.- Immediately the huge ship swung away – but not soon enough5 c.- And so began two hours and forty minutes of disbelief, fear and15 d.- The liner nor the 1,513 lives need have been lost3 e.- Saw the towering gray mountain of ice12 f.- But below the water line, the Atlantic Oean was pouring in2 g.- When Federick Fleet, the look-out at the top of the ship7 h.- For that was all the time that it look for the biggest and supposed14 i.- incredible combination of human errors, without which neither4 j.- “Iceberg right ahead” he shouted down his telephone to the bridge9 k.- It was 11:40 pm on April 14, 1912 when the warning call came13 l.- The myth of the Titanic’s unsinkability was only one of an11 m.- On the bridge, the officers were congratulating themselves on a near miss6 n.- Finally horror for the 2,300 passengers of the unsinkable Titanic.8 o.- Safest liner in the world to sink beneath the icy waters of the North Atlantic
  • 26. Turning Students into Active Listeners MUTUAL DICTATIONIt was a ……………….. and the bus was ……………………. There was a tall,handsome man standing …………………… the bus. Sitting near him………………………………….. girl. The man still had ……………………………… do. Hebegins talking to the girl. ……………………. that he is very wealthy. She……………………… up. He talks to her about his ……………………….. She looks at…………………………… interest. He tells her that ……………………. lonely. Shelooks ……………………………. sympathy. Finally he tells ……………………………… awife.The man says: …………………………….... at the next stop then ……………………..talk. She gets ……………………………… the bus. She …………………….. behind her.He has taken …………………!
  • 27. Turning Students into Active Listeners MUTUAL DICTATION………………….. a very hot day …………. very crowded.………………………………………………….. near the front of the bus. ……………………………there was a beautiful …………………………… a long journey to………………………………. He tells her ……………….. pricks her ears …………………………big farm. ………….. him with real……………………… he is sad and…………………………………….… at him with tender ……………………………………………….her he needs ………………. …………………: Let’s get off the bus …………………. wecan ……………………….. up and gets off ……………………… does not look……………………... …………………………… her seat!
  • 28. Turning Students into Active Listeners LISTEN TO THE STORY “The Canterville Ghost”BELIEVEDSMILEDLIKEDCAMEHADFELTSAIDWANTEDTERRIFIEDTOLDHEARDTHOUGHTSAWNEEDEDWAS
  • 29. Turning Students into Active Listeners HOPE OF DELIVERANCEI will always be hoping, hoping.You will always be holding, holding hoping= 2My heart in your hand. I will understand.I will understand someday, one day. understand= 3You will understand always,Always from now until then.When it will be right, I don’t know. holding= 2What it will be like, I don’t know.We live in hope of deliverance from the darkness that surrounds us. always= 3Hope of deliverance, hope of deliverance.Hope of deliverance from the darkness that surrounds us. hope of deliverance= 17And I wouldn’t mind knowing, knowingThat you wouldn’t mind going, going along with my plan. heart= 1When it will be right, I don’t know.What it will be like, I don’t know.We live in hope of deliverance from the darkness that surrounds us.Hope of deliverance, hope of deliverance.Hope of deliverance from the darkness that surrounds us.Hope of deliverance, hope of deliverance.Hope of deliverance from the darkness that surrounds us.Hope of deliverance, hope of deliverance.Hope of deliverance from the darkness that surrounds us.Hope of deliverance, hope of deliverance.Hope of deliverance, hope of deliverance. I will understandHope of deliverance, hope of deliverance. I will understandHope of deliverance, hope of deliverance.
  • 30. Turning Students into Active Listeners WRONG WORDS When I need youWhen I heal youI just close my ice and I’m with youAnd all that I so want to give you When I need gloveIt’s only a heart bit away I hold out my hands and I touch love I never knew there was so much loveWhen I need love Keeping me war night and dayI cold out my hands and I touch loveI never new there was so much love When I need youKeeping me warm night and they I just close my eyes And you’re right here bye my sideMiles and miles of empty space in between us Keeping me warm night and dayThe telephone can’t shake the place of your smileBut you no I won’t be traveling forever I just hold out my handsIt’s cold out, but hold out, and do I like I do I just hold out my hands And I’m with you darlin’When I need you Yes, I’m with you darlin’I just close my eyes and I’m without you All I wanna give youAnd all that I so wanna give you babe It’s only a heartbeat awayIt’s only a heartbeat away Oh I need you darlingIt’s not easy when the road is your driverHoney that’s a heavy load that we pearBut you know I won’t be traveling a lifetimeIt’s cool out but hold out and do like I doOh, I need you
  • 31. Turning Students into Active Listeners