For FORM THREE
UNIT: 1: 2
Learn these COMPREHENSIVE TEACHING IDEAS on
How to Teach the Sub topic,
"Listening for specific information"
for Form Three.
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)
A: Information of the topic:
1. Topic: LISTENING FOR INFORMATION FROM DIFFERENT SOURCES
2. Sub Topic: Listening for specific
information
3. Periods per sub topic: 32
4: Class: FORM THREE.
B: How to teach the topic:
-ACTIVITIES & GAMES TO FACILITATE A LESSON:
General Instructions & Procedures.
This Sub topic has been assigned
32 periods. Thus, it is a topic that needs more time when a teacher is teaching
it. It is not the topic you bluff and say, 'Oh, I'm going to finish it in one
week!". No, that is not the way it should be taught. However, you can do
that if you give more activities and you are satisfied t5hat students have
attained that capability of listening for specific information.
Activity 1: Listening to the text.
Instructions & Procedures
This sub topic is expected to
have many activities and games if a teacher has some. A teacher may begin with
common listening activities as introduced in Form Two. But he/she should keep
in mind that the topic is all about 'Listening
for specific information'. Thus, before preparing any activity or game on
this topic, a teacher should think about what specific information he/she is going
to introduce to the students.
For example, a teacher may
prepare or find a text in which he/she is going to specifically test the
students' ability to identify and use adverbs correctly, and the text will have
adverbs in many forms. Students will have to identify them as they listen to
the text. The teacher may write two columns on the blackboard or on flipchart from
which students can learn how to group the kinds of adverbs they listen from the
teacher. For example;
Adverbs that do not end with -ly
|
Adverbs that end with -ly
|
-
-
-
-
-
|
-
-
-
-
-
|
Activity 2: Songs.
Instructions & Procedures
The teacher can give students
verbs from a song he/she has prepared. Students can listen to the song and asked
to write or order the verbs as they hear them, then the teacher gives the students
the song lyrics and they can compare what they have written. A teacher should
remember that this is ‘Listening for Specific Information’, thus any selected material
should comply with this purpose of the sub topic. For instance, in the example
above, a teacher who tests his/her students’ ability to identify verbs in the
song, he/she is specifically testing whether students can identify verbs
correctly and if they can identify them when they are uttered connectedly and
quickly in the song.
Activity 3: Spoken or Recorded Dialogue.
Instructions & Procedures
An audio tape can work best
here. A teacher may find a relevant dialogue in which he/she is going to teach
a specific aspect. For example, a teacher may have the dialogue in which he/she
is going to specifically test the students’ ability to identify ‘coordinators’ and ‘subordinators’,
or any other language skill or aspect. The teacher may produce that dialogue in
more copies and give it to the students or groups. Then, he/she can read to the
students or play it on the playing device or even make the students act it out
as well.
At the end, the teacher can
emphasize on the learnt ‘coordinators’ and ‘subordinators’. It is good if a
teacher composes his own dialogues, because it is in this way he/she can
interact the text with the local environments. Instead of using the names in
the text, through writing his/her own, he can put the local names, or the
student names themselves.
Activity 4: Dictations.
Instructions & Procedures.
This is a dictation that
should be suitable to their level, i.e. Form Three students. It is a kind of
complex dictation that tests them on specific fields or aspects but make them
think. For instance, the teacher dictates a sentence and the students write down
the first word and the last word. Students listen again and count how many words
they hear. It is a difficult challenge because of linking. The students should write
down the number they think they've heard then the teacher tells them the real number.
Then students listen a final time and write down key words they hear and build the
sentence. In this case, the teacher may choose to read any jumbled sentence. It
is good thinking exercise for the students.
Activity 5: Listening to Jumbled text.
Instructins & Procedures.
This is also a good listening
activity. The teacher cut up a dialogue or read sentences without following
chronological order so that the students have to order the lines of dialogue they
hear, either by simply numbering the jumbled text or moving individual cut-up sentences
into chronological order. A teacher may supply the jumbled sentences of a dialogue
he/she is going to play, and then play this audio dialogue. The students will
have to listen attentively and rearrange the dialogues they have either individually
or in groups. It's good idea to use a blackboard when copies are not available
or sufficient.
If a teacher doesn't have the
audio file, he or she can read the written dialogue as well and the students
can still to their work either by arranging sentences heard chronologically or
by numbering them.
And many more activities if
there are any………..
6: CONNECTION:
Beyond the Sub topic. This sub topic
has impacts to the learners just like others in other classes. The difference
only comes to the level of simplicity and complexity that reflect the class in
question. For more about skills beyond this topic, see the explanation below,
CONNNECTION: Beyond the Sub Topic in Form Two, in previous article in this
site.
7: NOTE:
Emphasis is still the same when teaching Listening Skill for any class. More speaking
activities should be given to the students in order to perfect this skill.
These activities are good for
training the students to hear everything and to identify individual words.
They are challenging and students
can see an improvement. You can do these kinds of activities regularly and they
needn't take up a great deal of time.
- Listening for specific information
- Listening for general information
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