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Tuesday, 10 January 2017

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Listening Skills for FORM TWO 


UNIT: 1:1

Learn these COMPREHENSIVE TEACHING IDEAS on...

How to Teach the Sub topic; “Listening to and understanding various simple oral texts on various issuesin Form Two.

                                                              Photo: https://www.google.com

Teaching Listening skill is almost every teacher’s challenge. Fortunately, this language skill is mostly perfected by employing more ‘listen-talk’ activities to the students. In this way, teachers have a lot of activities to create in order to involve students in teaching this topic. The nature of the topic itself requires teacher to minimize his/her talking in the class and allow students to listen attentively and respond to the given tasks.
By highlighting the importance of this language skill, here is some activities to share together as teachers. These activities can be applied, modified, or made in other formats and modified contents, but the intention is to engage students more actively in listening activities.

A: Information of the topic:
1. Topic: LISTENING TO VARIOUS SIMPLE ORAL TEXTS
2. Sub Topic: Listening to and understanding various simple oral texts on various issues
3. Periods per sub topic: 10.
4: Class: FORM TWO
B: How to teach the topic:
-ACTIVITIES & GAMES TO FACILITATE A LESSON:

Activity 1: READ THE TEXT.

Instructions and Procedures:
Read the text to the students on any situation or issue. As a first reading of the text, tell them to listen attentively to the text read. This first reading will set the mood of the students and give them the first impression or idea of the content of the text.

The Text:
Asha has too many clothes. She has many clothes she’s only worn once. Sometimes she even find something at the back of a drawer that she never even wore. She bought it, put it away, and then forgot about it. She’s sure she doesn’t need so many clothes. She doesn’t think anyone really needs 11 pairs of jeans and 32 sweaters. She won’t tell you how many pairs of shoes she’s got. That is embarrassing. The simple truth is she loves clothes and she loves shopping. Maybe she has a problem. She’s sure she’d be a lot richer if she didn’t buy so many clothes. She likes brands, so the clothes she buys are quite expensive. One day she’s going to have a big clearout. She’ll take all the clothes she no longer wears and give them to charity.

Activity 2: LISTENING GAP FILL

Instructions and Procedures:
Supply the copies of the text to the students, to the groups or write on the blackboard. Tell them to fill in the gaps by listening attentively to the missing words that can only be heard as you read the text. Then, read the text for the second time. This will test their ability to listen and note down what is read, that is from oral text.

The Text:
Asha has ______________________ clothes. She has many clothes she’s only worn once. Sometimes ______________________ something at the back of a drawer that she______________________ . She bought it, put it away, and then forgot about it. ______________________ doesn’t need so many clothes. She doesn’t think anyone really ______________________ of jeans and 32 sweaters. She won’t tell you how many pairs of shoes I’ve got. ______________________ embarrassing. The ______________________ She loves clothes and she loves shopping. Maybe she has a problem. She’s sure she’d ______________________ if she didn’t buy so many clothes. She likes brands, so the clothes she buys are quite expensive. ______________________going to have a big clearout. She’ll take all the clothes she no longer wears and give ______________________

Activity 3: CORRECT THE SPELLING

Instructions and Procedures:
This is another activity when you can test the students' ability to put words into correct spellings. We all know that English as Second or Foreign language for most students, spelling is a challenging aspect for most of them. In this activity, you may supply the copies of the text, (it might be different from the one in Activity 2), or write on the blackboard and let them correct the misspelled words.

The Text:

Asha has too many clothes. She’s many clothes she’s only wrno once. Sometimes she even find something at the back of a wardre that she never even wore. She bought it, put it away, and then fgotro about it. She’s sure she doesn’t need so many clothes. She doesn’t think yoeann really needs 11 pairs of jeans and 32 wearsset. She won’t tell you how many pairs of shoes she’s got. That is embarrassing. The slmiep truth is she loves clothes and she loves gsponiph . Maybe she has a problem. She’s sure she’d be a lot eirchr if she didn’t buy so many clothes. She likes nsarbd , so the clothes she buys are quite expensive. One day she’s going to have a big clearout. She’ll take all the clothes she no longer wear and give them to acihytr .

Activity 4: UNJUMBLE THE WORDS

Instructions and Procedures:
In this activity, the students are required to rearrange the words that should be put in correct grammatical order so that the sentences can be meaningful. This activity tests students' competence in grammar and organization of ideas into meaningful units. In the following text, the jumbled sentences are underlined for the purpose of emphasizing the point. If a teacher can underline them and reads for the students to rearrange as they listen, it might be fine as well.

The Text:
Asha has too many clothes. has she only she’s clothes many worn once. Sometimes she even find something at the back of a she that drawer wore even never . She bought it, put it away, and then forgot about it. sure she’s so need doesn’t she many clothes. She doesn’t think anyone really needs 11 pairs of jeans and 32 sweaters. how you tell won’t she many pairs of shoes she’s got. That is embarrassing. The truth simple clothes loves she is and she loves shopping. Maybe she has a problem. be lot she’s she’d a richer sure if she didn’t buy so many clothes. She likes brands, so the clothes she buys are quite expensive. to going she’s day One big a have clearout. She’ll take all the longer and clothes no wear give she them to charity.

Activity 5: DISCUSSION (Write your own questions)

Instructions and Procedures:
In this activity, teacher can formulate questions, may be five questions about the text that have been read like the previous one or read new text, let them listen carefully, then ask them the questions he/she has formulated from the text.
A teacher can let students form two groups, and whenever one student from one group asks a question, the other from another group should rise up and answer the question according to what he/she has understood the text when it was being read.

GROUP A’s QUESTIONS (Do not show these to Group B)

1. How many clothes does Asha has?
2. What is the simple truth for Asha’s behavior?
3. Does she has a problem?
4. What should Asha do to be rich?
5. What is she going to open?

GROUP B’s QUESTIONS (Do not show these to Group A)

1. How many pairs of jeans does she has?
2. How many pairs of sweaters does she has?
3. Will she take clothes and throw them away?
4. Is this behavior really embarrassing?
5. Where will Asha give her clothers?

CONNECTION: Beyond the Sub topic.
This listening skill is a master skill that incorporates all language skills; speaking, reading, and writing.
In activity 1, the students are introduced to Contractions like 'She's'=She has, 'she'd'= she would, etc.
In activity 3, students are introduced to another grammar aspect, that is Spelling.
Also in activity 4, students interact with grammatical aspect of Sentence Structure by learning to rearrange jumbled sentences.
Then, in activity 5, students finish with more listening and speaking skills when they ask and answer various in group discussions.
Generally, a teacher primarily teaches Listening skills, but through activities, discussions, role plays( for example letting some students play as journalists), games and so on, teacher can interactively impart extra-topic aspects as mentioned above.

NOTE: More activities are what make students be more involved in listening skills. This topic has been placed at the beginning of most classes purposely because this topic builds the early confidence of students in learning, and when applied well it can boost them for the rest topics they can learn in the class for the particular year. Regarding the importance of Listening Skill to teaching English, teachers are keenly advised to teach this skill interactively and make it more involving.
Also this model can be applied in other topics that test the listening skill, but with changed level of simplicity and complexity as well as the required contents per each topic regarding its specific objectives.


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