Learn these COMPREHENSIVE
TEACHING IDEAS on...
How to Teach the Sub
topic; “Listening to and understanding
various simple oral texts on various issues” in Form Two.
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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.
Now, let's share!
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