Taller turning students into active listeners

TURNING STUDENTS INTO ACTIVE
LISTENERS.
APPEALING STRATEGIES

Turning Students into Active Listeners

1.- Do this exercise with a partner

2.- One of you should read questions 1-10 from set A aloud slowly

3.- 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


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


1.- 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?


How 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?


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


MATERIAL 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, and
summarize the contents on a tape.


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 poor
hear a variety of different voices. accoustics, the audibility gives cause
for concern.

Ss meet a range of different Everyone has to listen at the same
characters 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


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 asked
they themselves have asked to predict what is comming
for. next.


EXTENSIVE LISTENING: the T encourages Ss to choose for themselves
what they listen to and to do for pleasure and general language
improvement.

Extensive Listening will usually take place outside the classroom, in the S’s
home, car, etc

The motivational power of such an activity increases dramatically when Ss
make their own choice about what they are going to listen to.


Real-life listening is
featured by :

1.- We listen for a purpose and with certain expectations

2.- 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 heard

5.- Streches of heard discourse come into short chunks
6.- Most heard discourse is spontaneous and therefore differs from formal spoken prose
in the amount of “noise” and colloquialisms and its auditory character.


Real-life listening is featured by :

Comprehensive (Informational)
•Teachers can help Listening:
students become Students listen for the content of
effective listeners: the message.
by making them aware
of 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 good
listeners. Therapeutic (Empathetic) Listening:
Students listen to support others
but not judge them


LISTENING PHASES

Effective Listeners Ineffective Listeners

Pre-listening
•Build their background •Start listening without
knowledge on subject thinking about subject
before listening
•Have no specific purpose for
•Have a specific purpose for listening and have not considered
listening and attempt to ascertain speaker's purpose.
speaker's
purpose •Do not focus attention

•Tune in and attend •Create or are influenced by
distractions
•Minimize distractions


LISTENING PHASES
During Listening
Effective Listeners Ineffective Listeners
•Give complete attention to •Do not give necessary attention to
listening 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 their
understanding of message by
making connections, making and
•Do not distinguish whether close or
confirming predictions, making
cursory listening is required.
inferences, evaluating, and
reflecting.
•Are rigid note takers with few note
making strategies.


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


Listen 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


PICTURE DICTATION


LISTEN AND DRAW THE
ROUTE


WORD SET: Ss listen to a passage and they should pick out all the words
connected with the given theme, e.g. sports, music, cars, computers, etc

1. wedding 8.- service (man)
2. charming little church 9.-lawful wedded wife
3. a lovely gold and white 10. matrimony
wedding dress
11. reception
4. veil
12. bride
5. groom
13. organist
6. bestman
14. ring
7. vicar


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. rainy
2. fold 2. clear
3. add 3. sunny
4. serve 4. foggy
5. chop 5. cloudy
6. mix 6. windy


CONNECTIONS:

1. a shoplifter 1. a terraced house

2. a prosecution lawyer 2. a bungalow

3. to put on probation 3. a bed sit

4. to release on bail 4. a caravan

5. a verdict 5. a tent

6. a court 6. a cottage

7. a jury 7. a hut


PUTTING WORDS ON A PICTURE

DRAW a special place for you!

• warm • blue
• old • alone
• quiet • soft
• exciting • cross
• wet • amazing
• furry • mysterious
• dry • wet
• dark • charming
• noisy • flabergasted


furry alone

quiet
soft

dark

dry blue


Bob is my…………………. He is …………………. years old and

he………………… in London.

He is a ………………… and he……………………. very hard. He has

got……………… hair and …………………………. eyes. He usually wears

………………………… when he goes to sleep.


1 a.- The sea was calm and the sky shining with a star.
10 b.- Immediately the huge ship swung away – but not soon enough
5 c.- And so began two hours and forty minutes of disbelief, fear and
15 d.- The liner nor the 1,513 lives need have been lost
3 e.- Saw the towering gray mountain of ice
12 f.- But below the water line, the Atlantic Oean was pouring in

2 g.- When Federick Fleet, the look-out at the top of the ship
7 h.- For that was all the time that it look for the biggest and supposed
14 i.- incredible combination of human errors, without which neither
4 j.- “Iceberg right ahead” he shouted down his telephone to the bridge
9 k.- It was 11:40 pm on April 14, 1912 when the warning call came
13 l.- The myth of the Titanic’s unsinkability was only one of an
11 m.- On the bridge, the officers were congratulating themselves on a near miss
6 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


MUTUAL DICTATION

It was a ……………….. and the bus was ……………………. There was a tall,
handsome man standing …………………… the bus. Sitting near him
………………………………….. girl. The man still had ……………………………… do. He
begins 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. She
looks ……………………………. sympathy. Finally he tells ……………………………… a
wife.
The man says: …………………………….... at the next stop then ……………………..
talk. She gets ……………………………… the bus. She …………………….. behind her.
He has taken …………………!


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 …………………. we
can ……………………….. up and gets off ……………………… does not look
……………………... …………………………… her seat!


LISTEN TO THE STORY “The Canterville Ghost”
BELIEVED
SMILED
LIKED
CAME
HAD
FELT
SAID
WANTED
TERRIFIED
TOLD
HEARD
THOUGHT
SAW
NEEDED
WAS


HOPE OF DELIVERANCE
I will always be hoping, hoping.
You will always be holding, holding hoping= 2
My heart in your hand. I will understand.

I will understand someday, one day. understand= 3
You will understand always,
Always from now until then.

When it will be right, I don’t know. holding= 2
What it will be like, I don’t know.
We live in hope of deliverance from the darkness that surrounds us.
always= 3
Hope of deliverance, hope of deliverance.
Hope of deliverance from the darkness that surrounds us.
hope of deliverance= 17
And I wouldn’t mind knowing, knowing
That you wouldn’t mind going, going along with my plan.
heart= 1
When 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. I will understand
Hope of deliverance, hope of deliverance. I will understand


WRONG WORDS When I need you
When I heal you
I just close my ice and I’m with you
And all that I so want to give you When I need glove
It’s only a heart bit away I hold out my hands and I touch love
I never knew there was so much love
When I need love Keeping me war night and day
I cold out my hands and I touch love
I never new there was so much love When I need you
Keeping me warm night and they I just close my eyes
And you’re right here bye my side
Miles and miles of empty space in between us Keeping me warm night and day
The telephone can’t shake the place of your smile
But you no I won’t be traveling forever I just hold out my hands
It’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 you
And all that I so wanna give you babe It’s only a heartbeat away
It’s only a heartbeat away Oh I need you darling

It’s not easy when the road is your driver
Honey that’s a heavy load that we pear
But you know I won’t be traveling a lifetime
It’s cool out but hold out and do like I do
Oh, I need you

Taller turning students into active listeners

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