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TEACHING ENGLISH TO CHILDREN

TEACHING ENGLISH TO CHILDREN. Chapter 3 LISTENING. Nobody spends a whole lesson listening, and we are not suggesting that any of the skills are taught or learned in isolation. What we are talking about in this chapter are activities which concentrate on the listening skills.

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TEACHING ENGLISH TO CHILDREN

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  1. TEACHING ENGLISH TO CHILDREN Chapter 3 LISTENING

  2. Nobody spends a wholelesson listening, and we are not suggesting that any of the skills are taughtor learned in isolation What we are talking about in this chapter are activities which concentrate on the listening skills

  3. Listening in the classroom • It is quite beginning to end without breaks Exm.. Sunny Monday morning… Yeah it’s a nice Sunny Monday morning… It`s a nice sunny Monday morning and Sue and Fred are… • Young learners have a very short attention clear that listening is the skill that children acquire first, especially if they have not yet learnt to read. Of course, we also give them as much visual back-up as possible through facial expression, through movement. Through mime, and through pictures. Exm..   • It is important to say things clearly, and to repeat them. When you are telling story, you don’t have to tell it from span. It is important not to overload children when you are working on listening tasks. • Try to ask for understanding as the children listen and not check for understanding only at the end of the exercise. • Sometimes you want to have a nice quite atsmosphere. Sometimes you want your children to move about, and you can use listening activities for both purposes.

  4. ~Listen and do` activities Instructions • The most obvious`listen and do` activity which we can and should make use of from the moment we start the English lesson is giving genuine instruction. For exam.. “Please Shut the door”; “Sit down, please” Moving about • The advantage with this type of activity is that you know at once if the children have understood. You can check classroom vocabulary, movement words, counting and spelling. Exam.. A for Apple; B for Banana…

  5. Put up your hand • You will almost certainly have to make use of the `put up your hand` type exercise at some stage. For exam… whisper the number from 1-20, and ask them to put up their hands when you miss out a number, 1,2,4,5… Mime stories • It again provides physical movement and gives the teacher a chance to play along with the pupils. For Exam…we make a nest bird, wow a nice nest bird.. bird… where is the bird?? The bird is in the nest, Lets count together… 1,2,3,4,5 Sssst ..There are five birds is in the nest. What are they doing??… Shhh… The bird is sleeping.   Drawing • This activity is particularly useful for checking object vocabulary, preposition, colours and numbers. It is not so useful for action, since drawing people doing things is quite difficult for most of us. Exam..

  6. DrawingThis activity is particularly useful for checking object vocabulary, preposition, colours and numbers. It is not so useful for action, since drawing people doing things is quite difficult for most of us. Exam • It is a Duck • It is a butterfly • It is a caterpillar • There are two flowers

  7. Identifying exercise “ Has anyone eaten this fruit ? It has a nice smell, it taste nice but sometimes seared. The colour is yellow. It has crude body. Put a tick by the right picture

  8. Listen for the mistakes : You can use the picture in your book but make mistakes in the text you read • There are two woman reading book • are there two boy beside the woman? • There are two boys behind the woman • There are three girls standing in front of the woman • Etc……..

  9. Putting things in order : Pupils listen to the text and put the pictures in the order they think is right • Put some things that same with the picture above

  10. Questionnaires : you can have a questionnaire type exercise which involves a little bit of writing or the filling in of the number like this oneWhich is about how much Book pupils reads

  11. Listen and colour We can use any picture which the pupils have in their workbook. Instead of just letting them colour it by themselves, make it into a language activity.

  12. Colour by number • The monkeys are brown • The trees are green • The big elephant is grey • The little elephant is light brown • The crocodiles are black • The grass is green Etc……

  13. My garden See my garden, with full flower The Rose is red, the jasmine is white Every evening, I spay it is all The rose and the Jasmine, they are beautiful My garden … my …….., with full …. The …… is red, the jasmine is ………. Every …….., I …….. it is all The rose and the Jasmine …………….. Filling in missing information :pupils can fill in the missing words of a song or a text or a timetable…….

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