Do your students have the opportunity to listen to English language from a variety of sources? What are the disadvantages of only hearing the teacher’s voice?
Many teachers do not use the audio resources from the published text. This can be because they do not have them in school, or they feel it is too difficult to use them with students.
Depending on the level of your own English language, you may or may not be modelling good pronunciation for your students. Either way, it still provides limited exposure for your students. In reality, even among native speakers, there is a wide variety of English accents, and students often appear confused when asked a familiar question by someone other than their teacher.
In addition, when used correctly, audio files making teaching easier.
Before watching the video think about why pre-listening activities are important.
- To build confidence: Many students are anxious about listening. Listening is one of the more difficult skills to develop - dealing at speed with unfamiliar sounds, words and structures. This is even more difficult if we do not know the topic under discussion, or who is speaking to whom.
- To facilitate comprehension: In real life people rarely listen to something without having some idea of what they are going to hear.
- To generate interest: Students may have no interest in the topic and therefore find it had to concentrate. Some students may already know a lot about a topic while others know very little.
Watch the video and identify the pre-listening activities. What other pre-listening activities can you think of?
Firstly, the teacher uses a poster to set the scene, arouse interest, activate key vocabulary and consolidate some previous work done on colours. Further vocabulary work is done with a matching exercise for words and pictures.
Other pre-listening activities include brainstorming (what do students already know about a topic), pre-teaching unknown key vocabulary, predicting content, personalising the content (bringing the students into the topic).