Notice the clear, simple and precise language the teacher uses for giving instructions.
- How does she check understanding of the task?
- Do the students produce any language during this activity?
- How do the individual flashcards help with the activity, and do you think it is the first time students have had their own cards? Suggest an alternative to the flashcards.
- Listening only one time is probably not enough for the students. Suggest an activity for listening a second time.
Click to reveal discussion
- The teacher says they will listen to four things the children are doing and then asks the class how many.
- With this activity the students are recognising the meaning of the language by matching the picture with the audio, but not actually repeating or producing the target language.
- Having their own cards involves the students more actively in the lesson, and it allows the teacher to check individual understanding easily. When young students are first given their own card, they can often be quite over-excited and distracted. However, once they are used to this, as is the case with this class, they remain calm. If you do not want to make the individual cards, the students can simply be instructed to point to the pictures in their books. Again, students need to be trained in the appropriate use of the books.
- A different activity should be used when listening a second time. In this lesson the teachers dressed four students to represent the four activities, played the audio again and this time asked the students to say what each child was doing (repeating after the audio). For example: He is collecting seashells.