Teaching listening skill in primary school

Formation of basic listening skills for students, which for the success of training should improve during the entire period of mastering the material. Conducting a study of verbal activity, which serves as an effective tool for learning English.

Рубрика Иностранные языки и языкознание
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Язык английский
Дата добавления 09.02.2017
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The role of video and criteria for selecting video for young learners

Once the decision has been made to use a video in class, thought should be given as to what purpose the video is being used for i.e. the role of the video. The way the video is used and the materials prepared for use with the video will depend on the role the video is to take. Below are four possible roles for video.

· Developing listening skills

· Listening for global understanding, listening for detail.

· To provide information

· To provide content relevant to students' needs and interests.

· Presenting or reinforcing language

· Grammar, vocabulary, functions.

· Stimulating language production

Video used as a basis for discussion, a model for learners to follow, a visual aid.

Criteria for selecting video

When selecting an authentic video for use in the classroom certain general criteria should be kept in mind.

· Watchability

Is the video interesting? Would a young native speaker want to watch this video?

· Completeness

Tomalin 'The ideal video clip…… tells a complete story or section of a story'. This idea of completeness is important for young learners whose primary motivation for watching a video is enjoyment.

· Length

The length of the clip is important, it shouldn't be too long, perhaps between 30 seconds and 10 minutes depending on the learning objective.

· Appropriateness of Content

The content should be suitable for Young Learners. How has the video been rated; 'Universal', 'Parental Guidance', for ages '13'or '18'? Would the video be suitable for viewing in all cultures?

· Level of maturity

Children mature very quickly so a group of 7-year-olds watching a video made for 5-year-olds would probably regard it as 'too babyish'. On the other hand using a video intended for older children with a group of younger children might lead to the children not being able to understand the concepts in the video.

· Availability of Related Materials

Many authentic videos now come with ready made materials that can be used for language teaching (Wallace and Gromit, the 'Speak Up' series of films in Spain.) Other videos may have been adapted from books, which could be used in the classroom to support the video. (The 'Spot' series and Eric Carlyle stories such as 'The Very Hungry Caterpillar'.

If, however, the video is being used for presenting language or for comprehension tasks there are further factors which should be considered when selecting a video.

· Degree of visual support

A good idea is to choose scenes that are very visual. The more visual a video is, the easier it is to understand - as long as the pictures illustrate what is being said.

· Clarity of picture and sound

If the video has been copied from the television it is important to make sure both the picture and sound are clear.

· Density of language

This refers to the amount of language spoken in a particular time. Videos where the language is dense are more difficult for learners to comprehend.

· Speech delivery

'Clarity of speech, speech rate and accents are all factors in determining how difficult a video excerpt will be for students to comprehend.'

In using video to present language, an important factor to consider is the linguistic items (particular grammatical structures, language functions, or colloquial expressions) presented in the scene.

Video types

· Animation/cartoons

Spider, Spot, Pingu, Mr Ben, Eric Carlyle stories, Wallace and Gromit series.

· Educational programs

TV documentaries made for children about science/nature etc, Dinosaurs series, The Blue Planet

· TV advertisements

· Music

· Programs about musicians, video clips

· Drama

· TV series/soaps for young people (especially good for seeing life in Britain, maybe not so easy to understand!) [12]

A lesson plan for teaching listening skills through videos

Current thinking on video in the classroom advocates an integrated approach, not simply using the video in isolation but within a sequence of tasks: Pre-viewing, while viewing and post viewing, always depending on the role chosen for the video. If for example, the video is used only as a stimulus, a pre-viewing stage would not be necessary. Below are suggested activities for the three stages.

Pre-viewing

Any pre-viewing activity will be associated with developing learners' comprehension strategies. Native speakers use many strategies to aid comprehension and these strategies can also be applied to learning a second language.

Activities

· Tell learners they are going to watch/listen to a story/advert/news report about.... What do they expect to hear and see?

· Class discussion about video topic. Learners do quiz on topic of video. The quiz could be True/False or open-ended questions. Give learners two minutes to brainstorm vocabulary connected to topic Learners put written summary of video in order

· Learners watch video with sound off, then guess topic and content

· Learners read story/news article connected to video topic

While viewing

In most cases you will want the learners to watch the video or video extract more than once. The aims for watching the video for the first time and further

times will probably be different.

Tasks completed while viewing a video for the first time are commonly associated with developing listening skills and in particular listening for global understanding.

Activities for a second or third viewing are often associated with providing information (to provide content relevant to students' needs and interests) and presenting or reinforcing language (grammar, vocabulary, functions).

Activities

· Developing listening skills

Learners watch video to confirm predictions made in pre-viewing activity. Learners answer comprehension questions

· Teacher stops video and asks learners to predict continuation

· Providing information

Learners make notes about content which will be used in post-viewing activity. This could be information they have heard or information they have seen.

· Learners listen for specific pre-taught vocabulary. 6-8 vocabulary items would be enough. Learners say stop when they hear the vocabulary. Learners listen for examples of grammatical structures and note them down. Learners participate in telling story along with video. This could be used after a video has been watched a few times. The learners are given a character in the story and the sound is turned down at various points. The learners try to say the words.

Post viewing

Post viewing activities are often connected to the idea of using language that came from the video or the video could simply have been used as a stimulus and the post viewing tasks are not connected in any way to language found in the video.

Activities

Using language

· Learners read story/news report and compare it with video

· Learners act out/record own version of video

· Learners write similar dialogues to one they heard on the video

Project work

· Make posters/wall displays

· Use Internet to find out more information about topic

Craft work

· Draw characters from story

· Make book based on story

It was found that learning listening skill through videos was able to increase most students listening abilities significantly. This may imply that the videos as a teaching tool was good for helping students enhance listening abilities. Movies have several advantages. One is that they contain visual elements. That might be the main factor to help student increase listening abilities. It means students perceived information via both their eyes and ears, this helped them gain most of the presented information, not only verbal but also non-verbal features and culture as well. With the visual elements, they could quickly and easily understand what the information was. The content through the movie is authentic material. real-life language and also provides some enjoyable listening These advantages may be supported by the potential use of movie and gained listening abilities.

2.3 Teaching listening skills through storytelling

Theoretical framework

In the past few years, much has been written about the literacy-related benefits of storytelling. Particularly with young children, storytelling assists in the development of general language facility. Upon this foundation, storytelling can help to build listening and reading comprehension skills. While storytelling and its benefits seem focused on young children, storytelling can also play an important role with older students. This role may include facilitating learning of specific subject content as well as helping students address complex issues. In addition, storytelling is even suggested as a way of understanding teachers' thinking and actions. Finally, storytelling seems to be an effective and enjoyable way to learn.

Storytelling is often recommended as a means of enhancing children's language and literacy development. Isbell and Raines and Isbell found that storytelling was particularly successful in promoting language development. Isbell even found evidence that storytelling was more effective than reading aloud. Strickland and Morrow noted that storytelling helps foster growth in language and identified a connection between storytelling and reading development. Trousdale emphasized the use of storytelling as a way to help children gain confidence in their own oral language abilities. Other authors have suggested similar language and literacy benefits. [13]

Storytelling helps improve listening and reading comprehension. Greene noted that storytelling improves listening skills, which are directly linked to reading achievement. Applebee observed that storytelling enhances retention of information. Delano found that storytelling improves language comprehension.

In addition to literacy-related benefits, storytelling helps many students learn course content more effectively. Students who may have difficulty learning through lecture and discussion may find that they learn the same content more easily with the use of stories. For example, Pierce described the benefits of storytelling within a social studies classroom. Anderson and Preston suggested using storytelling in solving mathematics problems. Knox explained a way of reforming the traditional lecture through the use of storytelling in a college science course.

Storytelling can be used to help students and teachers address complex issues. Tappan and Brown gave an example when they related the use of a narrative approach to moral development. In this example, storytelling became an important element in moral education.

Storytelling has the power to help us understand more about what individuals are thinking and why they act the way they do. Ornstein , for example, discussed the use of narrative and storytelling as a means of better understanding teachers' thinking and actions. Gillard modeled this approach in her book, where she argued for the power of storytelling by telling her story.

Storytelling is also a natural medium for learning that can make learning enjoyable and effective. That storytelling is a natural way of learning may trace back to oral traditions in many cultures. Storytelling is enjoyable in part because the storyteller can use a wide range of skills and abilities to communicate and the audience can respond in a variety of ways. [14]

The power of storytelling in the classroom

Storytelling is the oldest form of education. People around the world have always told tales as a way of passing down their cultural beliefs, traditions, and history to future generations. Why? Stories are at the core of all that makes us human. As Barbara Hardy wrote, "We dream in narrative, day dream in narrative, remember, anticipate, hope, despair, believe, doubt, plan, revise, criticize, construct, gossip, learn, hate and love by narrative".

Stories are the way we store information in the brain. If teachers fill their students' brains with miscellaneous facts and data without any connection, the brain becomes like a catchall closet into which items are tossed and hopelessly lost. But stories help us to organize and remember information. and tie content together stories go straight to the heart. As the Irish poet and philosopher James Stephens wrote, "The head does not hear anything until the heart has listened. The heart knows today what the head will understand tomorrow" are emotionally with and usually enjoy storytelling, it can help students develop a pointe attitude toward the learning process. It also produces a sense of joy in language and words that is so often missing in the classroom setting.

Many teachers think that storytelling takes away from class time, but it doesn't. Storytelling is part of your lesson, and makes the actual lesson much more powerful. By about the third time that I start my sixth grade class by saying "I'm going to tell you a story," they'll settle down and listen- and I've got their attention for the whole period, long after the story ends. Even not particularly dedicated students will remember the stories and at the end of the year they are still referring to them.

Storytelling, the process of constructing stories in the mind, is one of the most fundamental ways of making meaning and thus pervades all aspects of learning, regardless of age, Gordon Wells notes that young children find it easier to assimilate new ideas when they are presented in the form of a story and that even older students look to anecdotes to help them understand new concepts and link them to their lives.

We are fervent advocates of reading aloud, realizing that, because it takes time to learn a story to tell, many of the stories that teachers share and read aloud. Students still benefit from listening to a storytelling is different and holds rewards that reading aloud does not. These benefits are in the coming page.

The Hush The quality of listening on the part of your students is markedly different when you tell a story directly to them. Stillness descends over the listeners Technology has not replaced the power of person telling a story to another. Listeners are often described as "mesmerized," "totally enthralled," or "captivated." There is some evidence that listeners who willingly respond to a very powerful story might actually be in "a light trance state". [15]

Lesson Plan on Storytelling or Fables for primary school children

Using storytelling or fables in a lesson plan for your children will introduce them to this type of literature, as well as let them see the purpose of such narratives.

Lesson on Storytelling and Fables

Materials

· Fable to read to the students

· Handouts with a space for pictures and a sentence

Objectives

· Students will listen to an example of a fable.

· Students will answer questions about the story and predict what will happen next.

· Students will offer their own examples of morals and lessons to the rest of the class.

· Students will draw pictures and write sentences demonstrating their understanding of the lesson.

· Students will provide their own examples of stories or fables with lessons or morals in them.

Activities

1. The teacher will read the tale out loud to the students. Throughout the course of the reading, the teacher will stop and ask questions such as:

· What do you think will happen next?

· What is this character like?

· Can you tell me what happened so far in the story?

These questions serve to introduce students to the art of storytelling, as well as to the important aspects of listening and reading.

2. Once the story is finished, the teacher will introduce the concept of the moral or the lesson of the story by asking students the following question:

· What did you learn from listening to this story?

3. A very brief lecture ensues in which the teacher explains the definition of a moral.

4. The teacher asks the students the following questions and writes the students' answers on the board:

· What are some other lessons or morals that you know?

· What lessons or morals do you have in your home?

· Have you read other stories with morals or lessons? What were they?

5. The students are asked to draw a picture from the story which shows the main character learning the lesson or moral. Underneath the story, students must write down what the moral or lesson that is being demonstrating in the story. The teacher will circulate in the classroom to help with any questions regarding ideas, words, sentence structure, spelling etc.

6. Homework: The students are asked to bring in their favorite book that has a moral or lesson in it to share with the rest of the class.

Considerations about Teaching with Fables

Since you are working with very early learners, remember that there is probably a wide range of skills present in your classroom. Select a book that is not too challenging for the students at beginning levels, but not too boring for the more advanced students.

Writing is another skill that is just developing at this time. Be prepared to offer assistance to your students and remain patient if they are struggling with forming letters.

Allow some time for the homework assignment to be completed. Not all students will have lesson or moral books at home. A substitute idea for this homework assignment is to have each student select a book with a moral or lesson the next time that the class takes a trip to the library.

If you teach older students, you could still use this lesson plan as a framework, and add different types of age appropriate activities to the lesson plan so that it is suitable for the grade level. [16]

I want to five an example of story for primary school children. The story called “The three bears and the boy”. It is a quite simple story which will be comprehensible for children who are learning English as a second language.

Once upon a time, there were three bears. There was a great big Daddy Bear, a medium-sized Mommy Bear and a wee little Baby Bear. One day, Mommy Bear made some hot soup. Mommy Bear put the soup into three bowl They was a big bowl for Daddy Bear, a medium-sized bowl for Mommy Bear and a wee little bowl for Baby Bear. The soup was very hot so the three bears went for a walk while the soup cooled down. Just then, a boy came to the three bear's house. The boy saw the three bowls of soup through the window. He was hungry so he came into the house to eat. He chooses to eat the soup from the smallest bowl. It was Baby Bear's soup. The soup was very delicious so the boy ate it all! The boy was sleepy so he went to the bedroom. There was a big bed for Daddy Bear, a medium-sized bed for Mommy Bear, and a wee little bed or Baby Bear. The boy laid down on Baby Bear's bed and fell asleep. A little while later the three bears came home. The three bears were surprised to find someone ate Baby Bear's soup! Baby Bear was very sad. Baby Bear came into the bedroom and cried out, "Look A boy is sleeping in my bed!" When the boy saw the three bears he was scared. He jumped out of the Baby Bear's bed and ran! The boy ran away as fast as he could from the three bear s house. After a week, a letter arrived in the three bear's mailbox. Daddy Bear read it aloud. "I'm sorry it said. The three bears laughed and forgave the boy”.

CONCLUSION

So, in this work has been studied the process of listening, methods of teaching it as one of the most difficult and the most important types of speech activity, ways to overcome the difficulties faced by the students, and it's basically all about the initial stages of learning. A special place in this course has been given training to audition in circles, i.e., in extracurricular activities, and highlights the most interesting approaches to in-depth training to audition.

Therefore, the mastery of listening as the views of speech activity should ensure a successful process of communication and to develop students' ability to speak and understand a foreign language and since this process is complicated and difficult, that schools should pay more attention to this procedure. It is important to promote and motivate the students to understand foreign speech at the hearing.

But to improve the process of training to audition there are all preconditions: the technique in modern times is developing rapidly, and the teachers there are more opportunities to use different types of technical training.

In this work I tried to make guidelines for solving these problems and developing listening ability.

Listening ability develops through face-to-face interaction. It was found that learning listening skill through videos was able to increase most students listening abilities significantly. This may imply that the videos as a teaching tool was good for helping students enhance listening abilities. Movies have several advantages. One is that they contain visual elements. That might be the main factor to help student increase listening abilities. It means students perceived information via both their eyes and ears, this helped them gain most of the presented information, not only verbal but also non-verbal features and culture as well.

Listening develops through focusing on meaning and trying to learn new and important content in the target language. Developing listening skills is a fundamental component of any ESL/EFL curriculum for YLs, and songs are regarded as one of the most effective techniques to this end. Songs have a definite place in the YL classroom; they provide meaningful and enjoyable language practice, especially in fostering listening skills.

Listening ability develops through work on comprehension activities. And stories are the way we store information in the brain. It should be remembered, and that the text should reflect the diverse interests of students have access to a different type of activity and affect the motivational sphere of students to help create the conditions for conscious hearing.

The teacher must understand to what level of ownership of a foreign language need to bring their students to study the certification requirements for proficiency in foreign language students at the end of the basic course and on their basis to determine the main directions of the foreign language teacher.

It was found that listening skills are developed more effectively when audio and visual channels of receipt of the information used in the interaction, making it easier for the students perception of sounding speech and makes it possible to judge told more fully than at separate messages arrive.

Visually-pictorial support is important not only to understand the meaning, but also for the subsequent transmission of content. It unloads the memory facilitates segmentation of the speech stream, improves the accuracy and completeness of understanding as "bandwidth" of the auditory analyzer is many times smaller than the eye.

It should be emphasized the importance of film and video in the learning process in teaching listening sounding speech. This is due to the following reasons. Firstly, because the screen tools for today's children and loved ones are common, and meeting with them at English lessons gives them joy. Secondly, the very use of such funds helps the teacher to reveal their creative abilities.

In conclusion we note that the selected task can be used for teachers under any curriculum and will enhance the effectiveness of teaching listening to foreign language lessons.

REFERENCES

1. Stephen D. Krashen, Tracy D. Terrell. The natural approach: language acquisition in the classroom, Pergamon Press, 1983.

2. Michael Purdy, Deborah Borisoff. Listening in Everyday Life: A Personal and Professional Approach, University Press of America, 1996

3. Цmer Gцkhan Ulum. Listening: The Ignored Skill in EFL Context. International Journal of Humanities Social Sciences and Education (IJHSSE), May 2015.

4. Rajni K. Chand. Insights from research on listening skills. Athabasca University - Canada's Open University, 2007.

5. Jack C. Richards, Willy A. Renandya. Methodology in Language Teaching. Cambridge University Press, 2004.

6. Gillian Brown. Listening to Spoken English, Longman, 1990.

7. David Nunan. Task-based language teaching, Cambridge, UK, 2006.

8. Mustafa Sevik. Teaching Listening Skills to Young Learners through “Listen and Do” Songs. English Teaching Forum, 2012.

9. Laura Wei, Teaching Listening in EFL Classrooms in. Senior High Schools in Taiwan, 2009.

10. Sherman, J. Using authentic video in the language classroom. Cambridge: Cambridge University Press, 2003.

11. Applebee, A. The child's concept of story: Ages two to seventeen. Chicago: University of Chicago Press, 1978.

12. Shirley C Raines; Brian Scott Smith. Story stretchers for the primary grades activities to expand children's books, Silver Spring, MD, 2011.

13. Richard C. The power of storytelling in the classroom. The Minds eyes, 2005.

14. Dr. Mahmoud al-Batal. Listening. Foreign Language Teaching Methods, University of Texas at Austin, 2010.

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