1 / 13

Pre-listening

Pre-listening.

viola
Download Presentation

Pre-listening

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Pre-listening Before listening, students need assistance to activate what they already know about the ideas they are going to hear. Simply being told the topic is not enough. Pre- listening activities are required to establish what is already known about the topic, to build necessary background, and to set purpose(s) for listening.

  2. Pre-listening

  3. Pre-listening

  4. Pre-listening

  5. Pre-listening Use a listening guide

  6. Pre-listening Activities Look at pictures, maps and graphs of the subject Review Vocabulary associated with the subject Use graphic organizers -KWL -Web Integrate art into this activity by have the students draw the pictures.

  7. During Listening They can run a mental commentary on it; they can doubt it, talk back to it, or extend it. They can rehearse it in order to remember it; that is, they repeat interesting points back to themselves. They can formulate questions to ask the speaker ... jot down key words or key phrases ... They can wonder if what they are listening to is true, or what motives the speaker has in saying it, or whether the speaker is revealing personal feelings rather than objective assessments. (Temple and Gillet, 1989, p. 55)

  8. During Listening This kind of mental activity is what effective listeners do during listening. * Connect: make connections with people, places, situations, and ideas they know * Find meaning: determine what the speaker is saying about people, places, and ideas * Question: pay attention to those words and ideas that are unclear * Make and confirm predictions: try to determine what will be said next * Make inferences: determine speaker's intent by " listening between the lines"; infer what the speaker does not actually say * Reflect and evaluate: respond to what has been heard and pass judgment.

  9. During Listening Teachers can use the Directed- listening Thinking Activity (Stauffer, 1980). A description of this activity follows.Choose a story with clear episodes and action. Plan your stops just before important events. Two to four stops is plenty. ·At each stop, elicit summaries of what happened so far, and predictions of "what might happen next". ·Accept all predictions as equally probable. ·Ask the students to explain why they made particular predictions and to use previous story information for justification. * Avoid "right" or "wrong"; use terms like "might happen", "possible", or "likely". *After reading a section, review previous predictions and let the students change their ideas. *Focus on predictions, not on who offered them. *Involve everyone by letting the students show hands or take sides with others on predictions. *Keep up the pace! Do not let discussions drag; get back to the story quickly (Temple & Gillett, 1989, p. 101).

  10. During Listening Activities Give listeners questions in advance and remind them to listen for the answers. Involve movement by having students give thumbs up when they hear an answer. Provide a rough outline, map, graph. Follow route on a map. Create a song to go along with the route. Or play a song that goes along with the theme of the subject. 4. Check off items on a list 5. Complete a cloze.

  11. After Listening Students need to act upon what they have heard to clarify meaning and extend their thinking. Well-planned post- listening activities are just as important as those before and during.

  12. After Listening Activities • Students can create a play about the subject. • Students can develop a dance and song. • Students can review their KWLs and other graphic • organizers that they started before the subject was • presented.

  13. References Devine, T. G. 1982. Listening skills schoolwide: Activities and programs. Urbana, IL: National Council of Teachers of English Emmert, P. 1994. A definition of listening, The Listening Post, 51 (6). Jalongo, M.R. 1991. Strategies for developing children’s listening skills. Bloomington, Indiana Phi Delta Kappa Foundation. Temple, C. & Gillet, J. W. 1989. Language arts: Learning processes and teaching practices. Glenview, IL: Scott, Foresman and Company. Temple, C. & Gillet, J. W. 1983. Language arts: Learning processes and teaching practices. Boston, MA: Little, Brown and Co.

More Related