Home ENGLISH LANGUAGE ENGLISH LANG FORM 2 TOPIC 1: LISTENING TO VARIOUS SIMPLE ORAL TEXTS | ENGLISH FORM 2

TOPIC 1: LISTENING TO VARIOUS SIMPLE ORAL TEXTS | ENGLISH FORM 2

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TOPIC 11: WRITING CARDS AND MESSAGES | ENGLISH FORM 1

TOPIC 1: LISTENING TO VARIOUS SIMPLE ORAL TEXTS | ENGLISH FORM 2

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

THE LISTENING PROCESS

Listening is the most important skill to language and for learning new information. Listening and hearing are disserunt

– Hearing is the sense through which sound is received this physical process is the first in the learning process.

– Listening is a mental process that requires the receives active participation. Hearing on the other hand is passive process. No one has to think to hear

E.g. many people like back ground noise from a radio or tape or to when they work around the house

Actual listening involves

a) Concentration

b) Interpreting them

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

LEVELS / KINDS OF LISTENING

1. Listening for enjoyment

For example listening to an amusing story, jokes, music, movie, or play

2. Listening for information.

When you listen or informative speech e.g. news. This requires more concentration than listening for enjoyment you need to learn the main idea of the speaker

3. Critical listening

Refers to an active process it involve listening for information and eventual that information. This skill help to determine how information heard in speech can affect a person. It is important to take notes and later ask the speaker question about his/ her items

4. Precision listening

Refers to the exactness or ability to distinguish clearly listening with precision gives due to a speaker talks of changing in the volume of the speakers voice can help determine what is most important to a speaker

5. Emphatic listening

Emphatic is the ability to put yourself in another place. It enable you to understanding why a person feels, believes and acts in a certain way when you listen to speaks it is often important to understanding why the express certain ideas such as understanding will help you to determine evaluate the information you hear more completely.

Empathy helps respect the speaker even if you disagree with what he/ she says. To achieve this level of listening you must listen for information you must evaluate critically and you must listen to emotion as well as words.

Emphatic listening is considered as the most difficult level to master it requires only great concentration but also you / see back skills.

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

CAUSES FOR POOR LISTENING

Causes for poor listening can be categorized into two types’ namely physical barriers and mental berries

PHYSICAL BARRIERS

a) Partial hearing

b) Noise or other physical destruction creates barriers to good listening

c) Speaking too softly

d) Is not speaking clearly

e) Listeners physical condition eg tiredness illness or uncomfortable

MENTAL BARRIERS

a) Wondering mind

b) In attention

c) Negative attitude e.g. If you have negative attitude (dislike) about the speaker then it will make you become difficult to listen attentional.

d) Listeners’ knowledge especially when there based on familiar words

e) Selective listening when people by selecting black out what they do not want to hear.

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

HOW TO IMPROVE LISTENING

a) Making concentration – Try to block out destructions think about what you hear

b) Practice-use every opportunity you can on what you hear. Watch news and other information programs on TV. Also spend quiet time and concentrate on what speaker says.

c) Prepare yourself to listen be read to listen and sit where you can see and hear the speaker

d) Listen to keywords- speaker of tuil gives clues about what is important most important things or in summary are help you to organize the information you hear.

e) Take notes: It is not necessary to write down every word but just outline important ideas. Also listen to keywords and summarize.

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

Activity 1: READ THE TEXT.

Instructions and Procedures:

Read the text to the students on any situation or issue. As a first reading of the text, tell them to listen attentively to the text read.

This first reading will set the mood of the students and give them the first impression or idea of the content of the text.

The Text:

Asha has too many clothes. She has many clothes she’s only worn once. Sometimes she even find something at the back of a drawer that she never even wore. She bought it, put it away, and then forgot about it.

She’s sure she doesn’t need so many clothes. She doesn’t think anyone really needs 11 pairs of jeans and 32 sweaters. She won’t tell you how many pairs of shoes she’s got.

That is embarrassing. The simple truth is she loves clothes and she loves shopping. Maybe she has a problem. She’s sure she’d be a lot richer if she didn’t buy so many clothes.

She likes brands, so the clothes she buys are quite expensive. One day she’s going to have a big clearout. She’ll take all the clothes she no longer wears and give them to charity.

Activity 2: LISTENING GAP FILL

Instructions and Procedures:

Supply the copies of the text to the students, to the groups or write on the blackboard.

Tell them to fill in the gaps by listening attentively to the missing words that can only be heard as you read the text. Then, read the text for the second time.

This will test their ability to listen and note down what is read, that is from oral text.

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

The Text:

Asha has ______________________ clothes. She has many clothes she’s only worn once. Sometimes ______________________ something at the back of a drawer that she______________________ . She bought it, put it away, and then forgot about it. ______________________ doesn’t need so many clothes. She doesn’t think anyone really ______________________ of jeans and 32 sweaters. She won’t tell you how many pairs of shoes I’ve got. ______________________ embarrassing. The ______________________ She loves clothes and she loves shopping. Maybe she has a problem. She’s sure she’d ______________________ if she didn’t buy so many clothes. She likes brands, so the clothes she buys are quite expensive. ______________________going to have a big clearout. She’ll take all the clothes she no longer wears and give ______________________

Activity 3: CORRECT THE SPELLING

Instructions and Procedures:

This is another activity when you can test the students’ ability to put words into correct spellings.

We all know that English as Second or Foreign language for most students, spelling is a challenging aspect for most of them.

In this activity, you may supply the copies of the text, (it might be different from the one in Activity 2), or write on the blackboard and let them correct the misspelled words.

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

The Text:

Asha has too many clothes. She’s many clothes she’s only wrno once. Sometimes she even find something at the back of a wardre that she never even wore. She bought it, put it away, and then fgotro about it.

She’s sure she doesn’t need so many clothes. She doesn’t think yoeann really needs 11 pairs of jeans and 32 wearsset. She won’t tell you how many pairs of shoes she’s got. That is embarrassing.

The slmiep truth is she loves clothes and she loves gsponiph . Maybe she has a problem. She’s sure she’d be a lot eirchr if she didn’t buy so many clothes. She likes nsarbd , so the clothes she buys are quite expensive.

One day she’s going to have a big clearout. She’ll take all the clothes she no longer wear and give them to acihytr .

Activity 4: UNJUMBLE THE WORDS

Instructions and Procedures:

In this activity, the students are required to rearrange the words that should be put in correct grammatical order so that the sentences can be meaningful.

This activity tests students’ competence in grammar and organization of ideas into meaningful units. In the following text, the jumbled sentences are underlined for the purpose of emphasizing the point.

If a teacher can underline them and reads for the students to rearrange as they listen, it might be fine as well.

The Text:

Asha has too many clothes. has she only she’s clothes many worn once. Sometimes she even find something at the back of a she that drawer wore even never . She bought it, put it away, and then forgot about it. sure she’s so need doesn’t she many clothes.

She doesn’t think anyone really needs 11 pairs of jeans and 32 sweaters. how you tell won’t she many pairs of shoes she’s got. That is embarrassing. The truth simple clothes loves she is and she loves shopping.

Maybe she has a problem. be lot she’s she’d a richer sure if she didn’t buy so many clothes. She likes brands, so the clothes she buys are quite expensive. to going she’s day One big a have clearout.

She’ll take all the longer and clothes no wear give she them to charity.

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

Activity 5: DISCUSSION (Write your own questions)

Instructions and Procedures:

In this activity, teacher can formulate questions, may be five questions about the text that have been read like the previous one or read new text, let them listen carefully, then ask them the questions he/she has formulated from the text.

A teacher can let students form two groups, and whenever one student from one group asks a question, the other from another group should rise up and answer the question according to what he/she has understood the text when it was being read.

GROUP A’s QUESTIONS (Do not show these to Group B)

1. How many clothes does Asha has?

2. What is the simple truth for Asha’s behavior?

3. Does she has a problem?

4. What should Asha do to be rich?

5. What is she going to open?

GROUP B’s QUESTIONS (Do not show these to Group A)

1. How many pairs of jeans does she has?

2. How many pairs of sweaters does she has?

3. Will she take clothes and throw them away?

4. Is this behavior really embarrassing?

5. Where will Asha give her clothers?

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

CONNECTIONBeyond the Sub topic.

This listening skill is a master skill that incorporates all language skills; speaking, reading, and writing.

In activity 1, the students are introduced to Contractions like ‘She’s’=She has, ‘she’d’= she would, etc.

In activity 3, students are introduced to another grammar aspect, that is Spelling.

Also in activity 4, students interact with grammatical aspect of Sentence Structure by learning to rearrange jumbled sentences.

Then, in activity 5, students finish with more listening and speaking skills when they ask and answer various in group discussions.

Generally, a teacher primarily teaches Listening skills, but through activities, discussions, role plays( for example letting some students play as journalists), games and so on, teacher can interactively impart extra-topic aspects as mentioned above.

LISTENING TO VARIOUS SIMPLE ORAL TEXTS

NOTE:

More activities are what make students be more involved in listening skills.

This topic has been placed at the beginning of most classes purposely because this topic builds the early confidence of students in learning, and when applied well it can boost them for the rest topics they can learn in the class for the particular year.

Regarding the importance of Listening Skill to teaching English, teachers are keenly advised to teach this skill interactively and make it more involving.

Also this model can be applied in other topics that test the listening skill, but with changed level of simplicity and complexity as well as the required contents per each topic regarding its specific objectives.

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