Презентация для учителей английского языка на тему "Choosing exercises to teaching listening for primary school"

Choosing exercises to teaching listening for primary school

PLAN

• Introduction
• The theoretical foundation of listening in primary classes
• The ways of how to teach listening in primary school
• Practical exercises in teaching listening to primary school learners
• Conclusion and recommendations

Introduction

• Our qualification paper is devoted to the method of teaching the speech and correcting them in primary classes. But for the beginning let’s examine what is speech. Language came into life as a means of communication. It exists and is alive only through speech. When we speak about teaching a foreign language, we first of all have in mind teaching it as a means of communication.
• In teaching speech the teacher has to cope with two tasks. They are: to teach his pupils to understand the foreign language and to teach them to speak the language. So, speech is a bilateral process. It includes hearing, on the one hand, and speaking, on the other. When we say "hearing" we mean auding or listening and comprehension.

The theoretical foundation of the most common difficulties in listening and speaking in primary classes

• Auding or listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding.
• When auding a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting. This is possible on condition that he will take into consideration the following three main factors which can ensure success in developing pupils' skills in auding

• This is due to the following reasons. Firstly, pupils' attention is drawn, not to what the classmate says, but to how he says it, i. e., not to the content, but to the form. If we admit that the form may not always be correct, then why should we concentrate pupils' attention on the form? Moreover, when pupils' attention is centered on errors, they often do not grasp what the classmate says, and that is why they cannot ask questions or continue the story he has told them.
• Secondly, the pupil who speaks thinks more about how to say something instead of what to say. No speaking is possible when the speaker has to concentrate on the form. He makes more errors under this condition. More than that, he often refuses to speak when he sees the classmates raise their hands after he has uttered his first sentence. This does not encourage the learner to speak.
• Accordingly when a pupil is called to the front of the class to speak, the class is invited to follow what he says so that they may be able to ask questions or to go on with the story when he stops.
• There is a great variety of techniques at the teacher's disposal. He selects the one that is most suitable for the occasion.

• Practical exercises in teaching listening to primary school learners
• Relay the message
• This classic game, otherwise known as “running dictation,” is a great active ice breaker, as well as a natural way to introduce a topic.
• The game plan:
• Put students in pairs or groups of three, assigning one (or two) as runner and one as writer. Sit the writers at tables at one end of the room.
• Stick pre-printed messages at the other side of the room, one for each group or pair. These messages can be the same or different, easy or difficult, long or short, depending on the level and goals of the class.
• When you shout the word “go,” the runner runs to the message, reading and remembering what they can. This can be as much as a few sentences or as little as one word. The aim is to be able to relay it accurately to the writer.
• The runner goes back to the writer to relay the part of the message that they memorized. The writer (you guessed it!) writes it down.
• Repeat until the message is complete. Teams score points for speed but more importantly for accuracy of spelling and punctuation.

• Telephone
• In this game, students are responsible for listening carefully to their peers as well as successfully relaying a message. It encourages students to determine similar sounding words from one other, and can be used as a starter activity to introduce any topic.
• The game plan:
• Create two teams of students and set up both teams in lines. The end of each team line should be at the whiteboard .
• Whisper a word or sentence to the student farthest away from the whiteboard, and then have them whisper the message they heard to the next student. Each student whispers to the next until the end of the line.
• The last student writes the message on the board. The winner is the team with the most accurate spelling, pronunciation and content, although bonus points for originality and hilarity may be awarded!

• To fulfill the task the teacher must train his pupils in listening comprehension beginning with the first lesson and throughout the whole period of instruction. These are the techniques the teacher uses for the purpose:
• 1. The teacher uses the foreign language:
• (a) when giving the class instructions;
• (b) when presenting new language material (words, sentence patterns);
• (c) when checking pupils' comprehension;
• (d) when consolidating the material presented;
• (e) when checking pupils' assimilation of the language material covered.

Conclusion and recommendations

• Having made our work we come to conclusion, that auding or listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding.
• When auding a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting.

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