Gi’jduvon tuman 5- makatab ingliz tili fani o’qituvchisi
Listening as a stimulus to other activities.
The activities are specially designed to lead on to activities involving other skills. (e) Jigsaw listening. As its name implies, the basic mechanism underlying this activity is that the information needed to complete a task (such as attending a meeting) has been shared out between 3-4 groups in the class. Each group listens to its own piece of recorded material and notes down on a worksheet the information available. The groups then combine to pool their information. (f) Ambiguous conversations. The students hear a short conversation (or an extract from a long conversation), which provides very few clues as to what the speakers are talking about. The students themselves have to decide who the speakers are, where they are, what they are talking about, and, possibly, what will happen next. This type of listening then, leads on naturally to discussion (and, if desired, writing). (g) Decision-making.
The students are given some information e. g. about a town (places of interest, facilities etc.) in the form of a talk or conversation, on the basis of which they have to plan a visit. The planning involves discussion and note making. Decision-making activities can also involve, for example, making choices between places, events, activities, for which the background information is made available in recorded form. (h) Pre-reading activity. The students hear, for example, a conversation about the Loch Ness Monster, as a stimulus to listen to an article or book on the subject. Similarly they can be asked to listen to short reports on books before deciding which one they want to read. (i) Pre-writing activity. This can be in the form of a communication game. One student describes a picture, which the others in the group are not allowed to see. The students who are listening make notes (and can also ask questions if they want more information).
They then use these notes to write a description of the picture.
Interactive listening. Most interactive listening situations are in the form of discussions and games. Two important points need to be kept in mind.
First, these activities form the basis of oral work, where the emphasis is on getting the learners to use language for self-expression. It should not be forgotten, however, that listening is an important aspect of these activities. The learners have to listen in order to participate.
Secondly, although these activities are normally done in groups, in order to give the students themselves as many opportunities as possible to use language, we should also look for suitable opportunities to interact with the class as a whole, through conversation, discussion and games. This must be regarded as a significant component of the listening comprehension programme. (a) Discussion-type activities. These provide good listening practice because they get students to listen to one another, especially if the discussion is geared toward making a decision of some kind. For such activities the students have to listen to one another in order to participate. (b) Predictive listening. For this activity a text is read aloud sentence-by-sentence. The students are asked to interpret the sentence and to predict what they think will follow. As the text builds up, they can revise their interpretations. Although this is a contrived activity, it encourages very careful listening both to the text itself and to the various interpretations suggested. (c) Communication games.
References:
1. Lewis, Michael, and Hill, Jimmie, Practical Techniques. London: Commercial Colour Press, 1995. 136p.
2. Lowes, Ricky, and Target, Francesca, Helping Students to Learn. London: Richmond Publishing, 1998. 162p.
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«Types of Activities in Listening»
Types of Activities in Listening
Nurboyeva Nasiba Panoyevna
Gi’jduvon tuman 5- makatab ingliz tili fani o’qituvchisi
Listening as a stimulus to other activities.
The activities are specially designed to lead on to activities involving other skills. (e) Jigsaw listening. As its name implies, the basic mechanism underlying this activity is that the information needed to complete a task (such as attending a meeting) has been shared out between 3-4 groups in the class. Each group listens to its own piece of recorded material and notes down on a worksheet the information available. The groups then combine to pool their information. (f) Ambiguous conversations. The students hear a short conversation (or an extract from a long conversation), which provides very few clues as to what the speakers are talking about. The students themselves have to decide who the speakers are, where they are, what they are talking about, and, possibly, what will happen next. This type of listening then, leads on naturally to discussion (and, if desired, writing). (g) Decision-making.
The students are given some information e. g. about a town (places of interest, facilities etc.) in the form of a talk or conversation, on the basis of which they have to plan a visit. The planning involves discussion and note making. Decision-making activities can also involve, for example, making choices between places, events, activities, for which the background information is made available in recorded form. (h) Pre-reading activity. The students hear, for example, a conversation about the Loch Ness Monster, as a stimulus to listen to an article or book on the subject. Similarly they can be asked to listen to short reports on books before deciding which one they want to read. (i) Pre-writing activity. This can be in the form of a communication game. One student describes a picture, which the others in the group are not allowed to see. The students who are listening make notes (and can also ask questions if they want more information).
They then use these notes to write a description of the picture.
Interactive listening. Most interactive listening situations are in the form of discussions and games. Two important points need to be kept in mind.
First, these activities form the basis of oral work, where the emphasis is on getting the learners to use language for self-expression. It should not be forgotten, however, that listening is an important aspect of these activities. The learners have to listen in order to participate.
Secondly, although these activities are normally done in groups, in order to give the students themselves as many opportunities as possible to use language, we should also look for suitable opportunities to interact with the class as a whole, through conversation, discussion and games. This must be regarded as a significant component of the listening comprehension programme. (a) Discussion-type activities. These provide good listening practice because they get students to listen to one another, especially if the discussion is geared toward making a decision of some kind. For such activities the students have to listen to one another in order to participate. (b) Predictive listening. For this activity a text is read aloud sentence-by-sentence. The students are asked to interpret the sentence and to predict what they think will follow. As the text builds up, they can revise their interpretations. Although this is a contrived activity, it encourages very careful listening both to the text itself and to the various interpretations suggested. (c) Communication games.
References:
1. Lewis, Michael, and Hill, Jimmie, Practical Techniques. London: Commercial Colour Press, 1995. 136p.
2. Lowes, Ricky, and Target, Francesca, Helping Students to Learn. London: Richmond Publishing, 1998. 162p.
