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South West Trains Activities

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16 views5 pages

South West Trains Activities

Uploaded by

esmaakdeniz860
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TEACHING LISTENING 2: APPROACHES TO TEACHING LISTENING

SOUTH WEST TRAINS ANNOUNCEMENT LISTENING LESSON

1. Ask Ss how they came to school that day. Review different modes of transport.

2. Tell Ss that they are going to listen to a transport announcement. They are going to

find out where the announcement was made.

3. Tell Ss to listen to the announcement to answer the following questions:

i) Where was the announcement made? (Answer: B)

Prof. Dr. A. Amanda YEŞİLBURSA “TEACHING LANGUAGE SKILLS I”


ii) In which city was the announcement made? (Answer: London)

Manchester

Edinburgh

London
4.

Prof. Dr. A. Amanda YEŞİLBURSA “TEACHING LANGUAGE SKILLS I”


4. Tell the Ss they will listen to the announcement again. This time they will listen to

identify which main railway station the train is going to. (They are marked by black

rectangles on the map.) (Before showing them this map, you can ask if they know the

names of any train stations in London. Some of them of them may remember Kings

Cross station from the Harry Potter stories. (Answer: (London) Waterloo)

5. Tell the Ss to listen again. This time they will mark and number the stations on the line.

(Answer: there are 7 seven stations between “You are here” and “London Waterloo”)

LONDON
YOU ARE WATERLOO
HERE
O

6. This time tell the students to mark on the line above the stations with “Park” in the

name. (Answer: Stations 2 and 3)

Prof. Dr. A. Amanda YEŞİLBURSA “TEACHING LANGUAGE SKILLS I”


7. Ask the Ss if they like tennis. Ask them to mark which station they would get off to

watch tennis. (After listening so many times, some Ss may now recognise the name

“Wimbledon” (station 4) without having to listen again).

8. Show the Ss the following map. Ask them which line (1-2-3-4) the train is on. Finally

ask them at which station the announcement was made. (Answer: Line 3; Tolworth)

3
4

(Note: Harry Potter was here, “Half Blood Prince”)

9. Finally, the Ss can work in pairs with the map. One of them will choose a station, but

not tell their friend which one. They will read the stations in order, and their friend has

to guess which station they are at.

Prof. Dr. A. Amanda YEŞİLBURSA “TEACHING LANGUAGE SKILLS I”


WHEN TEACHING LISTENING AS A SKILL, REMEMBER:

1. Before listening, always set up some kind of CONTEXT. This doesn’t have to be as

concrete as a context for Young Learners (e.g. “This Mary. Let’s help her to get on

the right train”). Adolescents and adults have more background knowledge and

experience than children. Often visuals and a few relevant questions are enough

to activate the Ss’ schemata; that is, getting them to remember the knowledge

and language that will help them to understanding the text. (See 1 and 2 in the

lesson above).

2. Always give Ss a PURPOSE to listen before you play the soundtrack. This can be

something simple, like choosing a picture (See 2 and 3 above).

3. In order for students to practice different listening skills (TOP DOWN and

BOTTOM UP processing skills) that will help them understand the text, PLAY THE

SOUNDTRACK MORE THAN ONCE, each time with a DIFFERENT PURPOSE. That is,

each time they listen, the Ss should have a different task to do. These tasks should

be SEQUENCED from general to specific, and familiar to unfamiliar. (See 4-8

above)

4. If the Ss have difficulty in completing a task, you can let them listen again for the

same purpose. For example, if the Ss have trouble counting the number of stations

in task 5, you can let them listen to the soundtrack again).

5. The lesson should always end with and opportunity for students to PRACTICE and

PERSONALISE the language and knowledge they have gained during the lesson.

Prof. Dr. A. Amanda YEŞİLBURSA “TEACHING LANGUAGE SKILLS I”

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