Translate This Page
” Matthew 11:28
Dear visitor,
الذى فى الاعلى
Mr. / Girgis
Listening is receiving language through the ears.
Listening involves identifying the sounds of
speech and processing them into words and
sentences. When we listen, we use our ears to
receive individual sounds (letters, stress, rhythm
and pauses) and we use our brain to convert
these into messages that mean something to us.
(Listen and Do
Songs.)
I will provide a sample lesson for what can be
called “Listen and Do” songs for YLs at the
beginning level. These are the songs to which
students physically respond by performing an
action (e.g., a song contains the words “wake
up,” and whenever students hear “wake up”
they perform an action, such as raising their
hands).
A lesson plan
Pre-Listening:
• Get the students interested in the topic of the
song and to warm them up, you can show a
picture or other realia related to the song and
ask the students what they think the song is
about. Tolerate some native language use, as
these are YLs and beginners.
• Read the title of the song aloud, and explain
it through actions and visuals.
During Listening:
1-Learners listen for skimming,guess through
context and take notes.
2-Learners predict and check inaccurate
guesses independently.
3-Learners listen for scanning to check
detailed specific meanings.
First listening.
1-The aim of the first listening, as pointed out
by Harmer (1991), is to give students an idea
of what the listening material sounds like.
Let the students listen to the song without
any interruptions so that they will have an
opportunity to hear the music and the lyrics.
This is termed free listening.
2-After the free listening, tell the students to
look at the lyrics of the song (from the
handout, textbook, board, or poster), since
this is probably the best time to let students
3-Next, read the lyrics of the song aloud and
ask the students to listen and follow from the
handout. Finally, read the lyrics aloud line by
line and ask the students to repeat every line
aloud.
4-Read every line aloud, demonstrate the
associated action or actions, and ask the
students to do the same actions.
Second listening.
Play the song again and guide the students both
by singing and doing the actions that you have
already taught. This time, ask the students to
just listen and do the actions under your
guidance. Hearing the teacher sing the song
and seeing the teacher do the actions help
students overcome feelings of shyness and lack
of confidence.
Third listening.
This is the stage when students are asked
to sing the song along with the CD or the
teacher line by line. As a teacher, check for
correct intonation of language—not music—
and pronunciation, and do some remedial work
on any problematic intonation or pronunciation.
Fourth listening.
Ask the students to sing the complete song
along with the CD and join in the singing
yourself. Also, ask the students to do the
accompanying actions. My own experience
demonstrates that the final listening can be
carried out a few times, as the students are
eager and interested to sing the whole song
and perform the actions.
Post-Listening:
This stage is generally accepted as the stage
when the teacher moves on from listening
practice to focus on other language skills
such as reading, speaking, and writing.
Listen and Do songs are suitable for
competitions, games, and simple drama
activities. Some suggested examples follow.
you may wish to turn this song into a
competition by assigning points to every
correct pronunciation and action.
Choose two students and call them to the front.
Then give commands randomly related to the
song and reward the quickest correct action
with applause by the class.
The teacher says “knees,” and the students
are expected to touch or point to their knees.
The quickest student to touch or point to his
knees wins a point and is applauded by the
class.
• The same game may be played as a whole
class as well.The teacher randomly gives
commands, and any student to do an incorrect
action is taken out of the game. The last
remaining student is announced as the winner.
• To strengthen students’ speaking skills, the
teacher performs the actions randomly, without
speaking, and asks the students to name the
correct words or the correct commands.
• To foster students’ writing skills, the teacher
sticks a picture, or several pictures, on the board
and asks different students to come up and write
what the picture shows.
For example, I usually put a picture or drawing
of a human body on the board for the song
“Head, Shoulders, Knees, and Toes” and draw
arrows linked to the head, shoulders, knees,
toes, eyes, ears, mouth, and nose.
Next, I teach the structure “I have _____” and
write an example sentence on the board (e.g., “I
have brown eyes”). Then I name an item (e.g.,
ears) and call a student to the board.
The student first has to write the word ears
in the blank line. Then, the student has to
write a sentence using the “I have structure.
(“I have two ears.”)
Post-teaching stage
• The teacher makes sets of cards with a key
word from the song on each (e.g., mouth, head)
and then cuts each card in half, with a part of
the word on each half.
Next, the teacher asks the students to work in
pairs and reconstruct the words by finding and
putting together the two halves correctly. Once
the students finish the activity, the teacher asks
the pairs to show and read aloud the words
that they have reconstructed.
• Alternatively, using the structure “I have
_____,” the teacher writes different sentences
on cards (e.g., “I have two eyes”) and cuts
each sentence into pieces with a word on
each piece. Then, the teacher asks the
students to form small groups and gives
the pieces for a different sentence to each
group.
Next, the teacher asks the groups to construct
a sentence by using the words they have.
Finally, each group is asked to read its
sentence aloud.
Methods for listening and speaking
1-Pre-listening. (Learners' predictions)
2-First listening. (comparing).
3-Pair process-based discussion. (Understanding)
4-Second listening. (Analysis)
5-Guided practice.
6-Free practice.
Follow-up activities
It may be beneficial for the students to sing the
song the next day, or for a number of days
after it is taught. These repetitions of the
song may be termed as long-term follow-ups.
• Prepare a worksheet consisting of the
pictures of the key words from the song
and leave a blank space below each picture
so that students can fill it in with the right word
.
For example, the pictures may be of parts
of the body mentioned in the song. Distribute
the worksheets and ask the students to
complete the task individually in 3–5 minutes.
. Distribute the flashcard sets and ask the
students to listen attentively as you name the
key words that appear on the flashcards. Once
you finish naming all the key words, check for
the correct order of flashcards.
1-Classroom Activity 1
2-Classroom Activity 2
3-Classroom Activity 3
4-Classroom Activity 4
5-Classroom Activity 5
6-Classroom Activity 6
Make a free website with Yola