Teaching Listening to Young Learners

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1 Teaching Listening to Young Learners
Christina A. / Ivena M. A. / Paulin K. G. /

2 refers to something that happens without effort.
Listening vs. Hearing Hearing refers to something that happens without effort. You can hear something even when you do not want to hear and not trying to hear it. Listening means paying attention to the words that are being spoken with the intention of understanding. Learners have to be able to understand the main idea of what is said. What is listening?

3 What is listening? Listening vs. Hearing HEARING LISTENING LISTENING
BUT LISTENING HEARING In order to be able to listen in class, children need to be able to hear. What is listening?

4 What Children Listen to
Indoor people talking, a television, a vacuum cleaner Outdoor a fire engine, an ambulance Enjoy listening to songs and stories What is listening?

5 Listening as One of the 4 Language Skills
READING WRITING LISTENING SPEAKING Listening & Speaking are oral skills Reading & Writing are written skills Based on to their skills and direction, Listening & Reading are RECEPTIVE skills while Speaking & Writing are PRODUCTIVE skills. What is listening?

6 What is listening? Listening as One of the 4 Language Skills
“Listening is a passive activity for children.” it’s not true. Learners can & should be actively engaged in listening tasks & activities. What is listening?

7 Listening as a Foundation for Other Skills
SPEAKING LISTENING READING Prepares children for WRITING What is listening?

8 Background to the Teaching of Listening
Learning Channels Source: Background to the Teaching of Listening

9 Background to the Teaching of Listening
AUDITORY CHILDREN VISUAL CHILDREN TACTILE CHILDREN INPUTS: Songs, chants, poems, stories read aloud, environmental sounds( rain, cars, trucks, animals, vacuum cleaners, computer’s printers, people walking) INPUTS: Pictures such as drawings, sketches, photograph, paintings, posters, murals, diagrams. INPUTS: Real life objects that children can touch as well as toys and puppets (it is important to make sure that the child can actually touch the objects and not just look at them) Background to the Teaching of Listening

10 Background to the Teaching of Listening
There are different kinds of children characterization in listening activity, So what should teachers do to create a good atmosphere in the classroom? Background to the Teaching of Listening

11 The Development of Listening Skills
ESL STUDENTS EFL STUDENTS LEARNING ENGLISH AS A FIRST LANGUAGE The Development of Listening Skills

12 The Development of Listening Skills
For adults For children The Development of Listening Skills

13 The Development of Listening Skills
How important teaching children to listen You need to hear a word before you can say it You need to say a word before you can read it You need to read a word before you write it The Development of Listening Skills

14 HOW IT PREPARES FOR READING
SKILLS HOW IT PREPARES FOR READING Listens to and follows instructions such as Take out your pencil and your green activity book. Prepares children for variety of academic tasks Can follow an oral sequence of events such as Lucy went to the refrigerator and took out some milk. Prepares children to comprehend stories Can listen attentively to stories Can comprehend a story that has been read and/or told Can discriminate between sound such as /b/ and /p/ Prepares children to decode words/ Help to prepare children for phonics instruction Can identify rhyming sounds Can segment (or separate) words into syllables such as ap-ple or din-ner

15 The Development of Listening Skills
Listening Skills to Prepare Children to Read AS A FOUNDATION FOR READING, WE NEED TO DEVELOP CHILDREN’S LISTENING COMPREHENSION AND LISTENING CAPACITY Open page 28 The Development of Listening Skills

16 The Development of Listening Skills
By developing listening skills that focus on phonological awareness, that can help children in participating in phonics instruction and help them to decode and read words. The Development of Listening Skills

17 The Development of Listening Skills
Auditory Patterns Is an ability to determine similarities and differences in pattern of sound. Reading is about patterns. Detecting the auditory or phonological patterns that occur in language will better prepare children for the visual patterns that occur in English-language words. Learning to recognize rhyming words will be better to decode and read words in a similar pattern. Rhyme The Development of Listening Skills

18 Total Physical Response (TPR) Activities
The teacher gives an oral command while she/he demonstrates it. Children or young learners can listen and follow simple commands Classroom Techniques & Activities

19 Total Physical Response (TPR) Activities
It utilizes the auditory, visual, and tactile learning channels It helps to teach children to follow direction and listen attentively-two important skills for academic success. In keeping with developmentally appropriate notions or thoughts, children are allowed to listen and then choose when they feel comfortable to start speaking. It can easily adapted in many different ways for young learners. SEVERAL POSITIVE ASPECTS OF TPR Classroom Techniques & Activities

20 Total Physical Response (TPR) Activities
WHAT TEACHERS SHOULD CONSIDER WHILE USING TPR ACTIVITY: The complexity of the language being used (VOCABULARY AND WORD DICTION) Making sure the grammar is clear and easily to be understood by young learners Classroom Techniques & Activities

21 Classroom Techniques & Activities
TPR Songs & Finger Play Source: Classroom Techniques & Activities

22 Classroom Techniques & Activities
TPR Storytelling Source: Classroom Techniques & Activities

23 Classroom Techniques & Activities
TPR Yes/No Cards To measure children’s listening capacity easily. How to make Yes/No cards? The use of Yes/No cards is more effective than oral answering. Why? This technique is good for teaching children who haven’t posses literacy skills. Some tips. Another advantage to using yes/no cards is that the adjustment to instruction can take place instantaneously. Classroom Techniques & Activities

24 Classroom Techniques & Activities
TPR Drawing Children enjoy doing TPR drawing instruction. All of the children can be given the same instructions but should be given latitude in how they carry out the instructions E.g.: Draw a circle Draw two eyes. The eyes color can be any color you want. Draw some hair. Make it long or short. Classroom Techniques & Activities

25 Classroom Techniques & Activities
Syllable Clapping To make the children become more aware of auditory patterns that occur in language. One way to help children to learn syllables. This is useful for tactile learners as well as auditory learners. To make this more accessible to visual learners we can provide pictures of the words being clapped. Classroom Techniques & Activities

26 Classroom Techniques & Activities
Source: Classroom Techniques & Activities

27 Syllable Clapping

28 Rhyming Word Activities Classroom Techniques & Activities
Rhymes are useful in the forms of finger plays and songs but not completely accessible for children. The words used are sometimes uncommon and not used in frequent communication For native English speakers that may be easy but not for non-native speakers. Classroom Techniques & Activities

29 Classroom Techniques & Activities
Source: Classroom Techniques & Activities

30 Word Rhyme

31 Classroom Techniques & Activities
Minimal Pairs In order to discern of figure out auditory patterns, children must be aware of similarities and differences in words. One way to practice minimal pair distinction is to have your learners listen to 2 words and tell whether they are the same of different by using yes/no cards. Use picture cards to make the minimal pairs practice more meaningful. Classroom Techniques & Activities

32 Classroom Techniques & Activities
Source: Classroom Techniques & Activities

33 Minimal Pairs

34 Listening in the Classroom
Most children course books include listening activities where children listen and do something. See example 7. If the activities from the course book are completed, teacher can give several other activities such as drawing. Listening activities can be collaborated with other with other skills activities, such as reading and even writing, as long as the children have literacy skills. Listening in the Classroom

35 Conclusion Listening is different from hearing
Listening skill can be linked to other skills Young children can be actively engaged in a language class even without speaking. Conclusion

36 Teaching Speaking to Young Learners
Christina A. / Ivena M. A. / Paulin K. G. /

37 Play is a vital and important aspect of a child’s development and language is a part of that play.
Experiment and play with the utterances → Integrate words and structures into their real and imaginary play. It’s important for both first and second language development. What is speaking?

38 Environment also contribute to children’s language development.
Children learn the power of spoken words and that encourage them to develop their spoken language skills. Children also learn that words can be used as a form of entertainment. Children practices conversation and language with role play. What is speaking?

39 What is speaking?

40 Background to the Teaching of Speaking
Speaking is equally important in children’s overall language development. Children spend quite a lot of time for developing their speaking skills. Many of the songs and finger-plays that children learn to say contain language that is repetitive and it usually lend children to pantomime and TPR-style activities. Background to the Teaching of Speaking

41 Background to the Teaching of Speaking
Source: Background to the Teaching of Speaking

42 Background to the Teaching of Speaking
We use repetition and pantomime so that children can memorize and understand the words easily. Children can make up their own verses or versions of songs and finger-plays known as innovations. (see page 48) Background to the Teaching of Speaking

43 The Development of Speaking Skills
Children always find difficulties when they develop their speaking skills. The major difficulties are in their articulation. Avoid unrealistic expectation Mean length of utterances Pronunciation and young learners Overgeneralization of errors The Development of Speaking Skills

44 Classroom technique and activities
Audiolingual method (ALM) Drill 1 = for children who have learned English and over the age of eight Drill 2 = for young learners Dialogues by using role play Classroom technique and activities

45 Classroom technique and activities
Using puppets Classroom technique and activities

46 Classroom technique and activities
E. Fishbowl technique Classroom technique and activities

47 Communicative Language Teaching (CLT)
Role play Games concentration Classroom technique and activities

48 Classroom technique and activities
C. Talking and Writing Box Classroom technique and activities

49 Classroom technique and activities

50 Classroom technique and activities
D. Teaching pronunciation Using Rhymes, poems, and chants Classroom technique and activities

51 Classroom technique and activities
Tongue twister Sally sells seashells at the seashore If Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers that Peter Pipper picked? Classroom technique and activities

52 Classroom technique and activities
E. Error correction teacher have to be very careful not to embarrass the children, but just provide a model that the children can copy Classroom technique and activities

53 Managing speaking activities
Managing the noise level Ask children to raise their hands Use fishbowl technique Managing speaking activities

54 Speaking in the classroom
Children can take turn asking and answer in pair Create picture card Speaking in the classroom

55