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1
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Activity title:
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Exercises for preparations for litsening
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2
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Skill(s):
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CAN understand letters of the English alphabet when heard
CAN understand some simple spoken instructions given in short, simple phrases
CAN understand some simple spoken questions about self - such as name, age, favourite things or daily routine
CAN understand some very simple spoken descriptions of people - such as name, gender, age, mood, appearance or what they are doing
CAN understand some very simple spoken descriptions of everyday objects - such as how many, colour, size or location
CAN understand some very short conversations that use familiar questions and answers
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3
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Level(s):
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Pre A1 Starters
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4
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Exam part:
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Listening
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5
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Aim(s):
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When preparing children for the listening part of the exam, it is important to form the necessary skills in them:
- understand English names by ear, as well as words from the recommended list of words and be able to write them correctly;
- understand the description of people in the picture (what they are wearing, what they are doing, how they look, etc.);
- know prepositions (for example, understand where objects or people are located in the picture);
- be able to write down words spoken by letters and other words (from the recommended list of words) by ear;
- follow the instructions (for example, paint the object in a certain color);
- write numbers, letters and words clearly;
- draw lines clearly.
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6
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Materials needed:
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Pictures, coloured pencils, pens, tape recorder
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7
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Preparation:
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In order to help students with the audio fragment that they are going to hear, it is important to tune them to the right topic, help them with vocabulary, and show predictions about the upcoming audition. This is the essence of the first stage.
How can the teacher prepare for this stage?
Listen to the snippet in advance and try to find answers to these questions for yourself: What is the situation? How many people are speaking? What is the topic? Do you notice any language that students might find challenging (slang, colloquialisms, advanced level vocabulary)?
Check the tutorial for a picture associated with the text. If not, pick up something interesting.
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8
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Procedure:
Step 1. Draw the students' attention to the picture from the textbook, or the one that you picked up.
Ask them questions about the picture, which will help them try to predict what the audio piece is about.
For the same purposes, the teacher can use the title of the audio, or the description of the audio fragment in the textbook. Think about what the audio piece might be about. There are no correct answers at this stage. Accept all student suggestions, write them down on the board (in an online classroom, write ideas in chat or on an online whiteboard).
Learn audio vocabulary unknown to students. Choose only those words that will really help students understand the text, you do not need to take all the unknown words. The assignments will help students prepare for the audition. At this stage, it is necessary to interest the student in the topic of listening, motivate the student to listen to the audio fragment, help with unfamiliar vocabulary important for understanding the fragment, and also resort to the students' experience in this topic. This type of work involves a lot of talking on the part of the student, which makes the process more communicative.
Step 2. While-listening stage This is direct work with audio recording. There should be at least two auditions of an audio fragment with different purposes. We listen in real life for different purposes. By working with listening in the classroom, our goal is to teach students to listen for different purposes in English.
Step 3. Post-Listening Stage This is the last step in working with listening. It consists in bringing into speech and discussing all the issues related to the audio fragment. As a rule, this is a speaking task - discussing the topic of listening, expressing opinions, role-play following the example of listening. At this stage, you can work with the script, understand more vocabulary, and also use parts of the script to present new grammatical material. This stage is very important in order to give students a chance to consolidate what they have learned through listening in speech. As a rule, this is training in the speech of new vocabulary and grammar.
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9
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Variation(s)
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Depends on the age, group and mental abilities of students.
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10
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Reflections
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Reflection of mood and emotional state is advisable at the beginning of the lesson in order to establish emotional contact with the group and at the end of the activity. Cards with images of faces, color image of mood, emotional and artistic design (picture, musical fragment) are used.
Usually, at the end of the lesson, a summary is summarized, a discussion of what they learned and how they worked - i.e. everyone assesses their activity, the efficiency of the class, the fun and usefulness of the chosen forms of work:
... it was interesting…
… it was difficult…
Now I can…
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