A couple of weeks ago I taught a class to a very special group of teachers. At the school where I work we have a project (along with the US Department of State) where school teachers have classes there. The intention of such classes is not only teach / review methodology but also improve the teachers’ English fluency through it. They are a wonderful group of teachers, super motivated, hardworking….
The lesson I taught focused on listening skills. How to teach, why to teach, pre-listening activities, authenticity… I had some technical problems, but we had a great class nonetheless. Towards the end of the class, the activity involved splitting the students into smaller groups and assigning them types of activities and have them come up with a listening activity. I was amazed at the results – so many fantastic ideas! So I asked them if I could post them on the blog, and they kindly agreed. So here it is, their ideas (ideas are about what they had at hand, but they can be easily adapted):
• Show & Tell – Listen to a fashion show, learners identify vocabulary related to clothes they hear. Do a general accountability using the board. Then show images of famous people with different kinds of clothes. There should be at least more than 9 images – 20 or more. Then teacher asks SS to draw a grid with the numbers of the images, and the teacher does a bingo (SS draw a bingo grid and choose 9 of the images.) Teacher reads the description of the clothes, students mark them.
• TPR – Teacher chooses a story suitable to the levels of the class in question. Split the students into 2 groups. Assign a part of the story to each group. SS listen to the story. The students have to re-enact the part that was assigned to them.
One of the students is (privately) told to do things wrong. each group acts one part. The other students have to guess/ say who is playing it wrong.
• Another TPR – Have learners listen to the audio. The have them stand in a line. Teacher reads true/false questions about the text. Read the questions out loud – I love it! – and students have to give a step forward if the sentence is true. Possible variation for large classrooms is to have them stand up / sit down as you read the sentences.
• Dictation – Choose a movie – well known to the student – maybe it makes a difference?) elicit things about the movie, what happens, the plot, etc… Think (to yourself!!!) questions about the text…. dictate them. The students should write the questions down. Play the video of the part, have students check their own answers.
• Dictocomp – Read the same text 2 or 3 times. Do it very slowly – do it very slowly the first time, Then read it naturally the next time. The teacher can use images, pictures, anything that might help the students. Then the students are instructed to jolt down the key words of what they listen. Have they write down the story – as close to the original as possible.
I was amazed at the activities they came up with, not only for the activities themselves, but especially for considering the setting they are in. They have huge classrooms – 50, 60 students – many of which barely know how to read and write in their L1 properly. And still, they are willing…they are creative. I bow to them.
I hope you guys find their wonderful ideas useful