Open pairs
As a way of demonstrating an activity, ask a pair of good students to do the activity, e.g., question and answer.
Prompting When students have had practice of listen and repeat, or reading out sentences in pairwork, ask students to close their books and give them just a prompt to the production of the target items, e.g.:
T:
Meaningless drills
Italy
Ss: He was born in Italy. T: 1700 Ss: He was born in 1700.
The name makes it sound like the activity is useless, but it indicates that students don’t have to worry about meaning to complete the sentence. All they have to do (and it is quite a task in a foreign language) is identify the part of speech of the changed item, e.g.: T: The man was born in Italy in 1700. Ss: The man was born in Italy in 1700. T: He Ss: He was born in Italy in 1700. T: died Ss: He died in Italy in 1700. T: France. Ss: He died in France in 1700. T: 1960 Ss: He died in France in 1960.
As a slight extension, you can give prompts which require additional words or charge of form, e.g.:
T: move Ss: He moved to France in 1960. T: not Ss: He didn’t move to France in 1960.
A word of warning: These drills are not easy to make up on the spot. Write some prompts while you are planning your lesson to make sure all the prompts work with the emerging sentence or question.
Meaningful drills
As the name implies, this time students must think about the meaning of the prompt word or words in order to be able to produce the correct response, e.g.: T: I got some food from the supermarket.
Ss: I got some food from the supermarket.
T: petrol Ss: I got some petrol from the garage. T: money Ss: I got some money from the cash machine.
T: maps Ss: I got some maps from the tourist information centre.
Clearly, the target items in a meaningful drill must all be ones which you think the students should know, ideally because they have just been studying the words.
8
Listening
Make students aware of the listening activities they will need for the world of studying
Students coming from an EFL background will be familiar with conversations as the main listening comprehension texts and models for listening practice. This is sometimes called two-way listening. In many ways, speaking is as important as listening in this case, and meaning is, to some extent, negotiated between the speaker and the listener, because the listener can interrupt, double-check meaning, show lack of comprehension, etc. In Moving into, students practise two-way listening, but the majority of listening lessons are based on one-way listening, such as a talk or a radio programme, in which the listeners cannot take an active part. This type of listening is much more common in academic study, so students must acquire some new listening skills:
• listening to short presentations or talks, often with slides
• listening to podcasts, with notes from the website • listening to seminars, discussions and meetings
Always give a context for listening
In real life, we generally know who we are listening to, the context and the purpose. Before each listening activity, the rubrics and realia on the page will provide the background. It’s a good idea to exploit these fully and check that students understand the context before you play the recording. This will also help students to ‘activate schemata’ or bring forward any knowledge they may already have about the context and topic. Finally, if students are fully aware of the context, it will help them to predict the flow of speech, perhaps the most important listening skill of all.
Encourage students to ‘grab’ information from the first playing of the recording
In real life, we rarely have the opportunity to replay, or listen again to a conversation or talk. Even if it is possible to record and replay, for example a lecture, there is only a limited amount of time available for re-listening. Students need to learn, therefore, to get as much information as they can from one listening only. This will probably be a new approach for them, as in the traditional EFL classroom, passages are often played two or three times before the answers are elicited. Here is a suggested procedure:
• After carefully setting the context and the activity, play the recording.
• Students complete the activity individually while listening.
• After the first listening, allow students to compare answers in pairs.
• Elicit answers.
• Ask students to self-evaluate how much information they got from this one listening.
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