How To Teach Listening Skills For Starters-Movers-Flyers
How To Teach Listening Skills For Starters-Movers-Flyers
How To Teach Listening Skills For Starters-Movers-Flyers
I. INTRODUCTION
1. What are the objectives of teaching listening skill?
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➢ Pre-activity 1
Aim: To practice the names that may appear.
Materials: Sheets of paper or notebooks
➢ While-activity
• Ask students to turn to SB. Look at the picture together and get students
to read the names written at the top and bottom of the picture.
Procedure: Prepare magazine pictures of different-looking people for
• Play the recording and pause it after the example. Go through the
students. Students work in pairs and take turns to describe a random person
example with the class, making sure they understand what they need to
to other students to guess.
do.
• Play the rest of the recording. Students draw a line from the names to
the appropriate people in the picture.
• Let students listen to the recording again.
• Check answers by writing the names on the board, and have the
students write the description to the person that they chose.
Procedure
➢ Put students into pairs.
➢ Give student A a copy of Card A from the worksheet, and student B a
copy of Card B.
➢ Pre-activity ➢ They take it in turns to ask each other questions so they can fill in their
Aim: To practice listening for and writing information (i.e. names and form.
numbers). E.g: What time is the tennis lesson?
➢ Go round helping where necessary.
➢ Students then compare the completed information exchange forms to
check their answers.
4|How to teach listening skills by Ms. Phuong Ha
➢ While-activity
• Ask students to turn to SB. Look at the form together and get students to
think about what kind of information is missing.
• Play the recording and pause it after the example. Go through the
example with the class, making sure they understand what they need to
do.
• Play the rest of the recording. Students listen and fill in the missing words
on the form.
• Let students listen to the recording again.
• Check answers by giving two options for each number on the board. Have
the student choose the correct answer that they heard. The wrong answer
should be the false information that is also mentioned in the dialogue. • Students each take turns choosing from the word cards and take turns
spelling these to their partner.
Materials:
➢ Post-activity:
Aim: To practice the alphabet and spelling.
Procedure
• For this part of the Listening Exam, students need to be confident
about the names of the letters of the alphabet. Choose words from
the FLYERS WORD LISTS to fill in the game cards.
• Give out a copy of the board game to each pair of students.
➢ Pre-activity
Aim: To practice identifying vocabulary from pictures.
Materials:
Procedure
• Write the following names on the board: Betty, David, Emma, Robert, Sarah,
and Michael.
➢ Pre-activity
Aim: To practice grouping sets of vocabulary.
Materials:
➢ Post-activity:
Aim: To practice listening for details
Procedure:
• For each question in Part 4, prepare a sub-question with 3 multiple
choices.
• Put students into pairs. • Replay the dialogues, ask the students to listen, and choose the
• Give each pair a set of cut-up picture cards from the worksheet. correct answer.
• Students work together to sort the picture cards into lexical sets of three.
Check answers. In their pairs, they take turns naming the objects or
actions depicted in each card.
• Ask them to write a description of each card to test spelling. Go round
checking their answers.
➢ While-activity
Ask students to turn to SB. Look at the five questions together and get
students to think about what differences they can see in each set of
pictures.
Play the recording and pause it after the example. Go through the
example with the class, making sure they understand what they
need to do.
Procedure:
• Give the student a picture with familiar-colored objects.
• Have the students work individually, read the description in exercise 1 and
write the color next to it.
• Then, have the students read the description in exercise 2 and color the
other objects in the picture.
➢ While-activity
• Ask students to turn to SB. Look at the picture with the class and ask
them to name items and actions in the picture. Explain that they will listen
to instructions in the form of a conversation between an adult and a child.
• Play the recording and pause it after the example. Go through the
➢ Pre-activity example with the class. Make sure students understand that they will
Aim: To review colors and vocabularies. need to color three things in the picture and write one word.
• Play the rest of the recording. Students listen and follow the instructions.
• Let students listen to the recording again.
10 | H o w t o t e a c h l i s t e n i n g s k i l l s b y M s . P h u o n g H a
• Check answers by writing the colors on the board, (the teacher should
include one false color that is also mentioned in the tape), and have some
students write the description of the object or person on the board next
to the color that they heard.
• When it comes to writing, give out two confusing options and have the
students choose the one that they heard.
Procedure
• Put students into pairs.
➢ Post-activity: • Give each student a copy of either Picture A or Picture B on the worksheet.
Aim: To practice giving and following instructions for coloring and writing. Student A colors three things in picture A and then writes something.
Materials: Student B does the same for picture B. Give them five minutes to do this.
• They now take turns giving their partner instructions on what to color and
write. It is important that they do not show their partners their pictures
so this activity is best done with students sitting back-to-back.
• When they have finished, they compare their pictures to check that they
look the same.
11 | H o w t o t e a c h l i s t e n i n g s k i l l s b y M s . P h u o n g H a