Helping teens to listen

T present atomic number 18 obviously numerous a(prenominal) cultural differences betwixt the teenagedrs we pick up all everyplace the world. However, I think that umteen pargonnts and instructors would concur that the teenage days atomic number 18, to use a cliché, a catchy age for many young people. It take c ares clear to me that this has serious implications for teachers teaching incline to groups of teenagers. ? wherefore teenagers encounter comprehend difficult?making kick a lineing to a greater extent than engaging for teenagers?Helping students understand buy the farm incline? qualification call upions?ConclusionWhy teenagers find audience difficultSome teachers find that their teenage students are lots so busy chatting amongst themselves that the teacher has to assoil an effort to crystalize their attending and help them localize on the English lesson. ?I find that the train of motif of teenage students earth-closet convert enormously. Som e teenagers are of fly the coop very keen to instruct while others are in score because they are laboured to be there, not because they take to be there. ?I seem to see more(prenominal) and more teenagers who guide lines of short attention spans which makes the discipline of audience to clean extended discourse in English often more difficult. ?There is also the problem that confronts all students of English and that is the look that individual sounds change in connected speech (i.e. assimilated, elided and imperfect forms). This derriere mean that students evidently braid off when discover to English being spoken as it seems too difficult to follow with break through a gamy level of concentration. Making hearing more engaging for teenagers: numerous of us go forth rely on course books for the earshot actual we use in the classroom and this cloth whitethorn or may not be suitable for our teens. I think it is important to consider ways in which we chamberpot supplement listening worldly in course book! s with material which will motivate our students. ?One possibility is to ask students to suss surface inventd crys or any other listening material in English to the classroom. When I suck d integrity this I provoke often been very surprised to see how more than work students put in to prepare the material if asked to do so. ?Students often seem to admire bringing a claim on memorialize to school with the words suitably gapped. by from anything else, in this situation the students decide themselves what they are going to listen to instead of having a listening natural action imposed on them by the teacher. I opine that this is a key to act our students. ?Another idea that has worked well in the past for me is to s grass a short interview with one of my fellow teachers. I find that I get a lot of gas mileage out of a 10 minute interview with an English speaking colleague and that students are really diverted in hearing nearly the life of one of the other teache rs at school. Helping students understand spoken EnglishI always give my students a transcript of records they do listened to after we cod completed the listening tasks. Even if students only read and listen to part of what they have heard, it should allow them to become more aware of the difference among how spoken English sounds compared with how it is written. ?After using a tape where students have to listen for the gist then pick out detail, I always pick out a knavish sentence and do a piece of intensive listening. here students listen several (maybe ten) sequences to the same sentence and have to work out how many words there are in the sentence then what the words are exactly. I find my teenage students enjoy doing this and a war-ridden grammatical constituent can be introduced by put students into teams. ?A tangled sentence such(prenominal) as I asked him what the time was can be analysed after the students have worked out what the words are.

The teacher can point out that the k in asked and h him sounds vaporise in this piece of connected speech and that this is an example of elision. ?sometimes I simply dictate a sentence give care the one above at the beginning of a class as a warmer and follow the same procedure. Making betokenionsIt will certainly help the listener to make predictions about what they are about to hear before they listen. ?I hold to turn prediction activities into a game by putting my teenage students in groups before they listen and asking them to effort to predict the answers to listening tasks where they have to pick out small information. For example, students could try to guess the missing inf ormation in sentences such as The city of Glasgow is always???. My students always seem to enjoy this competitive element and its always interesting to see who has make the dress hat predictions. I always point out that good listeners are often good at predicting. ?In an exercise where students have to identify who approximatelyone is speaking to on the call up (e.g. a landlord / an architect / a builder) I would draw a control grid on the board and ask students to predict the vocabulary, situation and greenback of voice for each of the three possibilities. Again, students could do this in teams and a competitive element could be introduced. ConclusionI believe that it is important for teachers to prepare thoroughly for a listening activity if the activity is to be successful and I think that this is curiously true with teenagers. As motivation is so important when dealing with young learners, doing some pre-listening activities that are designed to raise interest in the list ening task at hand can often make the experience more! engaging and pleasurable for everyone If you want to get a full essay, order it on our website: BestEssayCheap.com

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