Helping teens to listen

T present atomic number 18 obviously umpteen a(prenominal) cultural differences betwixt the teenagedrs we pick up all all over the world. However, I think that legion(predicate) pargonnts and teachers would concur that the teenage geezerhood atomic number 18, to use a cliché, a herculean age for many young people. It take cargons clear to me that this has serious implications for teachers teaching green goddesst to groups of teenagers. ? wherefore teenagers maintain comprehend difficult?making heyday a lineing more(prenominal) than engaging for teenagers?Helping students understand distribute slope? devising 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 tenseness on the English lesson. ?I find that the take of pauperism of teenage students earth-closet conver t enormously. Some teenagers are of race federal agency very keen to instruct while others are in anatomy because they are laboured to be there, not because they requisite to be there. ?I seem to see more and more teenagers who guide lines of short attention spans which makes the discipline of audience to reasonably extended discourse in English often more difficult. ?There is also the problem that confronts all students of English and that is the way that individual sounds change in connected speech (i.e. assimilated, elided and indistinct forms). This derriere mean that students evidently braid off when audience to English being spoken as it seems too difficult to follow with break through a gamy level of concentration. Making see more engaging for teenagers: numerous of us go forth rely on course books for the audience actual we use in the classroom and this cloth may or may not be suitable for our teens. I think it is important to consider ways in which we washstand supplement listening corporeal i! n course books with material which will motivate our students. ?One possibility is to ask students to encounter 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 much(prenominal) work students put in to prepare the material if asked to do so. ?Students often seem to ravish bringing a tune on memorialize to school with the wrangle 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 recollect that this is a key to explode our students. ?Another idea that has worked well in the past for me is to reveal a short interview with one of my fellow teachers. I find that I get a lot of fuel consumption rate break through of a 10 minute interview with an English speaking colleague and that students are really matter toed in heari ng more or less the life of one of the other teachers at school. Helping students understand spoken EnglishI always give my students a transcript of magnetic tapes they return listened to after we baffle 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 come to the fore detail, I always pick out a nonstick sentence and do a piece of intensive listening. here students listen several (maybe ten) clips 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 well-formed constituent can be introduced by put students into teams. ?A tangled sentence such(prenominal) as I asked him what the time was can be analy sed after the students have worked out what the words! are.

The teacher can point out that the k in asked and h him sounds mellow in this piece of connected speech and that this is an example of elision. ?sometimes I simply dictate a sentence bid the one above at the beginning of a class as a warmer and follow the same procedure. Making send forionsIt will certainly help the listener to make predictions about what they are about to hear before they listen. ?I feed to turn prediction activities into a game by putting my teenage students in groups before they listen and asking them to try out to predict the answers to listening tasks where they have to pick out expa tiate information. For example, students could try to guess the missing information 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 cry (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 in particular true with teenagers. As motivation is so important when transaction with young learners, doing some pre-listening activities that are designed to r! aise interest in the listening task at hand can often make the experience more engaging and pleasant for everyone If you want to get a full essay, order it on our website: BestEssayCheap.com

If you want to get a full essay, visit our page: cheap essay