Put your students in teams and have them sit together. You can start off with easy clues and slow speech but then progressively choose more difficult words and speak more quickly so the students really have to concentrate. You can give the description sentence by sentence, encouraging the students to guess each time, until one group wins. Then each team discusses what they think it is before giving an answer. It has a really long nose” – answer: elephant). “This is an animal which lives in Africa and Asia loves taking baths. Then everyone sits and listens carefully to the teacher for a description of something or someone (e.g. Points are awarded: 2 points for a perfect sentence, 1 point for nearly perfect and a bonus point if the team finished first and got the sentence right. The student at the end either writes the correct sentence on the board or says the sentence to the teacher (depending on the level of the class). Then the students come back and whisper the sentence to the next S, who in turn whispers it to the next, and so on down the line. “Tonight it is going to rain and tomorrow it is going to be sunny”). Take two students from the front of each line outside the classroom and whisper a sentence to them (e.g. Make two teams and have each stand in a line (parallel with each other). Next to the gate was a zebra (touch) and in the pond was a hippo (touch …), etc, etc.”. One day he was surprised to see lots of new animals on his farm. For example, if students have learned lots of animal vocab the story could start “Once upon a time there was a farmer who had some cows (touch), sheep (touch) and pigs (touch). Make up a story and incorporate all of the flashcard pictures … as you say the flashcard word the student nearest that card must touch it. Scatter a lot of flashcards that students have already leaned around the room and have the students sit on floor. Finally, have students work in pairs – one blindfolded and one giving directions. “Go forward 3 steps, turn right, go forward 5 steps, now go backwards 2 steps, turn left, etc.). Then place a blindfold on a student and direct him/her around the room to eventually pick up a flashcard or object (e.g. Teach: go forward, go backwards, (3) steps, turn right / left. The teacher should also draw so he/she can compare with the students’ pictures at the end. It is fun to make silly words (draw a small elephant). The teacher says an adjective / noun combination and the students have to draw it (e.g draw a long snake, draw a big house, etc.). This really helps you to see if the students are understanding and they will often ask questions if they don’t understand (because they’ll be so keen to draw the picture!)Īfter teaching various adjectives (big, small, long, short, tall, high, low, etc.) give each S a piece of paper. This can be done individually or in small groups on larger paper. You can help them by explaining which scene to draw. The teacher reads or makes up a story and as the students listen they draw the different scenes. Below are some fun and interactive ways to provide listening practice in your lessons. Of course, having regular listenings in class is great but we can also combine this with listening to the teacher and fellow students. Listening is a really important skill and there are lots of activities we can do in class to help develop this ability which do not require a formal listening practice set up (CDs, videos, etc.). Listening practice activities to use in your ESL Kids Classes which do not require CDs.
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