Helping teens to listen

There atomic number 18 obviously many a(prenominal) cultural differences betwixt the teenagedrs we pick up all over the world. However, I think that many pargonnts and teachers would concur that the teenage years atomic number 18, to use a cliché, a difficult age for many young people. It take cares clear to me that this has serious implications for teachers teaching slope to groups of teenagers.

? wherefore teenagers find comprehend difficult?making rush a lineing more than engaging for teenagers?Helping students understand communicate English?Making 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 focus on the English lesson.

?I find that the level of motivation of teenage students earth-closet convert enormously. Some teenagers are of course very keen to instruct while others are in class because they are laboured to be there, not because they want 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 weak forms). This derriere mean that students evidently braid off when listening to English being spoken as it seems too difficult to follow with break through a gamy level of concentration.

Making listening more engaging for teenagers: numerous of us go forth rely on course books for the listening 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 can supplement listening material in course books with material which will motivate our students.

?One possibility is to ask students to learn 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 work students put in to prepare the material if asked to do so.

?Students often seem to enjoy bringing a song 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 activity imposed on them by the teacher. I believe that this is a key to actuate our students.

?Another idea that has worked well in the past for me is to learn a short interview with one of my fellow teachers. I find that I get a lot of milage out of a 10 minute interview with an English speaking colleague and that students are really interested in hearing about the life of one of the other teachers at school.

Helping students understand spoken EnglishI always give my students a transcript of tapes they have listened to after we have 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 between 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 slippery sentence and do a piece of intensive listening. here students listen several (maybe ten) times 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 putting students into teams.

?A tangled sentence such 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 disappear in this piece of connected speech and that this is an example of elision.

?Sometimes I simply dictate a sentence like the one above at the beginning of a class as a warmer and follow the same procedure.

Making predictionsIt will certainly help the listener to make predictions about what they are about to hear before they listen.

?I establish to turn prediction activities into a game by putting my teenage students in groups before they listen and asking them to try to predict the answers to listening tasks where they have to pick out detailed 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 made 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 phone (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 especially 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 listening task at hand can often make the experience more engaging and enjoyable for everyone

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