![]() No one spoke a word, because they wanted to listen carefully to what the president was saying. The Amadus watched the telecast intently. On 1 October 2007, Nigerians were anxious to listen to the president’s National Day broadcast. What kinds of texts do your students listen to in English apart from your explanations or question-answer sessions in the class? This encouraged her to organise club activities such as debates, which her students now participated in with greater enthusiasm.ĭo your students face similar problems in understanding instructions or taking part in activities that involve listening and speaking in English? Are the causes similar to those that Mrs Obi identified? At the end of several rounds of such classes, she realised that the students’ listening skills had improved dramatically. By discussing their problems in listening, Mrs Obi managed to make them conscious and aware of the need to listen more carefully and with focus. She prompted them to say which parts they did not understand, and whether it was because the teacher had used unfamiliar words or read very fast, or they could not understand instructions easily. At the end of each game, she organised a feedback session in which students were encouraged to describe why they had won or lost a particular game. She awarded marks to the group that responded correctly, to make the activity more interesting. In her next few classes, she devised a few language games that required her students to listen and respond to questions posed by the other groups. ![]() Mrs Obi therefore decided to help her students develop their listening comprehension skills. She observed that this inability was because of poor listening skills. In the course of her preparation, she noted that her students could not respond to the points raised by their opponents. Mrs Obi was recently asked to prepare her students for an inter-school debating competition. Mrs Julie Obi is an English teacher in a JSS and is in charge of Clubs and Societies. Helping students understand the main ideas of a debate, andĮxposing students to public announcements. Having students interpret information from a public lecture, Upon completion of this unit you will be able to teach effective listening by: The first two activities deal with academic English (lecture and debate) and the third gives students practice in understanding public announcements. ![]() This unit contains three activities that you can use to develop your students’ skills in listening effectively to longer stretches of spoken English. Some students find it difficult to process information over a longer period, while others have poor comprehension skills. ![]() Sometimes the topic does not interest them at other times they may find it difficult to understand what is being said. As a JSS English teacher, however, you will probably agree that students rarely have the patience for or interest in listening to a lecture for a long period. Some schools have morning assembly speeches, headteacher’s speeches on various occasions, speeches by important visitors to the school and so on. In fact, a formal speech is one of the most common forms of English discourse that students are exposed to. For students to be able to comprehend English discourse (i.e., longer chunks of speech on a particular topic), they need to take part in occasions and events involving public speaking.Īt the JSS level, students have frequent opportunities to listen to speeches in English. At higher secondary level and beyond, students are expected to attend co-curricular sessions involving lectures, speeches, debates and public announcements. Effective oral communication includes the ability to understand a message and also respond to it appropriately, in both private and public contexts. ![]()
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