Virgínia Barros • Luísa Barros • M.a José Rodrigues • Vanessa Reis Esteves
O Engaging students to listen away in the classroom…
Engaging studEnts to listEn away in thEclassroom...
Equipa de autoras do projeto start up - inglês, 10.° ano
Virgínia Barros • Luísa Barrosm.a José Rodrigues • Vanessa Reis Esteves
OoR
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O Engaging students to listen away in the classroom…
Virgínia Barros • Luísa Barros • M.a José Rodrigues • Vanessa Reis Esteves
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Virgínia Barros • Luísa Barros • M.a José Rodrigues • Vanessa Reis Esteves 1
O Engaging students to listen away in the classroom…
Engaging students to listen away in the classroom...
aims:• To analyse the challenges of listening in L2.• To experience different types of listening tasks.• To consider different ways of exploiting course book dialogues for listening
purposes.
“To listen fully means to pay close attention to what is being said beneath the words. … Generative listening is the art of developing deeper silences in yourself, so you can slow your mind’s hearing to your ears’ natural speed, and hear beneath the words to their meaning.”
— Peter Senge
Types of listening:
Examples of listening activities:
Intensive
detailgist
listening
listen and repeat
listen and order
complete the gaps
answer questions
choose the correct option
listen and match
true or False
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Virgínia Barros • Luísa Barros • M.a José Rodrigues • Vanessa Reis Esteves2
O Engaging students to listen away in the classroom…
Task 1: Look at the listening exercise and decide what type of listening task is required.
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SIX10_08
C. Listen to the song by Brian Eno and complete the lyrics.
Up on a hill, as the day 1.
With my pencil turning moments into line
High above in the 2. sky
A silent silver plane – it draws a golden chain
One by one, all the stars 3.
As the great winds of the 4. spiral in
Spinning away, like the night sky at Arles
In the million insect storm, the 5. form
On a hill, under a raven sky
I have no 6. exactly what I’ve drawn
Some kind of change, some kind of spinning away
With every single 7. moving further out in time
And now as the pale 8. rides (in the stars)
Her form in my pale blue lines (in the stars)
And there, as the 9. rolls round (in the stars)
I draw, but the lines move 10. (in the stars)
D. Try to rewrite part of the poem filling in the gaps with your own words or the ones suggested below.
Up on a hill, as the day 1.
With my pencil turning moments into line
High above in the 2. sky
A silent silver plane – it draws a golden chain
One by one, all the stars 3.
As the great winds of the 4. spiral in
Spinning away, like the night sky at Arles
In the million insect storm, the 5. form
On a hill, under a raven sky
I have no 6. exactly what I’ve drawn
Some kind of change, some kind of spinning away
With every single 7. moving further out in time
And now as the pale 8. rides (in the stars)
Her form in my pale blue lines (in the stars)
Some suggestions:
universestartend wish
fade awayintention
vanish galaxy
falling starbrilliant
glowsparkle
cometsign
flashymeteor
dark
clue
Wrong way up
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O Engaging students to listen away in the classroom…
Task 2: Look at the listening exercise and decide what type of listening task is required.
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AudioA. The stanzas of the song are all jumbled.
Listen to the song and put them in the right order.
B. Match these titles with each stanza of the lyrics.
a. Filling the silence with noise. c. Criticising society from above.
b. Wanting to be powerful. d. No longer young.
C. Answer the following questions:
1. What do you think the song writer is criticizing in this song? Is he wasting his time?
2. Explain in your own words the meaning of the last stanza.
3. Do you enjoy this type of music? What do singers protest against in general?
4. Give examples of singers or bands that are popular for having alerted people tocertain global issues.
END OF THE WORLD NEWS
So dose me up once is not enough
I can still see the ground
And from this high rise view looking down on you
I’m not the one wasting my time
And now you’re searching for a sign with your name
To define you the king of the game
What will you do when there’s nothing left
For you to earn and for you to learn
You wake up to the sound of alarms and you’re
Driving your fabulous car
Listening to the music that reminds you
You used to be young you used to be young
And every culture has its own magazine
And information takes the place of your dreams
Finding ways to fill up the silence
But it’s all that you need turn on your TV.
Tom McRae (abridged)
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O Engaging students to listen away in the classroom…
Task 3: You are going to listen to a text with the following words. With a partner can you predict what it is about?
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A. Listen to a short excerpt from the BBC Radio News.
1. Answer the following questions. Don’t bother if you didn’t understand the wholeof the report.
a. What’s the piece of news about? c. Who is the personality involved?
b. Where did the event take place? d. What feelings does he express?
2. Fill in the gaps with the right words from the box.
a. corner
b. resign
c. aside
d. time
e. World
f. privilege
g. team
h. coach
i. difficult
j. wearing
David Beckham said it had been an honour and a
1. to have captained England. Of his 95
international appearances, 58 have been 2.
the captain’s armband. In an emotional news
conference he said he felt the 3.
was right to step down after discussing it
with his family. He said it was the most
4. decision of his career.
By his own standards he’s had a poor
5. Cup and even his
trademark free kicks and 6.
kicks have been wayward. Pressure
has been mounting for him to step
7. and his retention as captain has been
linked to his close ties with the 8. , Sven
Goran Eriksson.
But with the Swede now stepping down,
Beckham has felt it time to 9. his
captaincy, but he stressed that he wanted to
continue to play for the 10. and
help the new manager, Steven McClaren, and
the new captain. Steven Gerrard and John
Terry are favourites to take over the
role.
Harry Peart, BBC, Berlin
honour
family
Sven Erikson Steve
Gerrardarmband
World cup
privilege
John Terry
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O Engaging students to listen away in the classroom…
Task 4: Fill in the graphic organiser with your ideas.
Task 5: Read the tape script of the text you have just listened to and complete the KWL chart.
David Beckham said it had been an honour and a privilege to have captained England. Of his 95 international appearances 58 have been wearing the captain’s armband. In an emotional news conference he said he felt the time was right to step down after discussing it with his family. He said it was the most difficult decision of his career.By his own standards he’s had a poor World Cup and even his trademark free kicks and corner kicks have been wayward. Pressure has been mounting for him to step aside and his retention as captain has been linked to his close ties with the coach, Sven Goran Eriksson.But with the Swede now stepping down, Beckham has felt it time to resign his captaincy, but he stressed that he wanted to continue to play for the team and help the new manager Steve McClaren and the new captain. Steve Gerrard and John Terry are favourites to take over the role.
Sixteen, Teacher’s Resource File : 82
K (already know)
(3-5 words)
W (want to learn)
(3-5 words)
L (look forward to using)
(3-5 words)
Words I love Words I don’t like
our predictions… The text
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O Engaging students to listen away in the classroom…
Task 6: Running Dictation
• Get the pps into pairs (or small groups, depending on the size of the class).
• In each pair, one person starts as the runner, the other is the writer.
• When the teacher gives the signal, the runner goes over to one of the texts, reads it, tries to memorise it, and runs back to his/her partner.
• The runner then dictates it to the writer, who writes it down. (The runner can go back to the text as many times as he/she wants.)
• The runner and writer change roles, and do the next text, and so on, changing roles each time, until all five texts have been written down.
• The winners are the pair who wrote the five texts down with no mistakes in the shortest time.
12
3
43202
does it influenceteens’ behaviour?
LE
AD
-IN 1. How many minutes/hours a day do you spend
listening to music?
2. What kind of music do you usually listen to?
3. What are the effects of that type of music onyou? Choose one of the alternatives below:a. makes me relax and feel good with the worldb. gives me spiritual comfortc. makes me forget all my problems for a whiled. excites me and gives me energy for the whole daye. entertains me when I’m doing something boringf. inspires me while I work or relax
Music:
45
On average, American youths listen to music and watch music videos four to five
hours a day, which is more time than they spend with their friends outside school or
watching television.
“Music matters to adolescents, and they cannot be understood without a serious
consideration of how it fits into their lives,” the authors say. “Music alters and intensifies
their moods, furnishes much of their slang, dominates their conversations and provides
the ambience at their social gatherings. Music styles define the crowds and cliques they
run in. Music personalities provide models for how they act and dress.” Music also
appears to alter study habits and damage eardrums.
Many scholars have viewed television as the central media influence on adolescents,
but adolescents devote more time and intensity to music.
They use music most to control mood and enhance emotional states. “Music can make
a good mood better and allow us to escape or ‘work through’ a bad one. In one study, a
heavy metal devotee reported that he loved the music because it put him in a ‘good
mood,’ by which is meant a mood conducive to smashing mailboxes with bricks.
Adolescents also use music to gain information about the adult world, to withdraw
from social contact (such as using a Walkman as a barrier, not unlike an adult hiding
behind a newspaper at the breakfast table), to facilitate friendships and social settings,
or to help them create a personal identity.
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O Engaging students to listen away in the classroom…
Task 7: Live Listening: Listen to the news reader and when you hear a mistake shout “Oops”. Then correct it and fill in the correct answer in the exercise below.
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VOCABULARY
A. Look at the pictures and choose the best alternative in the context.
B. Listen to the CD and check your work.
ASTRONAUT CLOTHING
Astronauts wear different 1. items / pieces of clothing.They wear different clothes fordifferent jobs.The crew wears a suit during 2. lunch / launch and landing. It is called a‘pumpkin suit’ because it is a bright 3. orange / purple suit. The suit’s real name is theAdvanced Crew Escape Suit. It holds a lot of 4. balls / tools. One of them is a smoke flare. Itcan be used as a 5. signal / map if the crew gets lost when they return to Earth from space.The suit also has lights, a mirror and a 6. radio / camera to signal for help and a parachute.Alife raft and other tools are 7. excluded / included in case they land in water.
Astronauts wear shorts and T-shirts to 8. organise / exercise.They wear special suits whenthey leave the 9. plane / shuttle or space station to work in space.The suits protect them.Under these special suits, the astronauts wear space 10. underwear / kitchenware. It is a one-piece suit with long sleeves and legs. Small tubes run all through the suit. 11. Oxygen / Wateris pumped through these tubes to keep the astronauts cool.Their hat is called a Snoopycap. Astronauts wear it under their helmets. It has a built-in headphone and 12. saxophone /microphone. Astronauts use the cap to talk to each other and Mission Control.
NASA homepage
Parachute
Emergencydrinking water
Sea dyemarker
Bailingpump
Bailingcup Sea
anchor
CarabinerLife preserver
unit (LPU)
Survival radio
Motionsickness
pills
Signal mirror
Exposure mitten
Knife / Cutter
Chemicallights
Penguinflare kit
Day/Night flareand smoke signal
Strobe light
Exposure mitten
Search and rescue satelliteaided tracking (SARSAT)
One-person life raft
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Confidence
Scaffold
Funlistening
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O Engaging students to listen away in the classroom…
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