by Unit 6 » Thu Aug 15, 2013 12:17 pm
In Unit 6 I've learned about active and recorded listening. I use a lot of both listenings in my classes, as I'm convinced that the more variety you put in your lessons, the higher the attention and the more children learn.
In the upper cycle of primary, once a week, we speak about the weekend, things we did, things that happened,...I always start this lesson by telling an anecdote myself, and sometimes I tell them a short story, where they have to guess if it really happened or if it's a false story.
In the beginning of the school year, the stories children tell afterwards are very short and simple, but after the first trimester, the children really got used to listen to each other and to the teacher's story, and you notice the improvement in the complexity in the stories they tell. I think this is an example of active listening where children improve both their listening as their speaking skills.
In Unit 6 I've learned about active and recorded listening. I use a lot of both listenings in my classes, as I'm convinced that the more variety you put in your lessons, the higher the attention and the more children learn.
In the upper cycle of primary, once a week, we speak about the weekend, things we did, things that happened,...I always start this lesson by telling an anecdote myself, and sometimes I tell them a short story, where they have to guess if it really happened or if it's a false story.
In the beginning of the school year, the stories children tell afterwards are very short and simple, but after the first trimester, the children really got used to listen to each other and to the teacher's story, and you notice the improvement in the complexity in the stories they tell. I think this is an example of active listening where children improve both their listening as their speaking skills.
