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Learning to Listen JoAnn Miller, Macmillan Publishers Activities Space and Time: [Any level—can be done in Spanish for beginners] 1. Close your eyes and try to feel where you are just by listening. How big is the room? How many people are in the room? How many people are sitting within touching distance? And…how do you know? How does your listening tell you. 2. How does your listening change depending on the place. Bring photos of different situations. Ask: what would you be listening to in each situation? How would you listen? Carefully? Paying attention closely? Distracted? Silence [Any level] Begin class (or stop during class, or if the students get rowdy) and ask for two minutes of silence. Do it also before exams so students can focus. Mixer [Low Intermediate +] 1. Have students listen to the sounds around them for a minute. 2. Then they write down the sounds they heard. 3. They think about them and organize them into a logical sequence. 4. Then they write (create) a story. 5. They communicate their story by telling it to the class or a group. Savoring [1 and 2: any level; 3-Low Intermediate +] 1. Bring different sound effects to class. Play them and ask students to identify them. (See bibliography). 2. Have students record different sounds (on their phones) at their houses or on the way to school. Other students try to guess what the sound is. 3. Ask students to go the FreeSFX site mentioned in the bibliography. In groups they download various sounds and combine them into a story. They play it to the class, who then try to tell the story (either orally or written). Listening Positions [Intermediate +] After discussing the three pairs of listening positions (active vs. passive), critical vs. empathetic, reductive vs. expansive), give them a topic to talk about. They start the conversation with one of the six possible positions (e.g., they start being very empathetic), then when you yell “switch” they change to the opposite position (e.g., in this case critical). Do the activity two more times, either with the same conversation topic or another one, so students can practice all three pairs of positions. RASA [Any level] After discussing RASA and eliciting ways to express each step of a conversation (R-Receive, A- Appreciate, S-Summarize, and A-Ask), ask students to talk about experiences they have had (topic depending on student level). They have to do all four steps RASA as they listen to their partner tell about the experience.

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Page 1: Learning to Listen JoAnn Miller, Macmillan Publishers Activitiesefltasks.org/public/files/176a4294bd8d225b3fbd8138ecb... · 2018. 1. 14. · Listening Positions [Intermediate +] After

Learning to Listen JoAnn Miller, Macmillan Publishers

Activities

SpaceandTime:[Anylevel—canbedoneinSpanishforbeginners]1.Closeyoureyesandtrytofeelwhereyouarejustbylistening.Howbigistheroom?Howmanypeopleareintheroom?Howmanypeoplearesittingwithintouchingdistance?And…howdoyouknow?Howdoesyourlisteningtellyou.2.Howdoesyourlisteningchangedependingontheplace.Bringphotosofdifferentsituations.Ask:whatwouldyoubelisteningtoineachsituation?Howwouldyoulisten?Carefully?Payingattentionclosely?Distracted?Silence[Anylevel]Beginclass(orstopduringclass,orifthestudentsgetrowdy)andaskfortwominutesofsilence.Doitalsobeforeexamssostudentscanfocus.Mixer[LowIntermediate+]1.Havestudentslistentothesoundsaroundthemforaminute.2.Thentheywritedownthesoundstheyheard.3.Theythinkaboutthemandorganizethemintoalogicalsequence.4.Thentheywrite(create)astory.5.Theycommunicatetheirstorybytellingittotheclassoragroup.Savoring[1and2:anylevel;3-LowIntermediate+]1.Bringdifferentsoundeffectstoclass.Playthemandaskstudentstoidentifythem.(Seebibliography).2.Havestudentsrecorddifferentsounds(ontheirphones)attheirhousesoronthewaytoschool.Otherstudentstrytoguesswhatthesoundis.3.AskstudentstogotheFreeSFXsitementionedinthebibliography.Ingroupstheydownloadvarioussoundsandcombinethemintoastory.Theyplayittotheclass,whothentrytotellthestory(eitherorallyorwritten).ListeningPositions[Intermediate+]Afterdiscussingthethreepairsoflisteningpositions(activevs.passive),criticalvs.empathetic,reductivevs.expansive),givethematopictotalkabout.Theystarttheconversationwithoneofthesixpossiblepositions(e.g.,theystartbeingveryempathetic),thenwhenyouyell“switch”theychangetotheoppositeposition(e.g.,inthiscasecritical).Dotheactivitytwomoretimes,eitherwiththesameconversationtopicoranotherone,sostudentscanpracticeallthreepairsofpositions.RASA[Anylevel]AfterdiscussingRASAandelicitingwaystoexpresseachstepofaconversation(R-Receive,A-Appreciate,S-Summarize,andA-Ask),askstudentstotalkaboutexperiencestheyhavehad(topicdependingonstudentlevel).TheyhavetodoallfourstepsRASAastheylistentotheirpartnertellabouttheexperience.

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