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watches and imitates |
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joins in activities but may not speak |
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asks for translation into L1 or seeks clarification from L1 speakers |
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interprets non-verbals and intonation patterns |
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Accompany beginner level stories with visual support, gestures, simplification and repetition
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List a series of numbers/letters for student to follow in completing a dot-to-dot which is out of sequential order Where to Start pg33
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Allow time for initial processing of questions before expecting a response
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Allocate a buddy e.g, for group work, during breaks
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Weave activities that require active listening with alternate activities that don’t require this level of concentration (as a means of avoiding concentration loss and tiredness)
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Play listening games e.g., have student stand with back to group and identify the person who greets them using high frequency greetings/courtesy phrases e.g., good morning/afternoon/how are you/see you later Lee or shopping memory game-‘I went shopping and I bought…..’
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Use role-plays/card games with pictures depicting greetings, courtesy phrases, simple directions and instructions and incorporate their deliberate usage in everyday classroom context
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Match simple prepositions to picture/action (in playground or classroom) – on/off, up/down, in/out
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Take student on a tour of school/classroom and use language such as – here, upstairs, left, right, music room
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Play games which enable student to act out simple instructions/directions e.g., PE-students run and stop on whistle to follow instructions-stand up, sit down, stand inside/outside the hoop, lie on/under the mat; treasure hunt-follow simple directions to find a hidden object; simple craft instructions- ‘cut out the picture and glue it in your book’; ‘Simon Says’
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Assign student to routine duties (e.g. open the windows) and special errands (e.g. take this note to the office) accompanied by a buddy
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Communicate face to face, using body language, e.g., provide non-verbal models which match student’s culture: head movements =yes/no; repetition (prefaced by student name if necessary to attract attention), simplification, rephrasing, stress on key words
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Become familiar with L1 culture-specific non-verbals (e.g. Chinese point to nose when referring to themselves, Nepalese tilt head shoulder to shoulder to express ambivalence)
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Become familiar with L1 consonant/vowel configurations in order to understand student’s difficulties in hearing certain sounds in certain positions (e.g. Chinese and Vietnamese tend not to hear consonants in final position)
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Model intonation patterns for questions, statements and imperatives
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Conduct mental maths activities using a range of words for addition, subtraction etc and supported by written symbols
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Encourage use of L1 ( e.g., at home, in the community, at Saturday school, in place of worship) as an aid in making sense of English discourse
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Listening Activities for ESL Beginners |
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Where to Start (on order) |
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Catch a Concept |
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SPARC for Concepts (on order) |
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Learning English in Australia (action verbs illustrations) |
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Language Master Activities for Phase 1 Learners |
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New Arrival Program – Kay, Melody |
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Asian Language Notes- Chinese, Vietnamese, Korean |
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Multi-lingual Contrastive Analysis chart |
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Rosie’s Walk |
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The Tree House |
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back to Introduction
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