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Teaching listening skills for CLB 1-2

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Teaching listening skills for CLB 1-2

· Description & Rationale -- using a minimum of 2 references (should include N & N)

· what it is (categories, if applicable)

missing one references, and the categories of the card games

Listening skills is essential for the learners under CLB 1-2 because it provides a better foundation of understanding the concepts and ideas that will later be discussed in a higher level of education. To enhances effectiveness in listening skills, students need to be exposed to different vocabularies to familiarize themselves with the concept under study. Several strategies can be used in the teaching of the second language, such as meaning-focused. Meaning-focused entail learning through listening and reading. The key focus of this approach should be “ understanding and gaining knowledge” (Newton & Nation, 2020 p. 3).

Language focus learning

The approach deliberates teaching and study as opposed to other approaches such as intentional and acquisition learning. It entails the deliberate learning of language features such as pronunciation, vocabulary, spelling, disclosure, and grammar. Language focus “emphasizes and form-focuses instruction.” (Newton & Nation, 2020 p. 3). The aim of language focus learning is to address the massages, but its short-term aim is to facilitate language learning. The key objective of the strand entails pronunciation practice, drill, substation table, learning of the vocabulary using word cards, translation, intensive reading, and getting feedback. The student can also use the dictionary and guess from the strand's context as strategies for learning a new language.

Informal Speaking

Informal speaking commonly entails tasks that do not emphasize conveying the information but also maintaining friendly relationships. It is sometimes referred to as “interaction speaking as opposed to transactional; speaking” (Newton & Nation, 2020 p. 120). The interaction speaking can be supported by the use of several methods such as vocabulary cards that are used to describe different pictures presented to the students either in groups or on the barad for the students to identify. By providing the vocabulary cards, students can read them and associate them with the picture cards presented. Through that matching, students develop teaching skills. Therefore, using language and image cared is the best technique of teaching, especially for the beginners who need to build learning skills starting with listening skills then move later to writing skills after they have understood different occasions.

Past and current use of picture and vocabulary cards

Picture and vocabulary cards were used to ensure that children familiarized themselves with the environment in the past. The best way of introducing students to the learning world is to ensure that they are familiar with the surrounding environment and can describe, which is an important requirement in listening skills because students will listen effectively when the vocabulary is being used in communication is familiar. Different cards, both the picture and vocabulary cards, were generated representing various natural resources such as mountains and rivers and places such as cities and major streets for the children to understand. Additionally, the use of vocabulary and picture cards was used to appeal to visual children to stimulate them to be kinaesthetic, which facilitate the learning process, and such students who had such exposure at home had an easier time when they joined the school because they had an earlier visual understanding of different vocabulary explaining the surrounding environment which initiated basic listening skills which are essential in communication skills.

Currently, the technique of vocabulary and picture cards is being used to teach students better to understand the concept and themes of the specific topics. Teachers generate different picture cards with corresponding card vocabulary about a particular topic. Students are then given the picture cards and asked to provide the corresponding vocabulary card that describes what is presented in the picture. Therefore, the technique is currently being used for the learning process, especially promoting learning skills by familiarizing students with topics discussed in class.

Importance of using picture and vocabulary card technique

The use of picture cards in teaching improves the learning process as it helps the students memorize wordy statements used to describe the specific occasion. When the event is related to students, especially at the begging level, they tend to forget what was discussed. Therefore, using a picture card visualizes the word statements, allowing students to quickly memorize what was covered in class. The technique also makes learning exciting and fun as students participate in it as a game where one group displays the picture and the other group finds the corresponding card that describes the image. In the game process, the students are learning new vocabularies that are covered in the topic.

General guidelines for teaching by use of vocabulary and picture cards

The first step is to generate the cards for different vocabularies and prepare the corresponding picture cards. The vocabulary cards are mixed randomly, the same to picture cards. It is not easy for the students to easily pick the corresponding card to discuss and develop their learning skills. The students are then divided into two groups, where one group is issued with a vocabulary card while another group is allocated with picture cards. The group with a picture card will display one picture and expect the other group to show the vocabulary card that describes the displayed picture. When the group says the correct corresponding cards, then they are awarded points. Lastly, after a complete the process, the teacher writes the vocabulary on the board and discusses it further for the students to understand what was understood during the card game in groups.

How to play vocabulary cards virtually?

Vocabulary playlists can be generated and used by teachers in electronic media format for students to learn. The second way is where Zoom classes are organized, and teachers organize students into categories where different cards will be displayed on the screen. Students are allowed to respond by saying the card that responds to the one pictured.

Reflection

The use of vocabulary and picture cards is a way of teaching CLB 1-2 because it introduces basic learning skills at an early stage of the learning process. By displaying vocabulary on cards, it provides a visual understanding of terminology, which helps in making memorizing easier. Teachers need to make vocabulary card games interesting by looking like affair play where winners are recognized and appreciated. Through the play, it becomes encouraging, and students are always motivated to practice the game, and in the process, they develop listening skills through understanding various vocabularies. Additionally, the separation between the vocabulary cards and picture cards is important because it helps students be critical thinkers as it initiates discussion among the group members before they decide to select the matching card. Therefore, vocabulary and picture card technique is the best for beginners and should be encouraged.

Incorporating the vocabulary and picture card game virtually is advantageous as it helps teachers make the presentation lively. Additionally, virtual means ensure that students can participate in the game even when they are home. The recording of the game and presented as a playlist media can be copied and given to students to work on it in their own free time, which ensures that the discussion continues even in the absence of the teacher hence ensuring that the learning process is effective.

· Options/Variations for all levels – a minimum of 6 with at least ½ using references

· Include discussion for how to do this virtually/synchronously online.

· Incorporate some reflection on language used along with the technique. i.e. for polls/surveys/interviews…use of question forms, reporting back to class, switching from second person to third person, reported speech forms, etc.

Annotated resources

· Annotated resources for materials to use with this technique (i.e. where to find material for Readers Theatre) – a minimum of 2

Octaberlina, L. R., & Anggarini, I. F. (2020). Teaching vocabulary through picture cards in Islamic Elementary School: a case study in Nida Suksa School, Thailand. Jurnal Madrasah, 13(1), 26- 38.

Pictures and graphics are the best way of conveying information as a way of enhancing communication. When picture cards are used for teaching, learners understand the concept being discussed, quickly memorizing it, unlike words only.

Toub, T. S., Hassinger-Das, B., Nesbitt, K. T., Ilgaz, H., Weisberg, D. S., Hirsh-Pasek, K., ... & Dickinson, D. K. (2018). The language of play: Developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly, 45, 1-17.

Playing card games help in developing the student's ability to understand and memorize the vocabulary covered in class. Listening skills begin with the power of the students to understand different terms used in the discussion; therefore, vocabulary and picture game technique is the best way of developing students' learning skills at an early stage.

References

Hamer, W., & Rohimajaya, N. A. (2018). Using Flash Card as Instructional Media to Enrich the Students' Vocabulary Mastery in Learning English. Journal of English Language Studies, 3(2), 167-177.

Newton, J. M., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking. Routledge.

Walton, A. L., & Rogers, B. (2017). Workplace hazards faced by nursing assistants in the United States: A focused literature review. International journal of environmental research and public health, 14(5), 544.