6.1.1 Listening strategies Firstly, to train the students listening skills, it is important to pay attention to what they are going to listening to. Students need to make a habit to listen to audio books, podcasts, news, songs, etc. and to watch videos and films in the foreign language. According to the stage, the students should: • Before listening - Think about the topic of the text they are going to listen to. “What do you already know about it?” “What could possibly be the content of the text?” “Which words come to mind that you already know?” “Which words would you want to look up?” - Do a task on the listening text, check whether they have understood the task or the instructions correctly. - Think about what type of text they are going …show more content…
• While listening - Know that it is not necessary to understand every single word. They should try to ignore those words that they think are less important anyway. - If there are words or issues that they don't understand, they should use their general knowledge as well as the context to find out the meaning. - If they still don't understand something, they can use a dictionary to look the words up or ask someone else for help. - Focus on key words and facts. - Take notes to support their memory. - Focus on the intonation and the stress of the speakers. Sometimes it can help them to understand what they hear. • After listening - Think about the text again. Have they understood the main points? - Remember the speculations they made before they listened. Did they come true? - Review their notes. - Check whether they have completed their task correctly. - Have they had any problems while listening? Do they have any problems now to complete the task? Identify problems and ask someone for help. - Listen again to difficult …show more content…
Make Connections—Readers connect the topic or information to what they already know about themselves, about other texts, and about the world. 2. Ask Questions—Readers ask themselves questions about the text, their reactions to it, and the author's purpose for writing it. 3. Visualize—Readers make the printed word real and concrete by creating a “movie” of the text in their minds. 4. Determine Text Importance—Readers (a) distinguish between what's essential versus what's interesting, (b) distinguish between fact and opinion, (c) determine cause-and-effect relationships, (d) compare and contrast ideas or information, (e) discern themes, opinions, or perspectives, (f) pinpoint problems and solutions, (g) name steps in a process, (h) locate information that answers specific questions, or (i) summarize. 5. Make Inferences—Readers merge text clues with their prior knowledge and determine answers to questions that lead to conclusions about underlying themes or ideas. 6. Synthesize—Readers combine new information with existing knowledge to form original ideas, new lines of thinking, or new
1). The student will adapt part of a novel into a dramatic reading makes students more intimate with the author's intentions and craft.
At Clarke I currently teach in a self contained classroom of four year old children that are deaf and hard of hearing who are learning to listen and speak. I assist under the direction of the classroom teacher in planning, preparing and executing lessons in a listening and spoken language approach. I have the opportunity to record, transcribe and analyze language samples on a daily basis. In addition, I facilitate the child's communication in the classroom and ensure carryover of activities between the classroom and individual speech therapy sessions. Every week I contribute and participate in meetings with the educational team to discuss each child's progress using Cottage Acquisition Scales of Speech, Language and Listening (CASSLLS).
Vocabulary- it is very difficult to understand a given text if a student is stopping at every other word because a student does not know those words. This is a very critical component and will be discussed later in this paper.
Not only do you need to think within the text but, Level E readers need to think beyond the text. Some characteristics would be like making connections, synthesizing, and inferring about the text. For example, Level E readers need to make and discuss connections between texts and readers personal experiences. Readers also need to be able to identify what they already know that is relative to information in the text. Finally, they also need to infer causes and effects as they are implied in the text.
We need to adapt our verbal communication accordingly to the different situations. Working on a learning activity it is important that the children are focused and that we deal with any distractions
Donald M. Murray, in this article entitled “Reading as a Reader” is talking about how reading is an unique, an essential, and a necessary aptitude for human beings in their society. While illustrating his point of view, the author stresses on the idea that our attitudes towards reading is directly linked to the systematic approaches we have while facing a article or a book. In this article, he said that: “If we approach a text believing that we are not readers, or that we can’t read, that attitude may make it more difficult for us to understand the challenging text.”(Murray, 2). Throughout those words, Murray emphasizes that we should consider the process of reading as a learning process, and as a way of deepening the capacity we have as readers. We should have an open-mind while engaging with a reading, and understand that it may always not be our fault if it comes that the text we are reading is difficult. In clear, it is all part of the process of improving ourselves. Then, Murray, in his well structured writing, portrays differents types of reading and also gives us some tips on how to approach them.
The stylistic, personal elements used to connect the reader help strengthen the foundation of the other elements, as
places the author at the mercy of the reader and prepares them to hear an idea
Schakel, Peter J., and Jack Ridl. "Everyday Use." Approaching Literature: Writing Reading Thinking. Boston: Bedford/St. Martin's, 2008. 109-15. Print.
...ruly realize the false reality that literature made. The reader also has a huge role into expressing these false realities to the public, which can cause prejudice in the near future. People need to be open and understanding of different people and situations. Perspective plays a huge role into the thinking of a human mind, and readers should be more aware of the information’s brought upon different ways. Readers should not come up with a preconceived idea based upon the beliefs of other people perspective but should experience these different societies.
The electronic reader is encouraged to think of the text as a collection of interrelated units floating in a space of at least two dimensions. Her movement among units does not require flipping pages or consulting the table of contents; instead, she passes instantly and effortlessly from one place to another (Bolter 175.)
In applying the skills to a case scenario, I found it difficult to focus and use my active listening skills. I do know that in an ideal situation, I will more than likely be one on one with my client and will generally conduct the interview in a quieter atmosphere, allowing me to focus better on what the client discloses. However, with continuous practice I believe I will be able to overcome becoming distracted by background noises.
Assess the student’s prior knowledge by asking concept questions before the student reads aloud to you.
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
The first phase in the listening process is attending. Attending is willfully striving to perceive selected sounds. The most important factor of attending is preparing to be physically and mentally ready to pay attention. We should focus mainly on attending to the message rather than encountering inner thoughts and feelings. In my day-to-day life, I try to get ready to attend even though it could be difficult at times. For instance, the other day when I was home, I had an argument with my mother and I started back talking her. But I realized that I should look directly at her and situate myself correctly. After she finished speaking, I understood what she had meant and that was when I saw an improvement in myself because it made it look like I was interested in what she was saying. To advance your attending skills, another important factor is making the shift from speaker to listener...