Oxford basics Simple Listening Activities(2).pdf

basics

JillHadfield

Charles Hadfield

Simple Listening

Activities

Jill Hadfield

CharlesHadfield

OXTORD

IINIVERSITY PRESS

Contents

Foreword

ALAN MALBY

lntroductlon

information

6 Countries

7 Nationalities

8 Locatingobjects

9 Feelings

10 Families

U. Colours

L2 Shapes

13 Partsof thebody

L4 Describing people

15 Clothes

16 Roomsin a flat

L7 Furniture

18 In town

19 Directions

20 In the market

2L Shopping

22 Foodanddrink

23 Leisureactivities

24 Dailyroutines

25 Jobs

26 Housework

27 Abilities

28 Rules:'must'and'mustn't'

29 Describingactions I

30 Describingactions2

Actlvltles

L Greetings andintroductions

2 Thealphabet

3 Numbers

4 T.lliog the time

5 Personal

Foreword

Thereis a formidablerangeof materialspublishedworldwide for teachersof

English asa Foreign Language.However,many of thesematerials,especially

those published in English-speaking countries,assumethat the teachers

using them will be working with smallish classes and haveabundant

resourcesavailableto them. AIso many,if not most, of thesematerials make

implicit culturally-biasedassumptionsabout the beliefsand valuesof the

teachersandlearners.

This situation is ironic in view of the fact that the vast majority of English as

a ForeignLanguageclassroomsdo not correspondat all to theseconditions.

Typically,classesarelarge,resourcesarelimited, and teachershavevery few

opportunities for training and professionaldevelopment.AIso,the cultural

assumptionsof teachersand learnersin many parts of the world may .vary

quite significantly from thoseof materialswriters and publishers.

this situation.The authors present

30lessonsat elementarylevel,eachwith the samemethodological

framework.The lessonsareexplainedin cleat accessible

language,and none

Instead,they callon the basic

human resourceswhich all teachersandlearnersbring with them to class.

The languagepoints coveredareonesfound in a typical elementarycourse,

andthe topicsarethosewhich form part of everybody'sdailylives,for

example families,homes,and leisureactivities.

resources.

Most importantly,however,the book offers a frameworkfor teacherswho

lacktraining and support. The hopeand the expectationis that suchteachers

will beginby following eachstepof a lessonquite closelybut, astheir

confidenceincreases,will adaptand add to the techniques presentedhere,

respondingto the particularneedsandabilitiesof their learners.

This is an important book one of the few attemptsto addressthe problems

of the'silent majority' of teachersworldwidewho havelittle or no training,

and few resourcesto work with.

ALAN MALEY

Assumption University

Bangkok,Thailand

This book is an attemptto address

of them requiresophisticated

Introduction

English is taught all over the world, by all sorts of teachers to all

sortsof learners.Schoolsand classroomsvary enormously in their

wealthand their provisionof equipment.Learnersarevery

different from placeto place.But, whateverthe conditions in which

you areworking, thereis one resourcewhich is universaland

unlimited: the human mind andimagination. This is probablythe

onesinglemostvaluableteaching andlearningresourcewe have.

Nothing canreplaceit. In even the most'hi-tech'environment,a

lackof imaginationandhumanity will makethe most up-to-date

andsophisticated

the most simple

resourcescanbe the most excitingand useful.

(as Confuciussaid,a

teacheris'alwaysreadyto teach;alwaysready to learn') have been

not in the comfortablewell-resourced smallclassroomsof a private

languageschool,but in classroomswhere only the minimum of

equipmenthasbeenavailable.Equally,someof our most

memorableteachingexperiences

in'hi-tech' classrooms havebeen

whenwe haveabandonedthe cassette or video or glossy

coursebookand got to work with that mostpreciousresourceof

all,the learners'ownexperience and imagination.

irrelevant to their particular group of

learners.For example,we have had greatdifficulty explaining the

conceptsof the fridge -freezerand microwaveovento Tibetans.In

the sameway,learners who havespentall their livesin northern

countriesmight havedifficulty with an exercisefrom an African

textbook which asksif they preferyam or cassava.Soover the last

few yearswe havebeentrying to designmaterialswhich can be

usedin aswide a rangeof teachingsituationsaspossible.

they are 'teacher resourcematerial'which teacherswill be

ableto adjust to suit their particular environment. In thinking

aboutuniversallyapplicable,'lo-tech'materialswe have come

up with a list of criteriathat needto be met.The materials will

needto:

be usablein largeclassesaswell assmall.

be suitablefor adult learners aswell assecondarylearners,and if

possibleeasilyadaptable to a primary context.

be centeredon the universals of human experience.

resources seemdull; conversely,

We havebeen fortunate to spendquite a lot of our time working

not only in'hi-tech'environmentswith computersandvideo, but

alsoin classroomswhere there is little more than blackboard and

chalkand someout-of-datecoursebooks.Someof our most

interesting learningandteachingexperiences

Teachersoftenhaveto use materialswhich areout of date,or

containsubject-matter

The activitieswe suggestareasflexible asthe human imagination is

creative;

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