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Listening

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					           Listening
         Lesson Breaks
                 Early Stage 1 and Stage 1
                                 What am I?
Objective:
To increase students‟ listening ability through semantic cues

Instructions:
Read the following clues slowly
Provide feedback for wrong answers, i.e. no a carrot is not a fruit.

Adjustments:
To make this task easier the teacher may tell the students the category at the start
of each clue. i.e. this is an animal.
To make this task more difficult provide less clues, and do not give the category.

Suggested clues:
Snake- I am long, I have no legs, I can be poisonous
Pig- I live on a farm, My tail is not straight, I like to play in the mud
Bee- I am small, I have wings, I like to make honey
Window- I open and shut, You can see through me, I have a frame
Shoes- You wear me on your feet, I have laces, I can get smelly
Ruler – A long narrow plastic thing.
Jug- a container with a handle that is good for pouring
Paint brush- a long thin object with bristles
Key- A metal object that opens things
Cat- A furry animal with whiskers
Dog- An animal with a tail that wags
Rabbit – An animal with a fluffy tail that hops.
Apples – A round red or green thing you can eat and has a core.
Banana – Something long, you can peel and eat.
Carrot – Rabbits like to eat them and they grow in the ground
Book- this thing is made from a tree, lives in a library and sometimes has pictures.
Table and chairs – these things are usually found together. Both usually have four
legs and they are found in all classrooms.
Computer – this thing buttons, a mouse and a screen.
Elephant-I have saggy skin, I am very large, I can squirt water, I am scared of
mice
Hat- Keeps the sun off my face, wear it mostly in summer, has a brim.
Produced by the Riverina Schools Project Partnership, 2006
                              Category Bingo
Objective:
An activity to encourage:
* Listening
* Phonetic awareness
* Thinking about categories

Instructions:
Give students one of the pre-made bingo sheets, ensuring each child gets a
different one. Give each child a counter for each square. The teacher then reads
out all of the words randomly. If a student has a word the teacher has called out
they place a counter over the word. When a student has placed all of their
counters on their words they need to yell out „bingo‟. This student is the winner.

Adjustments:
For early stage 1 and stage 1 the game can be adjusted by changing the word
families.
For later stages give the students a blank grid and brainstorm a topic with the
students. Get them to choose 9 of the brainstormed words and write one in each
square. The game can be made more difficult by increasing how abstract the
category is. Bigger grids may be used when there is more time available.
Bingo sheets. Early stage 1 & stage 1



     BAT               SIT              CAT



     PIT               FAT              NIT




     HIT               RAT              FIT


    THAT               BIT              SAT



    THAT               BIT              SAT


    MAT                NIT              HAT
HAT   NIT   MAT



PAT   KIT   LIT




BAT   SIT   CAT


KIT   PAT   LIT



PIT   NIT   FAT


FIT   RAT   HIT
MAT    THAT   FIT



BAT    KIT    PIT




LIT    CAT    HIT


FIT    SAT    FAT



THAT   KIT    SAT


RAT    BIT    MIT
BAT    HAT    SIT



RAT    LIT    THAT




MIT    THAT   BIT


HAT    NIT    SAT



THAT   KIT    SAT


BAT    RAT    MIT
                  Which Ones Does Not Belong?

Objective:

To increase students‟ phonemic awareness, whilst encouraging development of
listening skills.

Instructions:

Give students the „which one does not belong‟ worksheet. Instruct students to
circle the word that does not belong/rhyme in each line.

Adjustments:

To make the activity easier the words can be read aloud to students.
To make the activity harder take the pictures out or make the words more complex
or longer.
       Which One Does Not Belong?
            Circle the one that does not belong.



Hid   Kid      Mad               Fin           Pan   Pin




                                 Bag           Wag   Big
Hot   Cat       Mat




Mop   Pop       Lip              Hat           Net   Jet




Bin   Fan      Can               Hen           Cup   Pen




                                 Hot           Cut   Hut
Bed   Fed      Pod
                            Rhyming Words
Objective:
To incorporate phonemic awareness with listening skills. This activity enables
students to see, hear and write the words.

Instructions:
Read out the following lines and ask the children to identify the word that rhymes.
Write the word on the board and then ask the children to find the right picture and
write the word underneath it.

Adjustments:
To make this activity harder do not write the words up on the board or the words
may be made more complex.

Sample sentences:

1. What rhymes with Kid but starts with H?

2. What rhymes with Mat but starts with C?

3. What rhymes with Pop but starts with M?

4. What rhymes with Can but starts with F?

5. What rhymes with fed but starts with B?

6. What rhymes with hen but starts with P?

7. What rhymes with Jet but starts with N?

8. What rhymes with frog but starts with D?

9. What rhymes with fin but starts with P?

10. What rhymes with pip but starts with L?

11. What rhymes with bun but starts with S?

12. What rhymes with lap but starts with T?
                Rhyming Pictures




_____________     _____________    ____________




_____________     _____________    ____________




_____________     _____________    ____________




_____________     _____________    ____________
                         Ridiculous Rhymes
Objective
To increase phonemic awareness, listening and rhyming skills.

Instructions
Tell the students you have some rhyming verses and that you want them to fill in
the gaps. Read out the suggested incomplete rhyme. Listen to all suggested words
that may fill in the gap and discuss which now would be the best. Once a correct
word is found reread the entire rhyme with a small pause for the students to call
out the new words if they can.

Adjustments
To make this activity easier, you can mime the missing word if the students are
stuck.
To make this activity more difficult make the rhymes longer or more complex with
no clues.
Ridiculous Rhymes

There was once a very cool cat
Who liked to go out in a… (hat)

A man saw a very large mouse
He said, “Get that out of my… (house)

A boy had caught such a big fish
Mum said, “It won‟t fit in the… (dish)

“Nice biscuits” said Jack “Ill have four”
Mum said, “You can‟t have any… (more)

Said Mary “I‟ve got a new pen”
Said Tommy, “So what I‟ve got … (ten)


Poor Billy got wet in a puddle
Kind Grandma gave him a … (cuddle)

Said Johnny “You know what I‟d like,
A beautiful two wheeler … (bike)

There was only one more piece of toast
And Dad had already had … (most)

Freddie the very small frog
Said, “oh dear, now I‟m lost in the … (fog)

“There‟s a picture of you in this book”
Said Dad, “come on over and … (look)

				
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posted:8/19/2011
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