{"id":8816,"date":"2023-03-30T17:14:44","date_gmt":"2023-03-30T21:14:44","guid":{"rendered":"https:\/\/madameshepard.com\/?p=8816"},"modified":"2023-03-30T17:14:46","modified_gmt":"2023-03-30T21:14:46","slug":"pre-listening-tasks-examples-for-earth-day","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=8816","title":{"rendered":"Pre-Listening Tasks: Examples for Earth Day"},"content":{"rendered":"
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One of the most rewarding aspects of being an ACTFL presenter is learning more about language learning as I research a new topic for each proposal. This past year I decided to focus on becoming more knowledgeable about the listening process, as I hadn\u2019t seen many sessions on this topic in the past.  <\/p>\n\n\n\n

Did I ever have a lot to learn!  Before I started exploring this topic, my approach to preparing a listening activity was to write questions, add them to Edpuzzle or print them out and then instruct my students to go listen and answer the questions.<\/p>\n\n\n\n

There was so much more I could have done to support my students before turning them loose with those YouTube videos!  Most importantly, I could have created pre-listening activities to activate my students\u2019 prior knowledge. Doing so would have facilitated my students’ use of top-down processes to derive meaning from the texts they would be listening to.  As Hawkins and Henshaw explain on p. 106 of Common ground second language acquisition theory goes to the classroom, <\/em>in top-down processing,\u201cwe apply our background knowledge, perspectives, expectations, and experiences to anticipate, understand, and infer ideas.\u201d  <\/p>\n\n\n\n

When we know better, we do better! Although I don\u2019t currently work with students, I am able to use what I\u2019ve learned about the role of pre-listening tasks in the resources that I create for other teachers.  Here are some of my go-to pre-listening activities.<\/p>\n\n\n\n

#1: Review key vocabulary<\/strong>. In addition to top-down processes, students engage bottom-up processing when listening as they identify known words to make meaning from what they hear. As a result, introducing or reviewing key words is an important pre-listening activity. One of my favorites is this Hexagonal Thinking Routine, in which students discuss relationships and manipulate words to create a web. Read more about this strategy here<\/a>. <\/p>\n\n\n\n

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#2<\/strong> Play the video without the sound.<\/strong>  By first playing the video without sound, the teacher can activate students\u2019 background knowledge by asking relevant questions about the images.  This discussion also provides valuable language input to the students, introduces key vocabulary and develops their content knowledge.<\/p>\n\n\n\n

Here\u2019s a sample script for the video, C\u2019est quoi la biodiversit\u00e9<\/a>.<\/p>\n\n\n\n

(0:16) Qu\u2019est-ce que tu vois ici ? Qu\u2019est-ce que l\u2019homme fait ? Qu\u2019est-ce qu\u2019il regarde ? Qu\u2019est-ce qu\u2019il entend ? Tu aimes faire des promenades dans la nature ? Pourquoi ou pourquoi pas?O\u00f9 vas-tu pour profiter de la nature ?  Comment est cet endroit ? Qu\u2019est-ce que tu y vois ? Qu\u2019est-ce que tu y entends ? Qu\u2019est-ce que tu y sens ?<\/em><\/p>\n\n\n\n

(0:24) Quels milieux naturels sont repr\u00e9sent\u00e9s dans cette image ? Quels \u00eatres vivants habitent dans les lacs? Et dans la for\u00eat ? Et dans les montagnes ? Tu as fait de la rando dans les montagnes ? Lesquelles ? C\u2019\u00e9tait comment ? Qu\u2019est-ce que tu y as vu ? Qu\u2019est-ce que tu y as entendu ? Qu\u2019est-ce que tu y as senti ?<\/em> Pourquoi est-ce que les gens aiment les montagnes ?…<\/em><\/p>\n\n\n\n

(0:31) Qu\u2019est-ce que ces fl\u00e8ches repr\u00e9sentent ? Quelle est la relation entre l\u2019homme et l\u2019abeille? Et l\u2019abeille et la fleur ? Le champignon et l\u2019homme ? L\u2019arbre et l\u2019homme ? L\u2019arbre et l\u2019oiseau ?<\/em><\/p>\n\n\n\n

(0:44) Qu\u2019est-ce qu\u2019il y a dans cette image ? Comment est l\u2019arbre ? Pourquoi l\u2019homme a-t-il besoin du bois ? Pourquoi le bois est-il important pour les \u00eatres humains ?  Pourquoi est-ce qu\u2019on d\u00e9truit les for\u00eats ? Quelles sont les cons\u00e9quences d\u2019un manque d\u2019arbres pour la plan\u00e8te ?<\/em><\/p>\n\n\n\n

(0:51) Qu\u2019est-ce que tu vois dans cette image ? Qu\u2019est-ce que l\u2019abeille fait ? Qu\u2019est-ce qui se passerait sans abeilles ? Les abeilles sont-elles menac\u00e9es ? Pourquoi ?Qu\u2019est-ce qu\u2019on peut faire pour aider les abeilles ?<\/em><\/p>\n\n\n\n

(1:03) Qu\u2019est-ce que tu vois sur cette corde raide ? Pourquoi est-ce qu\u2019on repr\u00e9sente ces diff\u00e9rentes esp\u00e8ces sur une corde raide ? (Qu\u2019est-ce qui se passerait si une des esp\u00e8ces tombait de la corde ?)<\/em><\/p>\n\n\n\n

(1:14)  Quelles activit\u00e9s humaines sont repr\u00e9sent\u00e9es dans cette image ? Quels sont les dangers de la d\u00e9forestation ? Et la p\u00eache intensive ? Et la pollution ? Comment est-ce que tu contribues \u00e0 ces dangers ?<\/em><\/p>\n\n\n\n

(1:29) Quelles solutions sont illustr\u00e9es dans cette image ? Tu ach\u00e8tes des aliments bio ? Lesquels ? Tu plantes les arbres ? Tu donnes de l\u2019argent pour cr\u00e9er des aires prot\u00e9g\u00e9es ?<\/em><\/p>\n\n\n\n

#3 Assign true\/false questions.<\/strong>  Asking the students to answer true\/false questions about the video before <\/strong>watching it encourages them to make predictions and provides a reason for listening.<\/p>\n\n\n\n

Here are some sample questions for C\u2019est quoi une esp\u00e8ce menac\u00e9e ?<\/a><\/p>\n\n\n\n

    \n
  1. Une esp\u00e8ce dispara\u00eet toutes les 13 minutes.<\/li>\n\n\n\n
  2. Un mammif\u00e8re sur dix pourrait s’\u00e9teindre dans un futur proche.<\/li>\n\n\n\n
  3. La plupart des esp\u00e8ces disparaissent \u00e0 cause de l’activit\u00e9 humaine. <\/li>\n\n\n\n
  4. Les gaz \u00e0 effet de serre font fondre l\u2019habitat de l\u2019ours polaire.<\/li>\n\n\n\n
  5. La pollution de l\u2019eau menace la survie du requin.<\/li>\n<\/ol>\n\n\n\n

    I would love to hear from you about your favorite pre-listening activities! <\/p>\n\n\n\n

    For a complete unit on the environment for French 3 and 4 students, click here<\/a>. <\/p>\n\n\n\n

    \"\"<\/a><\/figure>\n","protected":false},"excerpt":{"rendered":"

    One of the most rewarding aspects of being an ACTFL presenter is learning more about language learning as I research a new topic for each proposal. This past year I decided to focus on becoming more knowledgeable about the listening process, as I hadn\u2019t seen many sessions on this topic in the past.   Did I […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[14,9,44],"tags":[],"class_list":["post-8816","post","type-post","status-publish","format-standard","hentry","category-french-3-units","category-french-45-ap-units","category-listening"],"yoast_head":"\nPre-Listening Tasks: Examples for Earth Day - Madame's Musings<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/madameshepard.com\/?p=8816\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Pre-Listening Tasks: Examples for Earth Day - Madame's Musings\" \/>\n<meta property=\"og:description\" content=\"One of the most rewarding aspects of being an ACTFL presenter is learning more about language learning as I research a new topic for each proposal. 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