MEDIA

IDEAS FOR USING PICTORIAL AND NON PICTORIAL MATERIAL IN DEVELOPING LISTENING SKILLS

WIDIYANTINI LIMANTARA A1B209212

IDEAS FOR USING PICTORIAL AND NON PICTORIAL MATERIAL IN DEVELOPING LISTENING SKILLS Introduction

Pictures are the most widely available of all teaching materials. They can be found easily in newspapers, magazines, old text-books, catalogues, brochures, calendars, etc. yet many teachers think the materials are not large enough to be seen by the whole class. It is hoped that this paper and the presentation would help the pessimistic teacher who cannot find good pictures to develop the students listening skills.

Pictorial and non-pictorial materials can be used to provide practice in both extensive listening where students listen to get the gist, and intensive listening where they listen carefully for the facts.

Example 1: Materials: Procedure:

Matching pictures and text A series of pictures cut into individual frames and jumbled up. Students listen to the story on tape, then sequence the pictures either in groups (if there are enough copies of the picture series), or with individual students coming forward to sequence the pictures.

Note:

the task may be made easier or more difficult depending on the choice of the text and pictorial material. The activity is also ideal for the other process pictures such as How to make a cup of tea.

Variation:

Students look at the pictures in the correct order first, then listen to the series of jumbled sentences on the tape and decide which statement matches with the pictures.

1.

Not long ago and not far away there was a beautiful, big teddy bear who sat on a shelf in a drug store waiting for someone to buy him and give him a home. Attached to the tie was a tag with his name written in bold, black letters: Wolstencroft.

2.

At that time there had been lots of other bears to keep him company. But, one by one they had all gone.

3. long legs.

Then one day, shortly before Easter, three bunny rabbits were placed on the shelf beside him. They all had very big ears and feet and

4.

On Easter Sunday, very early just after the store had opened, a Mommy and Daddy bought Roger and Ronnie for their twin boys.

5.

And by this time he longed to be hugged so badly that sometimes he thought he just couldn't stand it any longer. Because, of course, no hug is too big for a teddy bear.

6.

Then one frosty evening a boy called Sten looked at him and fell in love each other from that moment on as the boys name is also Wolstencroft. They danced at the store happily go home to be best friends forever.

Example 2: Materials: Procedure:

Matching descriptions and people Photographs of people or pictures from magazines. Students listen to the taped descriptions of the physical characteristic and match each description with a picture/photograph.

students listen: the woman is a movie star. She has straight blonde hair. She has pointed nose and her skin is fair. Her eyes colors are grey. Which one is she?

Example 3: Materials:

Finding the way A map or street plan and a taped telephone conversation of someone giving directions to another as how to get a certain place.

Procedures:

students listen to the tape and mark the route on their maps or on the teachers map.

Alice: Hello, Pedro... Do you know the way to the queen square? I think Im lost. Pedro: where is your location right now? Alice: Im on Lansdown Road. Pedro: Then try to find the broad street across the road, but dont get across the street. Turn right to George Street. Go straight to Gay Street, turn left. Youll find the Queen Square after walk awhile. Alice: thank you Pedro, you are a big help. Pedro: No problem.

Example 4: Materials:

Practice with preposition One large plan of the streets of the town or the map of an island; a number of object pictures either hand-drawn or cut from magazines and pasted on card; a number of thumbtacks; a taped descriptions of the plan or map.

Procedures:

the teacher pins the plan or map on a board and distributes the individual pictures to the students. As students listen to the taped description of the plan or map, they come forward and pin their objects into the correct position.

Map

Objects

Example 5: Materials:

Completing diagrams or charts An incomplete flow chart, organizational diagrams, etc., one copy per student; a taped description of a company or the process of making or doing something

Procedure:

Students listen to the recording once or twice and complete the chart or the diagram. For less advance students the text may be written on pieces of card and later matched to the blanks on the teacher large diagrams.

6 5 4 Book 1 3 2 1 0 1st week 2nd week 3rd week 4th week Book 2 Book3

Selling Charts

Book 1 1st week 2nd week 3rd week 4th week 4 3 2 3

Book 2 2 4 3 3

Book3 1 2 5 2

Answer
6 5 4 Book 1 3 2 1 0 1st week 2nd week 3rd week 4th week Book 2 Book3

Example 6: Materials:

Listen and do Materials for making or doing something. For example colorful paper for making crane, one of origami figure.

Procedure:

Students listen to the tape 2-3 times and follow the instruction given.