Active listening using times videos, podcasts and articles to practice a key skill – the new york times spanish food easy recipes

Listening is a skill that we’re in danger of losing in a world of digital distraction and information overload, writes seth S. Horowitz in “ the science and art of listening.” he continues:

And yet we dare not lose it. Because listening tunes our brain to the patterns of our environment faster than any other sense, and paying attention to the nonvisual parts of our world feeds into everything from our intellectual sharpness to our dance skills.

… “you never listen” is not just the complaint of a problematic relationship, it has also become an epidemic in a world that is exchanging convenience for content, speed for meaning. The richness of life doesn’t lie in the loudness and the beat, but in the timbres and the variations that you can discern if you simply pay attention.Listening practice

Research shows that being a good listener can make you more influential and a better leader.


It helps you gain information, be more empathetic, cultivate trust, build relationships, manage conflicts and come up with creative solutions to problems.

And, of course, listening — along with speaking, reading and writing — is one of four key domains in learning any language, and one of the central skills in the common core state standards.

In this lesson, we suggest some ways for students to become aware of their own listening processes and strategies, then consciously use them to learn — all with the help of new york times resources.

We typically use short segments of this 20-minute podcast about the day’s news, new editions of which post every monday through friday.Closed captioning though a transcript is not available, the host and guests generally speak slowly and clearly enough for english language learners to understand. The example embedded above, which can also be found here, is from march 5, 2018. (the learning network also has a lesson plan on teaching with this podcast: experimenting with sound and story: teaching and learning with ‘the daily’ podcast.)

This page has a huge selection of short films on various topics. Many of the more recent ones now also have closed captioning, which makes them accessible to E.L.L.S. ((when the videos on the times site do not have closed captioning, you can often find them on the new york times youtube channel. You can also change the speed of the videos there so that the words are spoken at a slightly slower speed.Learning network we often will set it at .75)

In our classroom, we usually show videos from the science, sports and op-docs sections because they are short and engaging for adolescents. We also use clips from the movie trailers section, though they do not include closed captioning.

This is a classic learning network list of categorized, evergreen articles and essays from the times that can be read aloud to students, on topics like “teenagehood,” “mishaps,” “animals and insects,” “crime and punishment,” “inspiration,” “identity” and “food.”

Students who are learning english will make more progress if they are aware of how listening processes work and how those processes apply to their own experiences. To foster this awareness, we set up listening practice sessions where students have an opportunity to learn, use and evaluate different metacognitive listening strategies.Closed captioning

We start by emphasizing to students that they are constantly employing these skills in their daily lives and that they probably use many of them in their native languages automatically. This practice activity is designed to help them develop this same automaticity in english.

You can use these questions with almost any audio text, whether podcasts, speeches, videos, movie clips, dialogues or news reports. The first time we do this as a class, however, we model our own listening strategies while filling it out. Here’s how:

We start by writing the title of the audio text on the board and telling students what type of text it is. For example, we might have students watch the above times video, “why do bees buzz?”

In the first section of our listening practice sheet, we ask them to write what they already know about the title — if anything.Learning network in the “why do bees buzz?” example, they might say that bees fly, make a buzzing sound and sting people. Students then share their writing with a partner or in a small group to generate more ideas.

Then, based on this knowledge, students write their predictions about the content of the text. For instance, they might predict that the video will say that bees buzz to talk with each other. Students share these predictions with a partner and add any new ones they hear.

Next, we ask students to list strategies that might help them understand the text while they listen to it. We remind them that many of the strategies they use for reading can also be applied to listening. Students might come up with things like summarizing, using context clues to guess word meanings, asking questions or visualizing.Learning network

Note: if you are playing a text for the whole class either on speakers or on a screen, you might pause it every so often and replay it so students can practice these strategies. If you have the resources, you can also have students listen to the text using their own devices and headphones so they can pause and replay as needed.

After they are finished, we have students use the third section of our listening practice sheet to reflect on which strategies were most helpful and what was particularly difficult about the task. Then, we ask them to share their reflections and how they might improve their skills.

This activity focuses on helping students name what they do while they listen — strategies that are often invisible. The emphasis in this type of practice is less about teaching new content than it is about teaching students how to listen.Listening practice

In this strategy, a teacher reads written content aloud, but stops every few paragraphs or pages (depending on your goals and the density and level of your text) to ask questions or give prompts. These can either be classic literacy-skills questions like “what predictions can you make about what happens next?” or “what do you think is the main idea of this article so far?” or they can be more whimsical prompts, like “draw a quick illustration that could accompany this part of the text.”

Invite students to turn to a partner and share what they’ve written or created, then have a very brief whole-class share before you continue reading.

Have students write a chronology of what they saw and heard in a video or podcast. For example, this edition of an older learning network feature, E.L.L.Listening practice practice, invites students to watch a short scene from “the desolation of smaug”; a science take video on the physics of ants; or clips from the times feature “videos that creep and crawl toward viral.” then, they work with a partner to write a description or chronology of what happened in the video.

As a class, view a video or listen to a podcast together. Then, give students a sheet with a list of events in the wrong sequence. Have them cut out the events and sort them into the correct order.

Even better, invite students to find a short movie clip or podcast of their own. Have them identify three or four major events and make a sheet for the class with the events out of order. Then, let them play the clip and challenge the class to put the events in a chronological sequence.Learning network if you have access to multiple devices, students can do this kind of activity in pairs.

Give a simple comprehension quiz on a video or podcast. This can be used as a formative assessment by having students write out and show their answers on mini-whiteboards or by using an online tool like poll everywhere. Students can also form teams to turn the activity into a game.

Students themselves can create questions about what they saw and heard, which they can exchange with a classmate to answer. We give our students a work sheet that looks like this:

While you watch the episode or film, write three questions about this episode for a classmate to answer. After the episode or film, give your paper to a classmate so that he or she can write the answers to your questions.Closed captioning