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The Bear and the Bee — UK English accent (TheFableCottage.com)

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Cornelsen - Sally 3 Allgemeine Ausgabe ab Klasse 3

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British Council - LearnEnglish Kids songs

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- most important information for communication is filtered
- deepen understanding by actively processing listened text
- examples: discussions, writing exercises, speaking, games
- exercises: true vs. false, listening and guessing, cloze and sentence completions, answering Wh-questions, recognizing and naming described terms from text

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Goal: improve learners‘ listening strategies

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-preparation for the while- and post-listening phase
-arouses curiosity and motivation by activating existing knowledge and expactations
-guided process
-specific vocabulary can be discussed, as well as background sounds, pictures can be used as an introduction in the situation

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Activities are to be completed whilst students are listening

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Teachers help through images, intonation, gestures,…

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Teachers should include breaks

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Exercise tailored to students‘ abilities

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Teachers should give their own input

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We would take the pictures of the video (bear, honey,beehive, bee), and put it on the board. Questions are asked - what are those, what might happen? With that task, we take up their existing knowledge about bears and bees (and their complicated honey-relationship) and make sure that they understand the basic vocab. The pictures can be left on the board while and post listening, to work as a reminder.

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1. Listen to the audio.
2. Give task: What does John like for breakfast? Listen and tick the correct pictures. (toast, butter, jam, cornflakes, milk, salt, sugar)
3. Listen again.

Theoretical background:
-Listening-viewing comprehension: visual aids (pictures)
-transactional discourse
-scripted speech
-type: listening for detail

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1. Task:
Matching a picture to a feeling (e.g picture of an apple -> feeling hungry)

2. Task:
Find the counterpart.

3. Task:
Be creative! What do you look like when you are … eg happy sad hungry

Task 4:
Speaking: What makes you happy,…?
-> Scaffolding of possible answers and beginning of the sentence
(„I feel good when…“)