Tasks completed while viewing a video for the first time are commonly associated with developing listening skills and in particular listening for global understanding.

Activities for a second or third viewing are often associated with providing information (to provide content relevant to students' needs and interests) and presenting or reinforcing language (grammar, vocabulary, functions).

Activities

Developing listening skills

Learners watch video to confirm predictions made in pre-viewing activityLearners answer comprehension questions

Teacher stops video and asks learners to predict continuation

Providing information

Learners make notes about content which will be used in post-viewing activity. This could be information they have heard or information they have seen. Presenting or reinforcing language

Learners listen for specific pre-taught vocabulary. 6-8 vocabulary items would be enough. Learners say stop when they hear the vocabulary. Learners listen for examples of grammatical structures and note them down. Learners participate in telling story along with video. This could be used after a video has been watched a few times. The learners are given a character in the story and the sound is turned down at various points. The learners try to say the words.

Post viewing

Post viewing activities are often connected to the idea of using language that came from the video or the video could simply have been used as a stimulus and the post viewing tasks are not connected in anyway to language found in the video.

Activities

Using language

Learners read story/news report and compare it with video

Learners act out/record own version of video

Learners write similar dialogues to one they heard on the video

Project work

Make posters/wall displays

Use Internet to find out more information about topic

Craft work

Draw characters from story

Make book based on story

It was found that learning listening skill through videos was able to increase most students listening abilities significantly. This may imply that the videos as a teaching tool was good for helping students enhance listening abilities. Movies have several advantages. One is that they contain visual elements. That might be the main factor to help student increase listening abilities. It means students perceived information via both their eyes and ears, this helped them gain most of the presented information, not only verbal but also non-verbal features and culture as well. With the visual elements, they could quickly and easily understand what the information was. The content through the movie is authentic material. real-life language and also provides some enjoyable listening These advantages may be supported by the potential use of movie and gained listening abilities.

4. USING STORYTELLING TO TEACH LISTENING SKILL

4.1 Theoretical framework

In the past few years, much has been written about the literacy-related benefits of storytelling. Particularly with young children, storytelling assists in the development of general language facility. Upon this foundation, storytelling can help to build listening and reading comprehension skills. While storytelling and its benefits seem focused on young children, storytelling can also play an important role with older students. This role may include facilitating learning of specific subject content as well as helping students address complex issues. In addition, storytelling is even suggested as a way of understanding teachers' thinking and actions. Finally, storytelling seems to be an effective and enjoyable way to learn.

Storytelling is often recommended as a means of enhancing children's language and literacy development (e.g., Kalfus & Van Der Schyff, 1996; Peck, 1989). Isbell (1979) and Raines and Isbell (1994) found that storytelling was particularly successful in promoting language development. Isbell even found evidence that storytelling was more effective than reading aloud. Strickland and Morrow (1989) noted that storytelling helps foster growth in language and identified a connection between storytelling and reading development. Trousdale (1990) emphasized the use of storytelling as a way to help children gain confidence in their own oral language abilities. Other authors (Applebee, 1978; Cooper, 1989; Hicks, 1990) have suggested similar language and literacy benefits.

Storytelling helps improve listening and reading comprehension. Greene (1991) noted that storytelling improves listening skills, which are directly linked to reading achievement. Applebee (1978) observed that storytelling enhances retention of information. Delano (1977) found that storytelling improves language comprehension.

In addition to literacy-related benefits, storytelling helps many students learn course content more effectively. Students who may have difficulty learning through lecture and discussion may find that they learn the same content more easily with the use of stories. For example, Pierce (1996) described the benefits of storytelling within a social studies classroom. Anderson (1995) and Preston (1991) suggested using storytelling in solving mathematics problems. Knox (1997) explained a way of reforming the traditional lecture through the use of storytelling in a college science course.

Storytelling can be used to help students and teachers address complex issues. Tappan and Brown (1989) gave an example when they related the use of a narrative approach to moral development. In this example, storytelling became an important element in moral education.

Storytelling has the power to help us understand more about what individuals are thinking and why they act the way they do. Ornstein (1995), for example, discussed the use of narrative and storytelling as a means of better understanding teachers' thinking and actions. Gillard (1996) modeled this approach in her book, where she argued for the power of storytelling by telling her story.

Storytelling is also a natural medium for learning that can make learning enjoyable and effective (Zemke, 1990). That storytelling is a natural way of learning may trace back to oral traditions in many cultures (Trahant, 1996). Storytelling is enjoyable in part because the storyteller can use a wide range of skills and abilities to communicate and the audience can respond in a variety of ways (Roney, 1996).

4.2 The power of storytelling in the classroom

Storytelling is the oldest form of education. People around the world have always told tales as a way of passing down their cultural beliefs, traditions, and history to future generations. Why? Stories are at the core of all that makes us human. As Barbara Hardy wrote, "We dream in narrative, day dream in narrative, remember, anticipate, hope, despair, believe, doubt, plan, revise, criticize, construct, gossip, learn, hate and love by narrative".

Stories are the way we store information in the brain. If teachers fill their students' brains with miscellaneous facts and data without any connection, the brain becomes like a catchall closet into which items are tossed and hopelessly lost. But stories help us to organize and remember information. and tie content together (Caine and Caine 1994, 121-122, Egan 1992, 11) stories go straight to the heart. As the Irish poet and philosopher James Stephens wrote, "The head does not hear anything until the heart has listened. The heart knows today what the head will understand tomorrow" are emotionally with and usually enjoy storytelling, it can help students develop a pointe attitude toward the learning process. It also produces a sense of joy in language and words that is so often missing in the classroom setting.

Many teachers think that storytelling take away from class time, but it doesn't. Storytelling is part of your lesson, and makes the actual lesson much more powerful. By about the third time that I start my sixth grade class by saying "I'm going to tell you a story," they'll settle down and listen- and I've got their attention for the whole period, long after the story ends. Even not particularly dedicated students will remember the stories and at the end of the year they are still referring to them.

Storying, the process of constructing stories in the mind, is one of the most fundamental ways of making meaning and thus pervades all aspects of learning, regardless of age, Gordon Wells notes that young children find it easier to assimilate new ideas when they are presented in the form of a story and that even older students look to anecdotes to help them understand new concepts and link them to their lives.

We are fervent advocates of reading aloud, realizing that, because it takes time to learn a story to tell, many of the stories that teachers share and read aloud. Students still benefit from listening to a storytelling is different and holds rewards that reading aloud does not. These benefits are in the coming page.

The Hush The quality of listening on the part of your students is markedly different when you tell a story directly to them. Stillness descends over the listeners Technology has not replaced the power of person telling a story to another. Listeners are often described as "mesmerized," "totally enthralled," or "captivated." There is some evidence that listeners who willingly respond to a very powerful story might actually be in "a light trance state".

4.3 Lesson Plan on Storytelling or Fables for primary school children

Using storytelling or fables in a lesson plan for your children will introduce them to this type of literature, as well as let them see the purpose of such narratives.

Lesson on Storytelling and Fables

Materials

Fable to read to the students

Handouts with a space for pictures and a sentence

Objectives

Students will listen to an example of a fable.

Students will answer questions about the story and predict what will happen next.

Students will offer their own examples of morals and lessons to the rest of the class.

Students will draw pictures and write sentences demonstrating their understanding of the lesson.

Students will provide their own examples of stories or fables with lessons or morals in them.

Activities

1. The teacher will read the tale out loud to the students. Throughout the course of the reading, the teacher will stop and ask questions such as:

What do you think will happen next?

What is this character like?

Can you tell me what happened so far in the story?

These questions serve to introduce students to the art of storytelling, as well as to the important aspects of listening and reading.

2. Once the story is finished, the teacher will introduce the concept of the moral or the lesson of the story by asking students the following question:

What did you learn from listening to this story?

3. A very brief lecture ensues in which the teacher explains the definition of a moral.

4. The teacher asks the students the following questions and writes the students' answers on the board:

What are some other lessons or morals that you know?

What lessons or morals do you have in your home?

Have you read other stories with morals or lessons? What were they?

5. The students are asked to draw a picture from the story which shows the main character learning the lesson or moral. Underneath the story, students must write down what the moral or lesson that is being demonstrating in the story. The teacher will circulate in the classroom to help with any questions regarding ideas, words, sentence structure, spelling etc.

6. Homework: The students are asked to bring in their favorite book that has a moral or lesson in it to share with the rest of the class.

Considerations about Teaching with Fables

Since you are working with very early learners, remember that there is probably a wide range of skills present in your classroom. Select a book that is not too challenging for the students at beginning levels, but not too boring for the more advanced students.

Writing is another skill that is just developing at this time. Be prepared to offer assistance to your students and remain patient if they are struggling with forming letters.

Allow some time for the homework assignment to be completed. Not all students will have lesson or moral books at home. A substitute idea for this homework assignment is to have each student select a book with a moral or lesson the next time that the class takes a trip to the library.

If you teach older students, you could still use this lesson plan as a framework, and add different types of age appropriate activities to the lesson plan so that it is suitable for the grade level.

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