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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Viewing guides

Listening Strategy: Viewing guides

ESOL Principles:

Most strategies can be used to support all seven of the ESOL principles dependent upon how the teacher decides to use the strategy within their teaching and learning planning cycle. This strategy is usually used to support:

Principle 3: Maintain and make explicit the same learning outcomes for all the learners. How can I make the lesson comprehensible to all students? How can I plan the learning tasks so that all the students are actively involved? Do my students understand the learning outcomes?

Principle 6: Ensure a balance between receptive and productive language. Are the students using both productive (speaking, writing) and receptive (listening, reading) language in this lesson?

Description: Viewing guides

Viewing guides are usually a worksheet which students complete while watching a DVD, computer clip, video, film, or television programme. The tasks usually involve answering questions, finding missing information, facts or ideas, or completing a diagram, graph, or visual. It may also be an information transfer activity. Some key ideas or academic vocabulary may be pre-taught. The guides may also be differentiated for students working at different levels or for those who are new learners of English. Listening to films, TV and videos is often very difficult for second language speakers as the topic is often unfamiliar and involves a one way conversation. The learners are in a position of not being able to ask for clarification or to slow down the speed of the text.

video icon Primary level: Making Language and Learning Work DVD 3 - Science, year 7-8.

Teaching and learning sequence planning examples:

Primary level:

Secondary level:

Some possible Teacher Inquiry questions:

  • What is the purpose of the viewing guides? How do they support English language learners and other learners to engage with the viewing and listening process?
  • Does your teaching programme include a balance of different types of listening activity?
  • Do your viewing guides need to be differentiated for different students?
  • How can I turn this into a collaborative activity to provide greater opportunities for my students to use both speaking and listening?



Published on: 13 Jul 2012