Children may learn through auditory rhythms and melodies and enjoy singing, chanting, tapping rhythms, and listening activities.

Children may learn through gestures and manipulatives and enjoy activities that involve movement, dancing. running, jumping, and touching.

Children tend to think in words and enjoy reading, writing, discussions, and dialogs. They also have the ability to figure out grammatical patterns.

Children do not just show a propensity toward math but also tend to be more analytical. They learn through reasoning and enjoy puzzles and experiments.

Children like interacting with people an show ability to relate to others. They enjoy discussing and socializing with their peers and cooperative activities.

Children have a tendency to be self-reflective and like to work alone. They may be more in touch with their emotions, feelings, and abilities.

Children have an affinity toward nature, including the environment, plants, and animals. They may enjoy activities that take place outdoors in nature.

• Students listen to a pair of words and circle if the words are the same or different.

• Students match a word they hear with its picture.

• Students listen to a series of sentences and distinguish the subjects from the verbs.

• Students listen to a short dialog and fill in the blanks of a transcript.

• Before students listen to an announcement, they are shown the context of an airport and predict what they might hear.

• Students listen to some utterances and describe the emotional reaction they hear: happy, sad, etc.

Students listen to a conversation between a doctor and a patient and choose a picture showing the correct location of the dialog with the correct people having the conversation.

Try to prepare short segments or comprehensible listening input when giving instructions, doing demonstrations, or explaining language.

Activities should involve authentic language and real-world contexts as much as possible to make the learning more meaningful, motivating, and useful for students.YLs use English to mirror and contextualize language instruction.

All activities should take into consideration learners age, background knowledge, and interests.provide trustworthy information about the media to help families make good decisions about the media children are exposed to. They suggest good cartoons, TV shows, movies, books, and so on for children by age, and it could be a good place to see what kinds of media are attractive as well as appropriate in terms of content and delivery by age group.

Teachers should prepare students with vocabulary needed to understand the listening activity. Preparing context clues like pictures and realia are helpful,

how can you know if students truly understand without something concrete or observable? Teachers can use a variety of response types that should be both verbal and nonverbal. For young learners who have a beginning level of proficiency, it can be very stressful to show comprehension by having to produce language and respond verbally using new language. There are many ways that a learner can respond. Taxonomy for conceptualizing the ways teachers can check comprehension of a listening activity.

Every listening activity should give YLs a purpose for listening and, better yet, a task to complete.

All too often teachers will say "Listen to this," and then sing a song or play a tape without giving learners a task or a reason to listen.should say

"Listen and . .. " filling in the blank with an appropriate task. For example, a teacher could ask students to listen and then point to the correct picture, with three pictures of different contexts to choose from.