English listening practice

ESL Teachers

eViews is designed for TEACHERS and SCHOOLS who need online distance learning material for English as a Second Language (ESL).

The concept behind eViews is to give students of English as a Second Language (ESL) greater contact with native English speakers. Our interviews are authentic; unscripted and spoken by everyday native English speakers, not professional actors.

This is an excellent resource if you are looking for prepared lesson plans that are combined with online distance learning material. The nature of our material makes it ideal for intermediate to advanced English students, (beginners will find it too hard), and suitable for English students studying for the Cambridge First Certificate or similar.

As well as the audio, you get access to the teaching material including a full interview transcript, the suggested lesson plans, test questions and answers, and glossary.

The audio is in mp3 format. The teaching material is in PDF format.

The lesson plan is written by an R.S.A. trained teacher/teacher trainer with 25 years experience in TEFL/TESOL.

The lesson plan includes pre-listening tasks, different suggestions on how to use the comprehension questions (when relevant), and follow up material usually based on the interview. This may be in the form of roleplays, follow up interviews, discussions, project work, or a writing piece. Formulaic expressions for agreeing, disagreeing, asking for opinions, etc. are given where relevant. Teachers should practice these working on stress and intonation and make sure students use them in the subsequent oral activity. Every attempt is made to let the students talk about themselves and their own experiences and backgrounds in the lesson plan.

Understanding normal spoken English is one of the most difficult areas of learning the language. As a result, it is of great help to students if they are well prepared before listening to the interview. This includes pre-teaching any unknown vocabulary and/or expressions prior to listening and perhaps giving them examples in context, as well as how they are pronounced. It includes helping students think about the subject matter and to predicting the content. If students are finding the interview too long and difficult STOP! Work on small sections at a time. Take the transcript (which you have access to) and gapfill key words. You could choose two sentences which students listen to and get them to mark major stresses. This helps them realise how much of English is "eaten up" when we speak, but also how what we eat up tends to be the less important words.

Don't labour points they really can't get, move on to what they can. Above all, be patient and sensitive and try to work at a speed the students are comfortable with.

After you've finished the interview, let students choose some of the words from the glossary and find them in the interview.

We have built a library of interviews that include a comprehensive range of accents, and cover subjects that will keep your students interested, as well as providing a broad range of vocabulary.

Prestigious institutions such as the Ecole Nationale de la Santé Publique (France), the Hong Kong Institute of Education, the Abu Dhabi Women's College (U.A.E.), the Centre for English Teaching (University of Sydney, Australia) and the English Language Centre at Monash University (Australia), have benefited from offering eViews to their teachers and students.

We look forward to your suggestions or feedback.