4. We listen to:
• Sounds of animals, babies, etc.
• Lectures
• Speeches of all lengths
• Idle chit-chat
• Radio broadcasts
• Instructions
• Music and Songs
• Bed time stories
• Jokes
5. Our motivation
There are things we want or need to know
It stimulates our imagination and enriches our lives
6. “We learn to listen and we listen
to learn.”
- Wilson, 2008
7. Historical Background
Teaching second language listening has a relatively recent
history. In the early era of ELT, listening was treated as means of
presenting a grammar topic;
Late „60s: listening was recognized to be a skill.
8. The question...
Is the ability to respond well to the task a reliable indication of
listening competence?
9. Using authentic materials
- More real: interruptions, normal rate of speech
delivery, incomplete sentences, background voices
noise, false starters and fillers.
- Materials don‟t come in a pedagogical framework
- Are they more interesting than scripted ones?
10. What makes a good listening text for
language classes? (Wilson, 2008)
• Interest
• Cultural Accessibility
• Speech act/ Discourse structure
• Density
• Language Level
• Length
• Quality of recording
• Speed
• Number of speakers
• Accent
11. “Music is the universal language
of mankind.”
- Henry Wadsworth Longfellow
12. SONGS
Why do we use songs?
- For the sake the vocabulary or structures they contain;
- To get students to produce oral English by singing them;
- For fun.
13. EXAMPLE: Choose 6 words from the
list and write them down.
HAND ABSENCE GLORIOUS
BEAUTIFUL SLIPPERY
THOUSAND WHEREVER SKY
HAND FAR HORIZON
15. SOME SUGGESTIONS: PRE-LISTENING
ACTIVITIES
- Have students guess five/ten words they‟ll hear
based on the title.
- Have students, in groups, pick a song and use story-
telling, news reports, poster-making, etc. to present
the song before the other students hear it.
- Work on vocabulary
16. Example: Goodbye England’s
Rose – Elton John
Discuss with a friend:
1. Look at the title of the song. Do you know who this
song is a tribute to?
2. What happened to her and why this song was written
for her.
3. Think about other songs that were written as a
tribute to someone.
4. What kind of words would you expect to have in a
song as a tribute to someone? Write down 5 words.
17. Example: That I would be good
Alanis Morissette
Classify these activities into the categories below.
Miserable – heartbroken – down – hopeless – pathetic – cheerful –
depressed – fortunate – lucky – sad – pleased – walking into air –
on cloud nine – unhappy – sorry
POSITIVE MEANING NEGATIVE MEANING
18. Write some key words on the board and have
students imagine what the topic is
Show the video and ask students what the topic is
Give students some stanzas and ask them to make
up a title for each
Give them the title and ask them to match with the
stanzas
19. WHILE LISTENING
- Fill the gaps
- Re-order the lyrics on strips of paper
- Sing along
- Correct the mistakes. (use „soundalike‟ words)
- Stick parts of the song on the wall and ask students
to grab them as they hear them
20. POST-LISTENING
Illustrate the song
Write a diary entry or a letter from/to a character in
the song
Write another verse
Give your opinions about what is stated in the song
Work with the videoclip
21. Example
Listen to the song “Stuck in a moment” by U2. Try to imagine
what the song is about and in groups, describe it.
Now watch the videoclip and check if your guesses were right.
22.
23. MOVIES/SERIES
- Enjoyable.
- Students feel like it is “recreation time” and not
class.
- Plenty of visual reinforcement to the spoken text.
- Language in Use
25. Discuss
What‟s your opinion on age difference in marriage?
Do you think this is a second-date conversation
topic?
26.
27. Now watch it again and decide if the following
sentences are T or F:
1. Russel was still a child when the Beatles splited.
2. Russel feels comfortable talking about his prostate.
3. Jess admits that she‟s been acting strangely because they
hadn‟t kissed the other night.
4. Jess drove to the restaurant.
29. Other suggestions
Video without sound;
Sound without video;
Watch and describe;
Watch and act;
Say who said what;
Complete the story;
Gap-filling of part of the video;
Fast-foward the clip;
Extract language for study.
32. While watching
1) US$ have been deposited by mistake in Phoebe‟s account and
She wants to give them back. First time you watch the passage,
decide which two friends think she should keep the money.
a) Ross and Monica
b) Joey and Chandler
c) Joey and Rachel
33. 2. Now, complete the following sentences so that they refer to
unreal/hypothetical situations in the present/future.
a) If I ____________ (keep) it, it ____________ (be) like
stealing.
b) But if you ____________ (spend) it, it ____________ (be) like
shopping.
c) Even if ____________ (be) happy and skipping, I
____________ (hear) “not-not mine, not-not mine…”
d) I ____________ (never be) able to enjoy it. It ____________
(be) this giant karmic debt.
3) Watch it again and check.
34. After watching
Write down what you think Chandler or Monica would do if they
found extra US$ 500 deposited in their bank accounts.
_____________________________________________________
_____________________________________________________
35. TED – www.ted.com
TED (Technology, Entertainment and Design) is a global
set of conferences formed to disseminate "ideas worth
spreading.“
They address an increasingly wide range of topics within
the research and practice of science and culture. The
speakers are given a maximum of 18 minutes to present
their ideas in the most innovative and engaging ways they
can.
Past presenters include Bill Clinton and Bill Gates
36. EXAMPLE: Decide if you agree or disagree
with the following sentences about
leadership
A leader needs the guts to stand out and be ridiculed.
A leader must embrace his/her followers as equals.
Three followers are not enough when talking about leadership.
A leader generally gets all the credit.
37. Now watch and check if your opinions are
similar to the ones presented
38. Other suggestions
Predicting;
Collecting Vocabulary;
Debating;
Jigsaw listening;
Listening for data;
Listening and summarizing;
Gap-filling.
39. BIBLIOGRAPY
Field, John. “Listening Instruction”. The Cambridge Guide to
Pedagogy and Practice in Second Language Teaching.
Ed.Bruns, A and Richards, Jack. Cambridge: Cambridge
University Press, 2012.
Harmer, Jeremy. Essential English Knowledge. Essex: Pearson
Education Limited, 2012.
Harmer, Jeremy. How to Teach English. Essex: Pearson
Education Limited, 2007.
Harmer, Jeremy. The Practice of English Language Teaching. Essex:
Pearson Education Limited, 2007.
40. Potter, L; Lederman, L. Atividades com música para o
ensino do Inglês. Disal: São Paulo, 2013.
Richards, Jack; Renandya, Willy. Methodology in Language
Teaching. Cambridge: Cambridge University Press, 2002.
Scrivener, Jim. Learning Teaching. Oxford: Macmillan
Education, 2005.
Ur, Penny. Teaching Listening Comprehension. Cambridge:
Cambridge University Press, 1984
Wilson, J. How to teach Listening. Essex: Pearson
Education Limited, 2008.
