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PP slides from the CELTA session on listening skills

PP slides from the CELTA session on listening skills

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Listening skills cc Listening skills cc Presentation Transcript

  • Developing Listening Skills
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  • Session objectives • Discuss and analyse different purposes and ways of listening • Explain how top down & bottom up processing influence comprehension • Apply understanding to task design for listening skill
  • Which ‘listening experiences’ involved: 1. Involved speaking & listening? 2. Speaker physically present? 3. Listening for specific info? 4. For pleasure or entertainment? 5. Necessary to listen closely? 6. Allowed less attentive listening
  • Listening can be:
  • Potential difficulties for additional language learners 1. Watching news on TV 2. Listening to news on radio 3. Talking about news with a friend – face to face 4. Talking about news with a friend – on the phone 5. Listening to a recording of news in the classroom 6. Listening to a song
  • Potential difficulties for additional language learners • • • • • • Lack of visual reinforcement Inability to interact Inability to control rate on input Pressure to speak Poor acoustics The topic: density of information, lack of repetition
  • Dictogloss take notes listen talk together write together
  • Listen to the texts • Did you understand all the words in the text? • Did you understand the overall meaning of the text?
  • Listen again… • What was different about each text the second time you heard it? Were the texts easier to understand? • What factors make comprehension easier of more difficult? • What are the implications of this activity on listening and reading in the classroom? • What can the teacher do to make comprehension easier?
  • How can we help …..
  • Top Down General knowledge of the world Who is who, where things are, etc. Knowledge of a particular event For example, a story you are following as it affects you, or something you overheard on the bus and want to know more, or just a general awareness of a particular event. Listening to the news Knowledge of vocabulary Knowledge of grammar How words sound and what they mean. If “Brad has left Angelina” we know that they are no longer a couple. If “Brad has left Angelina” we can generally assume that Angelina is now alone in the house, not Brad, and that it happened recently. Bottom Up
  • Pre-Listening Tasks While Listening Tasks Post Listening Tasks