Teaching Listening to College Students
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a slideshow created to help college teachers acquire the skills of teaching listening in the english class, using both written and audio texts.
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Teaching Listening
1) Listening is the most important of the four language skills and is used most often in everyday communication.
2) Traditional listening lessons involved short dialogues, dictation, and recognizing words and sounds, but now listening is recognized as its own skill to be developed.
3) Effective listening instruction includes teaching strategies like planning, monitoring comprehension, and clarifying meaning, and integrating both top-down and bottom-up processing.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Teaching Speaking
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Listening skills teaching
Listening skills teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.Teaching listening
This document outlines strategies for teaching listening skills. It defines listening and explains why it is important. The listening process involves hearing, choosing to focus attention, understanding messages, and responding. There are different types of listening like intensive and extensive listening. Factors like noise, barriers, and memory can affect the listening process. A framework for task-based teaching involves pre-task, during task, and post-task stages. Planning for listening includes pre-listening activities to provide context, activate schemas, establish a purpose for listening, and pre-teach vocabulary. While listening, teachers can have students listen for gist and details and repeat difficult parts. Post-listening involves discussion, comparison of notes, and identifying new vocabulary.
Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Teaching listening
The document discusses teaching listening skills to students and strategies for developing good listening habits. It notes several difficulties students face in listening comprehension, such as distinguishing similar sounds and understanding reduced pronunciation. The document also lists characteristics of good listeners, including strategies they use like focusing attention and using context clues. Finally, it proposes several classroom activities to practice listening like bingo story, selective chart, and sequencing reports that engage students and improve their abilities.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
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Teaching Listening
1) Listening is the most important of the four language skills and is used most often in everyday communication.
2) Traditional listening lessons involved short dialogues, dictation, and recognizing words and sounds, but now listening is recognized as its own skill to be developed.
3) Effective listening instruction includes teaching strategies like planning, monitoring comprehension, and clarifying meaning, and integrating both top-down and bottom-up processing.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Teaching Speaking
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Listening skills teaching
Listening skills teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.Teaching listening
This document outlines strategies for teaching listening skills. It defines listening and explains why it is important. The listening process involves hearing, choosing to focus attention, understanding messages, and responding. There are different types of listening like intensive and extensive listening. Factors like noise, barriers, and memory can affect the listening process. A framework for task-based teaching involves pre-task, during task, and post-task stages. Planning for listening includes pre-listening activities to provide context, activate schemas, establish a purpose for listening, and pre-teach vocabulary. While listening, teachers can have students listen for gist and details and repeat difficult parts. Post-listening involves discussion, comparison of notes, and identifying new vocabulary.
Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Teaching listening
The document discusses teaching listening skills to students and strategies for developing good listening habits. It notes several difficulties students face in listening comprehension, such as distinguishing similar sounds and understanding reduced pronunciation. The document also lists characteristics of good listeners, including strategies they use like focusing attention and using context clues. Finally, it proposes several classroom activities to practice listening like bingo story, selective chart, and sequencing reports that engage students and improve their abilities.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Testing Grammar
This document discusses various formats for testing grammar and considerations for their use. It suggests that grammar be tested within communicative contexts to evaluate a test taker's ability to use grammar appropriately. Formats recommended include having test takers write something of discourse length for a known audience, describe pictures without seeing them, dictate pictures to peers, put a story in order, or role play in limited situations. The goal is to go beyond recognition to production and evaluate understanding of grammar in service of communication.
Teaching Writing to EFL students
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
Assessing listening
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
Teaching writing pp
This document discusses various approaches to teaching writing skills. It covers topics like the writing process, genres, creative writing, and writing as a cooperative activity. It emphasizes that teaching writing involves considering skills like handwriting, spelling, layout, and punctuation. The teacher plays important roles as a motivator, providing resources and feedback. Different writing activities can build writing habits or practice specific skills. Portfolios and journals are also discussed. The conclusion stresses that teaching writing requires considering many factors.
How to teach listening
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
TEACHING LISTENING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 5th grade listening activity about movies. It involves showing clips from Bolt and Ice Age and having students make predictions and answer questions about what they watch. Students will be divided into groups to compete in a game where they race to correctly answer questions after listening to a movie conversation. The goal is for students to practice listening skills and describing characters and events from movies.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Teaching vocabulary
Teaching vocabularyDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.How to teach grammar
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
Assessing listening
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
Testing Vocabulary
The document discusses testing vocabulary and different formats for doing so. It describes what vocabulary is and how words are learned and organized in the mind. Various test formats are described such as multiple choice, matching, gap filling, and cloze tests. The most common recognition and production formats are outlined. Considerations for when to use each type are provided.
Teaching Grammar
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
how to teach speaking
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
Teaching listening
This document discusses teaching listening skills in English as a second language. It begins by stating that the objective of classroom listening is to prepare students for real-life listening situations. It then lists common features of real-life listening situations, such as informal language, noise, redundancy, and ongoing listener response.
The document notes that classroom listening does not replicate real-life listening. It recommends basing listening activities on simulated real-life situations to motivate students. Guidelines are provided for listening texts, such as using informal speech, and for listening tasks, such as providing expectations and an ongoing purpose. Finally, examples are given of different types of listening activities and how they can be adapted.
How to Teach Pronunciation: Getting Started
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
Activities for teaching grammar
The document provides activities for teaching grammar and summarizes a poem. It includes 3 activities:
1) Identifying personal pronouns, nouns, and verbs in a song lyrics.
2) Having advanced students identify tenses in a short story about Cinderella.
3) Identifying verbs, nouns, and pronouns in a poem about enjoying school.
TASK BASED LEARNING
Task-based language learning involves presenting students with meaningful tasks to complete rather than focusing on language structures. A task requires students to use language to arrive at an outcome and engages cognitive processing. Effective tasks mirror real-world activities like talking to a doctor. This approach motivates students and gives them confidence to use the language. It also exposes them to a variety of natural language through collaboration. Teachers take on roles like preparing students and raising consciousness of language used. Students work in groups and provide feedback to one another, taking risks and innovating with language. While it can encourage ambitious language use, some students may rely too heavily on others and large classes present implementation challenges.
Assessing Listening
The document discusses assessing listening skills. It defines listening as an active process involving both linguistic and non-linguistic knowledge. Listening assessment is important because the act of listening cannot be observed. The document outlines different types of listening like intensive, extensive, selective, and responsive. It provides examples of assessment tasks that can measure various dimensions of listening including phonological recognition, paraphrasing, answering questions, note-taking, and retelling stories.
Five Fun Activities to Build Listening Skills
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
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Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Testing Grammar
This document discusses various formats for testing grammar and considerations for their use. It suggests that grammar be tested within communicative contexts to evaluate a test taker's ability to use grammar appropriately. Formats recommended include having test takers write something of discourse length for a known audience, describe pictures without seeing them, dictate pictures to peers, put a story in order, or role play in limited situations. The goal is to go beyond recognition to production and evaluate understanding of grammar in service of communication.
Teaching Writing to EFL students
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
Assessing listening
This document discusses observing and assessing listening performance. It notes that while speaking, reading, and writing can be observed directly, listening is an internal process that can only be inferred from external behaviors like nodding or asking questions. It identifies four types of listening - intensive, responsive, selective, and extensive - and provides examples of assessment tasks for each, such as cloze exercises, information transfer tasks, and dictation. The document emphasizes the importance of specifying clear objectives and designing assessment tasks accordingly.
Teaching writing pp
This document discusses various approaches to teaching writing skills. It covers topics like the writing process, genres, creative writing, and writing as a cooperative activity. It emphasizes that teaching writing involves considering skills like handwriting, spelling, layout, and punctuation. The teacher plays important roles as a motivator, providing resources and feedback. Different writing activities can build writing habits or practice specific skills. Portfolios and journals are also discussed. The conclusion stresses that teaching writing requires considering many factors.
How to teach listening
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
TEACHING LISTENING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 5th grade listening activity about movies. It involves showing clips from Bolt and Ice Age and having students make predictions and answer questions about what they watch. Students will be divided into groups to compete in a game where they race to correctly answer questions after listening to a movie conversation. The goal is for students to practice listening skills and describing characters and events from movies.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Teaching vocabulary
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This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.How to teach grammar
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
Assessing listening
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
Testing Vocabulary
The document discusses testing vocabulary and different formats for doing so. It describes what vocabulary is and how words are learned and organized in the mind. Various test formats are described such as multiple choice, matching, gap filling, and cloze tests. The most common recognition and production formats are outlined. Considerations for when to use each type are provided.
Teaching Grammar
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
how to teach speaking
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
Teaching listening
This document discusses teaching listening skills in English as a second language. It begins by stating that the objective of classroom listening is to prepare students for real-life listening situations. It then lists common features of real-life listening situations, such as informal language, noise, redundancy, and ongoing listener response.
The document notes that classroom listening does not replicate real-life listening. It recommends basing listening activities on simulated real-life situations to motivate students. Guidelines are provided for listening texts, such as using informal speech, and for listening tasks, such as providing expectations and an ongoing purpose. Finally, examples are given of different types of listening activities and how they can be adapted.
How to Teach Pronunciation: Getting Started
We asked hundreds of ESL/EFL teachers, "If I could wave a magic wand and fix one thing to help you teach Pronunciation - what would it be?" The number one answer was - How do I start? I created a webinar to answer this great question (link to recording of the webinar http://bit.ly/1SW62M7) and these are the slides from that webinar.
Strategies for listening and speaking for beginners
This document outlines strategies for teaching listening and speaking skills to beginner language learners. It recommends using Total Physical Response (TPR) techniques like commands that require physical responses, as well as games that encourage describing objects and asking questions. Songs are suggested to help students learn pronunciation and vocabulary. Specific activities proposed include information gap activities, opinion sharing, role-playing, games, and everyday classroom interactions. The document provides tips for teacher speech like using clear instructions and limiting jargon, as well as keeping sentences short and simple for young learners. Other techniques mentioned are allowing group work, using teaching materials, storytelling, poetry, and listening to music.
Activities for teaching grammar
The document provides activities for teaching grammar and summarizes a poem. It includes 3 activities:
1) Identifying personal pronouns, nouns, and verbs in a song lyrics.
2) Having advanced students identify tenses in a short story about Cinderella.
3) Identifying verbs, nouns, and pronouns in a poem about enjoying school.
TASK BASED LEARNING
Task-based language learning involves presenting students with meaningful tasks to complete rather than focusing on language structures. A task requires students to use language to arrive at an outcome and engages cognitive processing. Effective tasks mirror real-world activities like talking to a doctor. This approach motivates students and gives them confidence to use the language. It also exposes them to a variety of natural language through collaboration. Teachers take on roles like preparing students and raising consciousness of language used. Students work in groups and provide feedback to one another, taking risks and innovating with language. While it can encourage ambitious language use, some students may rely too heavily on others and large classes present implementation challenges.
Assessing Listening
The document discusses assessing listening skills. It defines listening as an active process involving both linguistic and non-linguistic knowledge. Listening assessment is important because the act of listening cannot be observed. The document outlines different types of listening like intensive, extensive, selective, and responsive. It provides examples of assessment tasks that can measure various dimensions of listening including phonological recognition, paraphrasing, answering questions, note-taking, and retelling stories.
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Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
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This document discusses teaching listening skills. It outlines the different types of texts that can be listened to, such as conversations, lectures, news, and music. The reasons for listening are also provided, including getting messages, following instructions, and improving language skills. The document then describes how to teach listening through strategies like predicting, listening for general details and specific information. It provides steps for teaching listening as presentation, practice, and production. Examples of activities are given for each step, such as discussing background knowledge, completing grids, and summarizing.
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This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
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I am D.Rayappa working as Assistant Professor of English would like to share my knowledge for student community to develop spoken English in the global arena.
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Teaching Listening to College Students
- 1. m n RAJU
- 2. Hearing Listening m n RAJU
- 3. Classroom Listening Real Life Listening m n RAJU
- 4. m n RAJU To make classroom listening more like real life listening Teaching Listening - Objective
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