Teaching listening by Saray
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Teaching listening by Saray

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Teaching listening by Saray Teaching listening by Saray Presentation Transcript

  • 5 WELCOME TOWELCOME TOPrepared & Presented by Mr. RET SarayTeacher of English-AEP at NLSMobile Phone: 087 27 90 27Date: May 30, 2013TEACHER FORUM PROGRAMLearn to Lead LifeTechniques for TeachingLISTENING SKILLS1
  • CONTENTS Introduction Objectives Guidelines of teaching listening Common techniques to teachlistening
  • Objectives: At the end of this presentationyou’ll be able to:1.What makes listening difficult?2.Key guidelines of teachinglistening3.Common techniques/activitiesin teaching listening  View slide
  • INTRODUCTION Listening, together with speaking, reading andwriting is one of the four skills in language learning.As a means of communication, listening plays animportant role in peoples lives. We have to listen tomany utterances in our everyday life; conversationswill take place only when we can understand whatour interlocutor says; although input (listening andreading) alone is not sufficient for acquisition, inputis absolutely necessary for second languagelearning. English listening teaching is a major focalpoint for foreign language experts and scholars. View slide
  • Why Listening so related toReading?Receptive SkillsProductive Skills
  • What makes listening sodifficult? Clustering Redundancy Performance Variable Contracted Forms Colloquial Languages Rate of Delivery Stress, Rhythm, and Intonation
  • Guidelines for teachinglistening skills Grade difficult levels appropriately. Effective listening makes Ss think. Effective listening gives Ss a reason tolisten. Teacher should use a wide range oflistening sources. Prediction should play a vital role inteaching listening.
  • Guidelines for teachinglistening skills Source to teach listening should beeasier than reading one. Activities should be teaching not testingthe students.
  • Pre-listening activitiesPre-listening activitiesWhile-listening activitiesWhile-listening activitiesPost-listening activitiesPost-listening activities
  • Pre-listening activities Predicting(T/F; Sentence orders,...) Setting the scene(Asking about the pictures, readall the question before listening,…)
  • Predicting Pictures True/False Statements Sentence Orders
  • PicturesT: Where are they? What are they doing? What isthe relationship between them?
  • True/False StatementsI. Decide whether the following sentencesTRUE or FALSE1____They will meet each other next week.2 ____They are teacher and students.3 ____ Dara wants Vuthy to help him.4 ____ Vuthy and Phearin will go to Chinasoon.
  • While-listening activities
  • Listen and tick
  • Listen and sequence
  • Listen and act Total Physical Response: for beginners“Stand up”, “Point to the …”; for intermediate learners“Pretend you’re …(doing something)”
  • Listen and draw
  • Listen and fill It is important NOT to overdo thistype of tasks, since it givesstudents the impression that theyneed to understand every word. We may ask the students to fill inthe blanks with function words,say, prepositions.
  • Listen and guesse.g. For height, appearance, andpersonalities Four clues about an animal
  • Some types of post-listeningactivities Multiple choice questions Answering questions Note-taking and gap-filling Dictogloss
  • Multiple choice questions
  • Answering questions Open-ended questions andinference questions can beasked.
  • Note-taking and gap-fillingfor a summary of the text
  • Dictogloss Preparation: briefly talking about the topicand key words Dictation: for two times, first time focusingon the meaning, and second time takingextensive notes Reconstruction: working in pairs/groups,reconstructing the text Analysing and correction: comparing theirown version with the original
  • Summary on post-listeningactivities Don’t demand students to remembermore details than a native-speakerwould in a real-life situation; Don’t spend too much time givingstudents practise with traditional test-taking questions; Integrate listening tasks withspeaking and writing.
  • Conclusion We must know the nature oflistening, both in real languageuse and in language classrooms Focus on the process of listeningrather than on the result oflistening. Don’t merely test the memory.
  • 33ThankForYourAttention