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7 Teaching listening.
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7 Teaching listening.

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Transcript

  • 1.  
  • 2.
    • Listening is an essential skill for communication.
    • It is necessary to understand what we hear in order o keep a conversation with someone or to express opinions about something .
  • 3.
    • Ability to follow the general trend of what is said.
    • Ability to understand specific details .
    • Ability to understand the speaker’s intention (why did he/she say that?)
    • Ability to understand the speaker’s attitude (how did he/she felt?)
    • Ability to understand and confirm expectations . (students can make guesses about what they are going to hear.)
    • Ability to check a specific piece of pre-knowledge against what is said.
  • 4.
    • The listening context, setting or social situation is really important in helping us to work out the meaning and interpret what we hear.
    • Who and where are the people? How are they communicating?
  • 5.
    • 1. Help, don’t test:
    • Introduce the listening material with a simple global understanding question.
    • Let students listen to the tape more than once.
    • Place students in pairs or groups.
    • Check and reconfirm students’ answers.
  • 6.
    • 2. Be aware of different listening strategies.
    • 3. Select appropriate material (authentic listening materials or materials specially prepared for the language learner)
    • 4. Have a listening purpose:
    • Listening for gist or global understanding.
    • Listening for specific information.
    • Listening to establish a context
    • Listening to provide information for later discussion, role-play, or information exchange.
  • 7.
    • Think about these questions before preparing a listening task:
    • What is the purpose of the task?
    • What listening skills will be practiced?
    • Is the task suitable for the learners’ level?
    • What language do students need in order to do the task (key vocabulary)?
    • How can I create interest in the listening text?
  • 8.
    • There are three main stages in a listening skills lesson.
    • PRE-LISTENING
    • (WHILE) LISTENING
    • POST-LISTENING
  • 9.
    • AIMS:
    • To help students focus their attention on the topic.
    • To activate students’ prior knowledge of the language.
    • PRE- LISTENING ACTIVITIES:
    • 1. Warm-up. (set the scene, introduce the topic.)
    • 2. Teach key vocabulary.
    • 3. Set questions/tasks for general or gist comprehension. (guiding questions) 1 st listening.
    • 8. Set questions/tasks for detailed comprehension. 2 nd listening.
  • 10.
    • AIM:
    • To help learners develop the skill of understanding and eliciting messages from spoken language.
    • (WHILE) LISTENING ACTIVITIES.
    • 4. Play the tape for the 1 st time.
    • 9. Play the tape for the 2 nd time.
  • 11.
    • AIMS:
    • To check if students have understood the listening exercise and if they have completed the (while) listening tasks.
    • To give students the opportunity to check answers of the (while) listening tasks with their partners and with the teacher.
    • To expand on the topic or language of the listening text and transfer what they have learned to other tasks and contexts.
  • 12.
    • 1. PRE-LISTENING TASKS.
    • Predicting through vocabulary.
    • Student generated questions.
    • Brainstorm about the listening topic.
    • Word map about the listening topic.
    • Eliciting information from a picture.
  • 13.
    • 2. (WHILE) LISTENING TASKS.
    • True and false statements.
    • Putting events or items in the right order.
    • Multiple choice questions.
    • Note taking.
    • Completing tables.
    • Labeling pictures.
    • Fill-in the blanks.
    • Spotting mistakes.
  • 14.
    • 3. POST LISTENING TASKS.
    • Open ended questions.
    • Repetition (of a dialogue.)
    • Invent (a situation or dialogue.)
    • Role-play (a similar situation.)
    • Group dictation (running dictation.)
    • Erase it (disappearing dialogue.)
    • Personalization (give their own opinion about the topic)
    • Group discussions or debates.
    • Summarizing and writing a report.
    • Interpreting cause and effect relationships.
  • 15. Lindsay Paul, Teaching English Worldwide , Alta Book Center Publishers, 2000 Gower, Roger and others, Teaching Practice Handbook, Macmillan 2005
  • 16.