11.%20 listening%20comprehension[1]

486 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
486
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
30
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

11.%20 listening%20comprehension[1]

  1. 1. Topic: Listening ComprehensionTopic: Listening Comprehension General objectives: Students will be able to teach listening comprehension with communicative approach. Students will be able to integrate listening with speaking, reading and writing.
  2. 2. Lesson OneLesson One Communicative Approaches to ListeningCommunicative Approaches to Listening ComprehensionComprehension  Pre-task activities  Step One: elicit Kinds of real-life listening  Step Two: elicit characteristics of Real-life listening  Step Three: introduce two approaches to listening--- Bottom-up and top-down  Step Four: identifying different types of listening texts.  Step Five: elicit difficulties in listening to English  as a foreign language.  Step Six: tips in design a listen task  While-task activities  Step Seven: students giving a lesson of listening comprehension.  Post-task activities  Step Eight: students evaluate the lessons.
  3. 3.  1. Real-life listening  1.1 Kinds of real-life listening  1.2 Characteristics of Real-life listening  1.3 Two approaches to listening--- Bottom-up and top-down  2. Listening to English as a  foreign language.  2.1 Identifying different types of listening  2.2 Difficulties in listening to English  as a foreign language.  3. How to design a listening tasks?
  4. 4. 1.1 Kinds of real life listening1.1 Kinds of real life listening  Telephone conversations  Lectures  Instructions  Movies  Songs  Radio  Television  ……
  5. 5. 1.2 Characteristics of Real-life listening1.2 Characteristics of Real-life listening  Spontaneity  Purpose and expectation   Response   Speaker’s adjustment   Context   Visual clues   Shortness   Informal speech  Redundancy  Noise  Colloquial language  Auditory character
  6. 6. 1.3 Two approaches to listening---1.3 Two approaches to listening--- Bottom-up and top-downBottom-up and top-down  Listeners segment the stream of speech into its constituent sounds, link these together to form words, chain the words together to form clauses and sentences and so on . The view is known as the bottom-up approach to listening,  The use of inside the head knowledge, that is knowledge which is not directly encoded in words is known as the top-down view of listening.
  7. 7. 2. Listening to English as a foreign language2. Listening to English as a foreign language 2.1 A2.1 A classification of aural textsclassification of aural texts  Aural texts   Monologue Dialogue  Planned Unplanned interpersonal Transactional  Recorded video-taped live Planned Unplanned Planned Unplanned   Unfamiliar Familiar U F U F U F    R V L R V L R V L R V L R V L  
  8. 8. 2.2 Difficulties in listening to English as a foreign language2.2 Difficulties in listening to English as a foreign language   Hearing the sounds   Understanding intonation and stress   Coping with redundancy and background‘noise’   Speed   Heard only once   No pause   Predicting   Understanding colloquial vocabulary   Fatigue   Understanding different accents   Simultaneously tasks
  9. 9. 3.How to design a listening tasks?3.How to design a listening tasks?  A pre-set purpose   Motivation   Success   Simplicity   Feedback   Visual materials   Combining listening and speaking 
  10. 10. Suggestions for classroom activitiesSuggestions for classroom activities Listening for perception Listening for comprehension
  11. 11. Listening for perceptionListening for perception  At word-level  Oral activities  Reading and writing activities  Meaning-based activities  At sentence-level  Oral activities  Reading and writing activities  Meaning-based activities
  12. 12. At word-levelAt word-level  Oral activities  (1) repetition  (2) which category (man men ) ? pen cat rap  1 2  (3) same or different ? pin pin bin pin  Reading and wring activities  (1)Reading the right words  A. bat B. bet C.but  (2) writing the right words
  13. 13. At sentence-levelAt sentence-level  Oral activities  (1) repetition  (2) identifying word-divisions (how many words)  Reading and wring activities  (1) identifying stress and unstress eg  I’m terribly tired. I think I’ll go and have a rest.ˊ ˊ ˊ ˊ  (2) identifying intonation  ………………………………………………..  (3) dictation
  14. 14. Listening for comprehensionListening for comprehension Listening and making no response Listening and making short response Listening and making longer response Listening as a basis for study and discussion
  15. 15. Listening and making no responseListening and making no response Following a written text Listening to a familiar text Listening aided by visuals Informal teacher-talk Entertainment
  16. 16. Listening and making short responseListening and making short response  (1)    obeying instructions  a, physical movement  b, constructing models  c, picture dictation  (2)    ticking off items  (3)    true/false exercises  (4)    detecting mistakes  (5)    aural cloze  (6)    guessing definitions  (7)    noting specific information
  17. 17. Listening and making short responseListening and making short response  (8)    pictures  a, identifying and ordering  b, altering and marking  (9)    maps  a, naming features  b, alterations                                    (10)ground-plan  (11)grids  (12)family tree  (13)graphs  
  18. 18. GridGrid
  19. 19. graphgraph
  20. 20. ground-planground-plan
  21. 21. Listening and making longer responsesListening and making longer responses  Repetition and dictation  Paraphrase  Translation  Answering questions  Answering comprehension questions on texts  Predictions   Filling gaps  Note taking  Summarizing
  22. 22. Listening as a basis for study and discussionListening as a basis for study and discussion  Problem-solving  Jigsaw listening  Interpretative listening  Evaluative and stylistic analysis
  23. 23. Lesson TwoLesson Two The Dictogloss ApproachThe Dictogloss Approach Pre-task activities Step One: preparation  While-task activities Step Two:  dictation Step Three: reconstruction . Post-task activities Step Four: Analysis and correction. 
  24. 24. The dictogloss approachThe dictogloss approach 1. Preparation 2. Dictation 3. Reconstruction 4. Analysis and correction.
  25. 25. 1.1. Preparation.Preparation.  At this stage. teachers prepare students for the text they will be hearing by asking questions and discussing a stimulus picture. by discussing vocabulary ,by ensuring that students know what they are supposed to do and by ensuring that the students are in the appropriate groups.
  26. 26. 2.2. DictationDictation  Learners hear the dictation twice. The first time. they listen only and get a general feeling for the text. The second time they take down notes. Being encouraged to listen for content words which will assist them in reconstructing the text. For reasons of consistency, it is preferable that students listen lo a cassette recording rather than teacher-read text
  27. 27. 3.3. ReconstructionReconstruction At the conclusion of the dictation, learners pool notes and produce their version of the text . During this stage it is important that the teacher does not provide any language input.
  28. 28. 44. Analysis and correction. Analysis and correction  There arc various ways of dealing with this stage. The small group versions can be reproduced on the board or overhead projector. The texts can be photocopied and distributed or the students can compare their version with the original sentence by sentence .
  29. 29. Advantages of dictoglossAdvantages of dictogloss  The dictogloss technique provides a useful bridge between bottom-up and top-down listening. In the first instance, learners are primarily concerned with identifying individual elements in the text - a bottom- up strategy. However, during the small group discussions, some or all of the following top-down strategies might be employed. In all of these the listener will integrate background. `inside the head' knowledge with the clues picked up during the dictation .  1 . Listeners will make predictions.  2. Listeners will make inferences about things not directly stated in the text  3. Listeners will identify the topic of the text.  4. Listeners will identify the text type (whether it is a narrative. description. anecdote etc. ).  5. Listeners will identify various sorts of semantic relationships in the text

×