2021.06.04 Stepping into the real world - transitioning listening Sandy Millin IH Bucharest
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http://sandymillin.wordpress.com/ihbucharest21 Bridging the gap between classroom and real-world listening “I've studied English for years, but I can't understand anyone!” This was a common complaint from students I worked with in the UK. Inspired by their problems and the work of John Field and Richard Cauldwell, this workshop aims to introduce you to practical activities and materials you can use to help students transition from understanding scripted listening materials to feeling comfortable with real-world English.
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2021.06.04 Stepping into the real world - transitioning listening Sandy Millin IH Bucharest
- 1. Bridging the gap between classroom and real-world listening Sandy Millin http://sandymillin.wordpress.com/ihbucharest21 sandymillin@gmail.com Twitter: @sandymillin IH Bucharest 4th June 2021
- 2. Say hello!
- 3. I’ve been studying English for years, but I can’t understand anyone!
- 4. Listening in the classroom • What do students listen to? • What type of tasks do they do? Why? Photo taken from http://flickr.com/eltpics by @yearinthelifeof, used under a CC Attribution Non-Commercial license
- 5. Listening in real life • What do you listen to? • What type of tasks do you do? Why? Image by Sandy Millin
- 6. Compare and contrast New English File Intermediate CD 2, Track 13 Mark Kermode and Simon Mayo
- 7. • Follow up on wrong answers • Potential problems: – speed – voice type – sound quality – lack of language – lack of confidence What went wrong? Photo taken from http://flickr.com/eltpics by @kevchanwow, used under a CC Attribution Non-Commercial license
- 9. Weak forms
- 11. Connected speech • Final consonant + initial vowel = link
- 13. Micro dictations • Clipping audio: – Audacity (PC/Mac) – Wavepad (iPad) – mp3cut.net (online) – youtubetrimmer.com (youtube – online)
- 15. What’s next? When I was a kid, I used to go swimming every Saturday.
- 16. • Guests • Leaving the classroom • English Language Listening Library www.elllo.org • TubeQuizard www.tubequizard.com • Collins English for Life A range of voices
- 17. • Films • TV programmes • BBC • Podcasts www. independentenglish. wordpress.com/podcast s • TED talks www.ted.com Extended listening
- 18. Further reading • John Field – ‘Skills and strategies: towards a new methodology for listening’ April 1998, ELT Journal Volume 52/2 – Listening in the Language Classroom 2008, Cambridge University Press • Richard Cauldwell – Phonology for Listening: Teaching the stream of speech, 2013, Speech in Action – A Syllabus for Listening: Decoding, 2018, Speech in Action
- 20. Bridging the gap between classroom and real-world listening Sandy Millin http://sandymillin.wordpress.com/ihbucharest21 sandymillin@gmail.com Twitter: @sandymillin IH Bucharest 4th June 2021
Editor's Notes
- Intro yourself What problems did you have? Accents, different voices, noise…
- IH Newcastle – SS problems with natives and non-natives!
- First, think about listening that happens in the classroom What? – Teacher – if they speak English, e.g. give instructions in English Students – if they speak English! - Long recordings from the book – longer as the level gets higher – typically 2+ mins, at advanced can be as much as 5 Sometimes…songs, YouTube, other things Tasks Mostly comprehension questions Often introduces new lang To test their level Because they need to do something!
- What about in real life? What? Real people: face-to-face, on the phone, natives, non-natives… Why? interaction – need something, want to have a conversation (listen & respond), arguing/debating (listen & challenge)… information – e.g. weather on the radio, gate number at the airport enjoyment!
- Play bits of the two excerpts – make sure you have the audio! What differences do you notice between the conversations? Scripted v. spontaneous Changes mind Q/A/Q/A – student can start again v. questions depend on answers Speed – regular v. varied with pauses Male/female Not suggesting that we should replace coursebook audio, but we need to help SS to deal with the second type too
- Follow up on wrong answers – not just what, but why? Listen to just that one again. Speed? Vocab? Too many answers close together? Potential problems speed – connected speech, weak forms voice type – accent, age, male/female… sound quality – volume, echo, background noise… (get FB from SS) lack of language lack of confidence misheard – confidently heard it as something else Confidence comes with practice – just testing/offering comprehension is depressing! Language comes with more classes/study time.
- Pronunciation for listening - difficult to divide pronunciation and listening at this level – What’s the most common sound in English? Demonstrate how to teach schwa Show the cartoon!
- Show them to the students – ask them to play with them. When do you hear weak/strong forms? Highlight that weak forms are the norm, strong forms are for the end of clauses or emphasis Try making sentences. Make them as fast as possible
- Connected speech can be a big problem – changes sounds of words Great activity to raise awareness/introduce three changes – elision of /d/, liaison of /s/, assimilation of /n/ to /m/ Do the activity! Lots of activities on the blog
- teaching some simple rules + drilling can improve confidence e.g. Cauldwell = greenhouse, garden, jungle – in the garden, moving towards the jungle as they’ll all pronounce it differently
- Make use of the transcripts – often neglected. e.g. Same pre-int class really struggled. Taught them a couple of rules of connected speech, looked at one paragraph in the book, listened again. Much easier!
- Write the two sentences. Can be you, a podcast, the coursebook recording… (clip it though…) (this one from NEF Pre-Int Unit 1) Also makes great homework Try the dictation How to clip audio (or create it!)
- Terminology: when you’re listening you’re using two sets of processes to help you understand bottom-up e.g. knowledge of sounds, words, grammar, vocabulary (building from small pieces, magnifying glass) top-down e.g. knowledge of context, person speaking, past experiences of same situation (extrapolating from wider context, eagle flying over) So far looked at lots of bottom-up, because top-down is normal focus in class (e.g. prediction, gist) Finish with a couple of top-down processing skills we can train
- Finish the sentence. They shout out possible next words. You do this all the time when you’re listening, but very quickly! Based on previous knowledge, context, etc Demonstrate again… You’ll never guess who I bumped into yesterday. Do you remember Katie? Well, she’s just got married!
- Guests – real life or on Skype, e.g. I was a Skype guest talking about Olympics for a class in Argentina, my cousin came to visit – SS came up with questions, especially grammar Leaving the classroom – doesn’t matter about accents, as long as they’re not the same people they hear speak English every lesson! ELLLO Books like Collins English for Life
- Exposure to listening makes a big difference too… Film/TV Podcasts TED talks
- Guru!