We listen to:• Sounds of animals, babies, etc.• Lectures• Speeches of all lengths• Idle chit-chat• Radio broadcasts• Instructions• Music and Songs• Bed time stories• Jokes
Our motivationThere are things we want or need to knowIt stimulates our imagination and enriches our lives
“We learn to listen and we listento learn.”- Wilson, 2008
Historical Background Teaching second language listening has a relatively recenthistory. In the early era of ELT, listening was treated as means ofpresenting a grammar topic; Late „60s: listening was recognized to be a skill.
The question...Is the ability to respond well to the task a reliable indication oflistening competence?
Using authentic materials- More real: interruptions, normal rate of speechdelivery, incomplete sentences, background voicesnoise, false starters and fillers.- Materials don‟t come in a pedagogical framework- Are they more interesting than scripted ones?
What makes a good listening text forlanguage classes? (Wilson, 2008)• Interest• Cultural Accessibility• Speech act/ Discourse structure• Density• Language Level• Length• Quality of recording• Speed• Number of speakers• Accent
“Music is the universal languageof mankind.”- Henry Wadsworth Longfellow
SONGSWhy do we use songs?- For the sake the vocabulary or structures they contain;- To get students to produce oral English by singing them;- For fun.
EXAMPLE: Choose 6 words from thelist and write them down.HAND ABSENCE GLORIOUSBEAUTIFUL SLIPPERYTHOUSAND WHEREVER SKYHAND FAR HORIZON
SOME SUGGESTIONS: PRE-LISTENINGACTIVITIES- Have students guess five/ten words they‟ll hearbased on the title.- Have students, in groups, pick a song and use story-telling, news reports, poster-making, etc. to presentthe song before the other students hear it.- Work on vocabulary
Example: Goodbye England’sRose – Elton JohnDiscuss with a friend:1. Look at the title of the song. Do you know who thissong is a tribute to?2. What happened to her and why this song was writtenfor her.3. Think about other songs that were written as atribute to someone.4. What kind of words would you expect to have in asong as a tribute to someone? Write down 5 words.
Example: That I would be goodAlanis Morissette Classify these activities into the categories below.Miserable – heartbroken – down – hopeless – pathetic – cheerful –depressed – fortunate – lucky – sad – pleased – walking into air –on cloud nine – unhappy – sorryPOSITIVE MEANING NEGATIVE MEANING
Write some key words on the board and havestudents imagine what the topic is Show the video and ask students what the topic is Give students some stanzas and ask them to makeup a title for each Give them the title and ask them to match with thestanzas
WHILE LISTENING- Fill the gaps- Re-order the lyrics on strips of paper- Sing along- Correct the mistakes. (use „soundalike‟ words)- Stick parts of the song on the wall and ask studentsto grab them as they hear them
POST-LISTENING Illustrate the song Write a diary entry or a letter from/to a character inthe song Write another verse Give your opinions about what is stated in the song Work with the videoclip
Example Listen to the song “Stuck in a moment” by U2. Try to imaginewhat the song is about and in groups, describe it. Now watch the videoclip and check if your guesses were right.
MOVIES/SERIES- Enjoyable.- Students feel like it is “recreation time” and notclass.- Plenty of visual reinforcement to the spoken text.- Language in Use
Discuss What‟s your opinion on age difference in marriage? Do you think this is a second-date conversationtopic?
Now watch it again and decide if the followingsentences are T or F:1. Russel was still a child when the Beatles splited.2. Russel feels comfortable talking about his prostate.3. Jess admits that she‟s been acting strangely because theyhadn‟t kissed the other night.4. Jess drove to the restaurant.
Other suggestions Video without sound; Sound without video; Watch and describe; Watch and act; Say who said what; Complete the story; Gap-filling of part of the video; Fast-foward the clip; Extract language for study.
Example:www.friendsintheclassroom.wordpress.com Before watching :Imagine R$ 500,00 have been wrongfully deposited in your bankaccount. Discuss in your group what you would do (make sure ofsome of your friends‟ answers to share with the whole class later)
While watching1) US$ have been deposited by mistake in Phoebe‟s account andShe wants to give them back. First time you watch the passage,decide which two friends think she should keep the money.a) Ross and Monicab) Joey and Chandlerc) Joey and Rachel
2. Now, complete the following sentences so that they refer tounreal/hypothetical situations in the present/future.a) If I ____________ (keep) it, it ____________ (be) likestealing.b) But if you ____________ (spend) it, it ____________ (be) likeshopping.c) Even if ____________ (be) happy and skipping, I____________ (hear) “not-not mine, not-not mine…”d) I ____________ (never be) able to enjoy it. It ____________(be) this giant karmic debt.3) Watch it again and check.
After watching Write down what you think Chandler or Monica would do if theyfound extra US$ 500 deposited in their bank accounts.__________________________________________________________________________________________________________
TED – www.ted.com TED (Technology, Entertainment and Design) is a globalset of conferences formed to disseminate "ideas worthspreading.“ They address an increasingly wide range of topics withinthe research and practice of science and culture. Thespeakers are given a maximum of 18 minutes to presenttheir ideas in the most innovative and engaging ways theycan. Past presenters include Bill Clinton and Bill Gates
EXAMPLE: Decide if you agree or disagreewith the following sentences aboutleadership A leader needs the guts to stand out and be ridiculed. A leader must embrace his/her followers as equals. Three followers are not enough when talking about leadership. A leader generally gets all the credit.
Now watch and check if your opinions aresimilar to the ones presented
Other suggestions Predicting; Collecting Vocabulary; Debating; Jigsaw listening; Listening for data; Listening and summarizing; Gap-filling.
BIBLIOGRAPY Field, John. “Listening Instruction”. The Cambridge Guide toPedagogy and Practice in Second Language Teaching.Ed.Bruns, A and Richards, Jack. Cambridge: CambridgeUniversity Press, 2012. Harmer, Jeremy. Essential English Knowledge. Essex: PearsonEducation Limited, 2012. Harmer, Jeremy. How to Teach English. Essex: PearsonEducation Limited, 2007. Harmer, Jeremy. The Practice of English Language Teaching. Essex:Pearson Education Limited, 2007.
Potter, L; Lederman, L. Atividades com música para oensino do Inglês. Disal: São Paulo, 2013. Richards, Jack; Renandya, Willy. Methodology in LanguageTeaching. Cambridge: Cambridge University Press, 2002. Scrivener, Jim. Learning Teaching. Oxford: MacmillanEducation, 2005. Ur, Penny. Teaching Listening Comprehension. Cambridge:Cambridge University Press, 1984 Wilson, J. How to teach Listening. Essex: PearsonEducation Limited, 2008.