Listening

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Listening

  1. 1. Listening Practice
  2. 2. <ul><li>Do not think of listening practice as audio programs (listening texts). Most listening training by provided by the teacher. </li></ul><ul><li>If most of our classroom time is devoted to oral work, then listening is being practiced a great deal of the time. </li></ul><ul><li>Your students will receive as much listening practice as you use English in class. In other words, 40% of Spanish in class means 40% less of listening practice. </li></ul>
  3. 3. <ul><li>There are some specific listening activities: </li></ul><ul><li>Quick questions </li></ul><ul><li>Audio programs ( conversations, lectures, etc) </li></ul><ul><li>Film scenes </li></ul><ul><li>Games </li></ul><ul><li>Songs </li></ul>
  4. 4. <ul><li>Some basic principles : </li></ul><ul><li>Preparation is vital </li></ul><ul><li>The tape recorder/CD player is as important as the tape/CD (check the sound is OK beforehand). </li></ul><ul><li>Set tasks (It’s not just listen to listen). </li></ul><ul><li>Once will not be enough. </li></ul><ul><li>Different listening stages demand different tasks, </li></ul><ul><li>Use listening as a tool to encourage speaking. </li></ul><ul><li>Exploit listening texts to the full. </li></ul>
  5. 5. Possible sequence for a listening text (conversation) <ul><li>Set the scene and give a task (assign general questions). </li></ul><ul><li>Play the passage once. </li></ul><ul><li>Check answers. </li></ul><ul><li>Give new tasks (listen for details). </li></ul><ul><li>Play it again (stop the tape when it comes to the answers they need to get). Variation: You can also include a T or F exercise. Rewind and go through a part until they get the answer. </li></ul><ul><li>Check answers orally. Introduce new vocabulary &expressions. </li></ul><ul><li>(Optional) Distribute the script if not available in your students’ textbooks. </li></ul><ul><li>Clear up doubts. </li></ul><ul><li>To practice pronunciation & speaking make them repeat sentence by sentence. </li></ul>
  6. 6. How much should we expect the students to understand? Students do not have to understand everything that appears on the audio program, but they should have general comprehension of the situation and know key vocabulary that is essential for the task. How many times should we play the audio program? Play the audio program until students are able to complete the task you have outlined for them.
  7. 7. When teaching listening, it is important to remind students that in most listening situations the aim is not to remember the specific words or phrases used but to extract the main ideas or information. When presenting an exercise, it is also important to prepare students for the task through pre-listening activities. These include asking questions about the topic, asking students to make predictions, and making use of the context provided by the pictures and the situation. How can we help students to better understand Listening exercises?
  8. 8. <ul><li>Film scenes </li></ul><ul><li>Songs </li></ul><ul><li>Games </li></ul>How to deal with:
  9. 9. A check-up 9:00 am Wednesday Dr. Epstein Talk about a few problems 2:30 Tomorrow the 13th Harry Norris Purpose of visit Time Day or Date George Colby makes some appointments. Complete the chart:
  10. 10. EC CL DF DW AK

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