5 WELCOME TOWELCOME TOPrepared & Presented by Mr. RET SarayTeacher of English-AEP at NLSMobile Phone: 087 27 90 27Date: May 30, 2013TEACHER FORUM PROGRAMLearn to Lead LifeTechniques for TeachingLISTENING SKILLS1
CONTENTS Introduction Objectives Guidelines of teaching listening Common techniques to teachlistening
Objectives: At the end of this presentationyou’ll be able to:1.What makes listening difficult?2.Key guidelines of teachinglistening3.Common techniques/activitiesin teaching listening
INTRODUCTION Listening, together with speaking, reading andwriting is one of the four skills in language learning.As a means of communication, listening plays animportant role in peoples lives. We have to listen tomany utterances in our everyday life; conversationswill take place only when we can understand whatour interlocutor says; although input (listening andreading) alone is not sufficient for acquisition, inputis absolutely necessary for second languagelearning. English listening teaching is a major focalpoint for foreign language experts and scholars.
Why Listening so related toReading?Receptive SkillsProductive Skills
What makes listening sodifficult? Clustering Redundancy Performance Variable Contracted Forms Colloquial Languages Rate of Delivery Stress, Rhythm, and Intonation
Guidelines for teachinglistening skills Grade difficult levels appropriately. Effective listening makes Ss think. Effective listening gives Ss a reason tolisten. Teacher should use a wide range oflistening sources. Prediction should play a vital role inteaching listening.
Guidelines for teachinglistening skills Source to teach listening should beeasier than reading one. Activities should be teaching not testingthe students.
PicturesT: Where are they? What are they doing? What isthe relationship between them?
True/False StatementsI. Decide whether the following sentencesTRUE or FALSE1____They will meet each other next week.2 ____They are teacher and students.3 ____ Dara wants Vuthy to help him.4 ____ Vuthy and Phearin will go to Chinasoon.
Listen and fill It is important NOT to overdo thistype of tasks, since it givesstudents the impression that theyneed to understand every word. We may ask the students to fill inthe blanks with function words,say, prepositions.
Listen and guesse.g. For height, appearance, andpersonalities Four clues about an animal
Some types of post-listeningactivities Multiple choice questions Answering questions Note-taking and gap-filling Dictogloss
Answering questions Open-ended questions andinference questions can beasked.
Note-taking and gap-fillingfor a summary of the text
Dictogloss Preparation: briefly talking about the topicand key words Dictation: for two times, first time focusingon the meaning, and second time takingextensive notes Reconstruction: working in pairs/groups,reconstructing the text Analysing and correction: comparing theirown version with the original
Summary on post-listeningactivities Don’t demand students to remembermore details than a native-speakerwould in a real-life situation; Don’t spend too much time givingstudents practise with traditional test-taking questions; Integrate listening tasks withspeaking and writing.
Conclusion We must know the nature oflistening, both in real languageuse and in language classrooms Focus on the process of listeningrather than on the result oflistening. Don’t merely test the memory.