This document provides an overview of listening skills and how to teach listening in the classroom. It discusses two types of listening - instrumental and pleasurable. The aim of developing listening skills is to help students function in real-life listening situations. Listening involves comprehending connected speech, body language, context, and understanding different accents and emotions. When teaching listening, lessons should focus on developing subskills like listening for gist, specific information, and details. Teachers should provide exposure to long listening tasks and focus on problem areas.

1. THE KENNEDY INSTITUTE’S
TEACHING KNOWLEDGETEST
PREPARATION AND CERTIFICATION COURSE
MODULE 1: LISTENING SKILL

2. Class4: Listening

3. Reading a book is like re-writing it for yourself. You bring to a
novel, anything you read, all your experience of the world.
You bring your history and youread it in your own terms.”
--AngelaCarter
LANGUAGEREFLECTION

4. INTRODUCTION
WHAT KIND OF AURAL PRODUCTION DO YOU HEAR
ALL DAY LONG?
Ur, Penny.2002.ACourseinLanguageTeaching.CambridgeUniversityPress

5. WHAT IS THE LISTENINGCOMPETENCY?
Theability to make sense, interpret and
comprehendthe meaningful sounds of
a language and havesufficient
knowledge about its context in orderto
respond to what is understood.
INTRODUCTION

6. INSTRUMENTAL LISTENING
A lot of the listening (like reading) we do is done for a specific purpose, or to
achieve a clear objective. This means we have a utilitarian purpose for it.
Wemay listen to ourteacher
because we know that the
information s/he is presenting will
serveus in a specific way.
INTRODUCTION

7. PLEASURABLE LISTENING
Listening (and reading) for pleasure involves a moreinteractive relationship
with what wearereceiving. This may include listening to the radio or
having a chat with a friend.
Instrumental listening can also be
pleasurable if theperson is
interested and enjoys the subject.
INTRODUCTION

8. LISTENINGSKILL
WHAT IS THE AIM OF DEVELOPING LISTENING SKILLS IN
THE CLASSROOM?
Students need to successfully function
in real-life listening situations.
Therefore, they need to learn how to
aurally decipher and make sense of the
sound system at every level.

9. LISTENINGSKILL
WHAT DOES LISTENING INVOLVE?
Listening involves connected speech: complete and incomplete sentences, single
words and utterances expressed through stress and intonation.
Body language is also a part of
communication involved.

10. WHAT DOES LISTENING INVOLVE?
LISTENINGSKILL
Weshould also take these factors into consideration:
Informal or less organized communication:
brevity of chunks,pronunciation, vocabulary, grammar,noise, redundancy,
non-repetition, hesitation
Listener expectation and purpose
Alwaysknowswhatthetopic isandsometimes canpredict whatis being said
Visual stimuli
Usually wecanreadthe speaker’s body languageorhave avisual aid(map,
scene, object)

11. CONTEXT OF LISTENING
LISTENINGSKILL
There aredifferent types of spoken text, all of which makesense to us based on
the context ofthe conversation ordialog.
conversations songs announcements
instructions lectures advertisements

12. LISTENINGSKILL
UNDERSTANDING ACCENTS & EMOTIONS
To help us understand wider range of
listening, we must understand people’s
different ways of speaking which may
be affected by their personality,
speaking style, emotions, and where
they come from (accents).

13. LISTENINGSKILL
LISTENING SUB-SKILLS
Like reading, we listen to language for different reasons. We also apply sub-skills for
listening which allow students to graduate to effective reading:
*These listening subskills arethe same concepts as the reading subskills learned in Unit5.
Listening for gist
Listening for specific information
Listening for detail
Attitude (the speakeris expressing)
Extensive listening

14. LISTENINGSKILL
ASPECTS OF LISTENING
When we teach listening, there are different aspects that we can focus on:
Hearing the differences between common sounds
Identifying key words
Understanding and responding to instructions or commands
Recognizing basic differences in commands (question, statement, order, etc.)
Following a narrative with visual prompts
Recognize the sound patterns of simple rhythm words

15. LISTENINGSKILL
ASPECTS OF LISTENING
Understand the development of simple stories
Understanding and responding to simple requests and classroom instructions
Identifying main ideas

16. LISTENINGSKILL
THE LISTENING LESSON
Lessons for listening usually follow the following sequence:
1. Introductory activities:
An introduction to the topic of the
dialog and activities focusing on the
language of the dialog.

17. LISTENINGSKILL
THE LISTENING LESSON
2. Main activities:
A series of comprehension activities
developing different listening
subskills.

18. LISTENINGSKILL
THE LISTENING LESSON
3. Post activities:
Activities which ask learners to talk
about howa topic in the dialog relates
to their ownlives or give their opinions
on parts of the dialog. Theseactivities
also require learners to use some of the
language they haveheard in the dialog.

19. LISTENINGSKILL
THE LISTENING LESSON
Focus should beon exposureto long listening tasks
during the main activity and noton the pre-listening
activities.

20. LISTENINGSKILL
PROBLEM AREAS
We can develop a learner’s listening skills by focusing regularly on particular aspects of
listening such as:
• problem sounds
• features of connected speech
• subskills
• vocabulary
• new language items

21. POINTS TO CONSIDER
REMEMBER
When we listen to recordings, we can’t see the speaker’s body language or ask
him/her to repeat what is said. This will make the listening task more difficult for the
learner than participating in a live conversation.
Children learn well from stories that interest them.
Some listening texts in coursebooks are authentic while others are written especially
for language learners. Listening to both is useful to develop listening skills.

22. Authentic
Connectedspeech
Context
Develop skills
Extensivelistening
Facialexpression
Gesture
Inferattitudeormood
Intonation
Listenforattitude
Listenfordetail
Listenforgist
Listenforspecificinformation
Receptiveskill
Skill
Stress
subskill
These are some important terms on the exam, but not limited to.
KEYVOCABULARY FOR LISTENING

23. ENDOFPRESENTATION
This presentationis designedfortheexclusiveuse by
TheKennedyInstituteforthe
TeachingKnowledgeTest
PreparationandCertificationCourse
All rights reserved. 2011