Teaching Listening
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7 Teaching listening.
The document discusses the importance of listening skills for communication. It identifies several abilities needed for effective listening, including understanding general trends, specific details, intentions, and attitudes. Context is also important for interpreting meaning. The document then outlines best practices for teaching listening skills, including introducing vocabulary, having a purpose, and using a three-stage structure of pre-listening, listening, and post-listening activities. A variety of tasks are suggested for each stage.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Listening SKILLS - How to teach
This document discusses why teaching listening is important and provides tips for developing listening skills in students. It emphasizes exposing students to different varieties of spoken English so they can acquire language subconsciously by learning rhythm, intonation and stress patterns. It also recommends preparing the classroom environment to ensure all students can hear, controlling distractions, and teaching pronunciation from the beginning. Additional tips include pre-teaching vocabulary, using pictures and questions to predict content, and varying listening activities and tasks to keep students engaged. The document stresses that listening is a skill that improves with practice.
Listening strategies
This document discusses the importance of listening skills for language learners and provides tips for teachers to help students become better listeners. It explains that listening is the most used language skill but also the hardest for learners. Some key points made include:
- Listening strategies like predicting, note-taking, and recognizing sounds can aid comprehension.
- Active listening means understanding the full message, not just words.
- Teachers should activate students' background knowledge, assess their familiarity with topics, and use questions to focus attention on key elements.
- Predicting and reviewing comprehension helps students monitor understanding as they listen.
- Visual aids can provide context clues and help make input more comprehensible.
Principles For Teaching Listening
The document discusses communication skills and provides tips for teaching listening skills to students. It recommends focusing on both specific details and the big picture when listening. When teaching listening, teachers should provide a motivating text related to students' interests and needs. Students prefer authentic listening texts. Teachers should teach students strategies for listening like looking for key words, nonverbal cues, predicting purpose, associating information with background knowledge, guessing meaning from context, seeking clarification, and listening for the general idea.
Listening
The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
Effective feedback
Effective feedback should be specific, describe observable behaviors, judge the actions not the individual, and be delivered respectfully and constructively. It works best when delivered sooner rather than later, focuses on the impact or results of the behavior, and avoids threats, advice-giving or psychoanalyzing unless requested. The goal is to inspire improvement by addressing what was unhelpful or counterproductive in a way that promotes forward progress.
Listening Skill
This document outlines a presentation on teaching listening skills. It begins with definitions of listening as an active process of constructing meaning from what is heard using both bottom-up processing of individual words and sounds as well as top-down processing using background knowledge. It then discusses the history of incorporating listening instruction in language teaching methodology. Principles for teaching listening are presented, including exposing students to bottom-up and top-down processing, different types of listening tasks, considerations for text difficulty and authenticity, and strategies for listening. Classroom techniques are provided such as dictation and modifying materials to focus on specific information, gist, and inference. The role of pre-listening and post-listening tasks is discussed.
Recommended
7 Teaching listening.
The document discusses the importance of listening skills for communication. It identifies several abilities needed for effective listening, including understanding general trends, specific details, intentions, and attitudes. Context is also important for interpreting meaning. The document then outlines best practices for teaching listening skills, including introducing vocabulary, having a purpose, and using a three-stage structure of pre-listening, listening, and post-listening activities. A variety of tasks are suggested for each stage.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Listening SKILLS - How to teach
This document discusses why teaching listening is important and provides tips for developing listening skills in students. It emphasizes exposing students to different varieties of spoken English so they can acquire language subconsciously by learning rhythm, intonation and stress patterns. It also recommends preparing the classroom environment to ensure all students can hear, controlling distractions, and teaching pronunciation from the beginning. Additional tips include pre-teaching vocabulary, using pictures and questions to predict content, and varying listening activities and tasks to keep students engaged. The document stresses that listening is a skill that improves with practice.
Listening strategies
This document discusses the importance of listening skills for language learners and provides tips for teachers to help students become better listeners. It explains that listening is the most used language skill but also the hardest for learners. Some key points made include:
- Listening strategies like predicting, note-taking, and recognizing sounds can aid comprehension.
- Active listening means understanding the full message, not just words.
- Teachers should activate students' background knowledge, assess their familiarity with topics, and use questions to focus attention on key elements.
- Predicting and reviewing comprehension helps students monitor understanding as they listen.
- Visual aids can provide context clues and help make input more comprehensible.
Principles For Teaching Listening
The document discusses communication skills and provides tips for teaching listening skills to students. It recommends focusing on both specific details and the big picture when listening. When teaching listening, teachers should provide a motivating text related to students' interests and needs. Students prefer authentic listening texts. Teachers should teach students strategies for listening like looking for key words, nonverbal cues, predicting purpose, associating information with background knowledge, guessing meaning from context, seeking clarification, and listening for the general idea.
Listening
The document provides guidance on teaching listening skills to language learners. It discusses what listening involves, including understanding main ideas and details. It also identifies reasons why learners may find listening difficult, such as focusing on individual words. The document then outlines different stages and types of listening activities, and provides steps for developing listening lessons, including pre-listening, while-listening, and post-listening techniques.
Effective feedback
Effective feedback should be specific, describe observable behaviors, judge the actions not the individual, and be delivered respectfully and constructively. It works best when delivered sooner rather than later, focuses on the impact or results of the behavior, and avoids threats, advice-giving or psychoanalyzing unless requested. The goal is to inspire improvement by addressing what was unhelpful or counterproductive in a way that promotes forward progress.
Listening Skill
This document outlines a presentation on teaching listening skills. It begins with definitions of listening as an active process of constructing meaning from what is heard using both bottom-up processing of individual words and sounds as well as top-down processing using background knowledge. It then discusses the history of incorporating listening instruction in language teaching methodology. Principles for teaching listening are presented, including exposing students to bottom-up and top-down processing, different types of listening tasks, considerations for text difficulty and authenticity, and strategies for listening. Classroom techniques are provided such as dictation and modifying materials to focus on specific information, gist, and inference. The role of pre-listening and post-listening tasks is discussed.
Listening
The document discusses skills and strategies for proficient listening at different levels of language proficiency. It explains that reception of a language should precede production to allow internalization. Comprehension involves both top-down and bottom-up processes. Principles for classroom listening include increasing listening time, using both global and selective listening, and developing conscious listening strategies. Skills involve subprocesses like chunking input, while strategies are consciously used operations. Suggestions are provided for teachers to focus students on unstressed endings, function words, and interactive listening strategies.
Testing, assessing, and teaching
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Types of feedback
There are several types of feedback including motivational feedback which rewards positive behavior, developmental feedback which highlights areas for improvement, and constructive feedback which encourages self-development. Other types are intrinsic feedback from self-evaluation and extrinsic feedback received from others, as well as negative feedback, positive feedback, immediate feedback, and delayed feedback.
How to teach listening
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
Teaching reading
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
Teaching Reading Power Point
The document discusses strategies for teaching reading skills using cooperative learning methods. It provides an introduction to cooperative learning strategies and their benefits, such as promoting positive interdependence and active learning. Several specific cooperative learning activities are described, including forming groups, assigning roles, conducting tasks, sharing information, and evaluating learning. Resources for further information on cooperative learning techniques are listed at the end.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
Behaviourism
The document discusses the theory of behaviourism and some of its key proponents. Behaviourism argues that behaviour is the only objective thing that can be studied, not internal mental states. Some of the theorists discussed include Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. Their work involved classical conditioning experiments with animals and humans to understand learning through stimulus-response associations and reinforcement.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Feedback
Feedback is an essential process for improvement where the output or effect of an action is communicated to modify the next action. It occurs through dialogue reflecting how one's behavior is seen by others and is important for regulatory mechanisms like education and the economy to work. Feedback is valuable for employees as it identifies strengths and weaknesses, allows checking of assumptions, and prevents false assessments if handled properly. There are different types of feedback including motivational, developmental, constructive, intrinsic, and extrinsic feedback. Principles for effective feedback include focusing on observable behaviors, giving it privately, and suggesting alternative behaviors.
Behaviorism
The document discusses behaviorism and its application to education. It defines behaviorism as the idea that behavior is acquired through conditioning using stimuli and responses that are reinforced. The two types of conditioning are classical and operant conditioning. Behaviorism influenced educational theorists like B.F. Skinner and John B. Watson. In classrooms, behaviorism is seen through objective-driven instruction, individual work, and use of reinforcement systems. Both benefits and limitations are noted in strictly applying behaviorist principles to learning.
Listening Skill
Listening is an active process that requires concentration and effort. It involves understanding and responding to oral communication rather than just passively hearing sounds. Some key ways to improve listening skills include preparing to listen with an open mind, avoiding distractions, understanding the content, and listening with eyes as well as ears. There are different types of listening like active listening, passive listening, positive listening and negative listening. While hearing is a passive reception of sounds, listening is an active process that involves comprehending and evaluating what is being communicated. Regular practice is important to enhance listening skills over time.
Listening skills
The document discusses listening skills and effective listening. It defines listening as an active process that requires attention and is different from merely hearing. Effective listening involves analyzing, organizing, interpreting sounds and messages. Basic communication skills are learned in the order of listening, speaking, reading, and writing. Real listening involves hearing, understanding, and judging what is said. Barriers to effective listening include physical, physiological, psychological factors and the speaker. Tips for being a good listener include giving full attention, focusing the mind, letting the speaker finish, and asking questions.
Kinds of reading
This document discusses different kinds and techniques of reading. There are two main kinds - extensive reading which is casual reading for pleasure, and intensive reading which requires careful analysis of details. Intensive reading has several subtypes including scanning to quickly locate information, skimming to get the main ideas, exploratory reading to understand a whole text, study reading using techniques like SQ3R to maximize understanding, critical reading to evaluate facts and opinions, and analytical reading to carefully analyze individual words. The document provides examples and steps for several reading techniques.
Writing Module PPG
This document provides an overview of the key concepts and stages related to the nature, purpose, and development of writing. It begins with definitions of writing and discusses the main purposes and types of writing. It then explains the prerequisites or background knowledge needed for writing, including subject matter, purpose, audience awareness, and language skills. The document also outlines the main developmental stages of writing, including writing readiness, early writing, and developmental writing. It provides details on concepts like spelling, grammar, and sentence construction within these stages. The overall document serves as an introduction to teaching writing skills in the primary ESL classroom.
Pre, while and post-reading activities
This document outlines pre-reading, while-reading, and post-reading activities for two passages. The pre-reading activities focus on engaging students and assessing prior knowledge. The while-reading activities include tasks like reading for detail, speaking, and revising language. Post-reading activities involve responding to a video, either through a link or local recording, and writing reflections on addictions.
Listening skills (1)
Listening Skills is one of the most essential skills needed by all of us. Unfortunately, we all love only to talk and hate listening.
But, developing this vital skill can help us in our society, profession or even in our domestic field. So, why not practice it and change our life?
Behaviorism Theory of Learning
The document discusses the behaviorist theory of learning. [1] Behaviorism assumes that learning is influenced by environmental stimuli and responses are reinforced through positive and negative consequences. [2] Important behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using reinforcement and punishment. [3] Teachers can apply behaviorist principles by breaking tasks into small steps, providing clear instructions, and using positive reinforcement.
Types of reading
The document discusses different types of reading activities used in language classrooms, including intensive reading, extensive reading, skimming, and scanning. Intensive reading involves carefully analyzing details like grammar and vocabulary to build language knowledge. Extensive reading focuses on understanding overall meaning when reading large quantities. Skimming allows getting the general idea of a passage quickly, while scanning specifically locates needed information.
Testing, assessment, measurement and evaluation definition
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
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Listening
The document discusses skills and strategies for proficient listening at different levels of language proficiency. It explains that reception of a language should precede production to allow internalization. Comprehension involves both top-down and bottom-up processes. Principles for classroom listening include increasing listening time, using both global and selective listening, and developing conscious listening strategies. Skills involve subprocesses like chunking input, while strategies are consciously used operations. Suggestions are provided for teachers to focus students on unstressed endings, function words, and interactive listening strategies.
Testing, assessing, and teaching
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Types of feedback
There are several types of feedback including motivational feedback which rewards positive behavior, developmental feedback which highlights areas for improvement, and constructive feedback which encourages self-development. Other types are intrinsic feedback from self-evaluation and extrinsic feedback received from others, as well as negative feedback, positive feedback, immediate feedback, and delayed feedback.
How to teach listening
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
Teaching reading
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
Teaching Reading Power Point
The document discusses strategies for teaching reading skills using cooperative learning methods. It provides an introduction to cooperative learning strategies and their benefits, such as promoting positive interdependence and active learning. Several specific cooperative learning activities are described, including forming groups, assigning roles, conducting tasks, sharing information, and evaluating learning. Resources for further information on cooperative learning techniques are listed at the end.
gA LESSON PLAN ON LISTENING SKILLS
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
Behaviourism
The document discusses the theory of behaviourism and some of its key proponents. Behaviourism argues that behaviour is the only objective thing that can be studied, not internal mental states. Some of the theorists discussed include Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. Their work involved classical conditioning experiments with animals and humans to understand learning through stimulus-response associations and reinforcement.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Feedback
Feedback is an essential process for improvement where the output or effect of an action is communicated to modify the next action. It occurs through dialogue reflecting how one's behavior is seen by others and is important for regulatory mechanisms like education and the economy to work. Feedback is valuable for employees as it identifies strengths and weaknesses, allows checking of assumptions, and prevents false assessments if handled properly. There are different types of feedback including motivational, developmental, constructive, intrinsic, and extrinsic feedback. Principles for effective feedback include focusing on observable behaviors, giving it privately, and suggesting alternative behaviors.
Behaviorism
The document discusses behaviorism and its application to education. It defines behaviorism as the idea that behavior is acquired through conditioning using stimuli and responses that are reinforced. The two types of conditioning are classical and operant conditioning. Behaviorism influenced educational theorists like B.F. Skinner and John B. Watson. In classrooms, behaviorism is seen through objective-driven instruction, individual work, and use of reinforcement systems. Both benefits and limitations are noted in strictly applying behaviorist principles to learning.
Listening Skill
Listening is an active process that requires concentration and effort. It involves understanding and responding to oral communication rather than just passively hearing sounds. Some key ways to improve listening skills include preparing to listen with an open mind, avoiding distractions, understanding the content, and listening with eyes as well as ears. There are different types of listening like active listening, passive listening, positive listening and negative listening. While hearing is a passive reception of sounds, listening is an active process that involves comprehending and evaluating what is being communicated. Regular practice is important to enhance listening skills over time.
Listening skills
The document discusses listening skills and effective listening. It defines listening as an active process that requires attention and is different from merely hearing. Effective listening involves analyzing, organizing, interpreting sounds and messages. Basic communication skills are learned in the order of listening, speaking, reading, and writing. Real listening involves hearing, understanding, and judging what is said. Barriers to effective listening include physical, physiological, psychological factors and the speaker. Tips for being a good listener include giving full attention, focusing the mind, letting the speaker finish, and asking questions.
Kinds of reading
This document discusses different kinds and techniques of reading. There are two main kinds - extensive reading which is casual reading for pleasure, and intensive reading which requires careful analysis of details. Intensive reading has several subtypes including scanning to quickly locate information, skimming to get the main ideas, exploratory reading to understand a whole text, study reading using techniques like SQ3R to maximize understanding, critical reading to evaluate facts and opinions, and analytical reading to carefully analyze individual words. The document provides examples and steps for several reading techniques.
Writing Module PPG
This document provides an overview of the key concepts and stages related to the nature, purpose, and development of writing. It begins with definitions of writing and discusses the main purposes and types of writing. It then explains the prerequisites or background knowledge needed for writing, including subject matter, purpose, audience awareness, and language skills. The document also outlines the main developmental stages of writing, including writing readiness, early writing, and developmental writing. It provides details on concepts like spelling, grammar, and sentence construction within these stages. The overall document serves as an introduction to teaching writing skills in the primary ESL classroom.
Pre, while and post-reading activities
This document outlines pre-reading, while-reading, and post-reading activities for two passages. The pre-reading activities focus on engaging students and assessing prior knowledge. The while-reading activities include tasks like reading for detail, speaking, and revising language. Post-reading activities involve responding to a video, either through a link or local recording, and writing reflections on addictions.
Listening skills (1)
Listening Skills is one of the most essential skills needed by all of us. Unfortunately, we all love only to talk and hate listening.
But, developing this vital skill can help us in our society, profession or even in our domestic field. So, why not practice it and change our life?
Behaviorism Theory of Learning
The document discusses the behaviorist theory of learning. [1] Behaviorism assumes that learning is influenced by environmental stimuli and responses are reinforced through positive and negative consequences. [2] Important behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using reinforcement and punishment. [3] Teachers can apply behaviorist principles by breaking tasks into small steps, providing clear instructions, and using positive reinforcement.
Types of reading
The document discusses different types of reading activities used in language classrooms, including intensive reading, extensive reading, skimming, and scanning. Intensive reading involves carefully analyzing details like grammar and vocabulary to build language knowledge. Extensive reading focuses on understanding overall meaning when reading large quantities. Skimming allows getting the general idea of a passage quickly, while scanning specifically locates needed information.
Testing, assessment, measurement and evaluation definition
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
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→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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