The document discusses teaching listening skills. It outlines micro skills like recognizing grammatical structures and cohesive devices. Macro skills include inferring meaning from context and non-verbal cues. Effective listening instruction exposes students to different texts and tasks, considers text difficulty and authenticity, and teaches strategies. Preparation, multiple exposures, and drawing out meaning are important. Tasks should match the listening stage from straightforward to more complex like note-taking, summarizing, and problem-solving.

1. TEACHING LISTENING
by
group 3

2. MICRO AND MACRO SKILLS OF
LISTENING COMPREHENSION

3. • Process speech containing pauses, errors,
corrections, and other perfomance variables
• Recognize grammatical words classes (nouns,
verbs, etc), system (e.g tense, agreement,
pluralization) , patterns, roles, and elliptical
forms.
• Detect sentence constituents and distinguish
between major and minor constituents
• Recognize that a particular meaning may be
expressed in different grammatical forms
• Recognize cohesive devices in spoken discourse

4. MACRO SKILLS
• Recognize the communicative functions of utterences according to
situations, participant, goal
• Infer situations, participants, goals using real-word knowledge
• Form events, ideas and so on, described, predict outcomes infer
links and connections between events, deduce causes and effects
and detect such relation as main ideas, supporting ideas, new
information, given information, generalization, and ex
emplification
• Distinguish between literal and implied meanings
• Use facial, kinesic, body language, and other nonverbal clues to
decipher meanings
• Develops and use a battery of listening strategies, such as
detecting keywords, guessing the meaning of word from context,
appealing for help and signaling comprehension or lack thereof

6. 2. Expose students to different types of
listening
3. Teach a variety of task
4. Consider text, difficulty and
authenticity.
• Task authenticity
• Input authenticity
5. Teaching listening strategies

7. According to Harmer’s book
principle of teaching listening as follow
:1. Encourage students to listen as often and as much possible
The more students listen, the better they get at listening - and the
better they get at understanding pronunciation and at using it
appropriately themselves. One of our main tasks, therefore, will be
to use as much listening in class as possible, and to encourage
students to listen to as much English as they can (via the Internet,
podcasts, CDs, tapes, etc).
2. Preparation is vital
Students need to be made ready to listen. This means that they will
need to look at pictures, discuss the topic, or read the questions
first, for example, in order to be in a position to predict what is
coming. This is not just so that they are in the right frame of mind
(and are thinking about the topic), but also so that they are engaged
with the topic and the task and really want to listen.

8. 3. Once will not be enough
• the first listening is often used just to give students an idea of the
listening material sound like
4. Students should be encouraged to respon to the content of a
listening, not just to the language.
• The most important part of listening practice is to draw out the
meaning
5. Different listening stages demand different listening tasks.
• A first listening, the task needs to be fairly straight forward and
general, focus in on detail-of information language use.
6. Good teacher explaint listening texts to the full
• Ask students invest time and emotional energy in a listening task.

9. Classroom Listening Activity
1. Not overt response
• stories, tell a joke or real life anecdote,
retell well known story, read story from a
book, play a recording of a story.
• Songs, sing a song of your self, play a
recording of one
• Enterntainment, film teathre, video

10. 2.

11. 3. Longer responses
• Answering question, one or more question demanding fairly full
responses are given in advance, to which listening text provides
the answers because of the relatives length of the answers
demanded
• Note taking, take brief notes from a short lecture or talk
• Paraphrasing and translating, leaners rewrite the listening text
in different words
• Summarizing, leaners write a brief summary of the content
passages
• Long gap feeling, a long gap is left at the beginning middle or
and of end text

12. 4. Extended reponse
• Problem soving, learners discuss how to
deal with. Or write down a suggested
solution
• Interpretation, an extract from a pieces a
dialogue or monologue are provided
with no previous information