The document describes a cognitive model of the listening process and identifies opportunities to teach vocabulary during listening activities. It discusses Vandergrift's model of listening comprehension, which involves decoding words, parsing words into grammatical units, relating information to prior knowledge, and activating schema. The document suggests teaching vocabulary at three critical moments: when students need phonological knowledge of words, sentences patterns, and register depending on context. It provides an example lesson on luck that incorporates prereading of vocabulary, listening comprehension questions, and a class discussion.

2. OBJECTIVES
To describe the process of listening according to ONE cognitive model.
To identify critical moments to introduce vocabulary teaching during
listening activities.
To apply the suggestions while analyzing our textbooks.

3. TO CLARIFY
Oral Expression
Written
Expression
RECEPTIVE
Listening
Reading
PRODUCTIVE
Speaking
Writing
How’s
vocabulary
related to these
two skills?

4. VOCABULARY AND LISTENING

5. VANDERGRIFT: COGNITIVE PROCESSES ON L2
LISTENING
Ss match the word they hear
with words they know
(Decoding)
Speech
Perception
k
Parsing
Utilization
Bottom-up
Top-down
Represe
ntation in
memory

6. VANDERGRIFT: COGNITIVE PROCESSES ON L2
LISTENING
Decoded words are analized
in units according to
grammar and lexical
knowledge
Speech
Perception
k
Parsing
Utilization
Bottom-up
Top-down
Represe
ntation in
memory

7. VANDERGRIFT: COGNITIVE PROCESSES ON L2
LISTENING
Information processed
(phonological, grammatical, and
lexical levels) is related to prior
knowledge and interpreted.
Speech
Perception
k
Parsing
Utilization
Bottom-up
Top-down
Represe
ntation in
memory

8. VANDERGRIFT: COGNITIVE PROCESSES ON L2
LISTENING
Activation of schema. Previous
knowledge of
Speech
Perception
k
Parsing
Utilization
Bottom-up
Top-down
Represe
ntation in
memory

9. VOCABULARY: CRITICAL MOMENTS
Ss need
phonological
knowledge of
sentence patterns
and chunks.
Speec
h
Perception
Ss need
phonological
knowledge of the
words.
Parsing
Utilization
Represe
ntation in
memory
Ss need
knowledge of
register according
to each context.

10. WHAT KNOWLEDGE DO SS NEED TO FULLY
UNDERSTAND THIS SCRIPT?
Ryu: What are your plans
for Jordy’s birthday?
Sabeka: Well, at noon on
Friday I’m going to pick
him up at work in the truck.
Ryu: Cool. What if his boss
won’t let him go early?
Sabeka: I’m thinking of
inviting his boss. So she’ll
have to let him go.
Ryu: Great idea, Sabeka!
Phonological
knowledge of
specific
words.
Phonological
knowledge of
sentence
patterns.
Knowledge of
register

11. SAMPLE LESSON

12. SAMPLE LESSON
Discuss the questions with a partner.
1. Do you think you’re a lucky person? Why or
why not?
2. Do you ever do things for good luck? For
example, do you wear a certain color or say
special words?

13. SAMPLE LESSON
Read the following titles. What do they mean?
a. Good things happen…by accident.
b. Why are some people luckier than others?
c. Better luck next time?
d. Beliefs about luck around the world.
You’re going to hear a man give a talk. Listen and
choose the best title for it.
https://soundcloud.com/iaguilar1/para-td

14. SAMPLE LESSON
Be afraid of
Be open
Miss chances
Focus
To follow your
feelings
Expect
Teacher
should help
with
pronunciation
of the key
vocabulary.
To be horrified by something.
To accept new ideas or
experiences.
To lose opportunities.
To pay close attention to
something.
To follow your intuition
To anticipate
Teacher should
check
comprehension
for the meaning
of these words.

15. SAMPLE LESSON
What are you afraid of?
Are you an open person?
Why do people sometimes miss good chances?
Do you mostly focus on good or bad?
Do you always follow your feelings?
Do you expect this year to be good, great, or excellent?

16. SAMPLE LESSON
Raise
your
hands
Listen and circle the correct answer
1. Lucky/Unlucky people are very careful.
2. Lucky Unlucky people take chances.
3. Lucky/Unlucky people listen to their
feelings.
4. Lucky/Unlucky people focus on the facts.
5. Lucky/Unlucky people expect bad things to
happen.
6. Lucky/Unlucky people expect good things
to happen.
https://soundcloud.com/iaguilar1/para-td

17. SAMPLE LESSON
ASK AND ANSWER
Are you more of a lucky or an unlucky
person?
EXTENSION
Interview your classmate about the
topic: What are the differences
between lucky and unlucky people?