The document outlines an English teaching course being taught by Stephanie Brooks, including the topics of listening comprehension techniques that will be covered in Week 2 such as the cognitive processes involved in listening, types of oral language, factors that make listening difficult, principles for designing listening techniques, and examples of listening techniques. The course will also cover creating lesson plans and evaluating oral language classes using an observation rubric.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLSMorteza Mohammadi
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
THE IMPORTANCE OF TEACHING LISTENING AND SPEAKING SKILLSMorteza Mohammadi
English has spread widely all over the world, first because of the influence of the British Empire and, second due to the pre-eminence of North American influence in the world. In Europe, English has advanced as an international language especially after World War II, leaving behind other preeminent languages such as French.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
Academic English Listening - FULL COURSE SLIDES-3 of 4.pdfCal Hyslop
This course is designed to improve students' listening skills in English as a second language. Through a variety of activities and authentic materials, students will develop their ability to understand and interpret spoken English in a range of contexts and genres. The course will focus on developing students' listening strategies, pronunciation skills, and ability to participate in academic and real-world listening situations.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. TEACHING LISTENING COMPREHENSION
Through reception, we internal linguistic
information needed to produce language.
Listening competence is usually larger that
speaking competence.
Earlier focus on speaking skills.
M.Sc. Stephanie Brooks
4. PEDAGOGICAL RESEARCH
James Asher's 1970s TPR (Total Physical
Response).
Natural Approach (The Silent Period).
Stephen Krashen (significance of
comprehensible input i+1).
Conversion of input into intake - crucial to
Listening in language learning.
M.Sc. Stephanie Brooks
5. What are listeners “doing” while they are listen?
What factors affect good listening?
What are the characteristics of real-life listening?
What are the main things listeners listen for?
What are some principles of designing listening
techniques ?
What are some common techniques for Teaching
listening ?
Questions To Consider About
LISTENING COMPREHENSION
M.Sc. Stephanie Brooks
6. The hearer
processes raw speech - an image in his short term
memory.
determines the type of speech event to color the
interpretation of the message heard.
infers the objectives of the speaker through
considerations of the type of speech event,
context, and content.
recalls background information (schemata)relevant
to the particular context and subject matter.
Cognitive association through reception,
internalization of linguistic information needed to
produce language.
Eight Processes Involved in Hearing
M.Sc. Stephanie Brooks
7. The hearer
assigns a literal meaning to the utterance. It
involves the semantic interpretation of the
surface structured and an intended
meaning; they are sometimes the same.
needs to know how to get to the deep,
intended meaning.
decides if info. should be stored in short or
longterm memory.
deletes the original message and instead
retain it conceptually.
Eight Processes Involved in Hearing
M.Sc. Stephanie Brooks
8. Monologue
Planned Monologue: speeches and other pre-
written material.
Little redundancy.
Relatively difficult to understand.
Unplanned Monologue: impromptu lectures
and short stories in conversations)
More redundancy.
Easier comprehension.
Presence of more performance variables and
other habitations.
Types of Oral Language
M.Sc. Stephanie Brooks
9. Dialogue
It involves two or more speakers
Interpersonal Dialogues: social relationships.
Transactional Dialogues: propositions or factual
information.
The familiarity of the speakers will produce
conversation with more assumption, implications,
and other meanings hidden between lines.
Types of Spoken Language
M.Sc. Stephanie Brooks
10. Clustering: chunking of info form a message in
meaningful blocks (clauses and phrases)
Students are to be taught how to pick out
manageable clusters of words.
Redundancy: rephrasing, repetition, elaboration, and
insertions (“I mean”, “You know”, “Well”).
It gives the learners extra processing time and
information.
Show them how to benefit from redundancy.
What Makes
Listening Difficult?
M.Sc. Stephanie Brooks
11. Reduced Forms: they can be
phonological (e.g. wanna, gotta).
Morphological (contractions e.g. ‘d, ‘ll)
Syntactic (e.g. “tomorrow, maybe”, “She’s
coming, I think”)
Pragmatic (“She entered the room, furious, threw
her backpack, a yell is heard, “Mom, I’m home!”)
Reduced forms are mostly difficult to learners
who have been exposed to full forms and
structures of the English language.
What Makes Listening Difficult?
M.Sc. Stephanie Brooks
12. Colloquial language: idioms, slang, reduced forms,
shared cultural knowledge. They may be present in
monologues and dialogues.
Rate of delivery: learners need to comprehend
language delivered at various rates.
Stress, rhythm, and intonation: these prosodic
features of the English language are important to
comprehension.
Interaction: students need to have skills in
negotiation, clarification, attending signals, turn
taking, and topic nomination, maintenance, and
termination when conversing with others.
What Makes Listening Difficult?
M.Sc. Stephanie Brooks
13. Let’s take a look at pp. 241-242!
Microskills of
Listening Comprehension
M.Sc. Stephanie Brooks
14. Reactive: listen and repeat surface structure.
Little meaningful purpose; it must be limited.
E.g. Brief choral or individual drills focused on pronunciation.
Intensive: focus on components (phones, words, intonation, figures
markets, etc.)
Singling out of certain elements. E.g. Focus, question
intonation.
Responsive: short teacher language that elicit mediate response.
Students process the teacher talk and structure an appropriate
response.
E.g. Asking questions, giving commands, seeking clarification,
checking comprehension.
TYPES of Classroom
Listening Performance
M.Sc. Stephanie Brooks
15. Selective: long discourses from Which the listeners scans the material
selectively for certain information.
The objective is for them to find important info in a field of
potentially distracting information.
E.g. Speeches, media broadcasts, stories and anecdotes , and
conversations where learners are eavesdroppers.
Extensive: aim to develop a top-down, global understanding of
spoken language.
This may go from listening to lengthy lectures to a conversation,
deriving a comprehensive message or purpose.
It may be complemented with note-taking and discussion.
Interactive: it includes all previous types of participation (discussions,
debates, conversations, role-plays, and other pair and group work). It
is integrated with speaking.
TYPES of Classroom
Listening Performance
M.Sc. Stephanie Brooks
16. Do not overlook techniques for the development of
listening comprehension competence.
Each skill deserves special focus in appropriate
doses.
Do not assume that input will always become
intake.
Techniques should be intrinsically motivating.
Take ss experience, abilities, and goals into account
as you design the class.
Techniques should utilize authentic language and
context.
Authentic and real-world tasks enable students to
see the relevance of the classroom activity.
PRINCIPALS FOR DESIGNING
LISTENING TECHNIQUES
M.Sc. Stephanie Brooks
17. Carefully consider the form of listener's responses.
Comprehension is not externally comprehensible, we can only infer
Ss comprehension; therefore , design techniques so that Ss
responses indicate whether or not they have comprehended. Ways
to check ss listening comprehension:
PRINCIPALS FOR DESIGNING
LISTENING TECHNIQUES
M.Sc. Stephanie Brooks
18. Encourage the development of listening strategies.
Some 2L learners are not aware of how t listen.
They need to be equipped with listening strategies
that go beyond the classroom:
PRINCIPALS FOR DESIGNING
LISTENING TECHNIQUES
M.Sc. Stephanie Brooks
19. Include both bottom-up and top-down
listening techniques.
Bottom-up: processing goes from sounds to
words, to grammatical relationships, to lexical
meaning, to a final message.
Top-down: processing is evoked form a bank of
prior knowledge and global expectations, and
other background info that the listener brings
to the text.
PRINCIPALS FOR DESIGNING
LISTENING TECHNIQUES
M.Sc. Stephanie Brooks
23. WEEK 2
OBSERVATION RUBRIC: ORAL
LANGUAGE CLASS
11-6001 Teo. and Prac. of English
Teaching
Instructor: Stephanie Brooks, M.Sc.
M.Sc. Stephanie Brooks