7 Teaching listening.


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7 Teaching listening.

  1. 2. <ul><li>Listening is an essential skill for communication. </li></ul><ul><li>It is necessary to understand what we hear in order o keep a conversation with someone or to express opinions about something . </li></ul>
  2. 3. <ul><li>Ability to follow the general trend of what is said. </li></ul><ul><li>Ability to understand specific details . </li></ul><ul><li>Ability to understand the speaker’s intention (why did he/she say that?) </li></ul><ul><li>Ability to understand the speaker’s attitude (how did he/she felt?) </li></ul><ul><li>Ability to understand and confirm expectations . (students can make guesses about what they are going to hear.) </li></ul><ul><li>Ability to check a specific piece of pre-knowledge against what is said. </li></ul>
  3. 4. <ul><li>The listening context, setting or social situation is really important in helping us to work out the meaning and interpret what we hear. </li></ul><ul><li>Who and where are the people? How are they communicating? </li></ul>
  4. 5. <ul><li>1. Help, don’t test: </li></ul><ul><li>Introduce the listening material with a simple global understanding question. </li></ul><ul><li>Let students listen to the tape more than once. </li></ul><ul><li>Place students in pairs or groups. </li></ul><ul><li>Check and reconfirm students’ answers. </li></ul>
  5. 6. <ul><li>2. Be aware of different listening strategies. </li></ul><ul><li>3. Select appropriate material (authentic listening materials or materials specially prepared for the language learner) </li></ul><ul><li>4. Have a listening purpose: </li></ul><ul><li>Listening for gist or global understanding. </li></ul><ul><li>Listening for specific information. </li></ul><ul><li>Listening to establish a context </li></ul><ul><li>Listening to provide information for later discussion, role-play, or information exchange. </li></ul>
  6. 7. <ul><li>Think about these questions before preparing a listening task: </li></ul><ul><li>What is the purpose of the task? </li></ul><ul><li>What listening skills will be practiced? </li></ul><ul><li>Is the task suitable for the learners’ level? </li></ul><ul><li>What language do students need in order to do the task (key vocabulary)? </li></ul><ul><li>How can I create interest in the listening text? </li></ul>
  7. 8. <ul><li>There are three main stages in a listening skills lesson. </li></ul><ul><li>PRE-LISTENING </li></ul><ul><li>(WHILE) LISTENING </li></ul><ul><li>POST-LISTENING </li></ul>
  8. 9. <ul><li>AIMS: </li></ul><ul><li>To help students focus their attention on the topic. </li></ul><ul><li>To activate students’ prior knowledge of the language. </li></ul><ul><li>PRE- LISTENING ACTIVITIES: </li></ul><ul><li>1. Warm-up. (set the scene, introduce the topic.) </li></ul><ul><li>2. Teach key vocabulary. </li></ul><ul><li>3. Set questions/tasks for general or gist comprehension. (guiding questions) 1 st listening. </li></ul><ul><li>8. Set questions/tasks for detailed comprehension. 2 nd listening. </li></ul>
  9. 10. <ul><li>AIM: </li></ul><ul><li>To help learners develop the skill of understanding and eliciting messages from spoken language. </li></ul><ul><li>(WHILE) LISTENING ACTIVITIES. </li></ul><ul><li>4. Play the tape for the 1 st time. </li></ul><ul><li>9. Play the tape for the 2 nd time. </li></ul>
  10. 11. <ul><li>AIMS: </li></ul><ul><li>To check if students have understood the listening exercise and if they have completed the (while) listening tasks. </li></ul><ul><li>To give students the opportunity to check answers of the (while) listening tasks with their partners and with the teacher. </li></ul><ul><li>To expand on the topic or language of the listening text and transfer what they have learned to other tasks and contexts. </li></ul>
  11. 12. <ul><li>1. PRE-LISTENING TASKS. </li></ul><ul><li>Predicting through vocabulary. </li></ul><ul><li>Student generated questions. </li></ul><ul><li>Brainstorm about the listening topic. </li></ul><ul><li>Word map about the listening topic. </li></ul><ul><li>Eliciting information from a picture. </li></ul>
  12. 13. <ul><li>2. (WHILE) LISTENING TASKS. </li></ul><ul><li>True and false statements. </li></ul><ul><li>Putting events or items in the right order. </li></ul><ul><li>Multiple choice questions. </li></ul><ul><li>Note taking. </li></ul><ul><li>Completing tables. </li></ul><ul><li>Labeling pictures. </li></ul><ul><li>Fill-in the blanks. </li></ul><ul><li>Spotting mistakes. </li></ul>
  13. 14. <ul><li>3. POST LISTENING TASKS. </li></ul><ul><li>Open ended questions. </li></ul><ul><li>Repetition (of a dialogue.) </li></ul><ul><li>Invent (a situation or dialogue.) </li></ul><ul><li>Role-play (a similar situation.) </li></ul><ul><li>Group dictation (running dictation.) </li></ul><ul><li>Erase it (disappearing dialogue.) </li></ul><ul><li>Personalization (give their own opinion about the topic) </li></ul><ul><li>Group discussions or debates. </li></ul><ul><li>Summarizing and writing a report. </li></ul><ul><li>Interpreting cause and effect relationships. </li></ul>
  14. 15. Lindsay Paul, Teaching English Worldwide , Alta Book Center Publishers, 2000 Gower, Roger and others, Teaching Practice Handbook, Macmillan 2005