1. Presented by Mr. Mohamed Benhima
Email: Mohamed.benhima@taalim.ma
Phone: 0619398603

2. Outline
Introduction
I. Theoreitical Part:
1) The background of teaching listening;
2) Definition of listening;
3) The distinction between listening and hearing;
4) Types of listening;
5) Procedures of teaching listening;
6) Barriers to teaching listening.
II. Practical Part
1) An anlysis of a survey;
2) Evaluation of some online materials.
Recommendations and Conclusions
Bibliograpyh

3. Listening in the Pedagogical Guidelines
(2007)
1. The Standards Based Approach applies to
teaching listening in Morocco;
2. Listening should focus on real life tasks;
3. Listening should be integrated with
speaking;
4. The process approach is recommended;
5. Listening comprehension can be a quiz
instead of reading comprehension

4. Listening in the Pedagogical Guidelines
(2007)
6. Both the bottem-up and top-down
strategies are recommended in teaching
listening.

5. Definition of Listening
What is listening?
It is a receptive skill.

6. Listening Vs. Hearing
Hearing is natural;
Listening is intentional.

7. Types of Listening
Appreciative Listening;
Emphatic listening;
Comprehensive or active listening;
Critical or analytical listening;
Selective listening;

8. Procedures of Teaching Listening
Warm-up: (a tongue twister/ a proverb);
Pre-listening: Preteaching of key vocabulary,
prediction;
While-lisetning: checking predictions, ticking
(frue or false), and close task.
Post-listening: dicussion

9. How to cope with Barriers to Effective
Listening
Physical barriers;
People related barriers;

10. The Results of a Survey on Teaching
Listening

11. Background Information

12. Background Information

13. Background Information

14. The Frequency of Teaching Listening

15. Listening Materials

16. Listening Materials

17. Listening Materials

18. Listening Comprehension Assessment

19. Please, specify the best material providers that
you use in teaching listening?
• Youtube;
• Active listening,
• Songs;
• I only use the textbook audios;
• I use a series of listening activities for
beginners that I found in the British council
website;
• www.esl-lab.com;

20. Other remarks and recommendations
• It's hard because we don't have enough audio
visual materials, and we hardly find suitable
listening passages that fit our classes and
culture;
• Listening is important, but sometimes
students take it as mere fun..especially if u use
songs and videos;

21. Other remarks and recommendations
• There is no electricity in the classroom. That's why I
can't teach listening;
• Difficult to implement in crowded classes;
• Audio files are often hard to be followed by Moroccan
students, and they are old dated as well;
• Audio files are often hard to be followed by Moroccan
students, and they are old dated as well. Since we're
dealing with social media generation, teachers should
supplement these audios with other ones regarding
the level of the students.

22. Bibliography
• Krashen, S. (1982). Second Language Acquisition. Cambridge: Cambridge
University Press.
• M.E.N (2007). The Pedagogical Guidlines of Teaching English in Secondary Schools.
Retrieved from www.men.gov.ma
• Pearson, J. et. al. (2008). Human Communication. 3rd ed. New York: McGrawHill
Companies, Inc.

23. Thank you for your attention


24. How to cope with Barriers to Effective
Listening
Problems with connected speech
Function words have weak forms
Fast speech
Slow version