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Transcript of Intensive L.
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Nova Ross Bongo
Using Taped Material
Allows students to hear a variety of different voices apart from their own teacher's.
To provide a significant source of language input.
It is often difficult to ensure that all students in a room can hear equally.
Everyone has to listen at the same speed.
How many times does the teacher need to play the taped material?
Students can interrupt speakers and ask for clarification.
Students can see who they are listening to.
Live listening can take the following forms:
We need to help our students to get as much information as they can from a single hearing.
We do not want to bore our students by playing them the same extract again and again, nor do we want to waste time on useless repetition.
This allows the class to hear a clear spoken version of written text and can be extremely enjoyable if the teacher is prepared to make a big thing of it.
Teachers are ideally placed to tell stories which, in turn, provide excellent listening material.
One of the most motivating listening activities is the live interview, especially where students themselves dream up the questions.
Machines are inexpensive
Listening Lesson Sequences
Listening for specific information
Listening for detailed information
Beginner and above
December 20, 2013
Student's language level
Speak to the students
To be sensitive about the level
of language they use
Should not go off into lenghty
Do not speak to the students
in a very unnatural way
Interview a Stranger
Try to guess as much as they can about the visitor.
Write questions that they wish to ask.
Teacher encourages the students to seek clarification.
Ask 'follow-up' questions.
During the interview, the students make notes.
The students can write a short biographical piece.
They can discuss the interview with their teacher.
They can role-play similar interviews amongst
Sorry I'm Late
Getting events in the right order
Listening for gist
Young adult and above
Listening for specific information
Check the tape and machine quality.
Change the position of the playback
machine or the students.
Use materials to deaden
Machines for students to listen at their own speed.
As an alternative to tapes we can
encourage interaction by providing
They can indicate if the speaker is going too slow or too fast.
Can you tell her Adam rang?
No.. er yes.
About ten, I think.
Can I give her a message?
This is Adam.
Do you know when she'll be back?
No, she's out at the moment.
Is Lyn there?
Yes. That's it. Thanks. Bye.
So you want her to take it in tomorrow? To college?
Yes. She borrowed it.
Oh. Well could you ask her to bring my copy of
Romeo and Juliet to college tomorrow?
No, Ruth, sorry. She's at the cinema with her sisters.
Yes. Hello Mrs. Galloway. Is Eryn there?
Is that Ruth?
Can I speak to Eryn?
Can I speak to Kate?
Im afraid she's not here. Can I take a message?
Yes please. This is Jane Metcalfe, the drama teacher. Can you tell Kate that the next rehearsal is at three-thirty on Friday.
The next rehearsal?
Yes, for the school play.
Kate's in a play?
Yes. Didn't she tell you?
No... I mean yes, ofcourse she did.
Ok, then. We'll see her on Friday afternoon.
Sorry I'm late
I woke up late
I'm afraid I was.
What time do you call this?
Well? What happened to you?
I can imagine.
Listening and acting out sequence
on first hearing
Practicing a variety