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TEACHING Listening

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Doina Fleanta

on 28 November 2015

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Transcript of TEACHING Listening

-developing listening skills-
we need to
recreate the motivation
engage the students in the topic
make them want to listen

Why listen?
Creating a
to listen
we need to
know which
specific skills
we are
we need
a procedure
• when we listen to something as native speakers, we almost always have an intense, or at least fairly strong, interest in what we are listening to.
• we usually choose which specific piece of information we are interested in.
• we are able to 'blank out' or ignore the other information so that we don't even hear it.

How does listening in the classroom compare to this?

How can we do that?

Always have a lead-in
- e.g. interesting/engaging the students in the topic. Pictures and other visuals help
Make a link between the topic and the students’ own lives and experiences

Have a pre-listening task
which helps students to focus on the task that you require them to do when they listen.
giving students a choice
about which piece(s) of information they would like to listen for

Listening for gist
e.g. when we want to get the general idea of a situation, but not details.

Listening for specific information
, e.g. when we have a specific question we want answered.

Intensive listening

e.g. when we are listening to an important lecture we might do this-try to get as much information as possible

Extensive listening

e.g. listening to a novel recorded on cassette or CD, listening to a short story on the radio

We want to train our students to be able to do all these different types of listening in English, but not at the same time! When you plan your listening lesson, decide which specific skills you want to train.

Here is
a teaching procedure for a listening skills lesson.
You can use it at any level, even beginner.

1. Lead-in to engage and interest the students in the topic, make a link between topic and the students’ own lives and experiences, focus on important language that will come in text.
2. Pre-listening e.g. Prediction from some extracted information (e.g. key words, title); read questions about the listening; students compose their own questions
3. Set a clear global listening task.* (see below)
4. Students listen.
5. Students answer global listening question.
6. Take feedback (pairs, then whole class)
7. Set clear specific listening task(s)* (see below)
8. Students listen again.
9. Students do task(s)
10. Take feedback (pairs, then whole class)
11. Students listen again if they couldn’t complete the task(s)
12. Do follow-up task if relevant e.g. speaking e.g. roleplay, debate, or writing task, personalisation.
13. End: conclude and review points if necessary.

There are two basic types of tasks:

Global tasks

These can be very simple for lower level students e.g. how many people?
Or more complicated:

• Tasks to focus on gist e.g. guess the title; put events in the correct order; check texts against predictions made beforehand.

Specific tasks

• Tasks focusing on specific details- e.g. answering questions about specific items of information; using the text to fill in a form etc.
• Tasks requiring more comprehensive understanding- e.g. comprehension questions; discussion of issues; comparison of viewpoints (for more advanced levels)
• Tasks focusing on individual language items e.g. grammar or vocabulary; working out meaning of words from context

1. Use short recordings(adapt the resources). Two or three minutes is often enough.
2. Let students check their answers in pairs, before you take feedback from the whole class.
3. Give beginner or elementary students a slightly higher listening than their level, but make sure the task is easy.
4. Vary the tasks that you give students after listening.
5. Allow students to control the recorder sometimes.
6. Put the listening task on a worksheet if possible. Give students the task in advance of listening. If you can’t photocopy, put the task on the board or overhead.

Book/article resources:
Learning Teaching by Jim Scrivener, Chapter 8 on receptive skills
Task Listening, Blundell & Stokes
Elementary Task Listening, St. Clair Stokes

http://www.teachingenglish.org.uk/think/methodology.shtml A framework for planning a listening skills lesson
Nik Peachey, Pre-listening activities, Gareth Rees and Helping teens to listen, Kevin Thomson

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