Listening Session
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This document provides an agenda for a listening skills workshop. It includes sections on macroskills, listening phases (pre-listening, while-listening, post-listening), categories of skills (receptive like listening and reading, productive like speaking and writing), and strategies for each listening phase. The pre-listening section suggests using brainstorming, visuals, and problem-solving activities to prepare students. While-listening has teachers monitoring students as they listen and complete tasks. Post-listening focuses on checking understanding through discussion, creative responses, and reflection.
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Listening Session
- 1. AGOSTO 2013
- 3. AGENDA
- 4. AGENDA
- 5. AGENDA A. MACROSKILLS B. LISTENING C. LISTENING PHASES PRE-LISTENING WHILE-LISTENING POST-LISTENING
- 7. CATEGORIES
- 10. LISTENING
- 14. What do you think makes understanding a listening exercise difficult? Which are the reasons your students give you when they say listening is difficult? Which are the difficulties you find whenever you do a listening activity?
- 15. English is a non-phonetic language Listening activities are usually Non-reciprocal Some students can have concentration and/ or motivation problems The environment is not adequate The mind has no capacity to memorize every single word heard Unfamiliar topics
- 18. • Predict? • Elicit previous information? • Play the CD? • Answer comprehensive questions from what you have listened to? • Recall previous knowledge? • Create a context? • Check comprehensive questions? • Prepare the students for what they are going to listen to? • Prepare yourself for the activity?
- 19. Predict Elicit information Recall previous knowledge Create a context Prepare the Sts for what they are going to listen to Prepare yourself for the activity
- 23. PREPARATION
- 24. Brainstorming • Matching • Web making • Categorizing Visuals • Posters • Realia • Charts Problem solving situations • Listing • Ranking • Ordering
- 25. MATCHING: match the parts of the house with their names.
- 26. MATCHING: Listen and say where each member of the family is
- 27. CATEGORIZING: Classify the animals into three groups. fly bear ant butterfly bee Horse sheep monkey pig camel Cow mosquito chicken tiger Farm animals lion Wild animals Insects pig lion ant ….. ….. ….. •Activity taken from What’s Up 1? Second Edition. Pearson. Longman
- 28. CATEGORIZING: Listen and circle. How many animals are in the zoo?
- 29. SCHOOL SUBJECTS
- 30. Listen to a dialogue and complete the timetable with the names of the school subjects. TIME SUBJECT 9.15 TEACHER Mr. Lewis 10.00 MUSIC 10.45 BREAK 11.30 12.15 13.30 Ms. Hope Ms. Dee LUNCH Mr. Miles 14.45 Activity taken from What’s Up 1? Second Edition. Pearson. Longman
- 31. USING VISUALS. Match the weather icons to the seasons.
- 32. USING VISUALS. Listen to the weather forecast and draw the icons in the correct place in the map.
- 33. PROBLEM –SOLVING: Listen and complete with the ingredients. •Put the sentences in order to make a cake. •Listen and check.
- 34. PURPOSE SETTING
- 36. “Now we are going to listen to two people asking and giving directions.”
- 39. PREPARE YOURSELF! •Get the CD player. •Check that electronic devices work well. •Check you have the listening track you will need. •Have the script at hand in case of emergency. •Make sure the instructions are clear.
- 40. If it can be prevented, It’s not an accident.
- 41. Make your pre-listening short and quick. Introduce the topic. Don’t give all the answers to your students. Let the students do as much speaking as possible. Make the pre-listening relevant.
- 44. At the While-Listening Phase TEACHERS STUDENTS STUDENTS MONITOR LISTEN COMPLETE
- 45. sth from what they listen sth from what they have heard
- 46. Ticking words and phrases that are heard. Students have less to do while they listen and therefore experience less distraction from listening. Answering multiple-choice and true/false questions. Matching and choosing pictures. Filling- in gaps. Colouring.
- 47. Note-taking. Answering questions. Correcting errors. Completing tables, charts, diagrams and sentences.
- 49. Listening Purposes LISTENING FOR GIST • GENERAL IDEA LISTENING FOR DETAILS • SPECIFIC DETAILS INFERENTIAL LISTENING • MAKE DEDUCTIONS
- 50. Listening for Gist WHAT? What are they talking about? WHO? Who is speaking to whom? WHERE? Where are they? WHY? Why are they talking?
- 51. Listening for Details WRITING DOWN SPOT THE DIFFERENCE BINGO MIXED FOCUS
- 53. PARTICIPATING ACTIVELY Drawing or tracing Listening and describing Information Transfer Listening and Doing Dictation
- 54. LISTENING AND DRAWING Listen to a description and draw the pieces of furniture in the correct rooms.
- 55. LISTENING AND DESCRIBING: “Yesterday I saw a girl.” (Describe the girl) “She was in the park. Suddenly, she saw…” (What did she see?)
- 56. INFORMATION TRANSFERING: Listen to your classmate and draw on the plate.
- 58. LISTENING AND DOING: SIMON SAYS
- 59. LISTENING AND DOING: CLAP YOUR HANDS IF…
- 60. DICTATION
- 65. Monitor. Be on top of things. Be a helping hand. Be flexible. Make the listening relevant.
- 67. Evaluate Reflect
- 69. CHECKING AND SUMMARIZING • Take it in turns • Note comparison DISCUSSION • Ranking • Grading, • True or false? • Do you agree? • Pros and cons CREATIVE RESPONSES • Write/Speak on • Sound effects story • Illustrate • Designing something • Solving mysteries
- 70. Focus on what the students have understood. Give students time to reflect and to answer. Give positive feedback. Ask students to summarize. Decide if the strategies used were appropriate.