The document discusses listening comprehension and using recordings in ESL/EFL lessons. It provides suggestions for finding and using recordings, including from textbooks, radio, the internet, and original recordings. It describes aspects of listening comprehension like discrimination, schemata building, top-down and bottom-up processing, and strategies. Sample listening activities are outlined that incorporate pre-listening, listening, and post-listening stages along with schemata, strategies, critical thinking and multi-skill work.

1. Re-examining Listening Comprehension JoAnn Miller, Editorial Macmillan

2. Getting recordings What to look for in a recording Where to find recordings The Internet Recording original material Using recordings Our plan for today

3. ESL/EFL materials and authentic recordings Clear presentation Correct level for your students Different dialects Native / Non-native speakers Different age groups (children, “older people”) What to look for in a recording…

4. Textbooks Record from radio Record your own Use live from Internet Download from Internet (podcasts) and play as mp3 Where to find recordings…

5. Live from the Internet: ESL Sites with and without Exercises

6. RANDALL’S ESL CYBER LISTENING LAB Listen: “First Date” “Santa”

7. Downloadable ESL sites

8. English Listening Room Note: Only play on computer (RealPlayer)

11. Non-ESL Sites

14. Live

17. How to record original materials

19. Listen

21. Now what do I do with my recordings?

22. Listening is.. an interpretive process, creative listening an active process often interactive based on spoken English (purpose, syntax, organization, speed, less formal, paralinguistic features) Essential Features David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 9-21.

23. process the linguistic forms, hear words decipher the intention of the speaker, process, judge cope with listening in an interaction understand the whole message The smoke thickened. John collapsed. comprehend the message without understanding every work recognize different genres, set formulas Students must be able to… David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 9-21.

24. Aspects of Listening Comprehension Listening Discrimination Schemata building Top-down or Bottom-up Listening strategies Critical Thinking Multi-skilled activities

25. Discriminate sounds and intonation patterns Minimal Pairs: ship / sheep (/I/~/iy/) Example: That ship is big. That sheep is big. Listening discrimination

26. “Past experiences lead to the creation of mental frameworks that help us make sense of new experiences” A student’s schemata has to be activated so that he/she can understand the conversation Example: My son’s thesis Listen Problems: cultural, educational, etc. Schemata Building David Nunan, Second Language Teaching & Learning, Newbury House, 1999. p. 201.

28. segmenting the stream of speech into constituents, 'abookofmine' = four words

29. using graphic clues to identify the information focus of the word

30. using grammatical cues to organize the input into constituentsBottom-up Processing David Nunan, Second Language Teaching & Learning, Newbury House, 1999. p. 200-201.

32. Inferring relationships, topic of the discourse, sequence

33. Adding missing details

34. Anticipating outcomesDavid Nunan, Second Language Teaching & Learning, Newburt House, 1999. p. 200-201.

35. Top-down processing Conscious use of strategies by the students Can be trained Listening Strategies David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 36-37.

36. Strategies can be taught Academic language learning is more effective with learning strategies Mentally active learners are better learners Learning strategies transfer to new tasks Strategies facilitate “information management”. Strategy training teaches learners how to learn. Listening Strategies: Justification David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. pp. 38-39.

37. Setting (where and when) Interpersonal relationships (who) Mood, atmosphere, tone (how) Topic (what) Strategies David J. Mendlesohn. Learning to listen. Dominie Press, Inc. 1994. Chapter 6.

38. Strategies 2: Guessing Strategies Predicting: Use schemata to guess what will happen. Inferencing: Build on what students hear to guess what will happen or what is really happening.

39. Critical Thinking? Critical thinking is the examination and test of propositions of any kind which are offered for acceptance, in order to find out whether they correspond to reality or not. The critical faculty is a product of education and training. It is a mental habit … William Graham Sumner, Sociologist, cited in Wikipedia (June 2006)

40. Critical thinking : a set of cognitive skills the ability and intellectual commitment to use those skills to guide behavior. Critical thinking does not include just: the acquisition and retention of information or the possession of a skill-set which one does not use regularly nor does critical thinking merely exercise skills without consideration of the results. Wikipedia, June 2006.

41. In groups look at the picture. What is happening? Which do you think the story will describe? Why? Example New American Inside Out, Elementary, Workbook, Unit 7, p. 30.

42. Listen to the story. Which picture illustrates it? Example, continued

43. Listen again and answer the questions: --Where did the story take place? --Who was the boy? --What happened to him? --How did he feel? c. Discuss in groups: What would you do in the boy’s situation? Have you ever been in a life and death situation? Example, continued

44. Pre-listening Builds schemata Listening Strategy Building Post-listening Critical thinking Listening Activity Organization

45. Pre-listening: schemata building Listen to the story. Which picture illustrates it?

46. Listening Strategy Building Listen again and answer the questions: --Where did the story take place? --Who was the boy? --What happened to him? --How did he feel?

47. Discuss in groups: What would you do in the boy’s situation? Have you ever been in a life and death situation? Tell your partner about it. Post Listening: Critical Thinking

48. Listen to a story and then retell it (gossip) (listening / speaking) Listen to a radio show and then write an email to a friend about the ideas (listening / writing) Talk to a friend about a TV program, watch it and then call your friend and comment on it (listening / speaking) Read an article in a magazine and then listen to a radio program about the same topic (reading / listening) Multi-skill Activities

49. Practice What kind of activities would you devise for this recording. Pre-listening, listening, post-listening Schemata, strategies, critical thinking, multiskill

51. Pre-listening, listening, post-listening

52. Schemata, strategies, critical thinking, multi-skillNew American Inside Out, Pre-Intermediate, Unit 11

55. Handout available at: www.efltasks.net Take time to look around….there are a number of downloadable and online activities for all levels

56. Thank you very much JoAnn Miller miller@room20.org joannmillerj@gmail.com Copies of the handout are available at: http://www.efltasks.net (Presentations) Links at Delicious: Jabbusch