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Teaching Listening May

Teaching Listening May

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Published by Pablo Chuquin

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Published by: Pablo Chuquin on May 21, 2013
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The “Ins & Outs” of Teaching Listening

Main Aim: • To provide trainees with ready-made tips for teaching listening in the English Class.

The Euroidiomas plan
1. 2. 3. 4. 5. Lead-in Pre-teach Gist & Detail Post-teach Productive Task

Lead-in
 To create interest in the listening task.
     Show a picture or video Tell a short story Get them to discuss questions in pairs Brainstorm Play a game (e.g., hangman)

Pre-teach
 To provide students with language needed to tackle the listening task.  Only pre-teach when it’s absolutely necessary. That is, You should focus on blocking vocabulary.  Focus on MFP
 Meaning  Form  Pronunciation

Gist & Detail
 First students will answer questions for getting the general idea of the text. This is called Listening for gist.  Then students will answer in-depth questions. This is called listening for details.

Post-teaching
 Every text can be mined for language. After listening, you could focus on grammar, vocabulary or functions.  Every explanation has to be based on the context of the listening task.

Productive Task
 Speaking or Writing  Monitoring  Writing down errors in Vocab, Grammar or Pronunciation.  Feedback on Content  Feedback on Language

Helping Students to Listen

Doctor: Now then, what seems to be the matter? Peter: Well, I have a sore throat. I’ve had it for three days now. It’s really sore – it hurts when I try to swallow, and it’s very painful if I try to eat anything hard, like bread or anything like that. And I feel a little cold and shivery all the time. Doctor: Open your mouth let’s see. … Well you have a throat infection, but it’s nothing serious. Here you are – Take this to the drug store and get some tablets to take. That should clear it up. If it isn’t better in two or three days, come and see me again. 1.
a. b. c.

Which sentences are true, which are false?
Peter has a sore throat He feels hot He can’t eat bread.

A Listening Lesson

a) The teacher focuses on features of grammar or vocabulary that occur in the recording b) The teacher sets a task that requires listening for specific details. She plays the complete recording, checks the answers and replays sections if need be c) Learners read the transcript and listen at the same time d) The teacher generates interest in the topic e) The teacher elicits key vocabulary f) The teacher sets a gist listening task then plays a short section and checks answers

Classroom Application

1.

Pre-Listening
a) The teacher generates interest b) The teacher elicits key vocabulary

2. While-Listening
a) The teacher sets a gist listening task b) The teacher sets a specific-detail based task c) Learners read the transcript

3. Post-Listening
a) The teacher focuses on grammar or vocabulary that occur in the listening task or goes on to speaking tasks.

Guidelines

         

Pre-listening Not every word is important! Students should know what they are listening for before you start listening. Pre-teach words that interfere with understanding. While listening Play the recording once for overall comprehension. Then play the recording again for specific details. Post-listening Tell students to compare their notes and discuss what they understood in pairs Ask questions like Do you agree? and encourage debate.

Further Reading
 Learning Teaching
 Jim Scrivener

 How to teach Listening
 Jeremy Harmer

 Teach English
 Adrian Doff

 Essential Teacher Knowledge
 Jeremy Harmer

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