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OM
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I N G
C H G
E A IN
T TEN
LI S IL L
S K Presented by
K.Nazeema
M.A,M.Ed,M.Phil
 LISTENING
Listening is the ability to identify and
understand what others are saying. This
involves understanding a speaker's
accent or pronunciation, his grammar
and his vocabulary, and grasping his
meaning (Howatt and Dakin). An able
listener is capable of doing these four
things simultaneously.
WHY TEACH LISTENING?
Students hear different accents
and varieties.
Listening helps students to acquire
language subconsciously.
Listening is a receptive skill.
Education.
Mass communication.
STRATEGIES OF LISTENING
TEACHING
LISTENING
SKILLS
 Main Types of Listening
Activities
Prelistening activities
While-listening activities
Post-listening activities.
 TOP TIPS
PRE- LISTENING:

Tell your students DONT WORRY

Make sure students know what they are listening for

before you start listening

Give questions to check students comprehension

Check for any words that your students may not know
 Check for any words that your students may not know

Short listening

Stop the recording

 WHILE LISTENING:

Try
to play the recording once for overall comprehension
and then for specific details.

Take notes ( dates, places, people)

Repeat the recording especially in the difficult parts

 POST-LISTENING:

Compare their notes in small groups.

Encourage debates and answer questions.

Write a summary of the main points and then compare.

Make a list of any new vocabulary.

 JIGSAW
It is a teaching technique invented by social Psychologist
ELLIOT ARONSON in 1971.
It is a co-operative learning technique appropriate for students
from 3rd to 12th grade. It is also used extensively in adult English
second language ESL classes.
Listening
Engagement
Interaction
Peer teaching
Co-operation by giving each member of the group as essential
part to play in the academic activity.
 REMEMBER!!!
Try to use as many different sources of
listening material as you can:

advertisements, news programs, poetry,

songs, extracts from plays, speeches,
lectures, telephone conversations, informal
dialogues.
 Sources of difficulty for
learners
Unfamiliar Accent
vocabulary Speed
Grammar Idiomatic speech
Text too long Task too difficult
Several people Not prepared for
talking the format
Unfamiliar Context A lack of background
Lots of details information
Topic not interesting
Theme not clear
 A SUCCESSFUL LISTENING
ACTIVITY
Ideas to make the best listening
activities ever!
1
Reduce distractions
and noise during the
listening segment.
2
makesure the equipment produces
acceptable sound quality.
 3
Read or play the text a total of 2-3 times.
4
Playa video clip with the sound off and
ask students to make predictions about it.
5
Give students a
listening task to do
between classes.
Testing receptive skills
Allassessment of listening and
reading must be made on the
basis of observing the test
takers speaking or writing (or
non-verbal behavior) and not on
the listening or reading itself.
So, all assessment of receptive
performances must be made by
inference.
Testing reading and listening
skills
Both listening and reading are receptive
skills, but listening can be more difficult than
reading because:
Different speakers produce the same sounds
in different ways, e.g. dialects and accents,
stress, rhythm, intonation, etc.;
The listener has little/no control over the
speed of talk;
The spoken material is often heard only once
(unlike the reading material);
Testing listening skills
The listener cannot pause to work out the
meaning;
Speech is more likely to be distorted by
background noise (e.g. around the classroom)
or the media that transmit sounds;
The listener sometimes has to deal
simultaneously with another task while
listening, e.g. note-taking, etc.
Reference:
http://iteslj.org/Articles/Saricoban-Listening.html
http://writing.colostate.edu/guides/teaching/esl/listening.cfm
http://es.scribd.com/doc/14427811/How-to-Teach-English-
Jeremy-Harmer
http://esl.about.com/cs/teachinglistening/a/a_tlisten.htm
http://www.usingenglish.com/teachers/articles/why-your-
students-have-problems-with-listening-comprehension.html