LISTEN TO A HOLIDAY ANECDOTE

I can’t stop myself TOP-DOWN LISTENING Oh cool, did

think of the last you go with
holiday. It was such your
a great trip. boyfriend?
LISTENING TO DIRECTIONS
BOTTOM-UP LISTENING
BACKGROUND PREDICT THE DEVELOP CONFIRM OR
INFORAMTION MEANING OF EXPECTATIONS REJECT
LANGUAGE
1. TOP-DOWN PROCESSING_examples
 reading information about
a topic

listening to find whether or

not the same points are
mentioned, or inferring the
relationships between the
people involved.
INDIVIDUAL STRINGING BUILD UP UNDERSTAND
WORDS, PHRASES, DETAILED A WHOLE THE WHOLE
GRAMMATICAL ELEMENTS TEXT
CHARACTERISTICS TOGETHER
1. The strategies for teaching listening skills
2. Listening skills
3. Listening sub-skills
4. Principles for listening
 1.1 Pre-Listening Activities

Help students to prepare for what they are going to hear.

Examples:
- Brainstorming: Reveal the theme of the listening passage and ask
students to brainstorm it.

- Visuals: Show a picture related to the listening passage and let student
share what they think about it.
1.2 While-Listening Activities

Consist of a series of activities that a learner does while listening to a

passage in order to show their understanding of what was heard of.

Examples:
- Listen and describe: Tell a story but stop regularly and ask the students
to write or give a description.

- Gap fill: Give students a transcript and ask students to fill in the blanks
as they listen to the passage.
 1.3 Post-Listening Activities

Consist of tasks which main aim is to help students reflect on the listening
experience.

Examples:
- Discussions: Ask students to have a short discussion about the topic.

- Writing a short composition: After students have listened to a passage,

they can write a short essay based on the information given in the
listening passage.
2. LISTENING SKILLS

- Recognize paralinguistic clues

- Listen for specific information

- Listen for more general understanding

 3. LISTENING SUB-SKILLS
 Listening for-gist: listening to get a general idea
• Example: the words “food”, “friends”, “fun”, “park”, “sunny”, and
“taking photos” form the context of a picnic

 Listening for details: listening to every detail, and try to understand as much
as possible
• Example: A member of a jury listening to a statement from a witness.

 Listening for specific information: listening just to get a specific piece of

information
• Example: In a listening test, you are asked write down the age of a person
1: Encourage students to listen as often and as much as possible
2: Help students to prepare to listen
3: Once maybe not enough
4: Encourage students to respond to the content of a listening, not just
to the language
5: Different listening stages demand different listening tasks
6: Good teacher exploit listening texts to the full
 SKIMMING
reading rapidly in order to get a general
DEFINITION overview of the material
• previewing (reading before you read) •
• reviewing (reading after you read)
• determining the main idea from a long •
selection
USAGE • when trying to find source material for
a research paper
SCANNING
reading rapidly in order to find specific
facts
in research to find particular facts
• to study fact-heavy topics
to answer questions requiring factual
support
 Intensive listening Extensive listening

Usually (not always) in classroom Usually away from classroom (not exclusively)

Asked by teachers (teachers guide students) For pleasure

 EXTENSIVE READING INTENSIVE READING

Reading texts for enjoyment and to Reading in detail with specific learning
DEFINITION
develop general reading skills aims and tasks

A teacher reads a short story with

The learners read a short text and put
EXAMPLE learners, but does not set them any tasks
events from it into chronological order.
except to read and listen.
 EXTENSIVE READING INTENSIVE READING
• the material suits the students (level, interest, etc.)
• builds vocabulary Focus on:
• helps learners understand grammar • carefully checking comprehension
PROS
• helps learners to build reading speed and reading • studying the grammar and/or vocabulary
fluency • developing a reading skill
• reading for pleasure

• The reading is difficult.

• The reading is short and because it is difficult.
• Difficult to put in the curriculum • The whole class reads the same material
CONS • No clear objective • All the students have to read at the same pace as
• Requires a lot of preparation for suitable materials they do the tasks together.
• The reading is interesting to some learners but not
others.
1. The strategies for teaching listening skills
2. Listening skills
3. Listening sub-skills
4. Principles for listening
1. Skimming
2. Scanning