HOW TO TEACH LISTENING?

HAROLD ENRIQUE ROBLES CLEMENTE

ADOLFO ARRIETA CARRASCAL

CONTEMPORARY DIDACTICS

UNIVERSITY OF SUCRE
FACULTY OF EDUCATION AND SCIENCES - SIXTH SEMESTER
BACHELOR'S DEGREE IN FOREIGN LANGUAGES: ENGLISH AND FRENCH
SINCELEJO - COLOMBIA
2022
 TABLE OF CONTENTS

The stages of Chris Westergaard's class: Listening lesson ..................................... 4

Reflection on the class taught in the first video ....................................................... 9
Mind map of the second video: Teaching Listening Actively ................................. 10
Bibliographic references ........................................................................................ 11
 OBJECTIVES

General objective:
• Analyze the theory and practice of how listening activities should be conducted
with students in a classroom setting in an appropriate manner.

Specific objectives:
• Identify and describe the stages of the first teacher's classroom vis-à-vis a
listening activity.
• Reflect on the didactic strategies used by the educator in a listening activity.
• Design a mind map of the main activities presented by the teacher of the second
video in relation to the listening activity foreseen in her class.
 The stages of Chris Westergaard's class: Listening lesson

• First stage: introduction to the class.

At the beginning, the teacher asks his trainees, "What day is today?" (Warm-up
activity) and how does that particular day relate to the topic he is going to teach in
that class: Getting to know new people questions.

• Second stage: leading the presentation.

The teacher instructs some of his students to read the questions on the board.
Example: How often do you date? What are different ways to meet someone which
ones are good and when ones are bad? What qualities do you look in a boyfriend /
girlfriend? What are two turnoffs for you?
At the end of each question, the instructor gives a brief answer, thus initiating a
conversation with the learners.
• Third stage: leading group work.
The teacher instructs the students to form groups of three members and answer the
questions on the board among them, so that they can share their different points of
view on the topic of the class.
Afterwards, the teacher visits group by group to find out what they are talking about
and to interact with the trainees, and at the end gives short feedback to each student.

• Fourth stage: new vocabulary.

The teacher shares new vocabulary with the students in relation to their comments
and in order to have a better assimilation of these terms, he draws them, thus
creating an association of the word with a particular object or image.
He also focuses on the pronunciation of the new vocabulary and gives examples of
how they might use those words according to the context in which they are
immersed.
• Fifth stage: first focus task.
The teacher uses a song for the first listening task of the class where students must
evidence in relation to the singer: liking, loving, and driving them crazy on a chart
inside their notebooks.
Then, learners share their opinions about what they heard in each category (like,
love, mad) and the teacher encourages them to participate if they heard and wrote
down something different.

• Sixth stage: Second focus task.

The vocabulary words taught by the teacher should now be associated with the
second activity: completing the lyrics of the song with them while the students listen
to it again. The teacher gives feedback to show if they did the task correctly by asking
them what words went in the blanks of the song.
• Seventh stage: new questions generate more conversation.
The professor talks again about the initial topic of the class: "Meeting new people"
and relates it to dating agencies, asking questions about this type of companies to
his students: What is a profile? What is a dating agency?

• Eighth stage: Working in a dating agency!

Students ask the teacher questions to find out more relevant information about the
profile of the person he has in an image.
Then, students must create profiles in relation to the images given by the teacher
and make sure that their clients have appointments. The professor divides them into
two groups so that between the characters they have, they can ask questions that in
the end allow them to match them.
• Nineth stage: Feedback.
The instructor provides corrections to the English production of his students in all the
activities performed in the class, so that they can correct those mistakes and improve
their academic efficiency when studying this language.

The images used were extracted from the video: ESL Listening Lesson Demo by Chris Westergaard.
Link: https://youtu.be/olkVB2KgpbQ
 Reflection on the class taught in the first video

The activities carried out by the teacher turned out to be very pleasant and
interesting for me, because there was a lot of attention and participation on the part
of his students, which allowed them to associate the subject matter in a creative and
pleasant way.

At a particular level, I considered that the listening lessons were only paying attention
to an audio and answering questions about it, but by watching the video, I could see
that this procedure goes beyond what I explained above, since the professor first
provided a context and then associated it to a vocabulary that was implemented in
a song and finally translated into a conversation between students, that is, he
achieved the learning objective of his class by following a step by step didactic way
and at the same time focused on task-based learning.

Finally, this video changed my perception of how I should conduct listening activities
when I am a teacher, because students should not only be ready to answer
questions about the audio, but as a teacher I should provide them with a context, an
image or an example of how they can use the new vocabulary in their personal and
professional areas, this added to the implementation of didactic activities related to
the subject of the class.
 Mind map of the second video: Teaching Listening Actively

For a better visualization of the mind map, please visit the following link: https://www.goconqr.com/es-
ES/mindmap/38155101/teaching-listening-actively
 Bibliographic references

• My discover China, (2013). Teaching listening actively. Content retrieved from:

https://youtu.be/e16mymdji68

• Westergaard, C., (2013). ESL Listening Lesson Demo. Content retrieved from:
https://youtu.be/olkVB2KgpbQ