RECEPTIVE SKILLS:

Listening and Reading

CHAPTER 8
 Task-based Listening
GRAMMAR + LEXIS = GOOD LISTENING?

• People speak too fast.

• They pronounce • I can’t work out
words I can’t recognize. details or even
the general idea
• I can’t tell where of what is being
words start and stop. said.
• I don’t know what • I can’t
attitudes they are understand
expressing. important parts.
 When listening in everyday
life, we may need to listen
to:
Get a general overview of
the main story or message
of a conversation;
Catch specific details such
as names, numbers,
addresses, etc.
 The “Question-first” Technique
(task before audio)

In order to turn an
exercise from a
memory test into a The word ‘task’ reminds
listening task, give us that the activity may
the learners a clear be more useful, more
purpose in learning. realistic, more
motivating than simply
finding answers to
comprehension
questions.
 The Task-feedback Circle

Three guidelines:

• Grade the task rather than the

material.
• Task first – then text or tape.
• Process rather than product.
The Task-feedback Circle
 Task Sequence

‘Big’ / General More detailed Language

Focus

How many people are there? What were the reasons What positive words
Where are they? for leaving on Tuesday? does he use to describe
What are they discussing the company?
What tenses are used in
the story?
To make sure that a lesson is genuinely useful for students:
TASK

Closely reflect what they Help them improve skills

might need to do in real that will be useful to them
life. in the future
 TASKS SAMPLE RANGE OF
• Take part in a TASKS
 Choose the correct picture.
conversation.  Follow the route on the map.
• Answer  Walk/sit/move according to the
instructions.
questions.
 Choose the best answer for each
• Do/choose question from the options.
something in  Say a reply to each comment you hear.
 Decide which person is saying which
response to sentence.
what you hear.  Match the picture of people with a list of
opinions.
• Pass on/take  Note down the leader’s suggestions.
notes on what  Collect all comments made.
you hear.  Draw a picture.
 Tell your partner what another person
said.
For instructional purposes,
getting the right answers
is not the only goal. The
goal is to work on the
listening itself.
 Some Guidelines for Listening Skills
Work in Class
 Keep the recording short (2’).
 Play it a sufficient number of times.
 Let the SS discuss their answers
together (pairs).
 Don’t immediately acknowledge
correct answers with words or facial
expressions.
 Don’t be led by one strong student.
 Aim to get the SS to agree together
without your help.
Some Guidelines for Listening Skills
Work in Class
 Play little bits of the
recording.
 Give help if they are
completely stuck.
 Consider giving the SS
control of the CD player to
listen when and to what they
wish.
 Don’t cheat them by
changing your requirements
halfway.
 Don’t let them lose heart.
The task should be difficult
but achievable.
Grade the task rather
than the recording
 Gist Listening Listening for Detail

To understand the “big” To get the small

picture, e.g. gaining an pieces of the text,
overview of the e.g. correctly
structure of the whole hearing precise
text, getting the gist sounds, working out
using various types of exactly what some
previous knowledge, individual words are,
etc. catching precise
details of
information, etc
• Listeners build up their understanding of a text by working
out what each individual sound Is , then adding these up
into a word, understanding the word, checking the
meaning of that word with the words around them, etc.

Building up the messages from the individual small pieces.

Listeners start processing
the text using skills
associated with top-down,
i.e. making use of what we
already know to help us
predict the structure and
content of the text, and
getting a general overall
impression of the message.
 Factors that Help you Listen
 Have an idea what  Be quickly able to get an
the topic being overview of the general
discussed will be. direction of the
conversation.
 Know something
about the topic.  Know any general
guidelines for what
 Know the typical can/can’t be said in
sequence of similar conversations.
exchange that is  Understand the
used in a similar participants’ attitudes.
dialogue.  Know some words that
 Predict issues likely are commonly used in
to be raised. similar conversations.
Geography of a Listening Text
 • News Headlines
• Jigsaw Listening
• Jigsaw Task Ideas
• The Tape Gallery
• Home Recording
• Live Listening
• Guest Stars
 Difficulties When Reading in
a Foreign Language

I understand
I don’t know I need the
individual words
enough vocabulary dictionary all
not the whole
thing the time

The interest in
the subject is
soon lost

It’s very slow

 SKIMMING SCANNING
Fast reading with the Fast reading with
aim of understanding the aim of finding out
the general meaning items of specific
or ‘gist’ of a piece of information, e.g.
text, e.g. key topics, names, addresses,
main ideas, overall facts, prices,
theme, etc. numbers, dates.
• It is fluent and faster reading, often of longer texts.
• It can be done for pleasure, entertainment and general
understanding.
• It doesn’t necessarily pay as much attention to the details
as intensive reading does.
• It only goes back over a text when there has been a
major breakdown in understanding.
• It has a powerful impact on language learning.
• It may increase the overall linguistic confidence.
So, there are strong arguments for actively encouraging
students to read a lot in the target language, both in and
outside the classroom
• Creating a ‘book club’
environment.
• Allowing sections of
classroom time purely for
students to read; some
teachers set aside one of
these as quiet reading time.

• Providing a library of
readers, magazines,
newspapers, leaflets, etc.
• Training learners how to
select suitable reading
material and in ways to
read it.
 ‘Readers’ are books of
stories published
specifically for learners to
get extended exposure to
English.

 They often have their

grammar and vocabulary
‘graded’ to levels.

 Many state the size of

vocabulary used and have
footnotes or glossaries of
words outside their stated
word limit.
Reading Round the Class

Even though reading

aloud is a popular
technique in class, it is not
really effective because,
unfortunately, most
students are not fluent
readers who can inject life
and feeling into the
reading. Consequently,
round-the-class reading
tends to be a slow, tedious
turn-off rather than a
rouser of enthusiasm.
  You reading;
Alternatives  You reading narrative, but SS
to Reading reading character dialogue;
Aloud  You telling the story in your own
words, without notes; later, SS
do the same with other bits;
 SS reading to each other in small
group;
 SS reading silently, and
improvising a scene;
 SS silently speed-reading a
chapter then reporting back,
discussing, comparing, etc.
before silently reading it more
carefully.
 Extensive Reading Activities
• Don’t always start at the
beginning.
• Use a key section of the
story as a dictation.
• Create a situation
different from the story of
the book.
• Have SS draw a picture of
the scene..
• Map the story.
• Redesign the cover of the
book.
• Have interviews.
• Keep a character’s diary.
• Review the book for a TV
program.
• Would it make a good
film?
• What did the front page of
the local newspaper look
like on the day when…?
• Blank out some words
from a page or paragraph
of the next chapter and
have SS guess the
missing words.
Designed as a companion for “Learning
Teaching” Methodology III by S. Valdivia
Office of Academic Research - ICPNA