Key skill

TEACHING
ADVANCED
LISTENING SKILLS
 Key points
• Listening functions for Upper
• Identify and describe sub skills involved Intermediate level.

in listening. • Listening functions for Advanced level.

• Outline listening activities for all
• Identify challenges that make the
levels.
listening skill difficult. • Outline listening lesson plans for all
• Identifying the 5 necessary strategies for levels.
the listening skill. • Activity based methodology activities
for all levels.
• Listening functions for Pre elementary
• Teaching contractions for the listening
level. skill.
• Listening functions for Elementary level. • Teaching sound joining for the
listening skill.
• Listening functions for Pre Intermediate
• Listening techniques.
level.
• Presentation skills for the listening
• Listening functions for Intermediate skill.
level. • Listening purposes.
 Identify and describe sub skills involved in listening

• Predictive skills: through this sub-skill, students can predict the content of dialogues from the headline or
introduction.
• Scanning: through this sub-skill, students can listen for precise information.
• Skimming: through this sub-skill, students can get a general comprehension of the content by listening for
the gist of one dialogue.
• Listening for details: through this sub-skill, students can be capable of listening for everything in detail in
order to understand the dialogue fully.
• Deduction from context: through this sub-skill, students can understand or deduce the meaning of a word
or phrases from the context.
 Identify challenges that make the listening skill difficult
Slang: Slang or colloquial language is one of the biggest problems that language learners face. Some phrases or words are
not prescribed in the textbook for learners; therefore, when they listen to native speakers, they might not comprehend the
real meaning of those phrases.
Contractions: Contractions are considered a form of slang and accepted as standard English. Contractions might cause
difficulties for learners as they omit information. For example, native speakers might pronounce “did you eat yet” as
“djeetyet”, which can cause confusion for listeners.
Rate of delivery: When language learners listen to some native speakers, it has always seemed too fast for them. The
primary way to overcome this is to learn to listen to dialogues at a faster speed.
Emphasis in speech: In many languages, there are complicated rules for stressing the sounds, or vowels specifically, which is
too complex for non-native speakers. Another aspect is the intonation in different situations, which is difficult to remember
and understand.
Clustering: This is the ability to break language down into phrases, which is not typical for language learners as they always
try to remember everything. Teachers can aid students with this skill by helping them determine what is the essential
information and what is not.
Repetition: This involves the redundant use of words and phrases such as “you know” or “you know what I’m saying”, which
is not critical information and may confuse learners.
 Identifying the 5 necessary strategies for the listening skill
Predicting content: Learners can use clues from the context to have an idea of what is going to be spoken. Learners can
practice this strategy by watching or listening to a recorded TV program or short video clips, pausing after every few
sentences, and predicting what will happen.
Listening for gist: Learners can capture the general ideas of the speech through the content. Learners can practice this
strategy by watching a short video and using the title to predict the content; after listening to the content words, listen again
with the subtitles to see how much they can comprehend the video.
Detecting signposts: Learners can realize the sequence of ideas through linking words such as “first”, “second”, and “for
example”. Learners can practice this strategy by listening to an example of a business presentation or lecture and trying to
identify the signpost phrases, then checking their notes with the audio script.
Listening for details: Learners must try to listen to the details that the speech conveys. Skimming questions and marking
keywords can help the information capturing while listening better. Learners can practice this strategy by watching the
programs where they want to get the specific type of information that they are pursuing.
Inferring meaning: Learners can detect the speaking context or speakers using keywords and body language. Learners can
practice this by finding a video and listening to the dialogue to detect what is happening, who is talking, and their
relationship; later, check again with the whole video to check whether their conclusions are correct.
 Listening functions for Pre elementary level

Pre Elementary A0 At this level, students can:

- Express themselves through gestures or a few isolated
Elementary A1
words, such as their name and other personal
Pre Intermediate A2 information.
- May also be able to understand a few words or phrases
Intermediate B1 or may not understand anything at all.
- Can only be capable of identifying typical signs or
Upper Intermediate B2
symbols.
Advanced C1 Listening function: Listening for specific information.
Topics: Alphabet, Numbers, Family, Food
Activities: Listen to songs, Bingo
 Listening functions for Elementary level
At this level, students can:
Pre Elementary A0 - Understand letters of words when they are spoken or written
- Recognize/react to greetings and polite expressions in everyday
Elementary A1
and familiar situations
Pre Intermediate A2 - Recognize/react to basic statements and questions in
everyday contexts (e.g., weather, family, employment)
Intermediate B1 - Recognize/react to repetition requestsRecognize/react to inquiries
about the personal information
Upper Intermediate B2
- Communicate with a slow speech rate and limited vocabulary
Advanced C1 Listening function: Listening for specific information, listening for
general idea
Topics: Hobbies, everyday routines, personal information
Activities: Fill in the blanks, table completion
 Listening functions for Pre Intermediate level
At this level, students can:
Pre Elementary A0
- Listen for key vocabulary in conversations
Elementary A1 - Recognize common words when written or spoken
- Recognize/react to different types of basic inquiries in
Pre Intermediate A2
common contexts
Intermediate B1 - Recognize/react to simple daily life conversations
- Apply basic commands to some familiar situations
Upper Intermediate B2
Listening function: Listening for specific information, listening for
Advanced C1 the general idea, listening to give feedback.
Topics: Holidays, Leisure activities, Transport
Activities: Fill in the blanks, Roleplay, Q & A.
 Listening functions for Intermediate level
At this level, students can:
Pre Elementary A0 - React to questions and commands using a more comprehensive
range of lexical
Elementary A1
- React to simple social conversations in common contexts (e.g.,
Pre Intermediate A2 shopping, jobs, school)
- Recognize simple information from conversations or common
Intermediate B1 contexts
- Use clues to get the main idea or detail
Upper Intermediate B2
- React to simple clarification queries
Advanced C1 - Differentiate informal and formal language for different situations
Listening function: Listening for specific information, listening for the
general idea, listening to give feedback, listening to make prediction,
listening for detail.
Topics: Sports, Occupations, Technology
Activities: Headline matching, Fill in the blanks, Roleplay
 Listening functions for Upper Intermediate level
At this level, students can:
Pre Elementary A0 - Initiate and maintain a conversation
- Be more proficient in conversational English rather than Academic
Elementary A1
English
Pre Intermediate A2 - Understand questions and commands in a more flexible way
- Understand information from conversations in different contexts
Intermediate B1
- Recognize key information/details in the description
Upper Intermediate B2 - React to clarification and elaboration queries
- Understand some common idioms
Advanced C1
Listening function: Listening for specific information, listening for the
general idea, listening to give feedback, listening to make prediction,
listening for detail.
Topics: Travel, Culture, History
Activities: Predict the end of the story, Fill in the blank, Back to back
 Listening functions for Advanced level
At this level, students can:
Pre Elementary A0 - Understand different types of discussion
- Have wide range of lexical and are proficient in the language
Elementary A1
grammar
Pre Intermediate A2 - React well to more unfamiliar topics
- React well to clarification, elaboration or opinion requests
Intermediate B1
- Recognize details in descriptions or conversations from different
Upper Intermediate B2 contexts
- Use conversational expressions and phrases
Advanced C1
- Recognize and use idioms well
Listening function: Listening for specific information, listening for the
general idea, listening to give feedback, listening to make prediction,
listening for detail.
Topics: Global issues, Arts, Business
Activities: Note taking, Quick response, Dictation
 Outline listening activities for all levels
Level Topics Activities
Pre Elementary Alphabet Listen to songs
Numbers Bingo
Family Listen and jump
Food Slap the picture
Elementary Hobbies Fill in the blanks
Everyday routines Table completion
Personal information Fill in the lyrics
Pre Intermediate Holidays Roleplay
Leisure activities Q&A
Transport Change chairs
Intermediate Sports Headline matching
Occupations Complete the dialogue
Technology Micrologue summary
Upper Intermediate Travel Predict the end of the story
Culture Back to back
History Reporting interviews
Advanced Global issues Note taking
Arts Quick response
Business Dictation
 Outline listening lesson plans for all levels
Lesson plans for listening example:
Warm up: Start the session with an activity that can make the students relax and boost their energy.
Pre-task: Have an activity to introduce and set the topic for the lesson
Teaching 1: Teach some new vocabulary for the upcoming listening section
Task 1: Have an activity that aids the comprehension and application of the new vocabulary learned
Teaching 2: Have a listening activity. This process can be divided into three stages:
- Pre-listening: Help students predict the context and prepare some new vocabulary for them
- During Listening: Allow students to listen to the audio two or three times.
- Post-listening: Allow students to exchange answers and correct them later on. Teachers also need to refer back to the
pre-listening vocabulary.
Task 2: Have an activity that can help students understand the lesson they have just learned.
Follow up: Have an activity to summarize the lesson and help apply the lesson to use.
Homework: Have some exercises for students to help them review.
 Activity based methodology activities for all levels
There are several TESOL approaches that can be applied for teaching listening. Each approach comes with few
activities.
- TPR Approach activities: change chair, Chinese whispers, dictation, pictation
- Task-based Approach activities: story telling, multiple choice, fill in the blank
- Communicative Approach activities: interview, roleplay, Q & A, Back to back
- Student-centered Approach activities: activities that can fulfill students’ demands or improve their needed
skills.
- Audio-visual Lingual Approach: Rap chants, Flashcards, Watch videos
 Teaching contractions for the listening skill
Contractions refer to the shorter forms of a word or a phrase. Contractions are used in everyday conversation
by native speakers. Although it can be very confusing to students when they enroll in a language course,
teachers must expose their students to contractions as soon as possible as it causes tremendous difficulties
for students to listen to what the speakers say.
Tips for teaching contractions:
- Have students translate contractions into formal language.
- Have students translate their learning languages into contractions
- Have students listen to audio and then record all the contractions they heard
- Explain the use of apostrophes for the students
- Have students memorize the contractions through tasks and activities
 Teaching sound joining for the listening skill
In English sentences, words are linked or
joined to each other. When students learn
English, their first focus is on individual
sounds and then on to linking sounds. Once
students master the sound joining skills, it
can help them become more fluent in their
speaking and improve their listening skills.
Linking sounds is important since it makes
the way people utter sentences more
fluent. Without linking sounds, there will be
a lot of uncomfortable pauses or
unnecessary sounds.
LINKING SOUNDS EXAMPLE
Consonant to consonant: Native speakers link a word that ends with a con-
sonant sound with the following word that begins with the same consonant
sound 
For example: red dress [redress], big gorilla [bigorilla], pink car [pinkar].
Similar consonant sound: Native speakers link a word that ends with a con-
sonant sound with the following word that begins with a similar consonant
sound 
For example: need to [neeto], sleep better [sleebetter], dark gray [dargray].
Consonant to vowel: Native speakers link a word that ends with a consonant
sound with the following word that begins with a vowel sound/
For example: an elephant [anelephant], these are [theezare], look at [lookat]
Vowel to vowel: Native speakers link a word that ends in a vowel sound with
the following word that begins with a vowel sound. When this happens, ei-
ther they use /w/ sound or a /j/ sound to connect the two words
For example: two apples (twowapples), she asked (sheyasked), go out
[gowout].
 Listening techniques
There are several listening techniques that can be applied to language classrooms.
Reactionary listening: this technique involves having students listen and repeat a sentence. Common techniques that utilize
reactionary listening are drills and choral speaking.
Responsive listening: this technique involves having students reply to something that they heard. They have to understand
what was said and be able to answer meaningfully. The response can be verbal or non-verbal. Common techniques that
ultilize responsive listening involve asking questions or following commands.
Discriminatory listening: this technique involves having students listen to identify what is crucial from a dialogue or
monologue. Students may need to identify the name, the location, or the main idea of the recording. This technique is
popular with proficiency tests such as IELTS.
Intensive listening: this technique involves having students stay focused on breaking down what they heard into various
aspects of grammar and speaking (e.g., intonation, stress, contractions, etc.). Using intensive listening techniques may help
learners comprehend the nuances of the language.
Extensive listening: this technique involves students listening to a monologue or dialogue and developing an overall
summary and comprehension. Common techniques that can utilize extensive listening include students listening to a clip
from a documentary or a newscast.
Interactive listening: Interactive listening is mixing all of the previously mentioned types of listening techniques. Common
techniques that can ultilize interactive listening are Roleplay, debate, and other group work activities.
 Presentation skills for the listening skill
For students For teacher
- Stay focused and listen for feedback since it can give - Show care through actions such as nodding and
them explicit instruction on improving their learning making eye contact.
post presentation. - Do not rush the students; listen to them and give
- Try to “listen” to the body language during the them a comfortable feeling.
presentation by controlling their gestures and - Do not interrupt since this can heavily affect
postures and making good eye contact. students’ confidence.
- Keep the mind away from distractions.
 Listening purposes
Researchers have identified five purposes of listening, including:
- Informational listening: this type of listening is to acquire information to understand the message being conveyed by
the speaker, and it does not require listeners to form judgment or evaluation of the information presented. For
example, listening to a teacher lecturing in class or listening to a museum curator explaining an artifact.
- Critical listening: this type of listening involves both listening and evaluating the information and requires listeners to
question the validity of the information. For example, when people listen to advertisements trying to convince them
to buy the product, they must ask themselves if the information is convincing enough.
- Empathic listening: this type of listening involves both listening and trying to understand what the other person is
feeling or experiencing, which can also develop and strengthen the relationships aside from the purpose of helping.
For example, friends listen to help their peers overcome a difficulty.
- Appreciative listening: this type of listening is to listen for pleasure or amusement and does not require much
concentration. For example, when people listen to songs or listen to friends sharing a funny story.
- Discriminative listening: this type of listening is to discriminate sounds and other paralinguistic symbols such as tone,
pitch, intonation, and volume to understand the meaning of the message beyond the use of language. For example,
detectives listen to an individual discriminatively to see whether he is telling the truth or not.
 5 Relevant activities

Listen and draw: Teachers read or make up a story and have students divided into different groups to draw different
scenes as they listen to it. Teachers can help students by explaining which scene to draw. After that, teachers check the
students' paintings and have them exchange them with each other.

Map it: Give each student a map with marked locations on and labeled streets. Teachers then read the directions and
have students run their fingers along the map according to the directions. Once finished, ask students where they ended
up to see if they are at the destination that teachers were leading them to.

Truth or Lies: Have each student come to the board and tell a story. Within that story, allow the student to include two or
three lies. Have the rest of the students listen and tell what they think are the lies.

Reported interviews: Have students work in pairs, interview each other, and note their interviewee’s answers. After that,
have students change the answers into reported speech and write a paragraph about the person they interviewed.

Bingo: Give each student a sheet of bingo. Read the random numbers and have them tick the numbers that appear on
their sheet. Which students get a row of 5 number wins.
 Lesson plan for 45 minutes class
Topic: Family members
Level: Pre-intermediate
Age: 18+
Length: 45 minutes
Language skills:
Tesol Methodology: Eclectic Approach
Lesson objectives: by the end of the lesson, students will know:
• Know new 6 vocabulary about family members: sibling, cousin, grandparents, grandchildren, father-in-law, mother-in-
law
• Know how to describe their family members using simple present
Resource: Board, marker, worksheets, pens, pictures, flashcards.
 Lesson plan for 45 minutes class
Stages Activity Description Timing Resource
Warm-up Hot seats • Teachers divide students into two teams 5 minutes Board
• Pick one student from each team, come to the board and sit on the “Hot Markers
chair”.
• Teachers then write a word on the board (related to family members).
• Team members have to describe the word without using it to the chosen
students. Who guess it first wins a point.

Pre task Introducing • Ask the students what the used words were about 0 minutes None
lesson’s topic • Introduce the topic to students
• Topic: Family Members

Teaching 1 Vocabulary • Teachers use flashcards to teach. 10 minutes Flashcards

• Teachers tell the class to keep silent and listen.
• Teachers read each word 5 times.
• Students repeat. Then teacher checks students individually or by groups.
• Vocabulary: siblings, cousin, grandparents, grandchildren, father-in-law,
mother-in-law.
 Lesson plan for 45 minutes class
Stages Activity Description Timing Resource
Task 1 Slap the board • Divide the class into two teams 8 minutes Board
• Write the Family vocabulary on the board Marker
• Each turn, the teachers say one vocabulary, and each student in two
teams then runs and tries to hit the board.
• Which team hits the board first wins a point
Teaching 2 Grammar: • Teachers introduce the grammar structure by writing it on the board 10 minutes Board
Present simple • Teachers then use pictures/flashcards to describe that person as a family Marker
member. Pictures/
• Teachers explain a few times then have students practice. flashcards
• Teachers check on students’ comprehension
• Grammar point: What is/are your ... like?
They/He(she) is/are ...
For example: What is your grandparents like?
They are very old.

Task 2 Listening and • Give each student a picture of a family with blanks under them. 8 minutes None
Filling • Introduce students to the audio about 2 boys asking and describing their
family members in the picture.
• Have students listen to the audio 2 times. While listening, they need to
fill in the role of each family member.
• Have students exchange answers.
• Teachers correct the exercise with the students in the third listening.
 Lesson plan for 45 minutes class

Stages Activity Description Timing Resource

Follow-up Rearranging • Give each student a worksheet that has disoder sentences. 4 minutes Worksheet
Sentences • Tell students to rearrange the words in those sentences.
• Tutors check the answer.
• Have each student read out loud each answer.
Homework • Tell students to do their homework in the student’s workbook 0 minutes Workbook
when they get home.

Back up Hang man • Tutors divide the class into two teams. (4 minutes) Board
• Tutors write down blank letters. Marker
• Two teams take turn guessing the alphabet until they can
guess the word.
• Which team gets the correct word get a point.
 Lesson plan for 60 minutes class
Topic: Animals
Level: Pre-Intermediate
Age: 18+
Length: 60 minutes
Language skills:
Tesol Methodology: Eclectic Approach
Lesson objectives: by the end of the lesson, students will know:
• Know new 10 vocabulary about animals: crocodile, dolphin, elephant, lion, tiger, bear, shark, whale, gorilla, leopard.
• Know how to use Conditional Type 2
Resource: Board, marker, worksheets, pens, pictures, flashcards.
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Warm-up Pictionary • Teachers divide the class into two teams 5 minutes Board
• Each team choose one member Market
• The chosen members will come to the board and draw the given word
• Two team members have to guess the word
• Which team gets it first win a point

Pre task Small talk • Teachers ask some students what are their favourite animals and tell 4 minutes None
them to describe their favourite animals.
• Teachers introduce the lesson’s topic: Animals

Teaching 1 Vocabulary • Teachers uses flashcards to teach. 15 minutes

• Teachers tells the class to keep silent and listen.
• Teachers read each word 5 times.
• Students repeat. Then teachers checks students individually or by
groups.
• Vocabulary: crocodile, dolphin, elephant, lion, tiger, bear, shark,
whale, gorilla, leopard.
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Task 1 Guessing the • Teachers divide the class into two teams 8 minutes Board Marker
jobs • Have each student from each team comes to the board
• Give them the paper with a job in it
• The students have to describe the jobs to their team without saying the name
of the jobs
• Which team gets the correct answer first wins a point
Teaching 2 Grammar • Teachers introduce the grammar structure by writing it on the board. 15 Board
Conditional • Teachers use examples to explain the grammar structures. minutes Marker
Type 2 • Then have students practice.
• Teachers check on students’ comprehension.
• Grammar point: If + S + V2/ed, S + would + Vo
For example: If I saw a crocodile, I would try to run away

Task 2 Listening and • Give each student a paper sheet with the topic Would You Survive 8 minutes Worksheet
Ticking • On the paper, there are 5 questions with 3 choices
For example: What would you do if you were in a river and saw a crocodile
swimming quickly towards you
a. I would try to swim to the bank as quickly as possible
b. I wouldn’t move. I’d stay still and wait for the crocodile to go away
c. I would try to hit the crocodile in the face
• Have students work in pairs and discuss the answers with each other.
• Play the audio of an interview between a professional survivalist and a
journalist about how to survive in nature.
• Have students listen to the audio 2 times. While listening, they need to tick the
answers.
• Have students exchange answers.
• Teachers correct the exercise with the students in the third listening
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Follow-up Small talks • Have students work in pairs 5 minutes None
• Tell students to imagine that they have a dangerous situation with an
animal, then tell them to ask and answer what they would do if they
encountered that situation.
• Have students practice speaking to each other about the above topic.
• Finally, call one or two students to present what their partner would
do if he or she were in a dangerous situation with an animal.
Homework • Tell students to do their homework in the student’s workbook when 0 minute Workbook
they get home.

Back up Running • Tutors divide the class into two teams and make two lines. Board
Spelling • Tutors say a word. Marker
• Each students run to the board write a letter until the word is
completed.
• Which team complete the word first win.
 References
AIT Exam Preparation Book
https://
saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics
-of-public-speaking/s07-03-why-listening-is-difficult.html
https://educationalresearchtechniques.com/2017/01/16/common-chall
enges-with-listening-for-esl-students
/
https://
www.britishcouncil.org/voices-magazine/five-essential-listening-skills-e
nglish-learners
https://www.latinhire.com/5-tips-and-tricks-for-teaching-contractions/
https://blog.allaboutlearningpress.com/how-to-teach-contractions/
https://www.twinkl.com.vn/teaching-wiki/linking-sound
https://games4esl.com/linking-sounds-examples/
https://educationalresearchtechniques.com/2017/01/23/listening-tech
niques-for-the-esl-classroom
/
https://www.elcomblus.com/purposes-of-listening/
https://www.fluentu.com/blog/educator-english/esl-listening-activities/
THANK YOU