Teach listening in Tieng Anh 10 1 Teach listening Teach listening in in Tieng AnhTieng Anh 2 Principles behind the Principles behind the teaching of listeningteaching of listening • Principle 1Princip[.]
Teach listening in Tieng Anh Principles behind the teaching of listening • Principle 1: The tape recorder is just as important as the tape • Principle 2: Preparation is vital • Principle 3: Once will not be enough • Principle 4: Students should be encouraged to respond to the content of a listening, not just to the language • Principle 5: Different listening stages demand different listening tasks • Principle 6: Good teachers exploit listening texts to the full Features of a good listening task • Gets students to think before they listen • Helps them link what they expect to hear with what they know about the subject • Helps them predict and therefore understand more quickly • Provides them with a purpose for listening • Exploits differences in answers through pairwork share/compare activities Stages in a listening lesson • Before-you-listen stage • While-you-listen stage • After-you-listen stage Before you listen Pre-listening activity starts before Ss listen to the text but is completed after they have listened to the text in order to check their • Introducinganswers general content of the listening passage • Practising designed warming-up activities in the textbook • Making use of pictures (if any) to present new vocabulary • Presenting more words/phrases from tapescripts • Getting students to pronounce words/phrases carefully • Reviewing already-presented grammatical patterns • Presenting new grammatical patterns (if any) • Asking students to predict content of the listening Some examples of prelistening activities • T/F statements Prediction • Open Prediction • Ordering (jumbled statements or pictures) • Pre-questions • Brainstorming While you listen When Ss the main listening activity, getting Ss to focus on the facts or the details • Giving clear instructions for the listening task (rephrasing textbook instructions if necessary) • Playing the tape once (non-stop) for students to get general content of the listening • Providing other activities from textbook for slower classes • Moving from simpler tasks to more complicated ones • Playing the tape several times (non-stop or with pauses if students need help) • Breaking long tapescripts into sections to facilitate the listening 10 Some examples of while-listening • Selecting activities • Deliberate mistakes • Grids • Listen and draw • Gap-filling • MCQs • Answering information questions • Matching • T/F information • Numbering pictures 11 After you listen This activity intergrates other skills like speaking and writting • Practising designed post-listening activities in textbook • Summarising listening passages in spoken or written form • Relating to students’ own experience • Extending the topic to oral or written presentations 12 Some examples of post-listening activities • Recall the story • Write it up • Roleplay • Further practice • Discussion 13 What if students NOT understand the listening tape? • Introduce interview questions: Questions can be given first and students are encouraged to role-play the interview before listening This will increase their predictive power 14 What if students NOT understand the listening tape? • Use ‘jigsaw listening’: Different groups are given different bits of the tapescript When the groups hear about each other’s pieces of tapescript, they can get the whole picture 15 What if students NOT understand the listening tape? • One task only: Non-demanding tasks can be assigned such as listening and deciding on the sex, age, status of the speaker or the setting of the listening 16 What if students NOT understand the listening tape? • Use the tapescript (1): It can be cut into bits for students to put in the right order as they listen 17 What if students NOT understand the listening tape? • Use the tapescript (2): Students can look at the tapescript to gain more confidence and ensure what the tape is about 18 What if students NOT understand the listening tape? • Use the tapescript (3): Students can look at the tapescript before, during, or after they listen The tapescript can also have words or phrases blanked out 19 Designing a listening test • Some reminders on the listening passage Length Lexical density Use of words Grammatical patterns 20 ... to the content of a listening, not just to the language • Principle 5: Different listening stages demand different listening tasks • Principle 6: Good teachers exploit listening texts to the full... Numbering pictures 11 After you listen This activity intergrates other skills like speaking and writting • Practising designed post -listening activities in textbook • Summarising listening passages... listening 10 Some examples of while -listening • Selecting activities • Deliberate mistakes • Grids • Listen and draw • Gap-filling • MCQs • Answering information questions • Matching • T/F information