huong dan day nhge hieu

• 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 ta

Bộ giáo dục và đào tạo

Bỏo cỏo viờn: Nguyễn Tiến Dũng

THPT Nguyễn Huệ - Đại Từ - Thỏi Nguyờn

Email: bravery@teacher.com Website: www.bravery.tk

CONTENTS

Theory Games

Textbook adaptation

Composed by Nguyễn Tiến Dũng August 2008

I Teaching Listening Theory

1 What is listening

2 Listening process

3 Principles in teaching listening

4 Principles behind teaching listening

5 Teaching listening steps

6 Listening stages

A Answer the questions about yourself

1 … skip listening section?

2 … have any activities before having your students listen to the tape?

3 … usually have your students read the script before , while , or after listening?

4 … stop the tape after every sentence (or speaker’s turn)?

5 … ask your students to repeat after the tape?

6 … prepare more listening tasks?

7 … have a listening task in any in-class tests ?

Do you

What is listening?

Listening is one of the four Macro skills What are some of the Listening micro

skills needed?

• Understanding the of what is heard, e.g Who

is talking? Where are they? What are they doing? Relationship?

• Understanding information e.g quantity,

reference numbers, prices, etc when listening to a business telephone call

• for words & phrases not heard clearly

in an informal situation e.g at a pub or party

Modern principles

• Extensive reading & listening (for gist or for specific

information) are more common in real life than are

intensive reading & listening (word by word)

• Intensive reading & listening may inhibit

development-to worry about meaning of every word in text and so

working from the part to the whole

• Effective readers & listeners work from the whole to

the part using overall context to help clarify meaning of individual words & structures They tolerate

What is listening?

B Listening processes

8

SHORT-TERM MEMORY

- takes raw speech

- organizes info.

- predicts info.

-recalls prior

knowledge < term memory

long-LONG-TERM MEMORY

long-term memo.

-interpret message

Bottom-up process -analyze language

data

-interpret message

C Principles in Teaching Listening

 Listening materials should be based on a wide range of texts,

including both monologues and dialogues

 Schema-building tasks should precede listening

 Learners should know what they are listening for and why

 Only use the tape script (if there is one) as a last resort

 Set a further task, or tasks , which direct learners to a more

 Teaching, not testing

 Learners should be given opportunities

= pre-listening activities

< top-down processing

= text-related tasks

< bottom-up processing

• Principle 1: The tape recorder is just

as important as the tape

• Principle 2: Preparation is vital

• Principle 3: Once will not be enough

D Principles Behind Teaching Listening

• 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

D Principles Behind Teaching Listening

for general information

< TOP-DOWN

for detailed info or

language aspects

< BOTTOM-UP

Eliciting & Concept Checks

There are three steps to eliciting:

1 You convey a clear idea to the students, perhaps by

using pictures, gestures or questions, etc.

2 The students then supply the appropriate language,

information, ideas, etc.

3 You give them feedback

You can elicit: ideas, feelings, meanings, context,

memories…

You can’t elicit: things they do not know

Teach then Check

1 Practice is more important than input

2 Teach a little amount then check what the students

have taken in

Concept Questions

Some examples

Eliciting & Concept Checks

A She’s given up smoking.

1 Did she smoke before? (Y)

2 Does she smoke now? (N)

3 Did she stop? (Y)

B I’m looking forward to my vacation.

1 Is the speaker thinking about the past, present, or

future? (Future)

2 How does he/she feel about it? (Happy, excited)

3 Is he/she excited? (Yes)

C You shouldn’t have suggested that.

1 Did the person suggest something? (Yes)

2 Now or in the past? (the past)

3 Is the speaker happy about it? (No)

4 Is the person criticizing the person’s actions? (Yes)

Eliciting & Concept Checks

How not to do it

 What’s the problem with the following ways of

checking understanding:

Do you understand?

(To low level students) “What does

‘disorientated’ mean?”

OK, everyone understands so let’s move on.

 Concept Questions are a useful way of checking

students’ understanding of items you are presenting, but they must be well thought out Can you identify the problem with these concept questions?

Eliciting & Concept Checks

A He managed to climb the mountain (manage + to + base form)

• Concept Question: Did he manage to climb the

mountain?

+ verb + ing)

• Concept Question: Am I describing an experience

which although at first problematic has now become somewhat easier for me to deal with?

• Concept question: Did he used to drink?

Stages in a listening lesson

• Before-you-listen stage

• While-you-listen stage

• After-you-listen stage

I Before you listen

• Introducing general content of the listening

• Presenting more words/phrases from tapescripts

Stages in a listening lesson

I Before you listen

Stages in a listening lesson

• 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 pre-listening activities

1 Guessing, predicting content (from title, picture, task,…)

“ On Campus” (U.4), Future Life (U.8)

2 Pre-teaching key words (using contexts, Q-A,

listening tasks, imagination, word games…):

=> meaning + pronunciation

campus, dorm, major // auditorium, photography (U.4)

**

• 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

I Before you listen

Stages in a listening lesson

II While you listen

I Before you listen

Stages in a listening lesson

II While you listen

• Moving from simpler tasks (listening for getting

key words/phrases, listening for main ideas, matching, deciding on true/false information, numbering pictures, sequencing events…) to

more complicated ones (answering MCQs,

gap-filling, table/graph completing, answering information questions…)

I Before you listen

Stages in a listening lesson

II While you listen

• Playing the tape several times (non-stop or with pauses if students need help)

• Breaking long tape scripts into sections to

facilitate the listening

Some while-listening activities

1 Asking further questions for fuller comprehension

2 Drawing students’ attention to discourse markers,

I Before you listen

Stages in a listening lesson

II While you listen

III After you listen

• Practising designed post-listening activities in textbook.

• Summarizing listening passages in spoken or written form

• Relating to students’ own experience

• Extending the topic to oral or written

Some post-listening activities

1 Discussing a related topic

2 Writing a summary / a report

3 Completing text (with blanks)

What if students DO 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.

• 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.

What if students DO 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.

What if students DO 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.

What if students DO 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.

What if students DO 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.

What if students DO NOT understand the listening tape?

Pre-listening word games

Word square

Find the way out Stepping stones Half a crossword

Game 1 – Word square

(U.10, Endangered Species) Find these words in the square:

food, dugong, panda, reserve, Asia, swim, season, extinct, bamboo, coast, aquarium

Game 2 – Half a crossword

Each student has a half-filled crossword Students work in pairs and ask each other to find the missing parts.

Clues: 6 words across, 4 words down (U.8, Endangered Species)

e.g - “What is 1 across?” -“That’s P.A.N.D.A.”

Game 3: Find the way out

Based on stress patterns, phoneme production, word class, or theme

extend reptile

hero custom

fauna

prevail major

flora instant

campus

disturb maintain

demand destroy

agree

organ gravel

beauty credit

command

casualty document

cactus dagger

chapter

effort resolve

recede retain

failure

extend socialize

floral notify

prevail

expose fortune

genius fee

poach

rowing canoeing

kayaking sand dune

oasis

loans customer

sailing surfing

scuba-diving

convenient habitat

rhinos endangered

swimming

extinction gazelle

reform dugong

wildlife

stress

Verbs

Themes

Game 4: Stepping stones

major neglect apology expert

apply emerge

Arctic behave

retain surpass exhaust effect

poacher

canal

explore kangaroo

maintain

control novel poem

Some post-listening games

Telling stories Word association Running dictation

Game 1 – Telling stories

Unit 4 (Higher Education, “On Campus”)

T writes some words on the board

 Each group make up sentences from them.

course lab

degree dormitory

My sister’s taking a chemistry course in a school in the USA She spends a lot of time in the lab and

Game 2 – Word Association

(U.14, “International Organizations”)

Students pick up word cards and put the words in one sentence.

suffer flood-affected

provide sanitary

disaster supply e.g Flood-affected victims are suffering food

shortages and lack of clean water

Game 3 – Running dictation

(U 8, “Future Life”)

Students form groups of 5

- One student is the writer

- The others take turns reading the script given by the teacher

They then dictate to the writer.

Cons

Time-consuming

Not really developing

listening / writing skills

Unrealistic => Yes & No

=> it is used sometimes in real life

Requiring concentration & thought => exercise the brain

Involving vocab., pronun., grammar => a useful bottom-up task

Listening Assumption & Experience Sharing

What makes teaching listening interesting?

What makes teaching listening difficult?

What do you think about the listening tasks?

Interesting, boring, challenging, easy, suitable, unsuitable, etc.

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 1

Listen and fill in the words Paul says.

1 So Andrea, you’re for the holiday?

2 I haven’t decided yet I’m still _

3 … I usually take the train or

4 Well, we are not really a very family

5 … so when we get home she often cooks big meals We have _ for days

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 1 - Answer

Listen and fill in the words Paul says.

1 So Andrea, you’re going home for the holiday?

2 I haven’t decided yet I’m still _considering .

3 … I usually take the train or _the coach _.

4 Well, we are not really a very _close-knit _ family.

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 2

Listen and fill in the words Andrea says.

1 I am sure I’ve _ a flight for tomorrow afternoon …

2 …… All the seats have been _ by now I’m sure ……

3 You don’t about it

4 Well I try to get home possible …

5 …… And there are too many people to cook for, so we _ going out to dinner a lot That’s also fun

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 2 - Answers

Listen and fill in the words Andrea says.

1 I am sure I’ve booked _ a flight for tomorrow afternoon … .

2 …… All the seats have been reserved _ by now I’m sure ……

3 You don’t sound excited about it.

4 Well I try to get home as soon as possible …

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 3

Which phrases or sentences belong to Paul or Andrea? Put P for Paul and A for Andrea next to them.

1 You’re going home for the holiday

2 That sounds great

3 Going home too?

4 I’m still considering

5 It’s the holiday season after all

6 You don’t sound excited about it

7 Well, we are not really a very close-knit family

8 We have leftovers for days

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 3 - Answer

Which phrases or sentences belong to Paul or Andrea? Put P for Paul and A for Andrea next to them.

1 You’re going home for the holiday P

2 That sounds great P

3 Going home too? A

4 I’m still considering P

5 It’s the holiday season after all A

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 4

Listen to the conversation between Paul and Andrea and decide

whether the statements are true (T) or false (F).

1 Andrea is not going home for the holiday

2 Paul hasn’t decided going home

3 Andrea thinks there are no more seats available because it’s a holiday

season

4 Paul’s brothers live together in the same place

5 Andrea has a big family

6 Paul’s mother loves to cook

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 4

Listen to the conversation between Paul and Andrea and decide

whether the statements are true (T) or false (F).

1 Andrea is not going home for the holiday F

2 Paul hasn’t decided going home T

3 Andrea thinks there are no more seats available because it’s a holiday

season T

4 Paul’s brothers live together in the same place F

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 5

Listen to the conversation between Paul and Andrea and decide

whether the statements are true (T), false (F) or not given (NG).

1 Andrea is not going home for the holiday

2 Paul hasn’t decided going home

3 Andrea thinks there are no more seats available because it’s a holiday

season

4 Andrea’s family is about 180 kilometres for where they are now

5 Paul’s brothers live together in the same place

6 Andrea’s mother loves to cook

Listening Tasks ADAPTATION Unit 1 – Section C Listening - Task 2

Adapted # 5 - Answer

Listen to the conversation between Paul and Andrea and decide

whether the statements are true (T), false (F) or not given (NG).

1 Andrea is not going home for the holiday F

2 Paul hasn’t decided going home T

3 Andrea thinks there are no more seats available because it’s a holiday

season T

4 Andrea’s family is about 180 kilometres for where they are now NG