Why is Tor, Corder then Reed g 7] = bu cant clog the Flaw of information = You dox't lave anything visval (except foce exprestions rn vee te) Iu Exglerh it's Lif fiealt fo line the sornd eG » werd 4 ids written forma - use » Sts tell yo -§ ced , yeu con't advst it yeor needs f ack, pause te] suferest daring bh eee vahion(comp Lx precesse :) (Rove fases Prot speech (weds fanned iv ~ ~ Accents (pron craven) > ESTABSH we Nest | JZ— ~)oee od couted roves a eee prevlstowr-a tose Ce ae ee redickion with p tase te me = Becei SET Qu opricke. pre-listew e propriate. pre liste “d (acesn ee an appropriate gists lide. fase perore the seam listening hon't Ger HUNG UP ON peraics |Listening Why do students have problems listening (to recordings)? lack of interest in text lack of background knowledge (history, geography, culture etc.) understanding grammatical structures understanding vocabulary understanding discourse markers (well, by the way, mind you ete.) understanding meaning from stress/intonation patterns distinguishing different sounds problems of connected speech and recognising word boundaries problems of accent number of speakers/overlap anxiety caused by lack of understanding lack of control of speed lack of visual clues topic unfamiliar difficulty in predicting content poor recording quality / background noise Some ways to help: ectivate pre-knowledge of topic teach essential vocab/information or use a glossary use prediction/speculation tasks to focus learners and ‘develop expectations give Ss a purpose for listening prepare Ss for the task type and tell them how to listen allow time to familiarize with material design/adapt tasks which require non-linguistic responses ‘assess comprehension at conferring stage, replay once or more if needed play recording in sections pause recording at key moments Use transcripts to focus on what was actually said in the recording select audible material/equipment warn’Ss about very long recordings/poor quality ete. expose Ss to.a range of authentic texts Provide a variety of tasks to develop the following listening sub-skills: listening for gist / global understanding listening for specific information listening for detail listening for inferencevast yok syle Sel me Ge sale ot iw? eels See Bitfe ond quess which rules are «beng eS FAG oe TA Tn TARE (wit ox bond) For D PREDICTION 1S yor |Wye International Teaching and Training Contre Pre-listening/reading tasks are useful in developing skills because they: ‘establish the topic generate interest in the topic Set the scene and prepare Ss for what they will hear, i.e. provide context motivate Ss to read/listen ‘activate/provide knowledge of the topic (previous experiences, memories, feelings, opinions) to make Ss more prepared for the text ‘The teacher could do one or more of the following tasks before Ss see or hear the text: VISUALS TOPIC VOCABULARY. + Specilation on pictures | Anagram of topic/theme * Prediction of vocabulary ‘accompanying text « Student-generated questions included in the text * Prediction of sequence of | based on headline/title + Speculation about content of pictures related to the * Brainstorming activity text text (eg, what Iknow /would like to | * Prediction of topic from ‘+ Speculate on conversation know about..) words associated with text between characters in * Predicting answers to ‘+ Word game/ puzzle including picture comprehension questions before | vocabulary from the text + Speculation on listening/reading hecdline/title Think about the type of tasks you can give Ss while listenin, NON-LINGUISTIC LINGUISTIC * Choose picture/title which best describes the ‘+ Write answers to questions content of the text * Write questions for given answers + Sequence pictures in the correct order * Check if answers to own generated questions + Match pictures/headings to paragraphs/sections | _ were answered * Circle or underline the correct answer * Givea title to the text «Tick people/dates/topies etc. on list + Complete a chart/table with notes + Write true or false « List key points in text + Follow route ona map. | Retell events in your own words + Find the differences between text and picture | « Answer multiple choice questions + Check if predictions/speculation ideas correct _| Don't forget to include a post-listening extension task (spoken or written) to allow Ss to respond to the text: Eg. Compare with own experience, role play, interview, discussion (agree/disagree, cedvantages/disadventages), topic link, summary. Try to personalise this final task.A suggested procedure for a listening lesson Stage Arouse interest in the text through visuals, personalisation, statements ete, Pre-teach vocabulary (not all unknown vocab, just items essential fo the task), Set first task (gist) to focus sts on general understanding, First listening for gist. Pair check - sts compare their answers. Feedback Set second task for more detailed listening. ee Second listening Pair check - sts compare their answers. Feedback Extension activity eg. discussion, role play or writing activity related to the text or language work from the text, Aims To generate interest in the topic set scene and enable sts to anticipate likely content, To help sts with potential vocabulary problems and prevent them from blocking when listening To provide a reason and focus for listening, To give practice in listening for general understanding To build sts confidence and provide a different interaction pattern. To check sts' comprehension, To provide a reason and focus for listening To give practice in listening for detail To build sts confidence and provide a different interaction pattern To check st? comprehension To provide further language work and practice and te round up the activity.