Work

Demo lesson
 Lead-in
What do you work ?
Do you like it ? why?
Pre-teaching
vocabulary
customer (n)
 sign (v)
contract (n)
company (n)
meeting (n)
conference (n)
Prediction
 Gist/main idea

The train was late. He is waitng for a taxi. He

has an important meeting.
Specific
info
 Answers

1. train
2. 10
3. start the meeting
4. Frank’s
5. at home
6. finish some reports
detailed
4a

1. Frank
2. Janet
3. Janet
4. Liz
5. Liz
6. Liz
detailed
Who signed the contract? Frank
or Janet?
Did you have a similar situation
before?

Follow-up
practice
What are the stages of a
listening/reading lessons?
 Stages of a listening/reading
lesson
Lead-in (3-5 mins)

Pre-teaching blocking vocabulary (5-7 mins)

Pair check then open class feedback

Predicting the content then Listening/reading for gist. (skimming) (4 mins)

Pair check then open class feedback

Listening/reading for specefic information. (scanning) (5-10 mins)

Group check then open class feedback

Listening/reading for comprehension check/detail. (5-10 mins)

Group check then open class feedback

Follow-up activity (speaking/writing). (5 mins)

Open class content feedback.

 Listening/Reading Terminology?
Listening/Reading for gist also listening for
global understanding (skimming)
Listen Listening/Reading for specific
information (scanning)
Listening/Reading for detailed understanding
Listening/Reading for inference
Extensive Listening/Reading
Intensive Listening/Reading
 Listening/Reading Terminology
 Listening/Reading for gist also listening for global understanding

▪ Listening in order to understand the general meaning of a text without paying attention to specific information

 Listening/Reading for specific information

▪ Listening in order to identify the specific information contained in a text. For example, dates, times, names, etc

 Listening/Reading for detailed understanding

▪ Listening carefully in order to understand all the information provided by the text and requires writing longer answers.

 Listening/Reading for inference

▪ To infer meaning means to find answers from clues and from prior knowledge. Understanding what is not directly stated.

Example :Learners listen to a discussion between two unidentified speakers and must infer their relationship from what they
hear.

 Extensive Listening/Reading

▪ Listening to long pieces of text, such as stories. You may listen to some parts in detail and may skim other parts. This
could also include listening for pleasure, for example a song or a TV/radio programme.

 Intensive Listening/Reading

▪ Listening to focus on how language is used in a text. It requires the listener to listen very carefully. It is largely similar to
listening for detail
 Difficulties with listening!
The Speaker

The Text

The Situation

The listener
 Difficulties with listening.
The Speaker
• Low volume, poor voice quality, monotonous, speed of delivery too fast
• Uses unfamiliar language
• Doesn’t organize discourse coherently
• Lack of appreciation of the listener’s difficulties

The Text
• Unfamiliar topic
• Unfamiliar language (lexis, phonological patterns etc.)

The Situation
Background noise
No or few visual/environmental clues to aid comprehension

The listener
• Lack of knowledge of the topic
• Failure to exploit visual or environmental clues
• Unrealistic expectations
• Lack of concentration or interest
• Lack of familiarity with the language and phonological features
 Listening Round-Up. Read the sentences and decide, are they
true or false.

1. We must always set a clear task before getting our learners to listen to something.

2. It’s ok if learners read a tape script while listening.

3. Learners should be able to understand every word.

4. Learners should never listen to anything ‘cold’; there should always be an awareness of who,

why and where the people are speaking.

5. If the listening text is difficult, the teacher can read it out slowly instead.

6. Well-written songs are good for music-based listening activities.

7. In Turkey, coursebook listening activities are useless because they are usually about the UK, or

other Anglophone nations.

8. Pronunciation drills on the CD are a waste of time because the teacher can use his/her voice

instead.

9. The teacher does not always need to read out all the answers to the class.

10. Learners need to be taught how to listen.