Number 4 reporter

Daniela Paragas
Major 14 – Teaching and Assessment of the Macro skills

Strategies and Examples in Teaching Listening

 Pre-listening
Learning Strategies
1. Identifying vocabulary/comprehension needs.
Ex. Word webs. Inform the students of the listening topic using semantic webs; ask them to
provide words, topics, or sub-topics with which they are expected to come up during the
listening activity.
Mind maps. Have students generate ideas and create word associations from a given central
idea/theme or topic.
Ask me. Give students words or expressions and let them explain these to a partner. Roam
around and check students understanding of these words or expressions.
Words on the board. Write different words on the board and ask students to choose two-
three words. From these two words, they will have to create one sentence.
Gap-fill. Write sentences with missing words. Ask students to choose one of the sentences
and complete it with their ideas.
2. Activating interest
Ex. Brain walking. Put posters around the classroom. Ask students to move around and go to
each poster then talk about what comes to their mind after taking a look at the posters.
Guess the Theme. The teacher may show eye-catching images, graphics, maps, or diagrams
as clues to help students guess the theme of the listening text.
Solve the puzzle. Students guess what could have happened using some pieces of a puzzle
picture related to the listening passage.
Sing along. Provide certain lines, expressions, words from the listening text and ask
volunteers to sing a song containing the words of expressions.
Meme it. Show students some memes from the listening text to arouse their interest. They
may also create their own after the listening activity.
 Discussion Question. Students may work by pair or in small groups. Provide them with
discussion questions related to the listening task. They will share their answers with their
partners/groupmates.
WH Questions. Questions – Give students a topic and have them generate as many questions
as they can within 2mins. Let them use the WH questions. Who? What? When? Where? Why?
How?
3. Putting it in context
Ex. Make up a Story. Based on what they know, provide students with some pictures and ask
them to put these pictures in an order that makes sense.
Let’s Draw. Give students a topic (refer to the listening text) and ask them to draw
something related to it providing as many details as they can. You may also ask them to post
their work after for everyone to see.
KWL. Provide the title or the topic of the listening activity. Then ask student what they
currently know about the topic (K) and what more they want to know (W). After listening, they
can now complete the last column on what they have learned (L).
4. Setting the Purpose
Ex. Listening for pleasure. Inform students of the title of the listening text and ask them to list
down the interesting things that they think they can find out from the listening activity.
What I want to do. Give the listening topic. Ask them what they would want to do after they
are done listening to the text.

 While listening
Learning Strategies
1. Provide an opportunity for students to re-listen
Ex. Let me read it first. Let students read the listening transcript first for a very short time.
Then work on listening for specific information, without script.
Take two. Read the listening text first, then let students listen to the audio recording. Give
your students a chance to replay the recordings.
2. Promote guided listening and scaffold note-taking
Ex. Graphic organizers. Give students a blank graphic organizer which summarizes the
information in the text under headings. Students listen and fill-in key words that they hear.
Who’s who? If students are going to listen to a dialog with several characters and, of course,
if identifying the characters is not going to be one of the tasks in the listening, give them an
overview of who's who in the listening.
 Dictogloss. The teacher first prepares a text that contains examples of the grammatical form
to be studied. As the teacher reads the text at a normal speed, students will take notes and
continue the task after listening.
Look for the meaning. Provide a list of words to students before listening. Have them read
it and instruct them that as you play the audio track, they also have to write the words that have
the same meaning.
Editing tasks. Students discern discrepancies between what they hear and the printed text.
3. Give students ‘thinking space’
Ex. Listen and describe. As the teacher tells a story, he/she can stop regularly and then asks
students to give or write descriptions.
What's next. The teacher plays the audio track and then stops it in the middle. He/she then
asks students to predict which word comes next. Then continues with the audio track and repeats
the process several times allowing students to have time to respond.

 Post-listening
Learning Strategies
1. Responding to the text
Ex. Checking and Summarizing. You can check for students understanding by letting them
summarize the information they heard orally or in writing.
Discussions. You can also ask students to have a short discussion about the topic taken
from the listening task. It should be something interesting that would prompt them to give
comments.
Open questions. Ask students open questions so that they can elaborate on their ideas even
more.
What Do You Recall? Put students into pairs. Ask them to takt turns recalling one bit of
information from what they have listened to without repeating anything. Challenge students to
continue as long as possible.
Reflective and Self-assessment activities. Let students reflect on the process and what
helped / not helped them understand the listening text.
Interpretive tasks. Students attend to a unit of discourse and respond to questions, thereby
encouraging them to provide evidence of their inferential thinking skills.
 2. Analyzing linguistic features of the text
Ex. Disappearing Dialogues. Another activity student can do to promote critical thinking skills
is erasing parts of the dialogue and then asking students to fill in the blanks with phrases they
remember or other phrases that might fit perfectly into the dialogue.
Synonyms and Antonyms. Let students identify vocabulary and find its synonyms and
antonyms from the listening script.
Listening script as a springboard. You can also take out some sentences from the script
and let students analyze word functions and expressions.
Sequencing events. Students may be asked to sequence events from the listening passage
using appropriate transitions.
Reviewing the transcript. After the listening activity, students may be provided the
transcript and let them identify which part they did or didn't understand. Ask them to write the
sentences or phrases that they didn't understand so that the teacher can elaborate on them.
Multiple-choice tests. Students listen to passages and demonstrate their understanding by
choosing the correct answer from a multiple-choice type of test. This may also be used during
pre- listening or while-listening depending on the purpose.
3. Integrating productive skills: speaking and writing
Ex. Deconstructing a Listening Passage. Students may be asked to deconstruct certain passages
and dialogues from the listening text.
Writing a Short Composition. Students may share what they have learned from the listening
passage through a short composition.
Time to Act. Students may also be asked to identify certain scenes from the listening passage,
then create and present a skit.
Retelling. Students are asked to retell what has been heard incorporating main ideas,
supporting details, key phrases, and sequence.