Transcript ELTM Unit 4 Focus on Listening Presented By: Jia Lin (Dana)

ELTM Unit 4
Focus on Listening
Presented By: Jia Lin (Dana)
Unit 4 Objectives
Think about what listening involves in real
life and how to train those skills in ELT.
Identify major listening skills and design
exercises to train them.
Learn how to select suitable materials.
Know how to teach listening in three stages.
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Unit 4 Overview
4 Focus on Listening
1 What is Real-life
Listening?
2 What Are the Major
Listening Skills
3 Designing Effective
Listening Tasks
4 Selecting Suitable
Listening Materials
5 Conducting a
Listening Class
Tasks 1, 2, 3
Tasks 1, 2, 3, 4, 5
Tasks 1, 2, 3, 4, 5, 6
Tasks 1, 2, 3, 4
Tasks 1, 2, 3, 4
Review
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Warm-up Exercise
Practice listening to a secret code... Pig Latin!
It’s easy. Take the initial sound of a word and put
it on the end and add an “ay”.
Example: “hello” becomes “ellohay”.
Another example: “how are you” becomes “owhay
ray ouyay”.
Try saying simple things in Pig Latin and see how
long it takes for your partner’s ears to become
“trained” to understand this new dialect...
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What Is Real-life Listening?
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Key Terms
 aural
...sense of hearing, listening ability
 reproduce ...copy or repeat the meaning of
 diverse
...different from one another
 segment v. ...divide into distinct parts
 bottom-up ...understanding what one has heard by
listening
linking sounds and words
 top-down ...understanding what one has heard by
listening
working out the whole meaning first
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Listening involves...
Successfully getting the information one
regards as important from an aural source.
Correctly interpreting the mood or attitude
of the speaker.
Not necessarily being able to reproduce the
And then he
whole message word for word.
said...
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What kind of listening do you do?
In pairs, make lists of the different types of material
that each of you listen to each week (e.g. radio,
television, conversation, announcements...). Check
your partner’s list to make sure you have not
forgotten any. Compare your purposes in listening.
How much time do you spend listening to extract
information or to maintain social relationships
compared to listening for entertainment?
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Why we listen.
To extract information.
1.
•
Listening to announcements (bus/train stops),
radio or TV reports, instructions from colleagues.
To maintain social relations.
2.
•
Chatting with family and friends or people in your
neighborhood.
To be entertained.
3.
•
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Listening to radio or TV programs, comedy or
reading out loud for pleasure.
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How we listen.
Listening “bottom-up”...
In a bottom-up approach, the listener segments the
stream of speech into words and then links them into
sentences.
Listening “top-down”...
In a top-down approach, the listener works out the
whole meaning first, and then may pay attention to
smaller units.
Listening effectively...
Coping with diverse types of listening material requires
both language proficiency and sufficient background
knowledge.
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Key Concepts
We listen to a great diversity of materials.
Real-life listening is a complex process. To really
understand what we hear, we must go through an active
process of anticipating, interpreting and clarifying.
 Top-down and bottom-up approaches to listening are
both needed in order to listen quickly and accurately.
 Problems in listening could be the result of inadequate
language proficiency, a lack of background knowledge or
both.
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2
What Are the Major
Listening Skills?
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Key Terms
...get the general idea
 listening for specific ...pick out important or relevant
facts
information
 listening for detailed ...obtain detailed and complete
knowledge of the topic
information
...listen for indirect meanings
 inferring
...combines listening and
 note-taking
writing
 listening for gist
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Which listening skill ...? (1)
You are at an exhibition for new cars. A speaker is
introducing new models and their prices, including
one that your family hopes to buy. Which
listening skill will you use?
listening for gist,
listening for specific information,
listening for detailed information,
inferring,
note-taking.
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Which listening skill ...? (2)
Since you are such a successful student, your
mother asks you to talk to your cousin about the
program at BeiwaiOnline. Which listening skill
would you most likely apply?
listening for gist,
listening for specific information,
listening for detailed information,
inferring,
note-taking.
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Which listening skill ...? (3)
You are invited for an interview at a new company
in an unfamiliar part of town. As you listen to
directions on how to get there, which listening
skill will you probably apply?
listening for gist,
listening for specific information,
listening for detailed information,
inferring,
note-taking.
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Which listening skill ...? (4)
You are buying an apartment and the real estate
agent is explaining the terms and conditions of the
contract. Which listening skill would you most
likely use?
listening for gist,
listening for specific information,
listening for detailed information,
inferring,
note-taking.
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Which listening skill ...? (5)
You are watching a movie about a young girl who
lives in a spooky old house. Her mother tells her
never to go into the attic but you know she will
anyway because you have applied the skill of:
listening for gist,
listening for specific information,
listening for detailed information,
inferring,
note-taking.
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Key Concepts
Whether we realize it or not, we use particular listening
skills suited to particular situations and purposes.
 Major listening skills include listening for gist, listening
for specific information, listening for detailed information,
inferring and note-taking.
Our choice of which listening skill is suited to apply
depends on the amount of detail that we require (gist vs.
specific information), how carefully we pay attention
(detailed information) and whether or not we need to draw
our own conclusions (infer) or write down anything (notetaking).
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3
Designing Effective
Listening Tasks
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Key Terms
 guideline
...principles which help one to
decide what is best
 practical aspects ...realistic conditions (e.g. class
size, time and equipment)
 teaching aids
...tools or props for teaching
 equipment
...machines such as tape players,
headsets and computers
 abbreviation
...short form of a word (e.g. “sb.”
for “somebody”)
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Consider some guidelines.
For listening exercises to be effective, teachers
need to consider practical matters such as how
much time is available, the type of equipment,
teaching aids and the number of students.
The students’ listening level and interests should
also receive attention.
Lessons should seek to train specific skills.
Potential problems should be anticipated.
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Developing the skill of
listening for gist.
Choosing a title for the
passage, sequencing the
main points and writing a
summary all train this skill.
Tasks can be graded from
easy (placing a check/tick
next to points on a list) to
more difficult (ordering or
writing out the main points).
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Developing the skill of listening
for specific information.
Give students a list
and have them circle
the names and
numbers that they hear.
Give students a table
or a paragraph with
blanks. As they listen,
they fill in the blanks.
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Tell them what to
listen for and then ask
questions afterward.
Have them match
items from two lists.
Give students a topic
and have them write
down words they hear
that relate to the topic.
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Developing the skill of listening
for detailed information.
The difference between listening for specific
information and detailed information is that with
the latter, students could be asked about anything.
They must pay attention to more than just one
topic or type of information.
These tasks are for more advanced learners.
Teachers should make sure that the questions (e.g.
multiple choice, True/False) are not too long and
that students have enough time to read them.
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Design 3 tasks for a sports
broadcast (work in pairs).
Listening for gist...
Listening for specific
information...
“Ramirez stops the ball, he
passes it to Lee who’s taking a
shot at the goal...”
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Listening for detailed
information...
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Design 3 tasks for a sports
broadcast (work in pairs).
Listening for gist... write a
1-sentence summary
stating which team is
better and why.
Listening for specific
information... write down
verbs that describe what a
specific player did.
Listening for detailed
information... mark short
statements as True or
False.
“Ramirez stops the ball, he
passes it to Lee who’s taking a
shot at the goal...”
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Developing the skill of inferring.
A variety of question types can be used:
short answer, True/False or selecting
options from a list.
The questions should ask students to make
judgments about what they have heard. The
text should not contain direct answers to
questions requiring inference, but there
should be clues or reasons.
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Developing the skill of note-taking.
Easier exercises include
completing sentences or
filling in simple forms while
more difficult ones involve
creating entire outlines.
Note: students can be taught
to use abbreviations as long
as they realize such short
forms are not acceptable in
formal writing.
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Exercises that combine skills.
Sometimes a single exercise may combine
more than one skill, such as inferring and
note-taking together.
Read the following text and see if your
group can create a form that combines both
inferring and note-taking.
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Feedback: one possible answer.
Chen Wei is: Because:
Susan is:
Because:
observant
She noticed the
girl’s accident.
smart
She knows not to
move the girl.
responsible
She...
kind
She...
Place words that describe one/both girls (such as: kind, smart,
gentle, responsible, observant) in the first column under the girls
name. Write reasons for your choice in the second.
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Key Concepts
Whether we realize it or not, we use particular listening
skills suited to particular situations and purposes.
 Major listening skills include listening for gist, listening
for specific information, listening for detailed information,
inferring and note-taking.
Our choice of which listening skill is suited to apply
depends on the amount of detail that we require (gist vs.
specific information), how carefully we pay attention
(detailed information) and whether or not we need to draw
our own conclusions (infer) or write down anything (notetaking).
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4
Selecting Suitable
Listening Materials
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Key Terms
 live presentation
 recorded material
 clarification
 rhythm
 intonation
 aggravated
 background noise
/interference
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...communicate directly
...includes cassettes and CD’s
...make the meaning clear
...pattern of sounds
...changes in pitch and emphasis
...made worse
...other noises (such as the ‘hiss’
of poor quality tape) that
make it difficult to listen
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Where to find listening materials.
Published cassettes, TV or radio programs,
talking with the teacher or classmates, video
tapes, VCD’s, DVD’s can all provide
listening practice for language learners.
Live presentation and recorded material
each have advantages (discussed next).
Both authentic and non-authentic materials
can have their place (discussed later).
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Live... or ...recorded?
Live presentation is
easier to understand
because of context and
body language.
The speaker can adjust
to the listeners, who
can ask for
clarification.
Provides a realistic
experience.
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Recorded material can
allow students to hear
many accents.
It can be played over
and over again.
A great variety of
material is available.
Good quality
equipment results in
clear sound.
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Authentic...
Authentic speech
occurs when there is
real communication.
It should include
natural intonation and
rhythm. May include
false starts and
incomplete sentences.
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or not?
Non-authentic
material is produced
specifically for
language classes.
Sometimes the
language sounds
artificial. If the speed
is too slow, natural
intonation and rhythm
are lost.
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Choosing material suitable for class.
Consider the language level (vocabulary, topic,
complexity). Not too easy or difficult.
Make sure each segment is not too long (usually between
half a minute to two minutes). Allow time to replay.
The text should be interesting, contain new information
and stimulate thinking.
Teaching aids such as pictures, charts, tables or props
provide visual support.
Make sure that students’ listening problems are not
aggravated by too much background noise or interference.
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Discuss the suitability.
In groups, discuss the good and bad points about
each of the following types of listening materials
and their suitability for middle school students:
published cassettes, TV shows, radio shows,
teacher’s talk, student’s talk, guest speakers,
videotapes, VCD’s, and DVD’s.
e.g. Should kids be
watching programs
designed for adults?
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Key Concepts
Many types of listening materials are available that could
be used in your listening class. It is the teacher’s
responsibility to sort through them and decide what kind
of material is suitable.
Although recorded material is readily available, the use of
live presentations should not be overlooked.
When considering whether to use authentic or nonauthentic material, take into account both the language
level and the value of preparing students for real life.
A variety of materials is generally best.
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5
Conducting a
Listening Class
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Key Terms
 pre-listening
...before the students listen to
the material
 while-listening ...as the students are listening to
the material
 post-listening ...after the students have heard
the material one or more times
 theme
...a topic or central idea
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Pre-listening stage.
Warm-up activities should introduce the topic
and get students ready to listen. Try:
visual aids (diagrams, maps, photos, props),
questions (what they already know, or what they
would like to know),
providing background information,
presenting new words or expressions,
discussion (opinions about the topic or predictions
of what will be said).
What should NOT be
done at this stage?
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While-listening stage.
Should be suited to the content and structure. Can listen
more than once or do a different exercise each time
students hear the material again. Use:
exercises that train listening for gist/specific information/detail,
or inferring,
tables, diagrams, forms in which students note down what they
have heard or correct errors,
other exercises such as checking off items on a list, labeling
pictures, arranging events in a sequence, identifying meanings
of words and performing actions based on what they hear.
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What should NOT be
done at this stage?
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Post-listening stage.
Consolidate or reflect on what has been
learned. Correction or explanation can be
given. Try:
discussion or role-play exercises,
summary or retelling of the main points,
responding to the text by solving problems or
deciding what-happens-next,
writing a story or a set of instruction that
parallel what they have heard.
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What should NOT be
done at this stage?
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When using songs...
Songs can be motivating or they may
illustrate a specific theme. Use songs to:
introduce topics,
practice simple grammar,
teach students rhyming and synonyms,
end a class on a positive note.
Tip: Try exercises such as matching,
reordering lines, or filling in the blanks of
song lyrics!
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The Rationalist needs your help.
There is a lot of variety and
challenge in his listening class...
too much.
Students find his classes too
difficult because there are too
many complicated exercises.
Can you provide him with a lesson
plan more suited to the abilities of
middle school students? Include a
word or two about the purpose of
each exercise.
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Design exercises for each stage.
Unit 9 Saving the earth
Lesson Plan
Jackie is talking to Yang Pei about a conference
which Jackie has just been to.
YANG PEI: What was the conference like?
JACKIE: Very interesting. It was called “Saving the
earth” and it was all about the damage that is being
caused to the world.
YANG PEI: What did you do at the meeting?
JACKIE: Well, we listened to lectures about pollution,
agriculture, nuclear waste, radiation and so on.
YANG PEI: It’s a good idea to hold such conferences.
JACKIE: Yes. If we go on polluting the world, it won’t
be fit for us to live in.
YANG PEI: I agree with you. We’ve got to do
something about pollution. It’s getting worse.
JACKIE: Yes, it certainly is. If people don’t stop
polluting the seas and rivers, there will be no fish left.
YANG PEI: That’s quite true. We’ve got to think of
ways of changing people’s habits...
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(Based on Senior English for China
Book 2A p49)
Pre-reading stage:
While-reading stage:
Post-reading stage
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This could work! Good job.
Lesson Plan
(Based on Senior English for China Book 2A p49 “Saving
the earth”)
Pre-reading stage: look at pictures showing
pollution and predict contents based on
description at the top. (Building anticipation)
While-reading stage: 1. Check words on a list
as you hear them. 2. Match cause/effect.
(Listening for specific information)
Post-reading stage: Discuss companies that
cause pollution. Write letters urging the
managers to be more responsible.
(Consolidate/reflect)
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Key Concepts
Designing suitable lessons for listening class is very
important as students’ language skills are often weakest in
this area.
Selecting suitable and varied materials will help to
motivate students.
Using a three-stage approach that targets specific skills is
an effective way to help students improve their listening
ability.
Depending on the listening material, the length of each
stage can be adjusted (or some stages omitted).
Remember that listening is key to communication.
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Unit 4 Evaluation Questions
What was the most useful thing you learned in this
unit?
How has learning about a three-stage approach to
teaching listening changed your ideas about ELT?
What points should you keep in mind when designing
listening activities?
How can you apply what you learned in this unit in
your teaching?
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Additional Reading
Special features of listening skills... How to
Teach English (Jeremy Harmer) 97-100
Sequences for teaching listening... How to
Teach English (Jeremy Harmer) 101-110
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It’s time for YOUR questions.
Are there still any
areas of difficulty?
Do you have questions
about any points in the
presentation?
Thank you for your
participation.
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