TEACHING LISTENING pptx

Open predictionThe teacher doesn’t give the students any statements, only sets the scene and gets students to predict some of the things they will hear in the text.. The teacher reads th

TEACHING LISTENING

(Adopted from English Language Teaching

Methodology-BA upgrading course-The Ministry of Education & Training -2003)

1 Open prediction

2 Listen & draw

3 Recall the story

4 Further practice

5 Pre-questions

6 Comprehension

questions

7 Grids

8 Role-play

9 Write –it- up 10.Ordering

11 True/False statement for prediction

1 Open prediction

The teacher doesn’t give the students any statements, only sets the scene and gets

students to predict some of the things they will hear in the text Students write down

their predictions In this way students have made their own listening guides The

teacher reads the listening text and students

2 Listen & draw

The teacher gives students a map, a house plan

or diagram or pictures-any visual that students can draw on- draw a route, mark changes, or label parts The visual can be copied off the

board or given as picture prediction The

students listen to the text and respond by

drawing, filling in, labeling, numbering, etc…

3 Recall the story

Students re-tell the story in the listening text in their own words The teacher can help them by doing a mini drill first, usually the same

pictures or simplified statements that were

used for ‘predicting’ in the pre-listening task or

‘ordering’ or ‘selecting’ in the while listening

task Students practice speaking in pairs or

groups The re-telling with a picture can also

be done as a chain story

4 Further practice

The teacher chooses a topic related to the

listening topic, usually a topic personalized to the students, and design a production activity for the students to do For example, after doing the ‘grids’, they will describe other classmates;

or students can recount similar stories to the listening text-things that have happened to

them personally

5 Pre-questions

The teacher puts a few pre-questions on the board: one pre-question for main point in the listening text Students read and think about the pre-questions The pre-questions focus the students’ attention but students don’t have to guess or predict the answers if they don’t want

to After the first listening they answer the

questions

6 Comprehension questions

This is the most common ‘while-listening’

technique Students are given a set of

questions- True/False statements, multiple

choice, and ‘Wh’ or ‘Yes-No’ questions While listening, they answer the questions

Sometimes these comprehension questions have two parts; the first part help students

focus on the main ideas of the listening

Multiple choice or True/False items are often used for this The second part focuses on the details- facts, figures etc ‘Wh’ type questions are often used for this

7 Grids

The teacher puts a table on the board and

students copy it The table gets students to

listen for facts or details in the text Some of the information has already been filled in the boxes of the table to guide their listening

Students listen and fill in the rest, in note form Students work in pairs and compare to check answers, and the teacher reads the text a

second time or more until everyone agrees on the answers

8 Role-play

Students dramatize the listening text, taking

the roles of the characters in the story they

have just heard This is particularly good for

students who haven’t studied the past tense

but have just heard a story in the past tense The role-play transfers a past tense story into the present tense The teacher organizes the role- play by putting all the same ‘roles’

together, eliciting and then letting them practice what they will say, then cross-grouping so that each new group has one of each of the

different characters

9 Write –it- up

Students write up the information that they

have in their listening instruction They

reconstruct the text in their own words using the notes in the grids or drawings in the ‘listen

& draw’ exercises as cues Students practice writing in groups, pair or individually

The teacher gives students statements or

pictures on the board Students must discuss

in pairs/groups and predict the correct order

The statements/pictures have letters a,b,c, etc Students fill in their chosen order 1, 2, 3, etc in

a grid In pairs they compare their answers

The teacher accepts different orders to create

a ‘disagreement’, so it gives students a real

reason for listening and finding out who is right Students listen and tick or correct their order

11 True/False statement for prediction

The teacher writes 5-10 statements on the board

based on the main ideas in the listening text Only half

of the statements are true Students copy the numbers

of statements in their books In pairs students predict which of the statements are true and underlines the numbers (or mark them T/F) Students call out their

predictions The teacher does not say if they are right

or wrong The teacher reads the text Students tick

predictions that are right or wrong and any that they didn’t guess In pairs students compare and if there

are disagreements; the teacher reads the text again