Tap huan GV Tieng Anh

TEACHING LISTENING SKILLS TO SECONDARY SCHOOL STUDENTS?... LISIENING SUBSKILLS ® Prediction ® Extracting specific information ® Getting the gist e Extracting detailed information suessi

TEACHING LISTENING SKILLS

TO SECONDARY SCHOOL

STUDENTS?

LISIENING SUBSKILLS

® Prediction

® Extracting specific information

® Getting the gist

e Extracting detailed information

suessing meaning from content

a

PRE-LISTENING ACTIVITIES

® Discuss a relevant picture

® Discuss relevant experiences

® Associate ideas with the topic

® Associate vocabulary with the topic

Predict information about the topic

rite questions about the topic

WHILE-LISTENING ACTIVITIES

® Identify the exact topic, or an aspect of it

® Note two to four pieces of information

® Answer questions

® Complete sentences

omplete a table, map, or picture

wl

POST-LISTENING ACTIVITIES

® Give opinions

® Relate similar experiences

® Role-play a similar interaction

© Write a brief report

/Vrite a similar text

ebate the topic

LISTENING ACTIVITIES

(LOWER LEVELS)

® Putting pictures in a correct sequence

® Following directions on a map

® Checking off items in a photograph

® Completing a grid, timetable, or chart of information

orm completion

LISTENING ACTIVITIES

(HIGHER LEVELS)

® Answering true/false or multiple questions

® Predicting what comes next (preceded by a pDause)

® Constructing a coherent set of notes

nferring opinions across a whole text

.

INTENSIVE LISTENING ACTIVITIES

® Filling the gaps with missing words

® Identifying numbers and letters

® Picking out particular facts

® Recognizing exactly what someone said

%

‘we

NON-VERBAL RESPONSES IN LISTENING

® Minimal or no response

® Non-verbal-respond by drawing

® Non-verbal-physical response

W4

POST-LISTENING ACTIVITIES

® Using notes made while listening to write a summary

® Reading a related text

® Doing a role-play

Writing on the same theme

tudying new grammatical structures

tising pronunciation

A CHECKLIST FOR TEACHING LISTENING

© Always set a task — listening with a purpose

© Always tap into students’ background knowledge

® Provide contextual ‘support’

® Practice detailed listening and general listening

® Let students compare answers in pairs before

group feedback to increase confidence

Avoid testing listening, develop the skills

Sure learners give diagnostic feedback

e the students for their efforts.