Слайд 2Issues for discussion:
Why is listening so difficult for students?
What do
we listen to in everyday life?
What are the characteristics of
the listening process?
What are the principles of teaching listening?
What are the common activities in teaching listening?
Слайд 3Teaching Receptive Skills
What are the receptive skills?
Listening
Reading
Слайд 4What is the goal of a receptive skill lesson?
COMPREHENSION
Слайд 5WHY LISTEN?
to exchange information
to share feelings
to enjoy yourself
Слайд 6
WHAT ARE SOME OF THE MOST COMMON LISTENING SITUATIONS?
listening to
live conversations
listening to announcements (at airports, railway stations, bus stations,
etc)
listening to/watching the news, the weather forecast on the radio/TV
listening to the radio/watching TV for entertainment watching a play/movie
listening to records (songs, etc)
following a lesson (at school)
attending a lecture
listening on the telephone
following instructions
listening to someone giving a speech/a public address
Слайд 7
Typical materials used for listening
Authentic:
radio broadcasts, recordings (e.g. of
movie times, airport announcements), videos of TV shows or movies,
lectures, phone conversations
Semi-authentic:
unrehearsed tapes; role plays with native speakers who speak at normal speed
Prepared:
commercially prepared tapes and videos
Слайд 8Top-down processing
Listener gets a “general understanding” or “overall view” of
the listening text.
This is greatly helped if the listener’s
schema allows them to have appropriate expectations of what they might hear.
For example, if I am listening to a doctor talk to a patient, I expect to hear about a medical problem. I expect that the doctor will give some advice, maybe a prescription for some medicine. I also know many of the vocabulary they will use.
Слайд 9Bottom-up processing
The listener focuses on individual words or phrases and
gains an understanding of the whole passage by linking these
together.
Слайд 10Listening skills
Identifying the topic
Predicting and guessing
Listening for general understanding
Listening for
specific or detailed information
Interpreting a text/making inferences
Слайд 11Extensive and Intensive Listening
Extensive ? listening for pleasure (listening on
your own; because you want to)
Intensive ? listening for a
purpose (often done with the teacher’s help; because you have to)
What are some examples of why you might engage in extensive and intensive listening activities?
Слайд 12
WHAT SHOULD TEACHER’S OBJECTIVES INCLUDE IN A LISTENING LESSON?
exposing students
to a range of listening experiences
making listening purposeful for the
students (provide students with a REASON to listen)
building up students’ confidence in their own listening ability
Слайд 13The “PDP” Framework
What is “PDP”?
PDP is a framework that can
be used to teach the receptive skills (reading and listening)
and to help develop learners’ comprehension.
Activities in the PDP framework are sequenced and scaffolded in such a manner that learners are provided with the support they need to fully understand a given text.
Слайд 14PDP Framework
P = Pre-listening
D = During listening
P = Post listening
What
kind of activities do you think happen in each stage?
Слайд 15Typical PRE Listening Activities
Discuss a relevant picture to activate background
knowledge
Discuss relevant experiences - brainstorming what students know about
the topic with a word map
Associate ideas with the topic
Associate vocabulary with the topic
Predict information about the topic
Write questions about the topic
Show realia related to the topic (ex: a menu or a movie schedule)
Pre-teach vocabulary (with pictures, realia, examples in context…)
Word Webbing/Mind Mapping
Слайд 16Typical DURING Listening Activities
Слайд 17
No specific responses
For stories, or anything that is interesting,
humourous, or dramatic, we just have the students listen and
enjoy it.
Слайд 20Listen and act
Total Physical Response:
for beginners “Stand up”, “Point
to the …”;
for intermediate learners
“Pretend you’re …(doing something)”
Слайд 21
Listen and draw
Listen and fill
Listen and guess
Слайд 22Typical POST listening activities
interviewing native speakers
calling for information (e.g. travel
agency, movie theatre, car rental agency, restaurant)
perform a role play
reading
and/or writing about the topic
discussing the topic
listening to another example
making a poster
Compare and contrast to your own experience
Create your own version of the missing section
Plan a solution to the problem
Share reactions
Debate a topic
Write a letter to newspaper or radio station
Слайд 23
What do you think the goals of each stage are?
PRE:
To motivate learners by giving them a reason for listening
To
prepare students for listening by contextualizing and/or personalizing to make it more accessible and more realistic.
Pre-teach key vocabulary
To introduce the topic, and arouse learners interest in it, to involve students in the specific topic.
To activate prior knowledge.
To provide a purpose for listening.
Слайд 24DURING:
To comprehend the listening text (from general to specific, easy
to difficult and concrete to abstract)
Слайд 25
POST:
To enable Ss to consolidate or reflect upon what they
have listened to.
To relate the content of the text to
learners’ own knowledge, experience, interests, views
To make practical use of, or expand on the listening text and/or lexis and grammar introduced in the text.
To develop language by integrating listening with other skills.
Слайд 26Activity staging in PDP
Activities in the DURING listening stage should
be staged from:
EASY ? DIFFICULT activities
GENERAL understanding (ex: main idea)
? SPECIFIC and detailed understanding of the text
CONCRETE? ABSTRACT
Слайд 27SLO (Student Learning Outcome) and PDP
Where is the SLO achieved
in the PDP framework?
The SLO is achieved at the END
of the DURING stage.
Слайд 28POST stage
Is the POST stage necessary if the SLO is
achieved at the end of the DURING stage?
NO
So, why have
the POST stage?
Слайд 29POST stage
“Icing on the cake*”
To reinforce students’ understanding of the
text by personalizing the topic by integrating other language skills
areas (ex: speaking, writing)
Allows Ss to reinforce the new vocabulary and/or language structures from the lesson by using other skills.
Helps Ss to be creative and expand on or personalize the topic.
*When one great thing happens, then another great thing happens on top of it, the second thing is the icing on the cake. Example: "Today I was promoted to head of the department! And they decided to raise my pay!" Answer: "Wow! Icing on the cake!" We all love to eat delicious cake, and sometimes the cake has an extra sweet layer of icing on the top; that is the icing on the cake. Example: "Your wife is beautiful to look at, and she is a wonderful person!" Answer: "True; it's icing on the cake." Example: "We won the case, and they are going to pay our legal expenses." Answer: "That's the icing on the cake." Example: "I've been accepted by the university, and they've offered me a position on the basketball team!" Answer: "That's wonderful! Icing on the cake."
Слайд 30
How can we set our students up to be successful
at listening?
Make sure instructions are clear; students have to understand
very clearly what they are expected to do.
Make sure that each time a listening text is heard, even for the second or third time, the students have a specific purpose for listening; give them a task.
Do plenty of pre-listening work.
Encourage students not to worry if they don’t understand every word; a task can be completed even when they miss some of the words
Слайд 31PDP Framework
PRE
________________
DURING
________________
POST
P ? PRE listening stage
D ? DURING listening stage
P ?
POST listening stage
This shape represents the amount of time that should be allotted for each stage in the lesson.
