Teaching Listening Meeting April 2th 2015
Teaching Listening Meeting April 2th 2015
Teaching Listening Meeting April 2th 2015
Meeting points
Importance of listening.
Assessing listening
Workshop
What reflection can you make from your classroom daily work?
Q:What teaching skill will you opt for if you notice
that teaching reading is hard for your learners?
In 5mm dicuss with your group what will you do?
Conclusion:
1- what is listening?
2- what problem are facing your learners while dealing with
this skill?
http://en.wikipedia.org/wiki/Listening
Outline of Listening
Real life
The content is predictable (if you listen
to the news, you will hear about politics
and weather; if you listen to your boss,
she will give you instructions; if you talk
with friends, they will tell you about
their activities.
Listening is targeted; listeners are
listening for some kind of information
(tomorrows weather report, what work
you should do next, what time you will
meet your friends and where).
Listeners choose to listen because the
topic is useful or interesting.
In many cases, listeners can stop the
conversation and ask the speaker to
repeat or clarify information.
Classroom
The content is not predictable
learners dont know what they will hear.
Q:How to make
classroom listening
more like real life?
Prepare
Allow
ACTIVITIES
Q:How *
to teach
listening?
P= Pre-listening
P= Post-listening.
Pre-listening: The teacher builds schema and introduces new language as needed.
Use pre-listening activities to prepare students for what they are going to hear
or view.
The activities chosen during pre-listening may serve as preparation for listening
in several ways.
Check comprehension
A post-listening activity must reflect the real-life uses to which students might put
information they
Students complete activities that expand on content or language from the text using other
skills , i.e. grammar, speaking, writing.
Discuss: students will discuss something connected with Students can talk about the theme of the passage in their life or
the listening passage.
their culture, or carry out a problem-solving exercises (If you
were in this situation, what would you do?).
Write: students will write something in response to the Students can take notes while listening, prepare a summary of the
listening passage
story or information or take dictation of some part of the listening
passage.
React:
Students can judge opinions or decisions expressed by different
Students will judge if something is right or wrong.
characters or actions that occur in the listening passage.
Pre-listening activities:
Constructing semantic webs (a graphic arrangement of concepts or words showing how they
are related)
Give necessary language skills what they need to know to understand the passage, but cant
guess from the context.
The teacher can stop the listening passage before the end and ask learners to
write or tell their predictions.
Listeners can match people and actions, places and events, things
and their description.
Information Transfer :Learners transfer information from the text into a table, mind map, or street map.
Evaluating:Learners judge information from the reading as good or bad, best or worst, or tell if they agree or
disagree with information in the listening passage. ( In which place would you want to live? Why?)
Prediction:Learners use information from the listening passage to predict what will happen next. Teachers can
stop the listening passage in the middle and ask learner to anticipate what will happen.
Completion :Learners complete sentences or phrases using information from the listening passage.
Making Inferences:Listener use information from the passage to understand something which is not directly
stated.
Correction :Learners correct mistakes in a written version of the listening passage. It may be useful to ask
learners to read the passage before listening.
Application :Imagine that you are looking for a place to live. What is your ideal house like?
Make a list of all the words you hear that are pronounced with // or // while you listen to the passage.
Compare and Contrast :How are the two-bedroom and the three bedroom houses similar? Different?
Ordering :Learners put events or things in order (first to last, biggest to smallest, cheapest to most expensive,
etc.)
Teacher should first check to see if learners have completed the listening task
correctly.
Teacher can ask learners to apply the information from the listening passage in
some way
Check comprehension,
A post-listening activity must reflect the real-life uses to which students might
put information they
Students complete activities that expand on content or language from the text
using other skills , i.e. grammar, speaking, writing.
Assessment
Issues in listening assessment
useful feedback for the learner and influence the teaching process?
Minimize anxiety
Resources
Special thank to Madam Ouzna Makkaoui IEM for her precious help and
advice
Thank You
By Mr.Samir Bounab