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WELCOME BACK!!!
Homework
Apply the following:1. There is a gap between receptive and
productive competence2. Fluency may have progressed at the
expense of complexity3. Learners have a limited vocabulary range4. Language production may be adequate but
often lacks the characteristics of natural speech
5. There are persistent, fossilized language errors
And the following
PEAK
STRESS
FOCUS WORD
THOUGHT GROUP
To prepare a lesson based on either of these sources of input
Article from The Guardianhttp://www.guardian.co.uk/higher-education-network/blog/2011/nov/29/universities-uk-students-global-graduates
You tube video http://www.youtube.com/watch?v=KUmZp8pR1uc
Text from CAE ELT coursebook
CPR Avilés 2011-2012
SOURCES: -Listening & Speaking, Jack Richards
-Upstream, Virginias Evans
LISTENING & SPEAKING
PART 1: LISTENING
Listen and rank:
-Difficulty to understand: 1 to10-Reasons for finding it difficult:
- Speed- Vocabulary- Context- Unprepared
Now fill in these gaps:1- World War I, which began in 1914 and ended in 1918, is sometimes called …..2- In 1928, British women obtained the ………………… after a long battle.
Spoken Discourse
INTERESITNG FACTS:
•Instantaneous•Unplanned •Linear (one clause at a time)•Fast (Radio monologues about 160 w/m, General conversation up to 220 w/m)
The Theory of Listening
Listening for comprehension
Listening for acquisition
a- Listening for comprehension
Understanding spoken discourse
The guy I sat next to on the bus this morning on the way to work was telling me he runs a Thai restaurant in Chinatown. Apparently, it’s very popular at the moment.
WHAT DO YOU NEED TO DO TO FULLY UNDERSTAND THIS UTTERANCE?
Bottom-up Processing
HOW ABOUT CHUNKING IT?
I was on the bus There was a guy next to me We talked He said he runs a Thai restaurant It’s in Chinatown It’s very popular
BOTTOM-UP
from LANGUAGE to
MEANING
a process of DECODING
listening for DETAIL
To teach Bottom-up Processing we need to help the learner …
•Retain input while it is being processed•Recognise word and clause divisions•Recognise key words•Recognise key transitions in discourse•Recognise grammatical relationships between key elements in sentences•Use stress and intonation to identify word and sentence functions
Examples of classroom activities: Dictation
Cloze listening Multiple choice
questionsWhere learners need to:
- identify the referents of pronouns- recognise the time reference- distinguish between positive and negative statements- recognise word order- identify sequence markers- identify key words
How would you respond to the following?
I heard on the news there was a big earthquake in China last night.
WHAT WOULD YOU SAY?
Top-down Processing
On recognising EARTHQUAKE, maybe,
you would ask:
Where exactly was the earthquake? How big was it? Did it cause a lot of damage? Were many people killed or injured? What rescue efforts are under way?
If someone says:
“I’m going to the dentist this afternoon”
…what does it evoke?:
Think about these:
• a place• people• a reason• procedure
s• a result
What does this mean:“Good luck”?
When somebody is going to: the dentist the Casino a job interview
Is it the same? ;-)
TOP-DOW
N
from MEANING to
LANGUAGE
Focus on background
knowledge: SCHEMATA
listening for GIST
To teach Top-down Processing we need to help the learner …
•Use key words to construct the schema of a discourse•Infer the setting•Infer the role of the participants and their goals•Infer causes or effects•Infer unstated details •Anticipate questions related to the topic or the situation
Examples of classroom activities:Once students are told the topic: They generate question and listen to see if
they are answered They make a list of the things they know
about the topic and listen to compare They read one speaker’s part and predict the
other They read a list of key points covered in the
story and listen to check which one is mentioned
They listen to part of the story and complete the ending
They read the headlines, guess, listen and compare
TOP-DOWN+
BOTTOM-UP= REAL WORLD
Now you listen and decide if you are required to use BU or TD processing to complete the tasks.
Has the level of difficulty changed? If so how, can you rank the activities in order of difficulty.
b- Listening for acquisition(Handout – discuss)
Noticing AGAIN! Can you think of activities to focus on ACQUISITION (use the tapescripts to so do).
Read the text on pages 166 & 167 for next class, and bring materials/ ideas about the topic of respect and discrimination.
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