Teaching listening by Saray

5 WELCOME TOWELCOME TO

Prepared & Presented by Mr. RET Saray

Teacher of English-AEP at NLSMobile Phone: 087 27 90 27

Date: May 30, 2013

TEACHER FORUM PROGRAM

Learn to Lead Life

Techniques for Teaching LISTENING SKILLS

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CONTENTS

Introduction Objectives Guidelines of teaching listening Common techniques to teach

listening

Objectives:

At the end of this presentation you’ll be able to:

1.What makes listening difficult?2.Key guidelines of teaching

listening3.Common techniques/activities

in teaching listening 

INTRODUCTION Listening, together with speaking, reading and

writing is one of the four skills in language learning. As a means of communication, listening plays an important role in people's lives. We have to listen to many utterances in our everyday life; conversations will take place only when we can understand what our interlocutor says; although input (listening and reading) alone is not sufficient for acquisition, input is absolutely necessary for second language learning. English listening teaching is a major focal point for foreign language experts and scholars.

Why Listening so related to Reading?

Receptive Skills

Productive Skills

What makes listening so difficult?

Clustering Redundancy Performance Variable Contracted Forms Colloquial Languages Rate of Delivery Stress, Rhythm, and Intonation

Guidelines for teaching listening skills

Grade difficult levels appropriately. Effective listening makes Ss think. Effective listening gives Ss a reason to

listen. Teacher should use a wide range of

listening sources. Prediction should play a vital role in

teaching listening.

Guidelines for teaching listening skills

Source to teach listening should be easier than reading one.

Activities should be teaching not testing the students.

Pre-listening activitiesPre-listening activities

While-listening activitiesWhile-listening activities

Post-listening activitiesPost-listening activities

Pre-listening activities Predicting

(T/F; Sentence orders,...) Setting the scene

(Asking about the pictures, read all the question before listening,…)

Predicting Pictures True/False Statements Sentence Orders

Pictures

T: Where are they? What are they doing? What is the relationship between them?

True/False Statements

I. Decide whether the following sentences TRUE or FALSE

1____They will meet each other next week.

2 ____They are teacher and students.

3 ____ Dara wants Vuthy to help him.

4 ____ Vuthy and Phearin will go to China soon.

While-listening activities

Listen and tick

Listen and sequence

Listen and act

Total Physical Response: for beginners “Stand up”, “Point to the …”;

for intermediate learners “Pretend you’re …(doing something)”

Listen and draw

Listen and fill

It is important NOT to overdo this type of tasks, since it gives students the impression that they need to understand every word.

We may ask the students to fill in the blanks with function words, say, prepositions.

Listen and guess

e.g. For height, appearance, and

personalities Four clues about an animal

Some types of post-listening activities

Multiple choice questions Answering questions Note-taking and gap-filling Dictogloss

Multiple choice questions

Answering questions

Open-ended questions and inference questions can be asked.

Note-taking and gap-filling

for a summary of the text

Dictogloss

Preparation: briefly talking about the topic and key words

Dictation: for two times, first time focusing on the meaning, and second time taking extensive notes

Reconstruction: working in pairs/groups, reconstructing the text

Analysing and correction: comparing their own version with the original

Summary on post-listening activities Don’t demand students to remember

more details than a native-speaker would in a real-life situation;

Don’t spend too much time giving students practise with traditional test-taking questions;

Integrate listening tasks with speaking and writing.

Conclusion

We must know the nature of listening, both in real language use and in language classrooms

Focus on the process of listening rather than on the result of listening.

Don’t merely test the memory.

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Thank For

Your Attention