Listening Skills Steps and Skills for Listening Unit 1.

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<ul><li> Slide 1 </li> <li> Listening Skills Steps and Skills for Listening Unit 1 </li> <li> Slide 2 </li> <li> Time Allocation 5 min -&gt; study note heading for Part I 15 min-&gt;listen &amp; take notes 5 min-&gt; proofreading + predicting 3 min-&gt; study note heading for Part 2 15 min-&gt; listen &amp; take notes 10 min-&gt; proofreading + predicting </li> <li> Slide 3 </li> <li> Stressed Words Indicating content/ key information Nouns (e.g. people responsible for an accident) Verb (e.g. how the accident happened) Adjectives (e.g. description of the car causing the accident) Figures (e.g. casualties) Negatives (esp. adverbs/ contractions) </li> <li> Slide 4 </li> <li> Unstressed Words Grammar: verb-to-be, articles Linking: and, but, question tag Elaboration of main ideas Unsupported details /information </li> <li> Slide 5 </li> <li> Pre-listening Underline heading: focus your attention Study the question paper &amp; background Anticipate info.: Predict &amp; brainstorm vocabulary Practice: Study situation and use arrow to show what part of the situation relates to question </li> <li> Slide 6 </li> <li> While-listening Focus on question guideline Pay attention to stressed words Listen to signpost words for hints Differentiate main ideas from unimportant information (based on heading given) Note-taking skills: Abbreviation/ symbols Difficult questions: rephrasing questions/ MC (attitude of speakers) </li> <li> Slide 7 </li> <li> Listen and Take Notes Selectively Length of blanks may help 90% answers in chronological order 10% are scattered Hints given before the answers Precise expression Skip irrelevant information Difficult vocabulary </li> <li> Slide 8 </li> <li> Skip Irrelevant Information Which words should be omitted? Why? A wide range of unique extra curricular activities should be organized Delicious student meals which are healthy and different every day Deforestation, in other words, means cutting down of a forest in the light of other activity </li> <li> Slide 9 </li> <li> Precise Expression Listen Comparative salary / competitive salary Science of leadership/ sign of leadership Retraining trainees/ retaining trainees Staff moral/ staff morale </li> <li> Slide 10 </li> <li> Difficult Vocabulary Will be repeated, as alternatives, define or explained in context At least phonologically correct </li> <li> Slide 11 </li> <li> After Listening Common sense for guessing missing information Proofreading : spelling/grammar/ content (Does it make sense)/ legible handwriting Complete meaning No mark if answers written outside the blanks Write in Pencil when taking notes outside the table Rewrite the answers in Ink in the space provided X use arrows to show answers </li> <li> Slide 12 </li> <li> Answers too short Reasons why a school survey is needed: X society cares To show that society cares </li> <li> Slide 13 </li> <li> Answer does not fit heading Heading Unsuitable note Possible note objective Main aim is to She is fond of money To earn money/ earning money Saving money Save money Money/to save money Saving money </li> <li> Slide 14 </li> <li> Wrong Preposition Correct Preposition Interviews by agents Interviews with agents Imported by Japan Imported from Japan </li> <li> Slide 15 </li> <li> Practise Choose a website which allows constant and easy access e.g. Listen to news announcement and practise note-making skills (outline) e.g. Self Access Materials in the library/ MMLC e.g. Issues in English, English Digital Lab MMLC : redhat/mp3/ss6 Re-do exercises until complete information is reproduced Increase your active vocabulary bank (vocab card) </li> <li> Slide 16 </li> <li> Project Details: refer to 0,2069,40487-95036,00.html 0,2069,40487-95036,00.html Points to include: advantages, drawbacks, suggestion-how &amp; frequency Skills: independent learning, discussion, presentation, IT, writing, collaborative learning Final Product: useful when preparing newsletter for S.6 classes </li> </ul>


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