Teaching Listening Meeting & Workshop

April 2th 2015

Sidi Naamane

Medea 2

By

Mr.Samir Bounab

Meeting points

Quick review about the last meeting. Reading Vs Listening. Listening as teaching skill. Importance of listening. Activities in teaching listening

(communicative & information gap) How to teach listening accroding to CBA? Stages of teaching listeniing (PDP) frame

work Type of tasks and activities in teaching

listening Assessing listening Workshop

Quick review about the previous meeting

What was the last meeting and workshop about?

How did you find it?

How do you experience that in class?

What about the PDP framework?

What reflection can you make from your classroom daily work?

What suggestions to improve teaching reading?

What to do to make our learners read?

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?

Do we learn better by reading or listening?

Conclusion:

The hypothesis that students who listen to the comprehension  passage read to them will retain more information compared to students who read the comprehension themselves  is proven to be true.

when teaching the listening skill remember that you test the receptive skill ( therefore plan selective activities )as well as its link with the speaking skill ( plan productive skill). Listening to the details of a message  means caring for intonation , tone , feelings ... this aspect is also to consider . In middle school it's via pronunciation, stress  and intonation. 

Q: In your group answer the following questions:

1- what is listening?

2- what problem are facing your learners while dealing with this skill?

Listening is the conscious processing of the auditory stimuli that have been perceived through hearing . Along with speaking, reading, and writing, listening is one of the "four skills" of language learning

A distinction is often made between "intensive listening", in which learners attempt to listen with maximum accuracy to a relatively brief sequence of speech, and "extensive listening", in which learners listen to lengthy passages for general comprehension. While intensive listening may be more effective in terms of developing specific aspects of listening ability, extensive listening is more effective in building fluency and maintaining learner motivation

http://en.wikipedia.org/wiki/Listening

Listening is an important skill that is necessary for any interaction ( we interpret what we hear / listen to;  to respond to an aural / message so as to give feedbackthen produce one's oral message. We listen to instruction before writing . Writing , being creative, relying on imagination or real facts , heard on radio, . It even goes beyond to making links with sounds , musicality of words, what can be appreciated in nature.

Madam Ouzna Makkaoui IEM

Outline of Listening

Listening in real life is different than listening in a classroom:

Real life ClassroomThe 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.

The content is not predictable – learners don’t know what they will hear.

Listening is targeted; listeners are listening for some kind of information (tomorrow’s weather report, what work you should do next, what time you will meet your friends and where).

Learners don’t know what they should listen for.

Listeners choose to listen because the topic is useful or interesting.

Learners have to listen, and the topic may not interest them.

In many cases, listeners can stop the conversation and ask the speaker to repeat or clarify information.

Learners can’t stop the listening passage or ask for more information.

Q:How to make classroom listening more like real life?

Teachers can use various strategies to make classroom listening more like real life.

Select interesting themes to use for listening passages.

Prepare learners for listening passages.

Allow learners to stop the listening passage or ask for sections to be repeated.

ACTIVITIES

Q: what is the most important thing that teachers think about while planning their listening lesson?

• Q:What sort of activities teacher should plan while dealing with listening lesson? Why?

For 5mm discuss and list all the kind of activities that can be used in a listening lesson.

Communicative activities they convey Message.

An information gap activity :

An Info Gap activity takes place between students, not between a student and a teacher, though a teacher can certainly demonstrate the activity.

The goal of the activity is for the students to discover certain information, whether about the other person or related to a specific activity.

• Q:How *

to teach

listening?

- Discuss in your group the stages of listening lesson ?

There are three stages in a listening lesson: (PDP)

P= Pre-listening

D= During/ while 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.

During-listening:While-listening activities relate directly to the text, and students do them duringor immediately after the time they are listening

Post- listening: Use post-listening activities to:

Check comprehension

Evaluate listening skills and use of listening strategies

Extend the knowledge gained to other contexts.

A post-listening activity may relate to a pre-listening activity

A post-listening activity must reflect the real-life uses to which students might put information they

have gained through listening

Students complete activities that expand on content or language from the text using other skills , i.e. grammar, speaking, writing.

listening lesson & CBA?

In your group discus how to plan listening lesson conform to CBA? (5mm)

The 3 IIP (interact – interpret – produce) competencies must appear in all the steps and stages of the lesson.

Teachers must see that in their final outcome which must be an observable , measurable behaviour

Teachers must target their efforst to attain the exit profile of their learners which states

By the end of the year and in meaningful situations of communication, related to his/her needs, the learner will be able to interact , interpret oral and written messages and produce oral and written descriptive text /messages , using audio and visual aids

Type of Listening tasks

Do Something :students do some action which doesn’t require language.

Put pictures or a list of actions in order, matching, checking () or labeling items.

Do nothing : students only listen Listen to a story or poem.

Follow directions: students follow directions or instructions.

Students have a picture or map and have to draw or follow a route according to the listening passage.

Respond: students write or discuss their feelings. Students listen and then tell if the liked or disliked something, or which characters they liked most.

Answer: students answer questions. Students listen and look for the answers to questions (true or false, multiple choice, questions with what, why, when, etc.)

Compare: students listen for similarities or differences between two or more things

Students can compare information from two different sources (a listening passage and a reading passage, two people telling a similar story, the description of two things)

Cloze: students listen and fill in the blanks Students fill in words missing from a text or the lyrics of a song. Students guess words which are missing from the listening passage.

Correct mistakes Students correct mistakes in a written text while listening to the listening passage.

Predict: students predict what will happen next. Students listen to part of a passage and then are asked to predict what will happen next or what someone will say.

Discuss: students will discuss something connected with the listening passage.

Students can talk about the theme of the passage in their life or 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 listening passage

Students can take notes while listening, prepare a summary of the story or information or take dictation of some part of the listening passage.

React:Students will judge if something is right or wrong.

Students can judge opinions or decisions expressed by different characters or actions that occur in the listening passage. 

In your group plan the type of activities that can be done in the three stages of listening lesson?

(10mm)

Pre-listening activities: Looking at pictures, maps, diagrams, or graphs

Reviewing vocabulaire or grammatical structures

Reading something relevant

Constructing semantic webs (a graphic arrangement of concepts or words showing how they are related)

Predicting the content of the listening text

Going over the directions or instructions for the activity

Doing guided practice

Give learners a listening task to focus their attention.

Check and or give necessary background information.

Connect with the learners’ experience and lives.

Integrate with other skills (reading, writing, speaking).

Give necessary language skills – what they need to know to understand the passage, but can’t guess from the context.

During listening activities Listening with visuals.

• Filling in graphs and charts.

• Following a route on a map.

• Checking off items in a list.

• Listening for the gist .

• Searching for specific clues to meaning.

• Completing cloze (fill-in) exercises.

• Distinguishing between formal and informal registers.

Learners can predict what will happen next.

The teacher can stop the listening passage before the end and ask learners to write or tell their predictions.

Learners write out or discuss their feelings or impression of the listening passage.

Learners answer questions about the listening passage.

Learners identify the similarities between two or more things.

More activities for during reading:

Learners can fill in the blanks or complete sentences.

Learners can correct mistakes in a written text while listening.

Learner can evaluate if something is right or wrong, good or bad, appropriate or inappropriate or simply tell if they agree with what is said.

Listeners can match people and actions, places and events, things and their description.

Learners can order a series of steps or actions.

Learners can transfer information from the listening passage to another form; a table, a map, a mind map, an outline, a Venn diagram, etc.

Learners can make inferences about the people or information in the listening passage.

Learners can focus on language skills (pronunciation, intonation, grammar, etc.) used in the passage.

This activity is usually done after checking comprehension or the completion of the listening task.

More activities for during listening: 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. 

Do you think Richard Corey has children? Why? - What do you think is Mr. Corey’s profession? Why?

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.

Questions: ( reference & auxiliary questions)

Application :Imagine that you are looking for a place to live. What is your ideal house like?

Language Focus:Listeners focus on a specific language structure; pronunciation, grammar, vocabulary, intonation, etc.

 Make a list of all the words you hear that are pronounced with /θ/ or /δ/ 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.)

Matching :Match the following sentences with the pictures below.

Post listening activities 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

It may be necessary to play or read the listening passage again so that learners can collect the information they need to complete the application task

Check comprehension,

Evaluate listening skills and use of listening strategies

Extend the knowledge gained to other contexts.

A post-listening activity may relate to a pre-listening activity

A post-listening activity must reflect the real-life uses to which students might put information they

have gained through listening

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• Validity: To what degree does it accurately measure what

you want to measure?•

Reliability : To what degree is it dependable?•

Authenticity: To what degree is it representative of real-life language use?•

Feed back: To what degree does it provide

useful feedback for the learner and influence the teaching process? (Brown and Abeywickrama, 2010)

Validity in listening assessment.

- Measure comprehension (not hearing, spelling, prior knowledge of a topic or reading long multiple choice questions)

•Reflect the learning objectives and listening tasks of the unit/course

Reliability in listening assessment

•Minimize anxiety

•Ensure all learners can hear/see the text/video equally and that there are no

distracting noises

•Avoid ambiguous or ‘trick’ test items

•Ensure more than one scorer for correcting open-ended test items

•Critical to high-stakes exams

Authenticity in listening assessment

•Use texts with authentic, real-life speech

•Avoid using texts that are dense and

cognitively demanding (meant to be read and not listened to)

•Choose comprehension tasks that reflect

real-life purposes for listening

•Avoid difficult accents and dialects

Feedback in assessing listening

•Impact of assessment on classroom teaching

•Potential of assessment to provide feedback for future learning

Resources

Special thank to Madam Ouzna Makkaoui –IEM for her precious help and advice

Introduction to Teaching Methodology by Alyson Oswald.

How to teach PDP listening by Mr.Samir Bounab

Allegement du programmes d’anglais mai 2013. Vandergrift, L. & Goh, C. (2012). Teaching and learning second

language listening:

Metacognition in action New York: Routledge.

Chapter 12: Assessing Listening for Learning (pp. 239-268)

Thank You

By Mr.Samir Bounab

yellowdaffodil66@gmail.com