WHY TEACH WHY TEACH LISTENING?LISTENING?

Claudete Mello, January’2009

Exposure - Exposure - spoken English - varietiesspoken English - varieties

Helping Ss to acquire language Helping Ss to acquire language subconciouslysubconciously

Ss get information on Ss get information on rhythmrhythm, , intonationintonation, , stressstress......

PREPARE PREPARE ENVIRONMENTENVIRONMENT

SPEAKER QUALITYSPEAKER QUALITY

SOUND HEARD ALL ROUND THE ROOMSOUND HEARD ALL ROUND THE ROOM CONTROL – NO SIDE TALKINGS, CELL CONTROL – NO SIDE TALKINGS, CELL

PHONE...PHONE...

LISTENING LISTENING DEMANDS:DEMANDS:GGOOD OOD PRONUNCIATIONPRONUNCIATION SKILLS: SKILLS:

TEACH PRONUNCIATIONTEACH PRONUNCIATION SINCE SINCE THE VERY BEGINNINGTHE VERY BEGINNING

LISTENING LISTENING DEMANDS:DEMANDS:

LISTENER LISTENER ENGAGEMENTENGAGEMENT PRE TEACH / WARM UPPRE TEACH / WARM UP

PRE-TEACHPRE-TEACHLOOKLOOK AT PICTURES AT PICTURESDISCUSSDISCUSS THE TOPIC THE TOPIC READ THE QUESTIONS FIRST READ THE QUESTIONS FIRST

TO TO PREDICTPREDICT WHAT IS COMING WHAT IS COMING (TEXT)(TEXT)SPIDERGRAMS, etc...SPIDERGRAMS, etc...

LET YOUR STUDENTS LET YOUR STUDENTS KNOW:KNOW:

LISTENING IS A LISTENING IS A SKILLSKILL – – YOU GET YOU GET BETTER THE MORE YOU DO.BETTER THE MORE YOU DO.

USUALLY, WE DO NOT CARE USUALLY, WE DO NOT CARE FOR LISTENING – FOR LISTENING – DEVELOP SUCH A DEVELOP SUCH A SKILL CAN EVEN HELP US BUILDING SKILL CAN EVEN HELP US BUILDING

RELATIONSHIPRELATIONSHIP!!

Ss should respond to the Ss should respond to the contentcontent, not just , not just the language!the language!

Important Important to draw out the to draw out the meaningmeaning..

““Do you agree?” Is a question as important Do you agree?” Is a question as important as “What language did he use to(...)?”as “What language did he use to(...)?”

LISTENINGLISTENING DIFFERENT LISTENING DIFFERENT LISTENING

STAGESSTAGES

DIFFERENT LISTENING DIFFERENT LISTENING TASKSTASKS

FIRST LISTENINGFIRST LISTENING

ENGAGEENGAGE - Before LISTENING Ss have - Before LISTENING Ss have been introduced to words‘been introduced to words‘COFFEE, MILK, COFFEE, MILK, BREAKFAST...’BREAKFAST...’

QUESTION-N-ANSWER DRILL QUESTION-N-ANSWER DRILL “What do “What do you have for breakfast?”you have for breakfast?”

ENGAGE-STUDY-ENGAGE-ENGAGE-STUDY-ENGAGE-ACTIVATEACTIVATE

1.1. MATCH THE CONVERSATION MATCH THE CONVERSATION WITH THE PICTURESWITH THE PICTURES

2.2. FURTHER LISTENING: TICK THE FURTHER LISTENING: TICK THE WORDS... WORDS...

3.3. ROLE PLAY...ROLE PLAY...

ENGAGE-STUDY-ACTIVATEENGAGE-STUDY-ACTIVATE

LISTENINGLISTENINGThe activity becomes The activity becomes

pleasantpleasant event rather than event rather than an exercise by itself.an exercise by itself.

ENGAGEMENTENGAGEMENT

The ESL coach must STUDY to develop good listening The ESL coach must STUDY to develop good listening activities: activities:

Join a group to share ideas, Join a group to share ideas, take courses, workshops...take courses, workshops... listen to your students needs, and listen to your students needs, and

above allabove all – –

LISTEN TO YOUR HEART!LISTEN TO YOUR HEART!

BibliographyBibliography ““HOW TO TEACH ENGLISH”, Jeremy HOW TO TEACH ENGLISH”, Jeremy

Harmer, LONGMANHarmer, LONGMAN