Teaching listening decoding skills (teachers' notes)

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  1. 1. O l y a S e r g e e v a o l y a e l t @ g m a i l . c o m @ o l y a e l t e l t g e e k . w o r d p r e s s . c o m Authentic listening: stepping from bottom-up decoding to understanding Providing the students with visual support 1. Mark features of connected speech in the following expressions. You could: cross out letters (example: went); write phonemic transcription of a diphthong and cross out the missing sound (example: I /a/) ; link words (example: went_on). Also, cross sounds out that tend to disappear on the phonemic chart 1 went_on_and_on_and_on 2 about how 3 I couldn't believe 4 I had /a/ 5 at the time 6 I dont do it 7 most 8 a lot of 9 you're going to 10 you can 11 do what? 12 dont just 13 I was like 14 who he was 2. Organise boardwork. Group words/expressions exhibiting similar features of connected speech together: Boardwork -t/-d/-k missing went_on_and_on_and_on h- missing I had vowel missing about how I /a/ chunk at_the time
  2. 2. O l y a S e r g e e v a o l y a e l t @ g m a i l . c o m @ o l y a e l t e l t g e e k . w o r d p r e s s . c o m Procedure outline Stage & aim Further help Before the lesson choose a video / interview on Youtube that has built-in subtitles; alternatively, use Aegisub (http://www.aegisub.org/ ) to work with a video file with subtitles that you have on your computer; choose two interesting extracts in the video (one to practice on, the second one to evaluate progress); print out a transcript of the first extract. Useful links: https://eltgeek.wordpress.com /2014/10/26/youtube_videos_ with_subtitles/ Warm-up Activities: predict content (e.g. based on a word cloud), discuss questions related to the topic. Teacher support: optionally, pre-teach key problematic vocabulary, proper names (cities, brands, etc). Diagnose and get insight Activities: transcribing. Teacher support: board all students answers & give them the correct answers; once the s/s know the answer, get them to listen again to analyze how tricky words are pronounced (identifying missing / changed sounds); provide visual support (build up a set of examples on the board, grouping them according to features; cross out sounds/link words; cross out sounds on the phonemic chart) Common decoding difficulties: -t/d/k missing (like, and, but); vowels in functional words (can, was, should, theres, just); vowels in diphthongs (about=>abut, Im=>um); high frequency chunks (kind of, sort of, I was like); adverbs (probably=> probly; actually=> ashly) h missing (does he=> doesy; who he was =>who ee) Training Help s/s to get used to how individual words / chunks are pronounced Activities: listening to decontextualized sentences containing difficult expressions identified during the previous stage Teacher support: encourage s/s to adjust their expectations; Use browser search (CTR + f in most browsers) and the interactive transcript feature on Youtube to locate and play examples; alternatively, use Aegisub.
  3. 3. O l y a S e r g e e v a o l y a e l t @ g m a i l . c o m @ o l y a e l t e l t g e e k . w o r d p r e s s . c o m Consolidation Activities: predicting pronunciation (see task 6 in the worksheet); listening to short extracts (1-2 sentences) focusing on the meaning; shadowing (pronouncing silently) after the speaker; visualizing what youve heard and sharing the mental image of the sentence with a partner. Metacognitive stage Activities: ss reflect on what they did and found out in the lesson and how they can continue working at home. Teacher support: allow ss a few minutes of silent time / encourage them to make notes before they share in pairs Homework Activities: ss work on the same interview/video at home, doing all activity types that they tried out in class; Teacher support: get students to keep a diary of their homework using google documents; let the students share their feeling about their individual work at the beginning of the next lesson.


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