Embed Size (px)
Citation preview
Teaching ListeningMeeting & 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 Classroom
The 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)
