Teaching Skills-Listening Pal Imola

Imola Beata Pal
Assignment 4
Teaching skills
Listening
Listening is one of the basic language learning skills that students need to master together with reading,
writing and speaking. Listening skills serve to improve students pronunciation and speaking/writing
skills, by giving them the opportunity to meet in class with the authentic and correctly spoken language
.
!tudents need to be trained to be able to ac"uire information from listening and depending on the task
they need to be able to get a general idea or precise pieces of information. It is important to wait and
listen to the whole te#t, while concentrating on it, before forming a conclusion regarding the theme or
the meaning of a te#t. It helps in understanding the conte#t if students focus on the tone and volume of a
te#t$ also if there is a visual material %film/real life person& going with the audio material non'verbal
communicative means %gestures, facial e#pressions, and eye'movements& can be taken into account for
better understanding
(
.
Like by reading, to increase the understanding of a given topic, there are ) stages of listening e#ercise
)
*
. +armer, ,., The Practice of English Language Teaching, -ourth .dition, Person .ducation Limited (//0, p )/)
(. http*//www.skillsyouneed.com/ips/listening'skills.html
).1ost, 2ichael, Listening Task and Language Acquisition, 3niversity of 4alifornia, Berkeley, ,5L6(//( at !hi7uoka,
4onference Proceedings, p.8'(9
:. http*//coerll.ute#as.edu/methods/modules/listening//(/
;. http*//www.teachingenglish.org.uk/articles/pre'listening'activities<page=
8. http*//esol.britishcouncil.org/methodology/framework'planning'listening'skills'lesson
0. http*//www.englishonline.org.cn/en/teachers/workshops/teaching'listening/teaching'tips/framework'listening'lesson>
9. http*//www.pearsonlongman.com.ar/catalogue(//download/how?to//:?+66L?pp?8/'8.pdf
@. http*//www.youtube.com/watch<v=ABCp'vp.@e3
/. http*//www.lyrics//0.com/6heD(/BeatlesD(/Lyrics/EesterdayD(/Lyrics.html
. http*//materialdesigningtec.blogspot.ro/(////)/listening'activities.html
(. http*//www.englishgrammarsecrets.com/usedto/e#ercise.swf
).http*//elt.oup.com/student/solutions/preint/grammar/grammar?/?/(e$Fsessionid=8G-0;;8-@:.8G.(.5@90/BB5;.-8
4/B;<cc=roHselLanguage=en
Pre-listening tasks that precede the actual listening$ a step to introduce the topic of the
listening, giving students the opportunity to familiarise with and to organise their ideas
regarding the topic
:
$ activating/offering students general knowledge and/or vocabulary of the
topic
;
$
While-listening tasks set the purpose of listening for general ideas or for certain information$
it guides students attention to certain information we would like them to reproduce, this can be
in the form of short "uestions, filling in gaps/charts etc.$ the second time the students listen to
the te#t should be used as checking answers of the while'listening e#ercise and to develop a
deeper understanding of the topic$ these task should re"uire short written answers in order not to
distract students from the actual listening
8
Post-listening tasks are mostly reactions to the content and/or analysing the language
%grammar, vocabulary, pronunciation etc.&$ can involve more reading and/or writing about the
topic$ can be a creative activity personalising/reinventing the topic for students
0
Ihile each step/task of listening e#ercises should be followed and planned carefully it is important that
all three can be seen as one whole task, so we have to choose e#ercises, for each task, that connects to
the ne#t one
9
.
6o demonstrate the aforementioned theory in practice I chose a song, The Beatles- Yesterday
9, 10!ideo,
lyrics"
. It is a piece of authentic material in form of a music video from @8;, using the internet for source
of the video, pictures and the lyrics.
5s #re-listening task I give students a photo collage of the band with the title 60s rock! and ask them if
they recognise the band, probably most do. I, then, ask the students to brainstorm, in groups or pairs
depending on the number of students, about the 8/s, 6he Beatles and their songs in general. 6his will
help to activate their schema and to warm them up to talk about the topic. 6o speak about the
aforementioned topics they will have to use past tenses also preparing them subconsciously for further
use of the past tenses.
5fter having the students give some main ideas about the 8/s and the band I will ask them if they might
know the song Yesterday. .#plaining to the students that we will listen to the song in a short time, I will
give hand'outs with the lyrics missing some words and the possible words that might fit in. after setting
the $hile-listening task comes the actual listening of the song. 4hecking their answers at the end of the
song I will ask them to underline elements that would help them identify the tens/tenses used in the song
while listening to it again.
6he #ost-listening task, at this point, would have to involve e#ercising present and past simple tenses
,
used to phrases
(
, passive voice
)
. If I forgo asking students to underline elements of present and past
simple then I can set a more creative activity. I could ask them to imagine they won a backstage ticket to
a Beatle concert and they have to interview the band members in order to get the second part of their
pri7e an original polo with autographs. I would pair student. Ane would play the lucky winner the other
one of the members of the band. I would give out e#tra information about the band and their members to
the students acting as band members. 5t the end I would ask each pair to repeat the "uestions they used
in their interview. I would also set to a vote which pair had the best "uestions. 5s a bonus, if the time
permits it, I would promise to listen to the song again at the end of the class.
In the activities detailed above every step of the listening task would be covered. !tudents would be able
to listen for certain detail with the help of the while'listening task. 6he pre'listening and the second task
of the post'listening task would help students to develop on ideas, speak freely on certain topics and use
the form of interview/dialogue to ac"uire information of a certain topic.
In conclusion it is important to set pre', while', and post listening task to create a conte#t and to e#ercise
other skills with the help of listening task. 6he aforementioned steps make a comple# e#ercise of more
than one skill out of a simple listening.
Bi%liogra#hy&
+armer, ,., The Practice of English Language Teaching, -ourth .dition, Person .ducation Limited
(//0, p )/)')((
http*//www.skillsyouneed.com/ips/listening'skills.html
1ost, 2ichael, Listening Task and Language Acquisition, 3niversity of 4alifornia, Berkeley, ,5L6(//(
at !hi7uoka, 4onference Proceedings, p.8'(9
http*//coerll.ute#as.edu/methods/modules/listening//(/
http*//www.teachingenglish.org.uk/articles/pre'listening'activities<page=
http*//esol.britishcouncil.org/methodology/framework'planning'listening'skills'lesson
http*//www.englishonline.org.cn/en/teachers/workshops/teaching'listening/teaching'tips/framework'
listening'lesson>
http*//www.pearsonlongman.com.ar/catalogue(//download/how?to//:?+66L?pp?8/'8.pdf
http*//www.tolearnenglish.com/e#ercises/e#ercise'english'(/e#ercise'english';:0/;.php
http*//www.tolearnenglish.com/e#ercises/e#ercise'english'(/e#ercise'english'8@8.php
http*//www.tolearnenglish.com/e#ercises/e#ercise'english'(/e#ercise'english'(8(.php
http*//www.beatleslyrics.eu/yesterday.php
http*//www.beatleslyrics.eu/
http*//materialdesigningtec.blogspot.ro/(////)/listening'activities.html
http*//tefltastic.wordpress.com/worksheets/songs/past'pres'yestersday'beatles/ %tenses worksheet
Beatles' Eesterday&

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