Topic: Listening ComprehensionTopic: Listening Comprehension

General objectives:Students will be able to teach listening com

prehension with communicative approach.Students will be able to integrate listening

with speaking, reading and writing.

Lesson OneLesson One Communicative Approaches to Listening Communicative Approaches to Listening

ComprehensionComprehension

Pre-task activities Step One: elicit Kinds of real-life listening Step Two: elicit characteristics of Real-life listening Step Three: introduce two approaches to listening--- Bottom-up a

nd top-down Step Four: identifying different types of listening texts. Step Five: elicit difficulties in listening to English as a foreign language. Step Six: tips in design a listen task While-task activities Step Seven: students giving a lesson of listening comprehension. Post-task activities Step Eight: students evaluate the lessons.

1. Real-life listening 1.1 Kinds of real-life listening 1.2 Characteristics of Real-life listening 1.3 Two approaches to listening--- Bottom-up and top-down 2. Listening to English as a foreign language. 2.1 Identifying different types of listening 2.2 Difficulties in listening to English as a foreign language. 3. How to design a listening tasks?

1.1 Kinds of real life listening1.1 Kinds of real life listening

Telephone conversations Lectures Instructions Movies Songs Radio Television ……

1.2 Characteristics of Real-life listening1.2 Characteristics of Real-life listening

    Spontaneity        Purpose and expectation         Response        Speaker’s adjustment         Context Visual clues         Shortness         Informal speech Redundancy Noise Colloquial language Auditory character

1.3 Two approaches to listening--- 1.3 Two approaches to listening--- Bottom-up and top-down Bottom-up and top-down

Listeners segment the stream of speech into its constituent sounds, link these together to form words, chain the words together to form clauses and sentences and so on . The view is known as the bottom-up approach to listening,

The use of inside the head knowledge, that is knowledge which is not directly encoded in words is known as the top-down view of listening.

2. Listening to English as a foreign language2. Listening to English as a foreign language 2.1 A2.1 A classification of aural texts classification of aural texts

Aural texts     Monologue Dialogue   Planned Unplanned interpersonal Transactional  Recorded video-taped live Planned Unplanned Planned Unplanned Unfamiliar Familiar U F U F U F   R V L R V L R V L R V L R V L

 

2.2 Difficulties in listening to English as a foreign language2.2 Difficulties in listening to English as a foreign language

 Hearing the sounds  Understanding intonation and stress  Coping with redundancy and background‘noise’  Speed  Heard only once  No pause  Predicting  Understanding colloquial vocabulary  Fatigue  Understanding different accents  Simultaneously tasks

3.How to design a listening tasks?3.How to design a listening tasks?

        A pre-set purpose         Motivation         Success         Simplicity         Feedback         Visual materials   Combining listening and speaking

Suggestions for classroom activitiesSuggestions for classroom activities

Listening for perceptionListening for comprehension

Listening for perceptionListening for perception At word-level Oral activities Reading and writing activities Meaning-based activities At sentence-level Oral activities Reading and writing activities Meaning-based activities

At word-levelAt word-level

Oral activities (1)    repetition (2)    which category (man men ) ? pen cat rap 1 2 (3) same or different ? pin pin bin pin Reading and wring activities (1)Reading the right words A. bat B. bet C.but (2) writing the right words

At sentence-levelAt sentence-level

Oral activities (1)    repetition (2)    identifying word-divisions (how many word

s) Reading and wring activities (1) identifying stress and unstress eg I’m ˊterribly ˊtired. Iˊthink I’ll go and have a ˊrest. (2) identifying intonation ……………………………………………….. (3)    dictation

Listening for comprehensionListening for comprehension

Listening and making no responseListening and making short responseListening and making longer responseListening as a basis for study and discussion

Listening and making no responseListening and making no response

Following a written textListening to a familiar text Listening aided by visualsInformal teacher-talkEntertainment

Listening and making short responseListening and making short response

(1)    obeying instructions a, physical movement b, constructing models c, picture dictation (2)    ticking off items (3)    true/false exercises (4)    detecting mistakes (5)    aural cloze (6)    guessing definitions (7)    noting specific information

Listening and making short responseListening and making short response

(8)    pictures a, identifying and ordering b, altering and marking (9)    maps a, naming features b, alterations (10)ground-plan (11)grids (12)family tree (13)graphs

Grid Grid

graphgraph

ground-planground-plan

Listening and making longer responsesListening and making longer responses

Repetition and dictation Paraphrase Translation Answering questions Answering comprehension questions on texts Predictions Filling gaps Note taking Summarizing

Listening as a basis for study and discussionListening as a basis for study and discussion

Problem-solving Jigsaw listening Interpretative listening Evaluative and stylistic analysis

Lesson TwoLesson Two The Dictogloss Approach The Dictogloss Approach

Pre-task activitiesStep One: preparation While-task activitiesStep Two: dictationStep Three: reconstruction .Post-task activitiesStep Four: Analysis and correction.

The dictogloss approach The dictogloss approach

1. Preparation 2. Dictation3. Reconstruction 4. Analysis and correction.

1. 1. Preparation.Preparation. At this stage. teachers prepare students

for the text they will be hearing by asking questions and discussing a stimulus picture. by discussing vocabulary ,by ensuring that students know what they are supposed to do and by ensuring that the students are in the appropriate groups.

2.2. Dictation Dictation Learners hear the dictation twice. The

first time. they listen only and get a general feeling for the text. The second time they take down notes. Being encouraged to listen for content words which will assist them in reconstructing the text. For reasons of consistency, it is preferable that students listen lo a cassette recording rather than teacher-read text

3.3. Reconstruction Reconstruction

At the conclusion of the dictation, learners pool notes and produce their version of the text . During this stage it is important that the teacher does not provide any language input.

44. Analysis and correction. Analysis and correction There arc various ways of dealing with

this stage. The small group versions can be reproduced on the board or overhead projector. The texts can be photocopied and distributed or the students can compare their version with the original sentence by sentence .

Advantages of dictoglossAdvantages of dictogloss The dictogloss technique provides a useful bridge between bottom-up

and top-down listening. In the first instance, learners are primarily concerned with identifying individual elements in the text - a bottom-up strategy. However, during the small group discussions, some or all of the following top-down strategies might be employed. In all of these the listener will integrate background. `inside the head' knowledge with the clues picked up during the dictation .

1 . Listeners will make predictions. 2. Listeners will make inferences about things not directly stated in the

text 3. Listeners will identify the topic of the text. 4. Listeners will identify the text type (whether it is a narrative. descrip

tion. anecdote etc. ). 5. Listeners will identify various sorts of semantic relationships in the t

ext