Chapter 4
Designing Listening Activities
Designing Listening Activities
Integrating other skills
We've talked quite a bit in this lesson about helping learners develop listening strategies so that they are able to better comprehend spoken discourse in a variety of contexts. It's worth noting, though, that strategy development isn't typically the principle objective of a lesson (though in certain cases it could be). Instead, listening is often used as a way to practice new language or skills presented.
We've talked quite a bit in this lesson about helping learners develop listening strategies so that they are able to better comprehend spoken discourse in a variety of contexts. It's worth noting, though, that strategy development isn't typically the principle objective of a lesson (though in certain cases it could be). Instead, listening is often used as a way to practice new language or skills presented.
Organizing the listening activity
As mentioned in Chapter 1, all listening activities, whatever their purpose, should include certain elements to ensure student success.
As mentioned in Chapter 1, all listening activities, whatever their purpose, should include certain elements to ensure student success.
Listening activities should include the following:
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Establish a purpose
Establishing a clear purpose for listening in a lesson is especially important. If the objective of the course is to help students prepare for academic listening as they continue their education in a college or university, then the listening tasks should reflect this. On the other hand, if proficiency in listening with the purpose of comprehending input in the community or during social interaction is the goal, other tasks that are relevant to the students' needs should be considered.
Establishing a clear purpose for listening in a lesson is especially important. If the objective of the course is to help students prepare for academic listening as they continue their education in a college or university, then the listening tasks should reflect this. On the other hand, if proficiency in listening with the purpose of comprehending input in the community or during social interaction is the goal, other tasks that are relevant to the students' needs should be considered.
Pre-, while-, and post-listening tasks
Listening activities are often divided into three parts: pre-listening, listening, and post-listening.
Listening activities are often divided into three parts: pre-listening, listening, and post-listening.
Pre-listening task: This task prepares students for the actual listening. Students are encouraged to think about what they already know about the topic or perhaps to make predictions about what they're going to hear. Key vocabulary is often introduced at this stage as well.
While-listening task(s): At this stage, students are now listening to a speaker, recording, or other source. The listening may be broken down into smaller sections, or played through in its entirety a number of times. During a first listening, students may simply be asked to listen for comprehension (to get the main idea of what's being talked about). The second time, learners may be asked to do a focused listening task.
Whatever learners are asked to do, the tasks should be appropriate for the level so that students are challenged but are still able accomplish the task. This will be discussed in more detail in Chapter 5.
Post-listening task: This task helps the students evaluate their performance. They are able to check that they have understood what they heard. At higher levels, questions for further discussion are often introduced. Learners may also be asked to use information from the listening to talk or write about what they heard.
Chapter 5
Developing Level-Appropriate Listening Tasks
Listening in a second language can be very intimidating for students, especially at first. While it's important that activities should both challenge and engage students, listening activities that are too demanding will discourage even the most enthusiastic learner.
When selecting or designing a listening activity, authenticity is important. Including authentic language as a model is often desired but not always possible. At the very least, the spoken model should always (or nearly always) be at a native or authentic pace.
Simplifying the language for the level is not encouraged. Instead, students should learn to deal with the pace and complexity of the language by developing listening strategies.
Level-appropriate listening tasks
To present activities that are both authentic and level appropriate, instructors should adjust the task. In other words, the same listening excerpt (or parts of an excerpt) can be used with every level, but the task should be adjusted to make it appropriate for the learners you're working with.
To present activities that are both authentic and level appropriate, instructors should adjust the task. In other words, the same listening excerpt (or parts of an excerpt) can be used with every level, but the task should be adjusted to make it appropriate for the learners you're working with.
Listening Task Progression
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Task
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Example
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students perform a command
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Total Physical Response: The instructor gives a command and the students do it.
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students demonstrate a response without speaking
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Students are given multiple pictures. Students listen as the instructor (or another student, a recording, or another source) describes or talks about one of the pictures. Students raise the correct picture.
If the pictures are in a textbook, the instructor can ask students to number or point to them.
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circle the correct word or phrase
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Students are given two or three photos. The instructor (or another source) describes or talks about one of the pictures. Students circle the correct word or phrase that describes the photo being talked about. Selecting and circling words is a higher-level skill than pointing to a photo of the items.
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write a word
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Students listen and then write a one-word response or fill in a blank to complete a sentence or phrase based on what they heard.
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complete a chart
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Information is graphically organized in a chart. Students listen, and then complete the chart by writing the appropriate words or phrases.
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answer a question
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Students listen and then answer questions about what they've heard in short answers or complete sentences.
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write an outline
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Students listen and then write or complete an outline featuring key information from the listening.
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summarize
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Students listen and then summarize what they've heard to a partner or the teacher.
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Summary
Communication cannot happen without comprehension. In this lesson, we examined what it means to listen in a second language. We also looked at the value of explicitly teaching strategies in the classroom to help our learners become more confident listeners in English. And finally, we talked about the value of establishing purpose and developing level appropriate pre-, while-, and post-listening tasks.
Communication cannot happen without comprehension. In this lesson, we examined what it means to listen in a second language. We also looked at the value of explicitly teaching strategies in the classroom to help our learners become more confident listeners in English. And finally, we talked about the value of establishing purpose and developing level appropriate pre-, while-, and post-listening tasks.
chapter 4:
ResponderEliminarby: yaritza garces santa cruz
I believe that reading comprehension requires a process that allows the student to understand step by step a reading.
And in this case this reading proposed a process for a better understanding, the teacher must create strategies to help the student understand a message.
Establishing a purpose, create pre activities, while actividades and post activities that measure student performance is very important to achieve reading comprehension in the classroom.
chapter 4 and 5.
ResponderEliminarI agree that it takes more than an ability to understand and comprehend the listening and that is of paramount importance that security should have to deal with an activity of a second language.
When select a listening activity, the authenticity is important for the comprehension of the students.
Communication can not happen without comprehension. In this lesson Talked about the value of Establishing purpose and Developing Appropriate level pre-, while-, and post-listening tasks.
By. Mariso Garcia
chapter:5
ResponderEliminarby: yaritza garces santa cruz
As teachers we must be able to observe and measure the level with respect to English of our students.
Because the teacher must adapt to the needs of students, the activities will also agree to the abilities and needs of each student.
María del Rocío Gutiérrez Tenorio
ResponderEliminarFor me, listening is a skill that is difficult for me to develop.
Chapter 4
Designing and developing listening activities appropriate level-listening tasks
The purpose that we mentioned chapter is to develop listening strategies to better understand speech spoken in a variety of contexts and situations.
Listening is always accompanied by other skills, such as speaking and listening. To listen to include: a context, a clear purpose, a strategy of listening, a cueing task, a task while listening to a task after listening
You should always have a purpose related to the topic.
They are divided into three parts: pre-listening, listening, and after listening.
Preview task: students make predictions about what they will hear. Key vocabulary is often introduced at this stage too.
Listening task: First listen; students can do listening comprehension (main idea). The second time, a listening task focused.
Post-listening task: This task helps students to evaluate their performance and use the information from listening to talk or write about what they heard.
Chapter 5
Developing Listening Level-Appropriate Tasks
Play another language is intimidating to students, especially at first. Therefore, we must be careful how you approach this.
When selecting or designing a listening activity is important to the authenticity, the rhythm, the speaker and the subject, which should be of interest to the student.
It is important to manage the activity according to the needs and characteristics of the student group or because the level of demand is different for everyone.
There are different types of activities that can allow the student to practice the listening using a simple vocabulary. These include: request information, fill out a form, asking the way, solve a test, among others.
Communication cannot happen without understanding. The importance of setting goals and develop the appropriate level for the student.
chapter 4: this tex is important because "listening" is one of the most importat skills. but it importan that you know "Listening activities are often divided into three parts:
ResponderEliminarpre-listening: you need to encouraged about the topic that wherever they want.
listening: you can listening or speaking with your students the maind idea.
post-listening: in this case you can evaluate their performance.
chapter 5: you have to adapt your activities taking into account
their previous knowledge and the context.
you can use different strategies to help you.
Listening is an activity which can work with all the rest of the skills. It is an important part of the language comprehension.
ResponderEliminarThe listening activities must to be designed acording to the context and with a clear purpose, however, all activities have to have a purpose which support it at all.
In order to develop this skill, each activity have to be designed according to the level in which the teacher is working in order to attend to the variety in the classroom and to avoid to make students feel intimidating for not to understand anything that the listening task says.
And in my opinion, listening activities can worth depending on how much effort we put on it, and how much we encorage students to try to develiop it by themselves.
There are a lot of listening activities whose tasks are not to difucult for any kind of level it can work in the same way as in the begginer level as in the upper level and for do it to work we can take in count the steps to planning an appropiate listening activity.
Finally, as teacher we have to know that all students will be able to understand the whole idea in the first time that we play the audio. Therefore, we will have to work harder if we want to develop this skill as we expect it be developed.
HI TEACHER
ResponderEliminarI´m Adriana Chávez Alfaro
In my opinion, I could say that is very important develop the correct listening strategies for each student in a classroom. I know that is difficult design one for each, however I think that the material that the teacher Guille has given us is fundamental and important in order to the next practices and that will serve in order to achieve the purpose of strategies.
teachers have to develop the four skills of reading, listening, speaking and writing using common activities for students.
Eliminaractivities are planned according to the level of students and promotes understanding of the issues.
nancy korina
Chapters 4 and 5
ResponderEliminarHi, my name is Edna.
In my opinion listening is an activity that can work with all other skills. It is an important part of language comprehension.
Listening activities should be designed according to the context and with a clear purpose.
To develop listening skills, strategies should be designed for the student who matches your level there are quite dynamic listening comprehension which are attractive and effective for any beginner, taking into account the pre-listening, listening, and after listen, for a rating.
As a teacher I have to become aware of both students will be able to understand the first and if not it should be a commitment on my part to seek new strategies or ways of understanding and solution.
I thik that these text is, munon but is useful for my pactice, now I bet that my next practice going to better. the student are amart and if I do this method my pupil will lear who listen and comprises the cobersation.
ResponderEliminarFor my is very difficul know the tudent´s interest, especially because I have a 45 student´s, so, in this moment for my is hard do a listening interesing.
about that "APPROPRIATE LISTENING TASKS" is very intesting but I disagree becuase in this age the student need to listen the work, for example is veru different talk about that, jam and ham, the sun is like ,but the meaning is vey different, I thick that we and our stdents need recognize the work.
ResponderEliminarEste comentario ha sido eliminado por el autor.
ResponderEliminarI think the listening process is complex when it arises clearly a goal to meet the activity used but when you set a goal and plan to comply; This process can be easier.For example when you teach your students vocabulary not only should stay after that but it should work on an audio where they can hear the right way and to make them more meaningful to express that context is being performed (supermarket, church, etc..) plus is very important not only stay there if you do not have to keep working with that vocabulary and assume instead learn more and learn the correct pronunciation.But then I think you should start with audios easy and gradually increase the level of these and vocabulary.
ResponderEliminarCHAPTER 4
ResponderEliminarAs the text mentions listening is often used as a way to practice new language or skills presented.
In fact, listening can not be alone because it always has the others skills like: speaking, writing, reading. Also it´s important to remember that all listening activities have a purpose and tasks (pre-while and post-lintening task)which parts help to students to understand the listening at the same time they learn new vocabulary and evaluate their performance.And the most important all the task help us to integrate students into listening activity.
CHAPTER 5
It´s very important to know select or design every listening activity because the main purpose of this is to encourage our students to participate.
On the other hand, we have to know choose according to english level of our students the listeninig tasks because we could have some problems with the activities if we don´t choose correctly.
Finally, all listening activities should help us to raise students´confidence listening in english.