Next Steps
After you finished this lesson, test your knowledge by taking a short, multiple-choice quizQuiz
1.
According to
this lesson, what is the best way to approach listening in the classroom?
2. With focused listening, students...
3. In a listening for comprehension task, learners...
4. Listening excerpts used in the classroom (for example, recordings,
video, etc.) should be...
5. What should listening activities always include?
After the quiz and having planned your listening technique for secondary school students, complete the short assignment that follows. This will allow you to practice what you have just learned.
Assignment
Look at a listening activity you've developed for a class or select one from a textbook. As you review the activity, refer to the checklist below and think about these questions:
- What learner level is the activity designed for (beginner, low-intermediate, etc.)?
- Is the listening material itself authentic? Why or why not?
- Are there clear pre-, while-, and post-listening tasks? Are the tasks level appropriate?
- Are students encouraged to use any listening strategies (predicting, focused listening, listening for the main idea)?
- What is your overall impression of the activity?
Glossary
authentic
listening: listening that is intended for native speakers
and not for second or foreign language learners. Authentic listenings are often
characterized by natural repetition, unplanned background noises, starts and
stops, incomplete sentences, fast as well as slow speech in the same
utterances, possibly ungrammatical phrases, etc.
focused listening: a listening technique in which one listens for specific information (for example, to find out what the weather is going to be like)
listening for comprehension: a listening technique in which one listens for the main idea, key details, etc. Listening for comprehension is different than focused listening in that students are not told what they are listening for first, other than in general terms.
schema: background knowledge and experience that individuals have about a given topic which influences how they understand that topic
focused listening: a listening technique in which one listens for specific information (for example, to find out what the weather is going to be like)
listening for comprehension: a listening technique in which one listens for the main idea, key details, etc. Listening for comprehension is different than focused listening in that students are not told what they are listening for first, other than in general terms.
schema: background knowledge and experience that individuals have about a given topic which influences how they understand that topic
Bibliography
Jenkins, R. and Sabbagh, S. L. (2002). Stand out: Standards based English Book 1. Boston: Thomson/Heinle.
Jenkins, R. and Sabbagh, S. L. (2002). Stand out: Standards based English Book 2. Boston: Thomson/Heinle.
Jenkins, R. and Sabbagh, S. L. (2002). Stand out: Standards based English Book 3. Boston: Thomson/Heinle.
Jenkins, R. and Sabbagh, S. L. (2002). Stand out: Standards based English Book 4. Boston: Thomson/Heinle.
Noblitt, J. S. "Cognitive Approaches to Listening Comprehension." The University of North Carolina at Chapel Hill. http://www.unc.edu/cit/iat-archive/publications/noblitt/noblitt3.html. (accessed November 29, 2005).
Porter, D. & Roberts, J. (1987). Authentic listening activities. In M. Long & J. Richards (Eds.), Methodology in TESOL: A book of readings. Boston: Thomson/Heinle.
Richards, J. (1987). Listening comprehension: Approach, design, procedure. In M. Long & J. Richards (Eds.), Methodology in TESOL: A book of readings. Boston: Thomson/Heinle.
Supplementary Material
Jenkins, R. and Sabbagh, S. L. (2002). Stand out: Standards based English Book 1. Boston: Thomson/Heinle.
Jenkins, R. and Sabbagh, S. L. (2002). Stand out: Standards based English Book 2. Boston: Thomson/Heinle.
Jenkins, R. and Sabbagh, S. L. (2002). Stand out: Standards based English Book 3. Boston: Thomson/Heinle.
Jenkins, R. and Sabbagh, S. L. (2002). Stand out: Standards based English Book 4. Boston: Thomson/Heinle.
Noblitt, J. S. "Cognitive Approaches to Listening Comprehension." The University of North Carolina at Chapel Hill. http://www.unc.edu/cit/iat-archive/publications/noblitt/noblitt3.html. (accessed November 29, 2005).
Porter, D. & Roberts, J. (1987). Authentic listening activities. In M. Long & J. Richards (Eds.), Methodology in TESOL: A book of readings. Boston: Thomson/Heinle.
Richards, J. (1987). Listening comprehension: Approach, design, procedure. In M. Long & J. Richards (Eds.), Methodology in TESOL: A book of readings. Boston: Thomson/Heinle.
Supplementary Material
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The site above offers you the opportunity to
explore in more detail some of the ideas related to teaching listening
discussed in this lesson.
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Source: http://eltmedia.thomsonlearning.com
It is said that a listenining activity sometimes is kind of difficult for begginner students, but I disagree with this idea, because I considered that it´s easier teaching with media files that writen texts. I think students could be more awaking up with this kind of strategies than a text, because they could imagine what´s happening on a auidio media; then they could write or they could guess what was it about the sound.
ResponderEliminarSo I would like to recomend this strategie as a good element for each student and also for teacher whose goning to be teaching at the classroom.
name: adolfo ramirez garcia
n.l.: 19
I THINK ALL ACTIVITIES THAT ARE IMPORTANT AND DEVELOP A FAILURE LEADS TO A HUGE incomprehension of the other.
ResponderEliminarTHIS LIGHT IS OF PARAMOUNT IMPORTANCE BEFORE WORKING WITH A GROUP MAKE A scanner to identify the level of English of the students and thus can work with them.
The student will develop English skills and ASI came to understand a native speaker which will be a LISTENING AUTHENTIC.
I´M EMMANUEL
ResponderEliminarWell, from my point of view as teacher you must establish a balance between students capacities or level to accomplish a listening task and your task which will be adapted.
I designed a listening activity for beginners which was obtained from a magazine, bellow I have a short procedure about it:
Selecting details from the text (word recognition)-listening for comprehension
• Listen a methodology about one experiment. from word bank you have to identify them in the speech.
• After identification process, use the words to try to guess how the words work inside the written experiment (instructive text).
It was included in my lesson plan organization, I can establish inside of this task some stages, the first one was to give previous vocabulary, second one, was dedicated to explain the functionality of students about some key words and last one is dedicated to interpretation of students from listening.
From my point of view this kind of schemata provides students tools to get easier listening task, nevertheless, repetition can be another option to get from students comprehension, but it depends on familiarity towards listening from students or as alternative to reinforce it.
In other hand, listening for comprehension parts from certain requirements given by teacher previously, and students have certain clues to glane real information without lost real purpose of the task. Finally, teacher have a great responsibility in order to promote students interest and motivation towards this kind of task, it is of course from previous interests of students and inside of the development of real listening task, be patient and have flexibility to design activities according level of students.
In addition, previous analysis of the group to adapt activity is a step forward comprehension, however, really the thing which help students to assure comprehension is giving certain requirements given by teacher.
I like the main idea, and try use the technical bt I think that is complicate for me do the activities for my student. I need more information about the listening and especially the mastery of content
ResponderEliminarAccording to my last practice in secondary school, my listening activity was designer for learner with beginner level.
ResponderEliminarAnd my listening material was not authentic, because I used to a only text part of a student´s book. But there were clear pre-, while-, and post-listening tasks, and all tasks were appropriate for students (according the level´s group).
Also, students were encouraged to use listening strategies (predicting, focused listening, listening for the main idea), because students started with predicting about the text when they listened at the first time the listening without text. After that, they listened again with the text looked for the main. Finally they looked for the specific information.
I think that listening activity was good, because I could integrated into this activity to students and encouraged them to participated into it.
And like this, it was easy for them to understand the text, context and the most important the purpose of this activity.
Acording with my last week of trainee teacher... I think it was a funny activity and I can practice listening and writting habilities... this activity could bring me creativity at the moment of create an activity of listening comprenhension... and finally when we did the excersice we spend a great moment... it was an amazing warm up activity... and I could breack down the ice :) this group was motived and very excited at the moment of work...
ResponderEliminarby: ARIADNA ELIZABETH ABUNDIS VILLEGAS
ResponderEliminarThe ideas in this blog, are really interesting why we need this type of information to develop better like future teachers.
The importance of Listening in our daily activities is very important to take into account, since it is a skill essential to our learning English. The listening is a skill that we must return to every day and apply it in our school activities both in the normal school and in secondary school, bone our school of practice.
Hi I'm Nataly...
ResponderEliminarListening activities are skills that increase the motivation to learn English.
Everything used by a teacher about listening activities are useful for students in order to develop their knowledge, but we have to know since the begining of the lesson which level they are. So in my class at secondary school, I need to improve more easy and interesting activities according to students' likes and dislikes. Is important to be more close with them, for that reason I think the practice makes the teacher.
EMMANUEL GUADARRAMA third grade group II
ResponderEliminarIn that respect, as teachers we usually are concerned about the use of correct linguistic structures in the oral production of students, nevertheless, according to the current educational principles, we must avoid establishing a grammatical criticism and be attentive to the oral production of students.
We know that the most important target of speaking is establishing a communicative environment, but we must start fostering in students self-confident to pronounce something. Moreover, as teacher we must have an excellent knowledge of the use of vocabulary because in this kind of activities students present certain vulnerability to learn really fast wrong pronunciation or common mistakes in English spoken which will affect their future proficiency.
These kind of activities are good to practice and accomplish with students, but at least in lowest level we mustn´t leave them in an automatic production, we are responsible to lead the use active of language and we are going to get success if we give them facilities in the activities and overall being patient facing difficulties students could arise.
The use of drillings and dialogues are meaningful if you adapt certain common students´ interests like music rhythm and subjects like sports, and personal life, taking in count previous schemata to make it easier because if you do not part from certain words already analyzed it could be turned into a hideous activity instead of promoting curiosity to pronounce and perform creative messages because the will be frightened of memorizing new vocabulary instead of imagining how they can explain it verbally.
So, be careful and be patient colleagues!!!!
adriana chavez alfaro
ResponderEliminarhello teacher
in my personal opinion, is that reading helps us create speech activities within the classroom however, the above point about the teacher who lost control is what often happens to me and I think it's because I have good set out the steps that we mentioned reading.
Comparing my class where I use this skill and reading I can see that there are times that the activity start with what should be the final activity.
adriana chavez alfaro
ResponderEliminarfocusing attention to chapter 2 i would like to say the process of drilling is good to promote in students hability to pronounce and after that, perform a real practice using the words correctly.
however, if we are working with dialogues would be good help students until they get the capacity to produce the speech correctly because it´s bigger than only work with a few words. we need to be patient and overall repect variabily of students to pronounce avoiding standarized patterns.
I´am ARIADNA ELIZABETH ABUNDIS VILLEGAS 3 II ENGLISH CLASS
ResponderEliminarIn my opinion as a future teacher, I consider that according to the different experiences I've had in the past visits and school practices in high school... I think there is a heterogeneity that characterizes each student within the classroom and sometimes highlighted by his way of learning or Express... According to this topic you us planet... about the communication strategies and the characteristics of the language of each student that has ido learning throughout his life inside and outside of the classroom and in accordance with the types of teachers has been finding in schools who will be pursuing... Another factor that may be relevant in this topic of expression and as talk students inside and outside of the classroom is the context in which it is located and the expression language learning.