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Teaching Listening Skills


Teaching Listening Skills Seminar by Jeremy D. Slagoski, Senior English Language Fellow Standard Format Pre-listening Listening Post-listening #1 Pre-listening Do NOT ... – PowerPoint PPT presentation

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Title: Teaching Listening Skills

Teaching Listening Skills
  • Seminar by Jeremy D. Slagoski,
  • Senior English Language Fellow

Standard Format
  1. Pre-listening
  2. Listening
  3. Post-listening

1 Pre-listening
  • Do NOT pre-teach ALL important new vocabulary in
    the passage
  • Instead set the context and create motivation
  • Do this by activating students prior knowledge
    through a cooperative learning activity

2 Listening
  • Extensive listening - students listen for the
    main idea then answer the general questions to
    establish the context
  • Intensive listening - students listen again to
    answer detailed comprehension questions
  • This is too simple and perhaps dull

2 Listening
  • Starting with extensive listening is a good
    technique, but add focus to the attitude of the
  • Instead of detailed comprehension questions for
    intensive listening, involve students in a
    listening task
  • Upon completion of the listening task have
    students check each others answers

Listening Tasks
  • Listing
  • Ordering and sorting
  • Comparing
  • Problem solving
  • Sharing personal experiences
  • Creative tasks

3 Post-listening
  • Do NOT analyze the linguistic elements through
    discussing grammar and repetition exercises.
  • Instead examine the functional language and infer
    the meaning of vocabulary.
  • Allow students to negotiate the meaning rather
    than telling them the correct interpretation.

Easy to plan pre-listening activities
  • Brainstorming
  • Think-Pair-Share
  • Word Webbing/Mind Mapping
  • Team Interview
  • Round Robin

Easy to plan listening tasks
  • Agree or disagree (with explanation)
  • Create Venn diagrams
  • List characteristics, qualities, or features
  • Strip story (sequencing game)
  • Match speech to visuals
  • Compare and contrast to another speech or text
  • Give advice

More listening tasks
  • Compare and contrast to your own experience
  • Create your own version of the missing section
  • Plan a solution to the problem
  • Share reactions
  • Create a visual
  • Reenact your own version

Easy to plan post-listening examinations
  • Guess the meaning of unknown vocabulary
  • Analyze the speakers intentions
  • List the number of people involved and their
    function in the script
  • Analyze the success of communication in the
  • Brainstorm alternative ways of expression

Summarize the Negative
  • Dont pre-teach all important new vocabulary in
    the listening.
  • Dont give students irrelevant detailed
    comprehension questions.
  • Dont spend too much time on grammar analysis.
  • Dont listen-and-repeat everything.

Summarize the Positive
  • Set the context through interactions.
  • Create motivation.
  • Make the listening tasks authentic and central to
    the listening lesson.
  • Involve students in the listening through
    negotiation of meaning.
  • Examine functional language.
  • Help students learn vocabulary autonomously.

  • Kagan, S. (1994). Cooperative Learning. San
    Clemente, CA Kagan.
  • Richards, J.C. Renandya, W.A. (eds.) (2002).
    Methodology in language teaching an anthology of
    current practice. Cambridge Cambridge University
  • Willis, J. (1996). A framework for task-based
    learning. Essex Longman.
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