1. CLIL LISTENING

2. EAP Some cognitive listening skills How to take notes. Recognising lecture structure: understanding relationships in the lecture, understanding relations within the sentence/complex sentences, importance markers, signposts. Deducing the meaning of unfamiliar words and word groups. Recognising implications: information not explicitly stated Recognising the speaker's attitude. Evaluating the importance of information - selecting information. Understanding intonation, voice emphasis etc. Listening skills: listening to obtain gist, listening to obtain specific information, selective extraction of relevant points to summarise text.

3. Activities for metacognitive listening strategies Establishing the purpose for listening. Take short notes of important content words. Checking current comprehension with context of the message and prior knowledge. Continue to listen for clarification in spite of difficulty.. – Awareness of message mutilation and repair strategies in spontaneous speech. – Awareness of repetition / reformulation in spontaneous speech. Listen selectively according to purpose. Determine the potential value of subsequent parts and vary intensity of attention accordingly. Memorize words or phrases for later processing. Pay attention to discourse markers, visuals and body language, tones and pauses.

4. Activities for cognitive strategies Draw on knowledge of the world. Predict general contents before listening using contexts and prior knowledge. Apply knowledge about the target language. Visualize scenes, objects, events, etc. being described. Construct and continually reconstruct meaning using content words heard. Constantly relate one part of the text to preceding parts and, consequently, predict following parts. Infer missing or unfamiliar words using contextual clues, familiar content words, visual clues. Assess the importance of problematic parts and decide whether to ignore them or actively seek clarification. Find L1 equivalents for selected key words.

5. Factors affecting comprehension Inadequate linguistic knowledge Unfamiliarity with subject matter Density of discourse (interactive? Non- interactive?) Audibility and distraction Amount of contextual information available Amount of redundancy available Physical fatigue Atmosphere (strained or relaxed?)

6. Developing listening ability To maximise comprehension, we need: – to establish the general situation, topic, context etc – to activate non-linguistic ‘top-down’ knowledge (‘schemata’) which leads to prediction of content and lexis – to help with ‘bottom-up’ linguistic features by pre- teaching vocabulary, grammar, phonology etc – to wean students off ‘tunnel’ or ‘linear’ listening (focusing on particles of the message rather than overall content) – to develop students’ confidence in coping with temporary uncertainty

7. Developing the ‘bottom-up’ skills: Recognition and discrimination Integrated approach to all pronunciation work. Point out, practice and do exercises on word boundaries, weak forms, main stress, sense groups etc. Aural discrimination exercises (recognition of word forms, stress recognition) Recognition of logical connectors, time expressions, sign-posting expressions

8. Note taking Take class notes: main ideas, supporting details, examples, etc. Identify and pull out the keywords, key ideas, etc., that are the main focus. Thoughtfully reflect on the meaning of what you learned, summarise it, and take action on the material.

9. Note taking Recording: Key words, phrases, facts, main ideas, key concepts Reducing: Reducing notes into summary form Reciting: Reviewing and rephrasing notes into own words to find own thoughts and meaning Reflecting: Thinking about concepts, meanings and implications Reviewing: Periodic review of notes

10. Planning listening lessons When do students listen in the classroom? Graded listening:

11. Planning listening lessons When do students listen in the classroom? Graded listening: – Teacher talking time: Instructions, encouragement, correction, explanations, checking, answering questions, solving student problems, teacher monologues etc. – Presentations – Elicited dialogues – Pair-work, role-play, discussion(?) – Course-book recordings

12. Planning listening lessons When do students listen in the classroom? Ungraded listening:

13. Planning listening lessons When do students listen in the classroom? Ungraded listening: – General chatting (?) – Radio, TV extracts – Free task-based activities – Blocking dialogues

14. Skills-biased listening Separated elements e.g. Recognition Exploiting contextual clues Building confidence Exploiting previous knowledge Making predictions Creating listening purpose Dealing with redundancy Chunking information Dealing with mutilated message Following the thread

15. Planning listening lessons Developing the skill activities Recognition and discrimination – Recognition of word boundaries, weak forms, stress, intonation contours, phonemic problems – Listening and marking stress on transcript – Listening and marking pauses – Responding to instructions – Spotting time / connectors / signposting words – Spotting structure – Later levels: Spotting register, mood etc. Topic sentences (aids prediction)

16. Skills-biased listening Separated elements e.g. Exploiting contextual clues – Visual information – Gesture, face, body-language – Role relationship

17. Skills-biased listening Separated elements e.g. Building confidence – Coping with uncertainty – Not over-concentrating

18. Skills-biased listening Separated elements e.g. Exploiting previous knowledge: – Relating the new to the known

19. Skills-biased listening Separated elements e.g. Making predictions: – Based on previous knowledge – Based on immediate context – Based on listening purpose

20. Skills-biased listening Separated elements e.g. Creating a listening purpose: – For motivation – To make selection easier

21. Skills-biased listening Separated elements e.g. Dealing with redundancy: – Using built in superfluity to ease the load and help with comprehension – Not listening to every word

22. Skills-biased listening Separated elements e.g. Dealing with mutilated messages: – Exposure to false-starts, hesitations, lubricators ( you know) ellipsis (get it?)

23. Dealing with mutilated messages Listen to the recording and note down the elements that contribute to the mutilation of this text

24. Dealing with mutilated messages “Ok. So we’ve got three answers. We’ve got sledges, sledges, big sledges, we’ve got cranes. Do you believe the cranes? And we’ve got the timber logs. There was a teacher in England, did I tell you about that? And he was teaching his first class, he was talking about Stonehenge. Who has been to Stonehenge? Here. And Stonehenge is in England. And they have these very, very, very big stones. Em, and they cannot find these stones in the place of Stonehenge themselves, so they had to move them some … I’m not sure, I think sixty or seventy miles...”

25. Skills-biased listening Separated elements e.g. Following the thread: – Understanding how cohesive devices indicate connections in discourse – Understanding how sequence of utterances shows connections in the discourse

26. Skills-biased listening Separated elements e.g. Recognition of language components – Word boundaries – Sound patterns, stress patterns, rhythm, intonation patterns – Sound – spelling relationships – Grammar – Cohesive devices (although, so, thus etc.)

27. Cohesive devices logical connectors, time expressions, sign-posting expressions Look at the text in your handout and note down all the connectors, time expressions and sign-posting expressions you can find

28. Sentence stress Study the hand out and, while listening, put a dot above the words that carry the stress

29. Planning listening lessons Extensive or intensive? – Most everyday listening is extensive (gist) – The more we exploit redundancy, the easier it is to listen extensively – Redundancy is available through Predictable content Familiarity with the content Refer to electricity handout

30. Planning listening lessons Extensive or intensive? – Most content lessons are intensive (detail) – We switch to intensive listening when there is: A lot of unfamiliar or detailed information Not much redundancy No contextual clues

31. Planning listening lessons Extensive or intensive? – We continuously switch from extensive to intensive and back as our purpose dictates – The difference is between relaxed and concentrated listening – Students at lower levels tend to concentrate on every word BUT they’re not listening intensively for meaning (as a native speaker) but rather on the words – They’re not listening to chunks and storing in short- term memory / long-term memory – They lose track of the thread

32. Planning listening lessons Psychological problem: – Lower level students don’t have the linguistic knowledge to exploit redundancy, chunk information etc. – We need to persuade them that they can understand a great deal by listening extensively… In fact more than they would by listening to every word – Intensive listening puts a great strain on short-term memory, therefore clogging the passage of main information into long-term memory – Failure creates insecurity and demotivates

33. Pre-listening tips Tell your students they shouldn’t worry that they have to understand every word they hear. Not every word is important! Where possible, make sure students know what they are listening for before you start listening. Explain they should focus only on the information they need. Give two or three general gist questions to check students comprehension of the basic details. If possible, check for any important words or structure that your students may not know. Pre-teach these so they do not interfere with understanding. Brainstorm students’ ideas on the topic they are going to listen to. This will help focus them. Don’t choose a listening that is too long. If necessary, stop the recording at certain points and review what students have understood so far.

34. While listening tips As a general principle, try to play the recording once for overall comprehension, preferably with a gist question. Then play the recording again for specific details. Tell students to take notes about what they hear. Divide students into groups and give each group a different listening task (e.g. different questions). Then swap their answers and have students listen again and check their classmates’ answers. Don’t be afraid to repeat the recording… especially the parts students have most trouble understanding.

35. Post-listening tips Tell students to compare their notes and discuss what they understood in pairs or small groups. – Encourage students to respond to what they heard. For example, where possible ask questions like “Do you agree?” and encourage debate. Tell pairs to write a summary of the main points. Then have them compare their summaries and check if they covered all the main points. Put students into groups and tell them to make a list of comprehension questions to ask each other. Play the recording again and tell students to call out ‘Stop!’ when they hear the answers they were listening for. Students complete any charts, graphs, labeling exercises designed by teacher Students in groups prepare a presentation on the text Tell students to make a list in their notebooks of any new vocabulary they feel is useful.

36. Now you do it! In groups, study the three transcripts of a lesson your science teacher wants to teach in his English CLIL lesson. – Create pre-listening tasks: think of pictures, brainstorming activities, zoning-in activities, vocabulary problems etc – While listening: think of gist questions, detailed questions, diagrams and labelling activities etc – Post-listening activities: what do you want the students to do with the information?

38. VELCRO TEXT.doc

39. Activating

40. Biomimicry

41. Lesson preparation: Key word and language identification Refer to the handout. Content teachers: – In your group, decide what information you would expect students to learn from the text – Now circle the keywords (ie. the words that you think are the most important in order to understand the message). Language teachers: – Form a group and discuss what potential language problems there are in the text for B1 learners. – What discourse markers (connecters, sequencers etc) are there that you think students should learn in order to produce a similar text? Now come together and discuss your findings

42. Activating Key words http://www.wordle.net/create

43. Before listening Pre-questions / gist questions Now, in your groups decide: What first listening gist questions you could set students. What detailed comprehension questions you could set for the second listening. Alternatively, what activities you could use to guide content comprehension during the second listening What post listening activities could you arrange to – a) summarise the listening – b) use the language – c) challenge the students

44. Guiding Understanding Inspiration? Who / when / how invented? How works?What used for? Velcro

45. Skills-biased listening Chunking information Look at the handout, listen to the first part of the text and divide into chunks (sense-groups) using the symbols: / for short pauses // for long pauses

46. Skills-biased listening Sentence stress Look at the handout, listen to the second part of the text and underline the words that carry the stress

47. Now you do it For your homework, create a CLIL lesson using the transcript about another example of biomimicry – Language teachers should concentrate on listening skills, pre-teaching vocabulary and grammar / cohesive devices etc – Content teachers should concentrate on scaffolding devices, highlighting content, checking understanding etc