DEVELOPING LISTENING SKILL Programa Inglés Abre Puertas Unidad de Curriculum y Evaluación Ministerio de Educación

Workshop Introduction Workshop Outcome: Volunteers will be able to understand the 3 stages of a listening lesson Workshop Agenda: The Nature of Listening The 3 Stages of Listening A Model Listening Lesson Practice Planning a Listening Lesson

3 THE NATURE OF LISTENING 1.The Foundational Skill First to be acquired Mother skill 2. The Difficulty of this Skill Transitority of speech Real time How can we compensate for student’s difficulties?

Compensating for Student Difficulties We are not testing comprehension, we are helping students develop it. Listening classes should be easy and should build student confidence. Topic Familiar to students Text Modify texts or create your own Tasks Make tasks simple, easy

Teaching listening according to these 3 stages: StagesWhat happens in classroom 1 st PRE We build context so students can know what to expect and will understand more. 2 nd WHILE We assign tasks to listen for specific information. 3 rd POST We give students an opportunity to apply what they have heard.

PRE – LISTENING STAGE 1.MOTIVATE students by connecting to their prior knowledge of the topic. 2. PROVIDE KEY WORDS needed for understanding (few words). 3.BUILD CONTEXT by providing info (place, time,numbers of speakers, etc.) to help students construct meaning. 4.ASK STUDENTS TO MAKE A PREDICTION (students will have to guess the answer, and they will find out if they are right only by listening).

WHILE- LISTENING STAGE First listening: verify predictions, assign and attempt to answer task Second listening: revise answer, provide answer/feedback,assign and attempt to answer task Third listening: revise answer provide answer/feedback

WHILE- LISTENING STAGE REMEMBER! one listening, one task. Let the students attempt the tasks before listening, revise after listening, then assess at the end.

Examples of listening tasks 1.Yes / No, true / false, “either… or” 2.Choose items from a list with a few distractors 3.Put in chronological order by numbering 4.Write words, figures or symbols 5.Fill gaps with one or two words max. 6.Correct factual details: colours, times, prices, places, etc. 7.Match up halves of sentences 8.Take notes

POST LISTENING STAGE (the following class) First: Design comprehension tasks, which integrate the speaking skill. For example, retelling, role plays, dramatizations. Second: Reinforce grammar, vocabulary, or pronunciation elements in the text. Third: Design follow-up activities relating the topic with students experiences or other disciplines.

Do’s and Dont’s: Teach and talk in English. Don’t make students understand every single word. One listening, one task. Have students listen without the script. Allow sufficient time between the listening tasks for students to revise and share their answers before you provide feedback.

Do’s and Dont’s: Ask students to read the tasks and attempt to answer before they listen to the text, while they listen they can confirm/modify their answers. Keep instructions simple. If students are required to fill in the missing word: only one word should be missing per line; ask for easy words (give them confidence); do not use the key words as blanks: eliminate one word every other line (give them time to write).

Final Thoughts on Listening Expose students to a variety of listening texts: Monologues, dialogues, songs, textbook recordings, etc. Supplement the textbook with authentic material. Include a wide range of tasks. Make sure tasks are challenging and motivating, but most importantly, achievable!

Practice Planning a Sample Lesson NOW…..IT´S YOUR TURN! With a partner, plan a listening class…

Thank you