1-Listening skill
Introduction:
Listening is an input receptive skill, which means receiving language prevails producing it. Listening is the process of interpreting messages, interpreting what is said. Producing messages or texts involves putting them into a form, using individual sounds, syllables, words (which may be linked together), phrases, clauses, sentences and longer stretches of a text. Meaning is added by intonation, and word and sentence stress, too. The listener has to be able to decode a lot of elements to get the message. Listening can be either active or passive.Listening is the first language skill we acquire in our native language.
It is what is known as a receptive skill, or a passive skill, as it requires us to use our ears and our brains to comprehend language as it is being spoken to us. It is the first of two natural language skills, which are required by all natural spoken languages. Listening to class discussion, students are expected to respond appropriately, to ask the speakers to repeat what they said, or to clarify what they have said. When listening is more passive, listeners are not expected to respond (e.g. when listening to the news on the radio or a public announcement) or semi-passive listening to a lecture. On the other hand, listening to a lecture can be accompanied by an active approach of listeners who ask for repetition, clarification or providing supportive or contradictory opinions.
1-Identifying sounds, word stress, sentence stress and intonation.
2-Recognizing vocabulary, boundaries and reduced forms to get meaning.Pre-listening:
1-Authentic situations for interactive listening.
2-Pictures prepare students for non-interactive listening.
During listening:
1-Learners listen for skimming,guess through context and take notes.
2-Learners predict and check inaccurate guesses independently.
3-Learners
listen for scanning to check detailed specific meanings.
Post listening extension:
Group work exercises.
I evaluate comprehension.
Technique of Teaching listening:
Before/Pre- listening:
Plan for the listening task
- Set a purpose or decide in advance what to listen for
- Decide if more linguistic or background knowledge is needed
- Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During listening: Monitor comprehension
- Verify predictions and check for inaccurate guesses
- Decide what is and is not important to understand
- Listen/view again to check comprehension
- Ask for help
After / Post listening: Evaluate comprehension and strategy use
- Evaluate comprehension in a particular task or area
- Evaluate overall progress in listening and in particular types of listening tasks
- Decide if the strategies used were appropriate for the purpose and for the task
- Modify strategies if necessary
Using Authentic Materials and Situations
Authentic materials and situations prepare students for the
types of listening they will need to do when using the language outside
the classroom.
kinds of Listening:
1-One-Way Communication
Materials:
- Radio and television programs
- Public address announcements (airports, train/bus stations, stores)
- Speeches and lectures
- Telephone customer service recordings
Procedure:
- Help students identify the listening goal: to obtain specific information; to decide whether to continue listening; to understand most or all of the message
- Help students outline predictable sequences in which information may be presented: who-what-when-where (news stories); who-flight number-arriving/departing-gate number (airport announcements); "for [function], press [number]" (telephone recordings)
- Help students identify key words/phrases to listen for
2-Two-Way Communication
In authentic two-way communication, the listener focuses on the speaker's meaning rather than the speaker's language. The focus shifts to language only when meaning is not clear. Note the difference between the teacher as teacher and the teacher as authentic listener in the dialogues in the popup screens.
...........................................................................................................
2-Listening Sub-skills
2-Click here to go to Listening Sub-Skills.
3-Understand the conversation through listening to mini-stories.
3-Listening Activities
1- Listen to your teacher speaking.
2--Listen to the tape.
3--Listen to the CD.
4--Listen to each other in pairs.
5--Listen to the video tape.
6--Listen to the microphone.
7--Listen to answer, draw, paint, design, do, participate, point, choose, match, correct, underline, fill in, analyze and evaluate.
8--Listening for dual dictation.
9--listen for a class memory quiz.
10-Listening for detecting lies.
11-Listening to reading articles and newspapers or stories to retell.
Sing Out Loud Children's Songs