LISTENING SKILLS April 6 th 2012. Today Quiz 2: Next Friday (April 13 th ) Explain ‘listening – discussion task’ Continue theme 2: Tone (emotion and context)

Slides:



Advertisements
Similar presentations
Keeping ourselves and others safe
Advertisements

Handling Negative Communications Instructor: Dr. Bahna.
I hear and I forget, I see and I understand, I do and I remember.
GOOD CONVERSATION STRATEGIES BCNC Foundations 3 / Caitlin Jacobs.
Do you have your nametags today? Ready for class!.
NOOR LANGUAGE SCHOOL English Department Primary 5 Presents Story town (lesson 13) STORMALONG Skill Cause & Effect.
Language Socialization and Media Bias Thursday, April 21 st 2015.
A. theme B. main idea C. tone D. context A. The writer’s attitude toward the subject or audience B. What a piece of literature or a passage is mostly.
外研 八年级 上册. Module 1 How to learn English You should smile at her! Unit 2.
Module 5 Problems Unit 3 Language in use Teaching Aims and Demands: To summarise and consolidate grammar focus : if –clause. To summarise and consolidate.
Being a Good Listener. QUOTE: “Everyone should be quick to listen, slow to speak.” (Bible)
The Giver By Lois Lowry Setting  A society on earth in the far future  Takes place many years in future  It is very strict with many rules and orders.
Types of TV Programs Short Format Short Format Short format programming is what you find between shows. They can be anywhere from 5 seconds to 5 minutes.
Section A Period 1 (1a —2d ). Enjoy a song Lemon Tree.
Presenting a dialogue TASK. Skill building 1 understanding tones in spoken English.
Freshman English [授課教師] Week 5: 跨文化能力(跨語言溝通能力)
GENERAL ENGLISH 1 XH 023 Instructor: Nguyen Thi Phuong Hong
Saying “I’m Sorry” (and meaning it!)
IN: *Tuesdays and *Thursdays.
Habit #5 Seek First to Understand, Then to Be Understood
Habit #5 Seek First to Understand, Then to Be Understood
Habit #5 Seek First to Understand, Then to Be Understood
Language Support Unit Presents.
We use our body language to express our feelings or convey a message.
WILLIAM SHAKESPEARE.
SectionB If you go to the party, you’ll have a great time!
Freshman English 授課教師 Week 7:多元文化意識 (多元文化)
Unit 4 He said I was hard-working Section B 3a-selfcheck.
Unit 11 What do you think of game shows? Period 2.
WEEK THREE SLIDES.
Love (From a friend) Composed to Powerpoint by S.Belen
Tools for Teaching Boy’s Town Skills
First conditional Vocabulary Grammar test
How can we become good learners?
Emotional Regulation: Checking the Facts
Period 2.
Next week in school we will be learning about new ways we can take care of our mental health.
Section B (3a-4) Contestant No. 16.
Year 2: How to help your child
Unit 1 POSSESSIONS.
Habit #3 Seek First to Understand, Then to Be Understood
Taking Part in Discussions
Habit #3 Seek First to Understand, Then to Be Understood
Explaining the significance of quotations
Peer mentor training Session 1
Prof. Miguel A. Arce Ramos
Romeo and Juliet Act 2 Prologue, Scene 1 and 2 Date:
Saying “I’m Sorry” (and meaning it!)
Can you tell how others are feeling?
AOCS Class Xxxx.
Emotions Images from the SEAL pack:
I Can Read Body Language!
Literacy in Year 1.
Unit 2 Growing Pains. Unit 2 Growing Pains Have you ever watched the famous American TV drama “Growing Pains”?
冀教版 九年级 Lesson 41 Jenny’s Good Advice.
I Can Be Helpful – Not Bossy
Destructive and Constructive Communication
Séance 1 HOW ARE YOU ?.
Habit #5 Seek First to Understand, Then to Be Understood
Primary KS1 ©VotesForSchools2018.
Habit #5 Seek First to Understand, Then to Be Understood
Habit #5 Seek First to Understand, Then to Be Understood
Her friends are excluding her and talking about her behind her back.
Point! Use “I statements” when you point.
Habit #5 Seek First to Understand, Then to Be Understood
Habit #3 Seek First to Understand, Then to Be Understood
Emotional Wellbeing: Feeling emotional
Using Phonemic Awareness &
Séance 1 HOW ARE YOU ?.
Séance 1 HOW ARE YOU ?.
Presentation transcript:

LISTENING SKILLS April 6 th 2012

Today Quiz 2: Next Friday (April 13 th ) Explain ‘listening – discussion task’ Continue theme 2: Tone (emotion and context)

Listening-Discussion Task Each week you will: - Listen to some material (audio clip or video). - Answer the questions (download from the website). - Discuss the material in class with a group.

Listening-Discussion Task This week: Jay Walker: The world’s English mania. d_s_english_mania.html d_s_english_mania.html

Listening-Discussion Task Instructions: - Watch the video two times. 1. WITH English subtitles. 2. With NO subtitles. NOTE: DO NOT use the Korean subtitles.

Listening-Discussion Task Instructions: Answer the questions and submit your answers in next Tuesday’s class (April 10 th )

Source: squidoo.com

Listening to emotion and context Emotion and context can sometimes be more important than specific words and details. These two elements can tell us a lot about spoken language. Emotion:  Is the speaker angry? Excited? Sad? Confident?

Listening to emotion and context Context: Is this a formal conversation? Informal (casual) converstation? Is the conversation happening at work? At school? At a party? Is the conversation a business meeting? A university lecture? A chat between friends?

Listening to emotion and context The tone can tell us these things. It helps us determine: The relationship between the speakers. The situation (context). The speakers’ feelings (emotion).

Surprised Friendly Annoyed Over-confident (TOO confident). Nervous Angry Examples

Worried Neutral (no specific tone. Like a news broadcast) Whiny (like a child complaining he doesn’t want to study). Nagging (like a mother telling her daughter to clean her room). Confused Inquisitive (curious, or wanting to ask questions). Apologetic (sorry)

Listening practice Listen for the emotional tones we just talked about.

Can also use context WITH emotion i.e., A teacher using an angry tone to a student outside the classroom… - What could the teacher be saying?

Can also use context WITH emotion i.e., A wife using a nagging nagging tone to her husband who drank too much soju. - What could the wife be saying?

Can also use context WITH emotion i.e., A man talking to a doctor, pointing to his head and using a worried tone. - What could the man be saying?

Video We’re going to watch an episode of an American sit-com (comedy show, not a drama). The main character is an actor. Consider the contexts and what emotions the characters might have and what they might be talking about.

Characters “Joey” : Main character: He is an actor in L.A.

Characters “Gina” = Joey’s sister - She is an agent (like an actor’s manager).

Characters “Lockwood” = Joey’s enemy - He is a more famous actor than Joey.

Video Some background: “Joey” is an American actor in L.A. He is making a movie with “Lockwood”, but they hate each other. Joey meets a girl from Mexico and follows her to an English language class for foreigners. Gina (Joey’s sister) wants to be Lockwood’s manager.