Chapter 4 Listening 「 Learning and Teaching English 」 Chapter 4 Listening Mun, Yeji Lim, Haerim

Contents 1.The listening process 2.Listening skills 3.Listening in the classroom

1. The listening process 1)Listening texts other people talking during a conversation someone’s else’s conversation(eavesdropping) the news on TV, or radio announcements giving information a lecture or speech a taped dialogue in class

1. The listening process 2) Purpose listening for specific details listening for general meaning for information(news, announcements) for enjoyment or social reasons to learn new language

1. The listening process 3) Active listening active or passive listeners in a conversation: -response appropriately, -ask to repeat or slow down c.f. passive listening: the news on TV or public announcements

2. Listening skills 1)Listening skills of: learning to listen in various ways adapting the way they listen recognizing the characteristics of spoken English

1)Listening skills of: listening actively: -successful communication -e.g. discussion time in class (once a week): Could you repeat that? What does that mean? Could you explain more about that? 2. Listening skills

3. Listening in the classroom ▶ Listening material: authentic, invented less authentic: a taped dialogue more authentic: a video or recording in a real situation lower levels- invented material gradually introduce more authentic material

3. Listening in the classroom Listening activities in the classroom: Pre-listening stage Listening stage Post-listening stage

3. Listening in the classroom ▶ Pre-listening stage: developing vocabulary related to the topic

▶ Pre-listening stage developing vocabulary related to the topic e.g. -An automatic message about banking facilities -Match the words with the definitions accountto borrow money for a certain period of time balanceto move money from one place to another transferwhere a customer’s money is kept loanhow much money a customer has in their account

▶ Pre-listening stage discussing the topic with the learners e.g. -A radio program about the environment -Do you agree or disagree with these statements? There are too many cars on the roads. Nuclear fuel is better for the environment than coal or oil.

3. Listening in the classroom ▶ Listening stage pre-listening: preparing for Qs or tasks listening stage: finding answers or doing tasks We can ask students to: -answer questions: comprehension, multiple… -complete something: a form, chart, picture...

▶ Listening stage listening activities require students: -to listen to a text and answer Qs, -more interaction (listen ⇒ respond/react) ’Listen and Physically respond’ -Total Physical Response (TPR) -’Simon Says’

▶ Listening stage ’Simon Says’: -the command including the words ‘Simon says’ -’Simon says’ left out e.g. TEACHERSimon says put your hands on your forehead. (Students do the action.) TEACHERTouch your toes. (Students should not respond.)

3. Listening in the classroom ▶ Post-listening stage the first thing: checking students’ answers -analyze students’ difficulties -problems with sound, structure, or vocabulary -give students proper feedback

① speaking activities group discussion: discuss the issues mentioned in the listening text e.g. ▶ Post- listening stage Listening textThe environment Issues Pollution, natural disasters, how to save energy

② writing activities writing a paragraph: write about the subject of the listening text e.g. Listening text: the environment ▶ Post- listening stage Writing topics 1. The earthquake in Japan (How do you feel about it?) 2. Saving the earth (What can you do to save earth?) 3. Transportation (Which is better, using cars or public transportation? Why?)

③ pronunciation activities work on pronunciation: -spoken English -practice pronunciation for; difficult words, certain sentences, work on phonetic symbols ▶ Post- listening stage

★ a variety of texts to listen ★ how to listen: actively or passively for the main idea or detail to get information or for enjoyment ★ material: less authentic ⇒ more authentic ★ listening skills: appropriate activities in each stage : Pre-listening, Listening, Post-listening stage ▶ SUMMARY

Thank you for listening! Mun, Yeji Lim, Haerim