while-listening skills and activities
TRANSCRIPT
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WHILE-LISTENING SKILLS AND ACTIVITIES
TSL 590
METHODOLOGY IN TEACHING LISTENING AND SPEAKING
GROUP MEMBERS:NOORSYAMIMI NOORSIN
ASHLEY RICHARD NUR IZZATI MOHAMAT
MOHD IKRAM SAIDROZAIDI OSMAN
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CONTENTWhy use while-listening activities?Listening for gistListening for detailInferringParticipating activelyNote-takingDictationListen and doConclusion
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Why use while-listening activities?One central idea
Use the information
Demand a response
Think and react
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Well designed activities can help students to understand the listening passage
To provide a focus
Allow them to perceive the text’s structure
Help them to ‘chunk’ the listening into units
To provide clues
To keep them concentrating throughout the passage
Contribute towards the entertainment factor of the lesson
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Students to show evidence of understanding or non-understanding
To recognize the points
At which we need to
Intervene clarify provide
Further practice
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PRODUCTIVE RECOGNITIONNote-taking
Answering MCQ
Writing answers to questions true/false questions
Correcting errors and completing tables ,
charts, diagrams and sentences
Ticking words and phrases
Matching and choosing pictures
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The purpose of listening is comprehension, NOT production
PRODUCTION RECOGNITIONDemand other skills Less to do
Divided attention – more distraction
Less distraction
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Listening For GistFirst encounter with passage – students
listen for gist (main idea)
Before any discussion, students need to know the overall communicative intention of the speaker
Usually start with WH-questionsWhat problems are they discussing?Who are the speakers talking about?
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Listening for DetailListen in detail or listen for specific
information in second time listeningPsychologists discovered some interesting
things about our ability to focus on details at the expense of other information.
In a 1999 psychological experiment at Harvard, participants watched a video of students playing
basketball, and were asked to count number of passes. Then they were asked to answer some extra questions:
While you were doing the counting, did you notice anything unusual ?
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46 pc of participants hadn’t noticed a man in gorilla suit walk onto the court, stop to face the camera, thump his chest and walk off.
Selective listening = The skill of extracting the information we need requires an ability to ignore most of what we hear and focus only what is relevant.
Activities:1) Bingo2) Times, dates, numbers3) Mixed focus: Students listen to same passage
but focus on different information.
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InferringA thinking skill in which we make deductions
by going beyond what is actually stated.Closely linked to schema theory; requires a
“model” in our heads of how the situation might unfold.
Basic level vs. higher levelActivities:
1) Pause and predict: creating gaps in text – listener tries to fill it
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PARTICIPATING ACTIVELY
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Definition:Transferring what is heard from to one
medium to another using skills such as drawing or tracing a route on a map.
Listen and describeInterrupted storytellingTruth or lieInformation transfer
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NOTE-TAKING
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Promotes a higher level of attentionPick out the important points in a talk or
lecturesEnables them (students) to record the
information for later use (Tertiary Education)
Techniques for note taking:i. Choose only important information
ii. Paraphraseiii. Use titles & subtitlesiv. Use spaces
v. Use abbreviationsvi. Use symbols &
numbersvii. Use emphatic
markersviii.Use diagrams
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Activities:
Guided note-taking
Phone messages
Hidden pictures
Chart summary
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DICTATIONBest-know activity for intensive listening.It isn`t communicative.Associated with teacher-controlled
methodology and Grammar-translation.It is more to student-centered and least in
theory.It is has a great benefits as an activity type in
classroom.Student were active during and after
dictation.
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DICTATIONCommon approach to using dictation in class:
- Read the passage at full speed. The students listen only.
- Read the passage in chunks, leaving time for the students to write.
- Allow a few minute for students to check individually.
- Read the passage again at full speed.- Allow a few minutes for students to checks in
pairs or groups.- Give feedback to the whole class ( hand out the
passage or write in the board.)
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Interactive dictation: Before beginning the dictation, the teacher make
sure the students know these phases: How do you spell?, Can you repeat that?, Can you slow down a bit and other they may need.
During the dictation student are encouraged to interrupt the teacher to ask those same questions.
A good way to induce shy students to interrupt like this is to read the passage exaggeratedly fast.
This forces the students into action because they will not be able to cope unless they take the initiative.
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LISTEN AND DOTotal Physical Response (TPR)
Useful for mixed-ability classes Activities don’t require an oral response
Simple Spoken parts tend to be very short Doesn’t require wide scope of vocabulary
Collaborative nature in some activities
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1. Simon says2. Last one is out3. Stand up if…4. Change chair if…5. Blind man’s bluff6. Grab the word7. Mime8. Just do it
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1. Simon says Involves the students obeying only the
teacher’s commands which are prefaced with ‘Simon says’.
If they react to the command that is not preceded by ‘Simon says, they are out!
“Simon says put your hands on your head!”“Jump up!”
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2. Stand up if…The teacher simply says imperatives
beginning with ‘Stand up if you…’E.g …are wearing blue, like potatoes, own a
dogStudents follow the instruction before sitting
down againTeachers can tailor the activity to practice
any grammar point
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3. Blind man’s bluffOne student is blindfoldedThe partner has to direct them to a target
object that the teacher has placed somewhere in the classroom.
The partner uses voice only; there is no touching allowed.
For bigger class, students can work in group
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CONCLUSIONWe need to know what our students have
understood and the activities themselves can help students to understand the passage better.
All of the while-listening skills and activities are useful in improving students competency and understanding of the language.
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THANK YOU