While-listening Skills and Activities

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<p>TSL 590</p> <p>METHODOLOGY IN TEACHING LISTENING ANDSPEAKING</p> <p>NOORSYAMIMI NOORSIN ASHLEY RICHARD NUR IZZATI MOHAMAT MOHD IKRAM SAID ROZAIDI OSMAN</p> <p>1</p> <p>CONTENTy Why use while-listening activities? y Listening for gist y Listening for detail y Inferring y Participating actively y Note-taking y Dictation y Listen and do y Conclusion2</p> <p>Why use while-listening activities?One central idea Use the information Demand a response Think and react</p> <p>3</p> <p>Well designed activities can help students to understand the listening passagey To provide a focus y Allow them to perceive the text s structure y Help them to chunk the listening into units y To provide clues y To keep them concentrating throughout the passage y Contribute towards the entertainment factor of the lesson</p> <p>4</p> <p>Students to show evidence of understanding or nonunderstandingTo recognize the points At which we need to Intervene clarify provide</p> <p>Further practice</p> <p>5</p> <p>PRODUCTIVENote-taking Writing answers to questions Correcting errors and completing tables , charts, diagrams and sentences</p> <p>RECOGNITIONAnswering MCQ true/false questions Ticking words and phrases Matching and choosing pictures</p> <p>6</p> <p>PRODUCTIONDemand other skills Divided attention more distraction</p> <p>RECOGNITIONLess to do Less distraction</p> <p>7</p> <p>Listening For Gisty First encounter with passage</p> <p>students listen for</p> <p>gist (main idea)y Before any discussion, students need to know the</p> <p>overall communicative intention of the speakery Usually start with WH-questionsy What problems are they discussing? y Who are the speakers talking about?8</p> <p>Listening for Detaily Listen in detail or listen for specific information in</p> <p>second time listening y Psychologists 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 ?</p> <p>9</p> <p>y 46 pc of participants hadn t noticed a man in gorilla</p> <p>suit walk onto the court, stop to face the camera, thump his chest and walk off.y Selective listening = The skill of extracting the</p> <p>information we need requires an ability to ignore most of what we hear and focus only what is relevant.y Activities: 1) Bingo 2) Times, dates, numbers 3) Mixed focus: Students listen to same passage but focus on different information.</p> <p>10</p> <p>Inferringy A thinking skill in which we make deductions by going</p> <p>beyond what is actually stated. y Closely linked to schema theory; requires a model in our heads of how the situation might unfold. y Basic level vs. higher level y Activities:1)</p> <p>Pause and predict: creating gaps in text listener tries to fill it</p> <p>11</p> <p>12</p> <p>Definition: y Transferring what is heard from to one medium to another using skills such as drawing or tracing a route on a map.y Listen and describe y Interrupted storytelling y Truth or lie y Information transfer</p> <p>13</p> <p>14</p> <p>y Promotes a higher level of attention y Pick out the important points in a talk or lectures y Enables them (students) to record the information</p> <p>for later use (Tertiary Education)y Techniques for note taking:i. Choose only important information ii. Paraphrase iii. Use titles &amp; subtitles iv. Use spaces v. Use abbreviations vi. Use symbols &amp; numbers vii. Use emphatic markers viii. Use diagrams</p> <p>15</p> <p>y Activities: Guided note-taking Phone messages Hidden pictures Chart summary</p> <p>16</p> <p>DICTATIONy Best-know activity for intensive listening. y It isn`t communicative. y Associated with teacher-controlled methodology and</p> <p>Grammar-translation. y It is more to student-centered and least in theory. y It is has a great benefits as an activity type in classroom. y Student were active during and after dictation.</p> <p>17</p> <p>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.)18</p> <p>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.y During the dictation student are encouraged to interrupt the teacher to ask those same questions. y A good way to induce shy students to interrupt like this is to read the passage exaggeratedly fast. y This forces the students into action because they will not be able to cope unless they take the initiative.19</p> <p>LISTEN AND DO Total Physical Response (TPR) Useful for mixed-ability classes Activities don t require an oral response</p> <p> Simple Spoken parts tend to be very short Doesn t require wide scope of vocabulary</p> <p> Collaborative nature in some activities20</p> <p>1. 2. 3. 4. 5. 6. 7. 8.</p> <p>Simon says Last one is out Stand up if Change chair if Blind man s bluff Grab the word Mime Just do it</p> <p>21</p> <p>1. Simon saysy y</p> <p>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!</p> <p>Simon says put your hands on your head! Jump up!</p> <p>22</p> <p>2. Stand up if y The teacher simply says imperatives beginning with Stand up if youy E.g</p> <p>are wearing blue, like potatoes, own a dog</p> <p>y Students follow the instruction before sitting down</p> <p>again y Teachers can tailor the activity to practice any grammar point</p> <p>23</p> <p>3. Blind man s bluff y One student is blindfolded y The partner has to direct them to a target object that the teacher has placed somewhere in the classroom. y The partner uses voice only; there is no touching allowed. y For bigger class, students can work in group</p> <p>24</p> <p>CONCLUSIONy We need to know what our students have</p> <p>understood and the activities themselves can help students to understand the passage better.y All of the while-listening skills and activities are</p> <p>useful in improving students competency and understanding of the language.</p> <p>25</p> <p>THANK YOU</p> <p>26</p>

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