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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