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2
Listening sources
W
T
ho / What do pupils listen to in class?
R
eacher talk
F
ecordings
3
riends
Teacher talk
W
to provide language input
to get pupils used to intonation patterns and sounds
hy should teachers use English in class?
H
by context
by gestures
4
by visual aids
ow can pupils understand teacher’s English?
Listening sub-skills
B
ottom-up processing
u
5
nderstand parts make sense of the whole
Bottom-up processing - example
6
Bottom-up processing - example
Y
ou’re a tree, growing tall
Y
ou’re a very bouncing ball
Y
ou’re a lady in the rain
Y
7
ou’re a bird, you’re a plane
Y
ou’re a lion, you’re frog
Y
ou’re a monkey, you’re a log.
Listening activities for younger learners
listen and do
listen and make
listen to rhymes, songs, action stories + miming
8
Listening requires nonverbal responses
Listening activities – initial stage
oB
ring me
a
machine, an apple, some chocolate, a stapler, some sugar, a giraffe, balloons, a guitar, a hen, some cereal, a tiger, a policeman
MECHANIC
DOCTOR
PILOT
SECRETARY
oH
VET
CHEF
FARMER
POLICEMAN
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it the answer
Listening sub-skills
T
op-down processing
U
knowledge of topics / world
fill in gaps in understanding
make guesses & interpretations
10
sing schemata knowledge:
Demonstration
1
O C O K
2
S I F H
3
A D R E
4
O T P O H S
5
H E S C S
11
12
Listening sequence
Pre-listening
activity
Personalize a context Provide motivation and interest Build up background knowledge Introduce useful words, structures
and concepts
Listening tasks
While-listening
activity
Post-listening
Transfer to speaking or writing
activity
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Interactional modifications of language
What is language modification?
Repair and rephrase what has been said by
modifying the original language use
To avoid misunderstanding
To solve misunderstanding
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Why do teachers modify language?
Interactional modifications of language
repetitions
comprehension checks
clarification requests
confirmation checks
supporting gesture (interactional modifications)
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How can teachers modify language?
Demo
Telling a story with interactional modification of language
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19
……… .
……… .
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21
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Speaking sub-skills
Accuracy:
What does a speaker need?
the ability to monitor output to
produce grammatically correct
Fluency:
sentences
the ability to use native-like pausing, rhythm, intonation, rate of speaking, interruptions
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to communicate ideas effectively
Types of speaking activities
Caretaker talk
Pattern drilling
Personalized dialogues
Communicative tasks (interviews, role
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-play)
1. Listing
Types of speaking activities easier
2. Ordering and sorting
3. Matching
4. Comparing
5. Predicting and problem-solving
6. Sharing personal experiences
7. Creative work
more difficult
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