Group 2 Strategies in Teaching Listening PDF

**[STRATEGIES AND EXAMPLES IN TEACHING LISTENING]** Effective and successful listening skills require a lot of practice. Language teachers need to provide varied and relevant listening opportunities for the students both inside and outside the classroom. Here are some examples that we can use befor...

**[STRATEGIES AND EXAMPLES IN TEACHING LISTENING]** Effective and successful listening skills require a lot of practice. Language teachers need to provide varied and relevant listening opportunities for the students both inside and outside the classroom. Here are some examples that we can use before, during, and after listening: ***Pre-listening*** +-----------------------------------+-----------------------------------+ | **Listening Strategy** | **Examples** | +-----------------------------------+-----------------------------------+ | Identifying | 1. ***Word webs/semantic | | vocabulary/comprehension needs | webs*:** have the students | | | provide words, topics, or | | | sub-topics with which they | | | are expected to come up | | | during the listening | | | activity. | | | | | | 2. ***Mind maps*:** have the | | | students generate ideas and | | | create associations from a | | | given central ideas/theme or | | | topic. | | | | | | 3. ***Ask me*:** give a word or | | | expressions and let the | | | students explain these to a | | | partner. Roam around and | | | check for student | | | understanding of these words | | | or expressions. | | | | | | 4. ***Words on the board:*** | | | write different words on the | | | board and have the students | | | choose 2 to 3 words and | | | create a sentence using those | | | words. | | | | | | 5. ***Gap-fill:*** write | | | sentences with missing words. | | | Ask students to choose one of | | | the sentences and complete it | | | with their ideas. | +-----------------------------------+-----------------------------------+ | Activating Interest | 1. ***Brain Walking:*** put up | | | posters around the classroom | | | and ask the students to move | | | around and look at them, and | | | then ask what comes to mind | | | as they look at the posters. | | | Students can go in pairs or | | | small groups. | | | | | | 2. ***Guess the Theme:*** show | | | eye-catching images, | | | graphics, maps, or diagrams | | | as clues to help students | | | guess the theme of the | | | listening text. | | | | | | 3. ***Solve the puzzle:*** | | | students guess what could | | | have happened using some | | | pieces of a puzzle picture | | | related to the listening | | | passage. | | | | | | 4. ***Sing along:*** provide | | | certain lines, expressions, | | | words from the listening text | | | and ask volunteers to sing a | | | song containing these words | | | or expressions. | | | | | | 5. ***Meme it:*** show memes | | | from the listening test or | | | have the students create | | | their own meme after the | | | listening activity. | | | | | | 6. ***Discussion Questions:*** | | | students may work in pairs or | | | in small groups where they | | | will share their answers | | | about a discussion question | | | related to the listening | | | task. | | | | | | 7. ***WH Questions:*** give | | | students a topic and have | | | them generate as many | | | questions as they can within | | | 2 minutes. Let them use the | | | WH questions. | +-----------------------------------+-----------------------------------+ | Putting things into context | 1. ***Post It:*** students | | | brainstorm ideas about a | | | topic related to the | | | listening task in pairs or in | | | small groups, where they | | | would share what they know of | | | the topics relating to their | | | prior schema. Students will | | | write it down in small papers | | | and post these on the board. | | | | | | 2. ***Make up a Story:*** | | | provide the students some | | | pictures and ask them to put | | | these pictures in order that | | | makes sense. | | | | | | 3. ***Let's Draw:*** give | | | students a topic related to | | | the listening text and ask | | | them to draw something | | | related to it and provide as | | | many details as they can. | | | | | | 4. ***Using Poll:*** for | | | listening topics that involve | | | controversies, have a quick | | | 'anonymous poll' using proper | | | technological tools and | | | reveal the result after the | | | students are done listening. | | | Students will have the chance | | | to know other opinions in the | | | listening text. | | | | | | 5. ***KWL:*** provide the title | | | or topic of the listening | | | activity and have the | | | students write what they | | | already know about the topic, | | | what more they want to know, | | | and what they have learned | | | after listening. | | | | | | 6. ***Exploring pictures:*** | | | post pictures on the wall and | | | let students go see each | | | picture. Write down their | | | reactions to these pictures. | +-----------------------------------+-----------------------------------+ | Setting the Purpose | 1. ***Brainstorming:*** discuss | | | the topic with the students | | | and have them brainstorm | | | headings to take notes under, | | | to help them understand what | | | specific task they will do | | | while listening. | | | | | | 2. ***Listening for pleasure:*** | | | inform the students of the | | | title of the listening topic | | | and ask them to list down the | | | interesting things that they | | | think they can find out from | | | the listening activity. | | | | | | 3. ***What I want to do:*** give | | | the listening topic and ask | | | the students what they would | | | want to do after they are | | | done listening to the text. | +-----------------------------------+-----------------------------------+ ***While listening*** +-----------------------------------+-----------------------------------+ | **Listening Strategy** | **Examples** | +-----------------------------------+-----------------------------------+ | Provide an opportunity for | 1. ***Let me read it first:*** | | students to re-listen | let the students read the | | | listening transcript first | | | for a very short time, then | | | work on listening for | | | specific information, this | | | time without the script. | | | | | | 2. ***Take two:*** read the | | | listening text first, then | | | let students listen to the | | | audio recording to give them | | | varied sources of listening | | | text especially if the audio | | | recording is from a native | | | speaker. If these are | | | individual listening tasks, | | | you may give them a chance to | | | replay the recordings | | | especially if they are | | | listening for specific | | | details. | +-----------------------------------+-----------------------------------+ | Promote guided listening and | 1. ***Graphic organizers:*** | | scaffold note-taking | students can summarize the | | | information in the text under | | | headings. Students will | | | listen and fill-in key words | | | that they hear in the correct | | | places. | | | | | | 2. ***Who's who?:*** if | | | identifying characters is not | | | going to be one of the tasks, | | | give the students an overview | | | on who's who in the | | | listening. | | | | | | 3. ***Dictogloss:*** teachers | | | will prepare a text that | | | contains examples of | | | grammatical form to be | | | studied and students will | | | take notes and continue the | | | task after listening. | | | | | | 4. ***Look for the meaning:*** | | | provide a list of words | | | before listening and have the | | | students read them. Instruct | | | them that as you play the | | | audio track, they have to | | | write down words that have | | | the same meaning. | +-----------------------------------+-----------------------------------+ | Give the students "thinking | 1. ***Listen and describe:*** as | | space" | the teachers tell the | | | stories, he/she can stop | | | regularly and then ask the | | | students to give or write | | | descriptions. | | | | | | 2. ***What's next:*** play the | | | audio track but stop in the | | | middle. Ask the students to | | | predict what will happen | | | next. | +-----------------------------------+-----------------------------------+ ***Post-listening*** +-----------------------------------+-----------------------------------+ | **Listening Strategy** | **Examples** | +-----------------------------------+-----------------------------------+ | Responding to the text | 1. ***True or False:*** prepare | | | a series of statements and | | | ask students whether they are | | | true or false. | | | | | | 2. ***Checking and | | | Summarizing:*** check student | | | understanding by letting them | | | summarize information orally | | | or in writing. | | | | | | 3. ***Discussions:*** have the | | | students have a short | | | discussion about a topic | | | taken from the listening | | | task. It should be something | | | interesting that would prompt | | | them to give comments. | | | | | | 4. ***Test your classmate:*** | | | students prepare questions | | | from the listening task and | | | have other students answer | | | them. | | | | | | 5. ***Open questions:*** ask | | | students open questions and | | | have them elaborate on their | | | ideas even more. | | | | | | 6. ***What do you recall?:*** | | | put students into pairs and | | | ask them to take turns | | | recalling one bit of | | | information from what they | | | have listened to without | | | repeating anything. Challenge | | | students to continue as long | | | as possible. | | | | | | 7. ***Reflective and | | | Self-assessment | | | activities:*** let students | | | reflect on the listening | | | process and what helped/not | | | helped them understand the | | | listening text. | | | | | | 8. ***Interpretive tasks:*** | | | students attend a unit of | | | discourse and respond to | | | questions, thereby | | | encouraging them to provide | | | evidence of their inferential | | | thinking skills. | +-----------------------------------+-----------------------------------+ | Analyzing linguistic features of | 1. ***Disappearing Dialogues:*** | | the text | erase parts of the dialogue | | | and ask the students to fill | | | in the blanks with phrases | | | they remember or other | | | phrases that might fit | | | perfectly into the dialogue | | | to promote critical thinking | | | skills. | | | | | | 2. ***Synonyms and Antonyms:*** | | | students identify vocabulary | | | and find its synonyms and | | | antonyms from the listening | | | script. | | | | | | 3. ***Listening scripts as a | | | springboard:*** take out some | | | sentences from the script and | | | let students analyze word | | | functions and expressions. | | | | | | 4. ***Dictogloss:*** students | | | prepare a summary of their | | | work using the correct | | | grammatical structures. | | | | | | 5. ***Sequencing events:*** use | | | appropriate transitions to | | | sequence the events from the | | | listening passage. | | | | | | 6. ***Reviewing the | | | transcript:*** provide the | | | students the transcript and | | | let them point out the parts | | | they did and did not | | | understand. Ask them to write | | | the sentences or phrases that | | | they didn't understand so the | | | teacher can elaborate. | | | | | | 7. ***Multiple-choice tests:*** | | | choose the correct answer | | | from a multiple-choice type | | | of test. | +-----------------------------------+-----------------------------------+ | Integrating productive skills: | 1. ***Deconstructing a Listening | | speaking and writing | Passage:*** deconstruct | | | certain passages and | | | dialogues from the listening | | | text. | | | | | | 2. ***Writing a Short | | | Composition:*** share what | | | they have learned from the | | | listening passage through a | | | short composition. | | | | | | 3. ***Time to Act:*** identify | | | certain scenes from the | | | listening passage, then | | | create and present a skit. | | | | | | 4. ***Retelling:*** retell what | | | has been heard and | | | incorporate the main ideas, | | | supporting details, key | | | phrases, and sequence. | +-----------------------------------+-----------------------------------+ **[FREE LISTENING TESTS AND EXERCISES WEBSITES]** 1. **TALK TO ENGLISH.** A listening website that offers access to free listening lessons from different levels and contexts. 2. **ELLLO.** English Listening Lesson Library Online offers 3,000 free listening activities that teachers and students can access. They offer lessons for beginner, intermediate, and advanced learners. 3. **IELTS buddy.** They offer lessons, practice tests, sample works, and more listening tasks created by native speakers of English. 4. **ESL Lounge.** Offers different kinds of comprehension exercises after each listening tasks. 5. **Breaking News English.** Listen to interesting news contents that are presented at different levels and can be read at different speeds. 6. **TEDEd.** Offers viewing and listening texts, and other educational contents. Each lesson has pre and post-listening activities in the parts of *watch - think and discuss.*