UNIT-II_-TEACHING-LISTENING PDF

UNIT 3: Teaching Listening Skill non-linguistic knowledge to follow up the message that the speaker intends in a conversation, if he/she listens, replies, and asks/answers Lesson 1: Hearing...

UNIT 3: Teaching Listening Skill non-linguistic knowledge to follow up the message that the speaker intends in a conversation, if he/she listens, replies, and asks/answers Lesson 1: Hearing and Listening (Active Listening) questions, it is active listening" (Lindslay & Knight, 2006, Littlewood, 1981 in Yildirim (2016). EXPOSE Anderson and Lynch (2003) added that "understanding is not something Hearing and Listening What do you know of listening? How is it different that happens because of what speaker says, the listener needs to make from hearing? You heard, but you didn't listen. You might have heard connections between what s/he hears and what s/he already knows and someone say this line and have perfectly understood what the person at the same time, he/she tries to comprehend the meaning negotiated meant. Although hearing and listening are most of the time regarded as by the speaker." What is active listening? Although the previous synonyms, the two terms are quite distinct. The former is passive and paragraphs have established that listening is an active skill, not all the latter is active. listening is the same. This skill may not come naturally for many of us. You have to understand that there is a line that separates passive From the dictionary listening and active listening. Passive listening is a little more than hearing. It is regarded as one-way communication wherein the receiver Hearing is "the process, function or power of perceiving a does not respond nor give feedback to the speaker in any way. Imagine sound." Listening is "to hear something with thoughtful attention." yourself listening to the one hour and a half lecture of your teacher via From the book Stand up, Speak out: The Practice and Ethics of Public Google Meet (for example). Speaking, hearing is "an accidental and automatic brain response to Your teacher keeps talking, and while you claim that you are "listening" sound that requires no effort." Listening is "purposeful and focused to you didn't show any feedback in the form of clicking the emojis for a understand the meanings expressed by a speaker." response, or using the chat box for questions, or raising our hand to According to Kline (1996), "hearing is the reception, listening is the answer questions. You may not be doing anything else, yet, you are also attachment of meaning to the sound. not paying attention to what's being said. On the other hand, active listening includes responding and providing feedback at the right time. it According to Rost (2002), "hearing is a form of perception. Listening is is paying attention not only to the speaker, or to the message but even an active and intentional process. Although both hearing and listening to the verbal and non-verbal messages. It is listening accurately, involve sound perception, the difference in terms reflects a degree of effectively, and responding appropriately to the various communicative intention". context is gaining information, learning, and understanding things. It is a key to effective communication. The importance of active listening. Vandergrift (1999) in Yildirim (2016) defines listening as "a complex, active process in which the listener must discriminate between sounds, The importance of active understand vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it listening in people's everyday life cannot be argued Guo and Wills within the immediate as well as the larger sociocultural context of the (2006) mentioned that it is the medium through which people gain a utterance" large proportion of their education, their information, their understanding of the world and human affairs, their ideals, sense of values". According to Maureen (2017), hearing is the "act of perceiving sound Highlighting the importance of listening in language learning, and receiving sound waves or vibrations through your ear". Listening is the "act of hearing a sound and understanding what you hear". According to Surbhi (2017), "the natural ability or an inborn trait that Peterson (2001) in Yildirim (2016) states that "no other type of language allows us to recognize sound through ears by catching vibrations is input is easy to process as a spoken language received through called the hearing." Listening is defined "as the learned skill, in which we listening...through listening. learners can build an awareness or the can receive sounds through ears, and transform them into meaningful interworking of language systems at various levels and thus establish a messages". As they say, "hearing is through the ears, but listening is base for more fluent productive skills". In an English Language Teaching through the mind and the heart." (ELT) classroom, listening is considered a basic skill. Nunan (1998) stated that over 50% of the time that students spend functioning in a Flowerdew and Miller (2005) claimed that most children are born with foreign language will be devoted to listening (Nunan, 1998). the ability to hear. Children first listen and then start to speak. They speak before they read, and finally, writing comes after reading. That is, Moreover, the importance of listening (activities) in language classrooms among all the other language skills, listening is the first one to appear are listed below based on Rost (1994) in Yildirim (2016): (Lundsteen, 1979). Listening is vital in the language classroom because it provides To sum up, listening is more than just hearing sounds and words. It is an input for the learner. Without understanding input at the right level, active process wherein language learners receive, construct meaning any learning simply cannot begin. from, and respond to both verbal and non-verbal messages. Spoken language provides a means of interaction for the learner. Sadiku, 2015 states that listening is "a state of receptivity that permits Because learners must interact to achieve understanding. Access an understanding of what is heard and grants the listener full partnership to speakers of the language is essential. Moreover, learners' failure in the communication process". to understand the language they hear is an impetus, not an obstacle, to interaction and learning. Listening is an integral part of communication; thus, we need to develop a keen interest in improving our listening skills. As you listen, you Authentic spoken language presents a challenge for the learner interpret the sounds and get the important words and construct meaning. to understand language as native speakers use it. As you do this you also simultaneously check the new information Listening exercises provide teachers with a means for drawing against your prior knowledge and experiences. A good listener shows learners attention to new forms (vocabulary, grammar, new readiness and possesses an ability to manipulate the sound into words interaction patterns) in the language. and their contextual meaning. But how does one listen actively? Barriers to active listening Active Listening Sometimes even if it is one's intention to stay focused while listening, In various interactions (face-to-face or virtual), listeners show their some may have difficulty staying attentive due to several factors like understanding and response to the speakers through verbal utterances noise, attention span receiver biases, and listening or receiver like "ok", "uh-huh", or "oh", and non-verbal gestures like nodding and apprehension. pressing the emoticon buttons in Zoom. They can also make comments, ask questions, and take turns participating in the conversation. This Noise. It is the most common distraction when listening. Noise does not proves that listening is active and not a passive skill. "If the listener takes only refer to something physical, but also psychological (internal part actively in the process of listening linguistically and uses his/her thoughts). physiological (basic needs), semantic noise, and (word country like Britain. For example, the 'a' of 'bath' is pronounced like meanings and interpretation). the vowel sound in 'park' in some parts of Britain, but like the 'a' in 'cat' in others. In grammar, certain varieties of English within the Attention span. As future teachers, you should know that your students British Isles use 'done' in sentences like 'I done it yesterday' where can only maintain focused attention for a finite length of time. Thus, other varieties would find such tense usage unacceptable. In classroom lectures should be short, interesting, and engaging. If you are vocabulary, 'happen' is a verb in standard southern English, but in a speaker, on any Occasion-formal or informal, you need to apply certain parts of Yorkshire (in northern England) it is often used as an strategies to prevent this interference. adverb to mean 'maybe' or 'perhaps' in sentences such as 'Happen it'll rain': And if there are many regional varieties in just one country, Receiver biases. One's preconceived ideas and opinions, whether about it is obvious that the different Englishes around the world will be the speaker or the message/topic, can be considered as noise and may many and varied. interfere in the listening process. It may hinder one from receiving new points of view and information. Even with these biases, it is important to Students need to be exposed to different Englishes, but teachers withhold judgment all the time and promote open-minded listening. need to exercise judgment about the number (and degree) of the varieties which they hear. A lot will depend on the students' level of Listening or receiver apprehension. Listening or receiver apprehension competence, and on what variety or varieties they have so far been is the fear that you might be unable to understand the message or exposed to. process the information correctly or be able to adapt your thinking to include the new information coherently (Wheeless, 1975 in Stand up, Different kinds of listening Speak out The Practice and Ethics of Public Speaking, 2011). It is important to address this by identifying your audience's (students') A distinction can be drawn between intensive and extensive current understanding of the topic. You should not underestimate or listening. As with reading, the latter refers to listening which the overestimate your audience's knowledge of a subject. students often do away from the classroom, for pleasure or some other reason. The audio material they consume in this way often Noise: Distractions that can affect listening include physical noise, on CDs in their cars, on MP3 players, DVDs, videos or on the psychological distractions (e.g., internal thoughts), physiological needs Internet - should consist of texts that they can enjoy listening to (e.g., hunger), and semantic noise (e.g., misinterpretation of words). because they more or less understand them without the intervention of a teacher or course materials to help them. It is true Attention Span: Listeners can only focus for a limited time. Classroom that there is not at present a body of material developed for content should be engaging and concise to maintain attention. Speakers extensive listening as there is for extensive reading, but this looks should employ strategies to keep their audience focused. set to change in the foreseeable future. Already, many simplified readers (see page 100) come with accompanying CDs on which Receiver Biases: Preconceived notions about the speaker or topic the books are read or dramatized. Students can also use tapes and can interfere with listening. It's important to approach information with CDs to listen to their coursebook dialogues again after they have an open mind and avoid letting biases affect understanding. studied them in class. There is a growing number of podcast sites from where students can download free materials. And another way Listening Apprehension: Fear of misunderstanding or inadequately of getting students involved in a form of extensive listening is to processing information can impede effective listening. It's crucial to encourage them to go to English language films with subtitles; as assess and match the audience’s knowledge level to ensure clear they hear the English dialogue, the subtitles help them understand; communication. as they understand, they will, to some extent, absorb the language 10 Teaching listening they hear. Reasons for listening Intensive listening is different from extensive listening in that students listen specifically in order to work on listening skills, and Different kinds of listening in order to study the way in which English is spoken. It usually takes Listening levels place in classrooms or language laboratories, and typically occurs Listening skills when teachers are present to guide students through any listening Listening principles difficulties, and point them to areas of interest. Listening sequences More listening suggestions Listening sources Audio and video A lot of listening is experienced from recorded extracts - on CD, Reasons for listening tape or via MP3 players of some kind. Frequently this is commercially produced, either as part of a coursebook or as Most students want to be able to understand what people are supplementary material. But there is no reason why teachers saying to them in English, either face-to-face, on TV or on the radio, should not record their own listening materials, using themselves in theatres and cinemas, or on tape, CDs or other recorded media. or their friends or colleagues. With modern recording technology Anything we can do to make that easier will be useful for them. This available through a range of media, it is quite possible to produce is especially important since, as we said on page 78, the way recordings of reasonable quality. We can download a huge amount people speak is often significantly different from the way they write. of extremely useful listening material from the Internet, too, provided that we are not breaking any rules of copyright. Listening is good for our students' pronunciation, too, in that the more they hear and understand English being spoken, the more Recorded extracts are quite distinct from live listening, the name they absorb appropriate pitch and intonation, stress and the sounds given to real-life face-to-face encounters in the classroom. To some of both individual words and those which blend together in extent all teacher talk is live listening, but in particular the term live connected speech. Listening texts are good pronunciation models, listening is used to refer to situations in which the teacher brings in other words, and the more students listen, the better they get, visitors into the class or, if this is not possible, role-plays different not only at understanding speech, but also at speaking themselves. characters for the students to talk and listen to. The main Indeed, it is worth remembering that successful spoken advantage of live listening over recorded extracts is that the communication depends not just on our ability to speak, but also students can interact with the speaker on the basis of what they are on the effectiveness of the way we listen. saying, making the whole listening experience far more dynamic and exciting. One of the main sources of listening for students is the voice of their teacher (see page 37 for a discussion of the way teachers Listening levels should talk to students). However, it is important, where possible, for students to be exposed to more than just that one voice, with all We will want our students to hear listening material in a number of its idiosyncrasies. There is nothing wrong with an individual different genres (that is, styles or types of text - see page 113) and teacher's voice, of course, but as we saw on page 79, there are registers. This may include news broadcasts, public announcements, significant regional variations in the way people speak English in a recorded messages, lectures, phone conversations, dramatic dialogue, etc). But we will also have to decide whether what they listen to should Principle 5: Different listening stages demand different listening be authentic or not. Authentic speech is speech not spoken just for tasks. language learners - in other words, it is language spoken for native- or competent speakers of English, with no Because there are different things we want to do with a listening text, we need to set different tasks for different listening stages. This means that, concessions made for the learner. Much recorded speech on the radio for a first listening, the task(s) may need to be fairly straightforward and or on the Internet, for example, is of this type. However, it is often far too general. That way, the students' general understanding and response difficult for lower-level students, and is, therefore, inappropriate for use can be successful - and the stress associated with listening can be with them. But we don't want to give our lower- level students inauthentic reduced. language (which doesn't sound at all like the real thing) either. What we aim for instead is realistic language use which, while roughly-tuned to Later listenings, however, may focus in on detailed information, match the students' level, nevertheless approximates to real-life language use or pronunciation, etc. It will be the teacher's job to help language. But we will aim to get our students to listen to (and students to focus in on what they are listening for. understand) authentic English as soon and as often as they can. Principle 6: Good teachers exploit listening texts to the full. Listening skills If teachers ask students to invest time and emotional energy in a Students need to be able to listen to a variety of things in a number of listening text - and if they themselves have spent time choosing and different ways. In the first place, they need to be able to recognize preparing the listening sequence - then it makes sense to use the audio paralinguistic clues such as intonation in order to understand mood track or live listening experience for as many different applications as and meaning. They also need to be able to listen for specific information possible. Thus, after an initial listening, the teacher can play a track (such as times, platform numbers, etc), and sometimes for more general again for various kinds of study before using the subject matter, situation understanding (when they are listening to a story or interacting in a or audioscript for a new activity. The listening then becomes an social conversation). A lot will depend on the particular genres they are important event in a teaching sequence rather than just an exercise by working with. itself. Most students are perfectly capable of listening to different things in Listening sequences different ways in their own language(s). Our job is to help them become adept at this kind of multiskilling when listening to English. However, The following listening sequences are pitched at different levels. As with sometimes they find this exceptionally difficult. We will discuss what to all other skill- based sequences, they will often lead into work on other do if this happens in Chapter 14 (page 183). skills or present opportunities for language study and further activation of some kind. Listening principles Example 1: live interview (beginner onwards) Principle 1: Encourage students to listen as often and as much as possible. The following sequence works when teachers can bring visitors to the classroom (or when they themselves play a role as if they were a The more students listen, the better they get at listening - and the better visitor). they get at understanding pronunciation and at using it appropriately themselves. One of our main tasks, therefore, will be to use as much The teacher primes a visitor to the class by giving them an idea of the listening in class as possible, and to encourage students to listen to as students' level and what they may or may not understand. The visitor much English as they can (via the Internet, podcasts, CDs, tapes, etc). should be aware that they may have to modify the way they normally speak - but that speaking slowly and shouting (as people often do when Principle 2: Help students prepare to listen. confronted with people whose English is not high level) will not be appropriate! Students need to be made ready to listen. This means that they will need to look at pictures, discuss the topic, or read the questions first, for The students are told that a visitor is coming to the lesson, and that they example, in order to be in a position to predict what is coming. This is should think of a number of questions to ask which will tell them as much not just so that they are in the right frame of mind (and are thinking about as possible about who the person is. Their questions are checked by the the topic), but also so that they are engaged with the topic and the task teacher to make sure that the students are really asking what they want and really want to listen. to ask. Principle 3: Once may not be enough. When the visitor comes to the lesson, students ask their questions and take notes of the answers. A key feature of such an exchange is the There are almost no occasions when the teacher will play an audio track follow-up question - a question which follows on from the interviewee's only once. Students will want to hear it again to pick up the things they first answer. This means that students are forced to listen carefully to the missed the first time - and we may well want them to have a chance to first answer. But it also gives them more opportunity to interact with the study some of the language features on the tape. visitor, and it means that the visitor will say more. In the case of live listening, students should be encouraged to ask for For live listening to work well, students need to have phrases to help repetition and clarification when they need it. them such as 'I'm sorry, I don't understand what X means...', 'Could you repeat what you just said?', 'Are you saying that...? The actual questions The first listening to a text is often used just to give students an idea of they use will depend on their level. what the speakers sound like, and what the general topic is (see Principle 5) so that subsequent listenings are easier for them. For Sometimes it is a good idea for students to find out who the visitor is subsequent listenings, we may stop the audio track at various points, or through their questioning (we keep their identity a secret), but at other only play extracts from it. However, we will have to ensure that we don't times they will prepare their questions more efficiently if they know who go on and on working with the same audio track. is coming and what their occupation is, or what kind of story they have to tell. Principle 4: Encourage students to respond to the content of a listening, not just to the language. It is not always easy to find visitors. However, for those schools which are well equipped, it is now possible to replicate such interviews with the An important part of a listening sequence is for teachers to draw out the help of a webcam. As the technology improves, this will become more meaning of what is being said, discern what is intended and find out and more feasible. But if this is not possible, teachers can pretend to be what impression it makes on the students. Questions such as 'Do you someone else for the students to interview. With younger children, agree with what they say?' and 'Did you find the listening interesting? teachers can use puppets or wear masks to show that they are someone Why?' are just as important as questions like 'What language did she different. use to invite him?' However, any listening material is also useful for studying language use and a range of pronunciation issues. Students can use their notes to write a profile of the visitor, to write to or ASSISTANT: Yes, of course. Are you coming back today? about them, or to discuss with the class what they thought about the PASSENGER: Yes, I am. visitor's opinions. ASSISTANT: Example 2: buying tickets (pre-intermediate) PASSENGER: Thank you. The following coursebook sequence is an example of how work on one please. skill (listening) leads naturally into work on another (speaking). As suggested on page 135, it allows the students to predict what they will This study section encourages students to focus in on the construction of the specific language hear and involves both general and detailed comprehension work. which the coursebook writers have selected. Students look at the following pictures: Finally, students try to activate the language they know for this kind of interaction. In pairs, students A and B look at different information (see page 139) in order to have exchanges which 11 Communication are similar to the ones they have just listened to. Single or return? Student A You are a passenger buying a ticket at Victoria Station, London. Your partner is an assistant in The teacher encourages them to describe what is going on in each the ticket office. picture. Words like 'ticket', 'check-in' and 'coach' are bound to occur naturally here, but more importantly, students have an idea of what the Before you buy your ticket, prepare what you need to ask using the information below. conversations they are going to hear are about. You want to go to Brighton on Friday after 6.30pm and come back on Sunday around 4.00pm. Students now hear the following four conversations which they have to match with the four You want to pay by credit card. pictures: b Buy your ticket. 1 a Now change roles. You are an assistant in the ticket office at King's Cross Station, London. PASSENGER: I'd like a return to Oxford, please. Your partner is a passenger Before you help the passenger buy his/ her ticket, prepare your answers using the information below. ASSISTANT: Yes, of course. Are you coming back today? TICKETS TO CAMBRIDGE Prices: PASSENGER: Yes, I am. Single: £11/Day Return: £18.50 Weekend return: £16 ASSISTANT: That's £18.50, please. Times of trains: PASSENGER: Thank you. To Cambridge-Thursdays 10:22/10:52 To London-Thursdays 18:15/18:45 2 Method of payment: CHECK-IN: Credit card, cheque or cash How many pieces of luggage have you got? Student B PASSENGER: One suitcase and one handbag. 1 a You are an assistant in the ticket office at CHECK-IN: Victoria Station, London. Your partner is a passenger. Did you pack your suitcase yourself? Before you help the passenger buy his/ her ticket, prepare your answers using the information below. PASSENGER: Yes, I did. TICKETS TO BRIGHTON CHECK-IN: Does it contain any knives or scissors? PASSENGER: No. Prices: CHECK-IN: Single: £10/Day Return: £18 Weekend return: £15 3 Times of trains: Fine. Could you put it on here, please? OK... 15 kilos. To Brighton-Fridays 17:37/17:53 To London-Sundays 15:58 / 16:51 Method of payment PASSENGER: Piccadilly Circus, please. Credit card, cheque or cash BUS DRIVER: b Help the passenger buy his/her ticket. One pound, please. 2 a Now change roles. You are a passenger PASSENGER: Thanks. buying a ticket at King's Cross Station, London. Your partner is an assistant in the ticket office. BUS DRIVER: Thank you. Before you buy your ticket, prepare what you need to ask using the information below. ASSISTANT: Victoria Coach Station. Can I help you? You want to go to Cambridge on Thursday between 10.00 and 11.00am. You want to come back the same day after 6.00pm. You want to pay in eash. PASSENGER: I'd like to book a single ticket to Edinburgh, please. ASSISTANT: Yes... when would you like to travel? b Buy your ticket. PASSENGER: Friday 14th March in the afternoon. Although this particular example is culture-specific (British English, using English locations and destinations), the technique of matching what students hear to pictures can be used in many ASSISTANT: OK... uh... there's a coach at 5-45 pm. different ways at many different levels. Booking and buying tickets take place in all languages and cultures, too. PASSENGER: Yes, that's fine. How much is it? ASSISTANT: £45 for a single ticket. How would you like to pay? Example 3: prerecorded authentic interview-narrative (upper intermediate) PASSENGER: By Visa, please. In this example, for upper-intermediate level, students are going to hear ASSISTANT: OK. two excerpts from a recorded authentic interview. However, in both After this general listening task, students listen again to slot in various key language items in cases the interviewee often replies to the interviewer by telling stories blanks from the audioscript, e.g. rather than just giving short answers. These excerpts are considerably longer than lower-level listening texts - and unlike the live listening in PASSENGER: Example 1, students will not have the opportunity to interact with the to Oxford, please. interviewee. It is, therefore, especially important that they are both fully engaged with what is going on and also ready to listen. This interview is notable, too, in that the interviewee is a speaker of nobody. You go from being a regular person to being in every newspaper around the world and everyone knows. It went from going in a bus with 87 other girls to 'and Miss World is Miss India' Indian English - an important world variety, and therefore one which to a stretch limousine, with bodyguards, where the heads of the company moved out of the students of English as an International Language (see page 80) should presidential suite and I took over and chaperones and that's what it was like since then. You sit be comfortable with. in the cockpits for take-offs and landings. You're treated like a queen you, you know, you have private planes, and all these flights and umm the red carpet and it's just Lights! Camera! Action! Students are first shown the picture on the right and asked to speculate Having established that Diana was Miss World, students then listen to the second audio track about who the person is, where she's from, what she does, etc. They again to answer more straightforward information questions such as what Diana was afraid of then look at the following questions before they hear her speak: and why, how many people were watching the second competition, how she felt when she won Miss World, what she did with her crown and what happened immediately after she won. Once again, the students will have the opportunity to listen to the audio track one or two more times. a What happened at the station in Mumbai (then called Bombay), and how much money did Diana have with her? The two audio tracks and the audioscripts provide ample opportunity for various kinds of study. For example, it is worth drawing the students' attention to some of the vocabulary that Diana b How did Diana try to get accommodation uses ('bedsit, 'hair standing' - and how Diana says the phrase --'give your all', 'trip over your words', 'mind goes blank, 'chaperone', 'cockpit, etc). We might also get the students to listen to in Mumbai? the audio track while they read the audioscript and identify moments when Diana repeats words and phrases (and why she does this), find when she uses meaningless sounds (and why she c What time was it on Diana's watch when does this) and see where she starts speaking with one grammatical construction and then changes it. she knocked on the lady's door? Another useful activity is to get students to retell Diana's story, trying to d Why do you think the lady said 'Come use as many of her expressions as they can. Retelling is a good way of inside'? fixing some of the language in their minds. We could also move on to a discussion about the ethos of the Miss World competition. e What lesson does Diana draw from this This last example of listening is highly elaborate and takes some time. experience in her life? But the advantages of hearing real English spoken normally - and an They discuss the questions, perhaps in pairs, and try to predict the answers. The teacher now English that is somewhat different from the usual British and American plays the following audio track (after they have been told that Diana comes from Hyderabad in varieties which have been the staple of listening texts for many years southern India and that at the age of 18 she went to Mumbai, then called Bombay, to look for work): (though that is changing) – outweigh the potential pitfalls of length. DIANA: I had 250 rupees in my pocket. Now 250 rupees is the equivalent of about umm four More listening suggestions pounds, and the person who was a family friend who was supposed to meet me at the station wasn't there, and then I went knocking from one door to the other looking for accommodation Jigsaw listening: in three groups, students listen to three different and umm it's a very bizarre story but I did get accommodation. Someone sent me to somebody else and they said - like you call them 'bedsits' here, in India you call them paying guests and tapes, all of which are about the same thing (witness reports after an they said 'oh so-and-so person keeps paying guests, go there', and I got sent from one place to accident or a crime, phone conversations arranging a meeting, different the other off this main road and umm I knocked on this lady's door and my watch said 7.30 and news stories which explain a strange event, etc). Students have to she opened the door and I said 'Look, someone told me - can't remember where down the line - someone said you keep, you know, paying guests,' and she said 'No, I don't, not any more, I've assemble all the facts by comparing notes. In this way, they may find out stopped for the last three years,' and then I heard the English news in the background. Now the what actually happened, solve a mystery or get a rounded account of a English news is from 9.30 to 9.45 and I said 'Is that the English news? She said 'Yes, and what situation or topic. is a young girl like you doing on your own on the streets at this time?" and I said 'But it can't be because the English news is at 9.30'. She said, 'Yes, a quarter to ten,' and I showed her my watch and it stopped at 7.30 and she said, 'Come inside.' She was a Pakistani woman. She was Jigsaw listening works because it gives students a purpose for listening, married to an Englishman. She said, 'Come inside.' She says, 'My hair's standing and I just think and a goal to aim for (solving the 'mystery', or understanding all the God has sent you to me,' and she took me in. She said, 'Bring all your stuff and come tomorrow and umm go and get a job. When you get a job, then you can start paying me.' So that's the... facts). However, it obviously depends on whether students have access it's it's just everything. I believe that everything you try to do, if you put yourself out there and to three different tape or CD players, or computer-delivered listening give it your all... you will...you will achieve it. I think it's very important that you look back and material. you connect with those experiences and you remember them as clearly as yesterday because if not, the superficial nonsense that goes on in your life like today can very easily take over you and you can lose perspective. Message-taking: students listen to a phone message being given. They have to write down the message on a message pad. Students go through the questions again in pairs to see if they agree with the answers. The teacher may decide to play the audio track again if they have had difficulty catching the main There are many other kinds of message that students can listen to. For points of her story. example, they may hear a recorded message about what films are on at The teacher now tells the students that Diana went on to become quite famous because she a cinema, when they're on, what rating they have and whether there are won something. They are invited to speculate what that was though they are not told if they are still tickets. They then have to decide which film to go to. They might right. Instead, the teacher plays the next audio track for them to see if their speculations were correct: hear the message on an answerphone, or a gallery guide (where they have to identify which pictures are being talked about), or messages DIANA:... I think it's very important that you look back and you connect with those experiences about how to place an order. In each case, they have to respond in and you remember them as clearly as yesterday because if not, the superficial nonsense that some goes on in your life like today can very easily take over you and you can lose perspective. PRESENTER: But Diana didn't lose perspective. After a succession of jobs - including managing way. two of India's most famous pop stars - she was entered into the Miss India beauty competition and she won it. Next she found herself representing her country in the Miss World competition, It is also appropriate for students to listen to announcements in airports something that must have been quite daunting for the 23-year-old. and on railway stations which they can match with pictures or respond DIANA: Your biggest fear is "I shouldn't trip' and because you've got these really high heels and to by saying what they are going to do next. these long, long gowns and you've got all these steps that you're walking up and down and it's live on television you've got... Music and sound effects: although most audio tracks consist of speech, we can also use music and sound effects. Songs are very useful INTERVIEWER: Watched by... because, if we choose them well, they can be very engaging. Students DIANA:... thousands of people watching... can fill in blanks in song lyrics, rearrange lines or verses, or listen to songs and say what mood or message they convey. INTERVIEWER: Watched by... We can use instrumental music to get students in the right mood, or as DIANA:... by millions. It is huge. Everybody watches it. You have more people watching them in India than you'd have them watching the Wimbledon finals or something, you know, or the a stimulus for any number of creative tasks (imagining film scenes, Olympic Games or something. Yeah. Umm and your biggest fear is 'I should not go blank' responding to mood and atmosphere, saying what the music is because you're asked questions on stage and yeah, you can just freeze. describing, etc). The same is true of sound effects, which students can PRESENTER: But Diana didn't freeze. In front of a huge worldwide audience she heard a voice listen to in order to build up a story. News and other radio genres: announce that Miss India, Diana Hayden, was the new Miss World. DIANA: Oooh you feel numb. students listen to a news broadcast and have to say which topics from The... you know, it's it's a saturation point. It's too much for you to digest that your grin is stuck a list occur in the bulletin and in which order. They then have to listen for on your face. It was stuck on my face for weeks. I would position that crown in such a way that as soon as I opened my eyes I would see my crown. I did that for weeks. Ha ha. It was such a details about individual stories. If the news contains a lot of facts and great feeling. You just, you're just grinning and you are just numb. If that's what euphoria is, you figures, students may be asked to convert them into chart or graph form. know, umm you, you can't speak very clearly. You speak but you're just so excited you're tripping over your own words, and immediately there was a press conference on stage itself and it's like ooh ooh ooh because you go from being nobody, a regular person. That's not fair. It's not a Other genres which students get benefit from are radio commercials conversation, the teacher rewinds the video and plays it with sound. (they have to match commercials with pictures or say why one-on safety Were they right? - is different from the rest - which are trying to sell things), radio phone- ins (where they can match speakers to topics) and any number of games A variation on this technique is to fast forward the excerpt. The students and quizzes. In all of the above cases, the degree of authenticity will say what they think was happening. The teacher can then play the depend on the level of the radio extract and the level of the students. extract with sound, or play it, again, without sound, but this time at normal speed. Poetry: poetry can be used in a number of ways. Students can listen to poems being read aloud and say what mood they convey (or what colour Play the audio without the picture: this reverses the previous they suggest to them). They can hear a poem and then try to come up procedure. While the students listen, they try to judge where the with an appropriate title. They can speakers are, what they look like, what's going on, etc. When they have predicted this, they listen again, this time with the visual images as well. where listen to a poem which has no punctuation and put in commas Were they correct? and full stops they think they should occur. One way of getting students to predict what they are going to hear is to give them the titles of three Freeze frame: the teacher presses the pause button and asks the poems and then ask them to guess what words the poems will contain. students what's going to happen next. Can they predict the action - and As a result, when they listen, they are eager to see if they are right, and the language that will be used? awake to the possibilities of what the poem might be like. Dividing the class in half. half the class face the screen. The other half Stories: a major speaking genre is storytelling. When students listen to sit with their backs to it. The 'screen' half describe the visual images to people telling stories, there are a number of things we can have them the 'wall' half. do. Perhaps they can put pictures in the order in which the story is told. Sometimes we can let students listen to a story but not tell them the end. Teaching listening They have to guess what it is and then, perhaps, we play them the recorded version. A variation on this technique is to stop the story at Conclusions | In this chapter we have: various points and say 'What do you think happens next?' before continuing. These techniques are appropriate for children and adults ☐ discussed the reasons for using listening in the classroom. These alike. include the effect on the students' acquisition of good pronunciation and other speaking habits. We also need to expose students to different Some of the best stories for students to listen to are when people are varieties of English, and different kinds of listening. talking more or less informally (like Diana Hayden on pages 140-141). But it is also good to let them hear well-read extracts from books; we identified the difference between intensive (detailed) listening and can get them to say which book they think the extract comes from, or extensive listening, saying that in the case of extensive listening decide what kind of book it is (horror, romance, thriller, etc). students should listen to things they can more or less understand, mostly for pleasure. Monologues: various monologue genres can be used for different listening tasks. For example, we can ask students to listen to lectures talked about the difference between live listening and prerecorded and take notes. We can get them to listen to 'vox-pop' interviews where extracts, saying that whereas live listening allows students to interact five different speakers say what they think about a topic and the students with speakers, they cannot do this with speakers on audio tracks. have to match the different speakers with different opinions. We can Nevertheless, the latter provide ample opportunities for hearing listen to dramatic or comic monologues and ask the students to say how speakers of different language varieties. the speaker feels. We can have them listen to speeches (at weddings, said that students need to hear people speaking in different genres, farewells, openings, etc) and get them to identify what the subject is and and that while we want them all to hear authentic English, at lower levels what the speaker thinks about it. this may not be feasible; nevertheless, the language they hear should Audio and video be as much like the 'real thing' as possible. Almost everything we have said about listening applies to video, too (or discussed the fact that students need to be able to deploy different skills any other film platform, such as DVDs or other digitally delivered film; for listening in order to understand general meaning or, alternatively, to we will use the term video to include all of these - see Appendix A on get specific details. page 252 for more on technology for listening and watching). We have provided six principles for listening: listen as often and as much as to choose video material according to the level and interests of our possible, preparation is vital, once may not be enough, students should students. If we make it too difficult or too easy, the students will not be be encouraged to respond to the content of the listening, not just the motivated. If the content is irrelevant to the students' interests, it may fail language, different listening stages demand different listening tasks, to engage them. good teachers exploit listening texts to the full. Video is richer than audio: speakers can be seen; their body movements give clues as to meaning; so do the clothes they wear, their ☐ looked at three listening sequences showing how preparation is a location, etc. Background information can be filled in visually. major part of the Some teachers, however, think that video is less useful for teaching sequence, and showing how listening leads on to follow-up tasks. listening than audio precisely because, with the visual senses engaged offered a range of other listening genres and activities. as well as the audio senses, students pay less attention to what they are actually hearing. discussed where video (or digitally delivered images) fits in, mentioning some video techniques and stressing that using video is not A danger of video is that students may treat it rather as they treat an excuse for TV watching. watching television -e.g. uncritically and lazily. There may well be occasions when it is entirely appropriate for them to watch video in a Stages of Listening relaxed way, but more often we will want them to engage, not only with the content of what they are seeing, but also the language and other There are indeed several factors that can interfere with listening. Thus, features. DeVito (2000) has divided the listening process into five mental tasks or stages namely: receiving, understanding, remembering, evaluating, and Four particular techniques are especially appropriate for language responding. learners, and are often used with video footage: Stage 1. Receiving Play the video without sound: students and teacher discuss what they see and what clues it gives them, and then they guess what the The first stage of the listening process is receiving which involves two characters are actually saying. Once they have predicted the other activities like hearing and attending. As the listener hears the message, he/she tries to isolate it from all the rest of the physical noise heard. The next important activity in this stage is for the listener to attend The previous discussions have laid down the importance of listening, not to the message by as a secondary skill, but as an important foundation for the language acquisition process. Teaching this skill provides an avenue for students identifying and interpreting the sounds heard as words. The sounds to be exposed to rich input and an authentic sample of oral texts. This heard are merely sounds unless put in context. In this stage, you must allows them to be familiar with what constitutes oral texts like pay attention to the speaker and avoid accommodating other thoughts pronunciation, stress, pitch, and intonation; and, to be exposed to rich to ensure that you have not missed any information, or messages both vocabulary and language structure that is used in varied communicative verbal and non-verbal settings. Stage 2. Understanding Likewise, you have also been introduced to the process of listening. Vandegrift (2004) mentioned that students may use either top-down or In understanding or comprehending the messages that you have bottom-up processes. As one listens, he she may consciously or accommodated in the first stage, the listener in this stage will have to unconsciously use one or both processes. Cahyono and Widiati (2009) determine the context and assign meaning to the words and utterances mentioned that "successful listeners are those who can use both bottom- heard. “Determining the context and meaning of individual words, as well up and top-down processes by combining the new information and the as assigning meaning in language, is essential to understanding knowledge that they already know." Brown (2006) in Yildirim (2016) sentences. This, in turn, is essential to understanding a speaker's elaborated on this: message" (Lumen Boundless Communications, n.d.). In this stage, you should also be aware of some factors that may affect your understanding...students must hear some sounds (bottom-up processing), hold them like the choice of words, accent, language fluency, physical noise, in their working memory long enough (a few seconds) to connect them, perceptions, experiences, and the like. You may want to use the 'clarify' and then interpret what they've just heard before something new comes strategy you've learned in active listening to help you with your mental along. At the same time, listeners are using their background knowledge reconstruction of the speaker's message. (top- down processing) to determine meaning with respect to prior knowledge and schemata" Stage 3. Remembering This claim is supported by several authors and thus leads to what According to Harvard Business Review, people usually forget up to half Lopez, et.al (2020) mentions as an 'integrative approach' in teaching of what they've heard within the first eight hours of listening to it. Edgar listening which involves three key stages: before-listening, while- Dale's Cone of Experience says the same thing - students only retain at listening, and after-listening. As (future) language teachers, you should least 20% of what they hear. In this stage, remembering all details is vital ensure to provide activities that would involve students processing and to be able to move forward in the conversation. Sometimes listening decoding the text (bottom-up), and then comprehending it using one's attentively is not enough since there might be a message that is too schema (top-down). complex and thus needs highly developed listening skills. You also have to consider that "you can improve your memory of a message by According to Vandergrift (2011), "the greater use of one process over processing it meaningfully-that is, by applying it in ways that are the other will depend on the listening purpose, the listeners' meaningful to you" (Gluck, et al., 2008). One way to do this is to "make characteristics, and the context where the listening act takes place". associations to past remembered information. This can help a listener Richards (2008) in Lopez et.al. (2020) states understand what she is currently hearing in a wider context" (Lumen Boundless Communication, n.d.). that: Stage 4. Evaluating Stage In real-world listening, both bottom-up and top-down processes generally occur together. The extent to which one or the other dominates In this stage, the listener assesses the information after making a depends on the listener's familiarity with the topic and content of a text, reasonable objective interpretation of the message. One strategy for the density of information in a text, the text type, and the listener's active listening that you've learned in the previous section is to "withhold purpose in listening judgment" while the speaker is still talking. However, this stage sometimes often starts too early in the listening process especially when The following are some of the exercises you can use which would topics are sensitive, emotional, debatable, and conflicting. If this develop students' top-down and bottom-up processing: happens, the listener will just basically listen only to what he/she wants to hear. It is also in this stage wherein the listener tries to review mentally Bottom-up and determine the veracity of the information (with considerations of the speaker's context) against his/her knowledge and experiences. Teachers may ask students to: Moreover, since each one has his/her perspectives, experiences, and even biases, evaluation of the same message point out familiar words from the oral texts identify the meaning of unfamiliar words from texts listened to CHAPTER 1 - LESSON 1: The Concept and Importance of Listening 11 locate the syllable stress from words, and word stress from sentences may vary depending on the listener. To expect a positive acceptance of the message and to ensure that both speaker and listener disagree ✓ identify rhyming words agreeably, the speaker has to speak clearly, present ideas logically, and ✓ listen for pitch levels and intonation patterns provide evidence to his/her claims. ✓ determine synonyms and antonyms from texts listened to ✓ identify key words that occurred in a spoken text Stage 5. Responding ✓ find which modal verbs occurred in a spoken text ✓ identify thought groups The last stage which is giving feedback is an important aspect of the ✓ find collocations and idioms communication process. It is at this stage where you will signify your ✓ point out key transitions in a discourse participation. Feedback can either be verbal and non-verbal reactions. ✓ identify grammatical relationships between key elements in For example, during virtual classes students give their feedback through sentences the emoticon buttons or the chat box. For verbal feedback, this may be ✓ determine the order in which words occurred in an utterance in the form of questions, clarifying, requesting additional information, repeating, or summarizing what the speaker has said. Take note as well Top-down that not all feedback occurs at the end. The listener may offer non-verbal signals like nodding while the speaker is talking to show involvement. ✓ write down as many words and phrases related to the topic This is referred to as formative feedback. Summative feedback on the they are about to listen to other hand is given at the end of the communication. ✓ get the idea from the texts listened to ✓ discriminate between emotional reactions make predictions TEACHING LISTENING and inferences from stories heard ✓ listen for specific information ✓ sequence information after listening to a literature piece ✓ follow directions  ✓ share one's ideas based on the topic heard Let them create and share their dialogues from what they ✓ give synthesis from texts heard summarize important points have listened to. Let them write their own opinions and share ✓ generate questions from topics heard them with the class. ✓ identify conversation themes Ask them to sequence important events from the stories ✓ rewrite the listening texts using their own words listened to. ✓ share what the speaker's purpose is and identify his/her Let them complete gaps in the text, tick words, and phrases speaking attitude that are heard, or match and choose pictures. ✓ students to ask about and/or to describe other expressions Ask questions for comprehension. Introduce memory games. they may have heard Let students complete tables, charts, diagrams, sentences. ✓ write a journal of their listening activities Let them answer multiple-choice and true/false questions. Let them do character portrayals. You have also been introduced to the interactive process of combining both top-down and bottom-up as teachers design teaching-learning The teacher can also build and expand students' understanding through listening activities. Thus, the activities above may be integrated and integrating other language skills. divided into three key stages in teaching listening: before-listening, while-listening, and after-listening. Format of a Listening Lesson Richards (2008) in Lopez, et.al. (2020) explains that: In the previous discussion, we have established the following points: the before-listening stage prepares students for both types of Teachers have to provide activities that supplement processing through activities that require activating their previous comprehension goals with acquisition goals. knowledge, making it predictions, and revising key vocabulary; Successful listeners are those that can use both bottom-up and top-down processes thus, teaching-learning activities the while-listening stage focuses attention on comprehension through should provide students the opportunity to practice both. activities that require selective listening, listening for main ideas (gist listening), or understanding the sequence of events (sequencing); and The three key stages in listening may be used as an outline in designing a listening lesson that ensures an interactive in the post-listening phase, students should express their opinions on process approach in teaching listening. So how do you craft a the topic and respond to comprehension. This stage may also include a listening lesson with all three stages: pre-listening, while- detailed analysis of some sections of the text that could not be listening, after-listening? understood by the students. Pre-listening Moreover, since in most actual listening students are exposed to real- life conversations, teachers are encouraged to contextualize materials This stage sets the context of the listening activity that will be given to and anchor activities on real-life situations. students. In this stage, the following will help you in getting your students ready for the listening task: The following are some of the exercises using the principle of interactive approach in listening. Remember that deciding on what Identifying vocabulary/comprehension needs. As language tasks to give and at which fstage they will be given also depends on the teachers, you should have information on your students' listening skills learning outcomes students are expected to achieve during the as well as their vocabulary level. This is very helpful not just when session. designing pre-listening vocabulary activities but also when choosing specific materials for listening activities. Teachers should pla help Stages students better understand the listening or oral texts by identifying possible co difficult words or presenting specific vocabulary expressions Pre/Before- Listening which students would need while listening. Before listening, you can already select some vocabulary for students to study. You can give them Introduce some vocabulary words from the text. word-definition matching or fill the gaps in Encourage students to write down questions which they would war to answer after listening. Activating interest. Teachers would always start with motivational Have students sort a text from a jumbled version. activities to set the classroom mood. The goal is for students to be ready Ask them to predict what the oral text will be based on its title. and be motivated to listen. The listening text should be 'familiar', interesting, and within students' level of understanding. From this, you Ask students questions related to the oral text to activate prior should design tasks that will arouse your students' interest and curiosity. knowledge. You may use video and audio segments, songs, and/or stories that Pre-listening tasks may include but are not limited to discussion students find interesting. You may refer to the suggested activities given questions, true or false statements, vocabulary work, prediction above. tasi and brainstorming the topic, eliciting real-world knowledge Putting it in context. Teachers should choose oral and listening texts related to the content. that are relevant and interesting to the students. During pre-listening, the During/White Listening teacher should be able to design contextualized listening activities that would activate students' prior knowledge and help them form Instruct students to list down important words. appropriate inferences which they need to comprehend the message. Let students guess the meaning of unknown words from the According to Vandergrift (n.d), teachers need to help students organize oral texts. their thoughts, activate appropriate background knowledge for Ask students to list expressions that occurred while listening. understanding and to make predictions to prepare for listening. Ask students to do cloze exercises while listening. Setting the purpose. At the onset, the purpose of the listening activity Let them show evidence of understanding or non- should be made clear to the students. Are they listening for information? understanding through gestures (thumbs up or thumbs down) for gist? Or are they going to do intensive listening? Students should be while listening. cued in advance on what specific points they need to attend to when As the teacher reads the text, or as the audio recording plays listening. This will help them to be more prepared at the same time know the teacher may stop at some parts to ask students to write the listening strategies they will have to use while listening. What is the down important points or give descriptions, etc. purpose of listening - to gain information, or to be entertained, or to evaluate, or to give support or understanding to the speaker? Students will better understand if they know why are they made to listen in the first Post/After Listening place. Remember as well that before starting the while-listening activities, you have to ensure that students will have no distractions. Ask students to think and talk about what they heard. While-listening In planning the while-listening activities, you may need to consider the language creatively. They may write dialogues and short compositions, following: role-play a certain scene, or express their appreciation and reaction through written and oral tasks. Listening and re-listening. Most students may need to listen to a text several times before they can understand. Listening becomes more Strategies and Examples in Teaching Listening challenging if you're using adapted audio texts from foreign speakers. In this case, you may want to inform your students ahead that such audio Effective and successful listening skill requires practice and you need recordings will be played more than once so as not to put too much lots of it. As a language teacher, you need to provide varied and relevant pressure on them. Likewise, depending on the purpose of the listening listening opportunities for your students in and outside the classroom. task and the listening material, as a teacher, you need to assess how Here are some examples that you can use. much your students can take and whether listening once is enough for them. If students are listening independently, they can stop the audio Pre-Listening and think or listen again as needed. Generic Format of a Listening Lesson Guided listening and Scaffold note-taking. While-listening focuses on comprehension through exercises that require selective listening, gist Pre-listening listening, sequencing, etc. If you need your students to complete something while listening, you have to make sure that they have ✓ Identify vocabulary needs previewed and understood the written task first before listening begins. ✓ Activate interest and motivation Remember that these tasks are given to guide your students in the ✓ Put in context listening task and not to distract them. Thus, you also have to keep writing tasks to a minimum especially if your goal is comprehension. You ✓ Set the listening purpose can provide listening organizers to help students focus on important details which can help them deepen their understanding of the listening While-listening material/task. You can also direct them to find clues from the listening text which would help them understand better. These activities may be ✓ Provide opportunity for students to re-listen done by pairs on in groups. Although listening is an individual activity, ✓ Promote guided listening sometimes students become more confident if they are working with a ✓ Give students 'thinking space' partner especially in completing while-listening activities. Post-listening. Activities may focus on: 'Thinking space'. Just like any classroom activity, students need 'breathing' or 'thinking space' between and after listening activities. Give ✓ Responding to the text. them time to process the information by pausing in between paragraphs, ✓ Analysing linguistic features of the text. and check now and then if they are still following. If there are parts that ✓ Integrating speaking and writing. students have difficulty understanding, they may start to wander off and lose focus in the activity. Thus, you have to be keen and address these difficulties while in the process. You may summarize, use questions, Listening Strategy Examples point out significant details so that students will be able to recognize -Word webs: Inform the students of important parts of the message. the listening topic and using Identifying vocabulary/ semantic webs; ask them to provide There's a lot of listening texts you can use in your classroom. However, comprehension needs words, topics, or sub-topic with providing students with a "more real act of communication" through authentic listening texts provides a better way for students to understand which they are expected to come up the language when used in the real context. Your listening texts may be during the listening activity. from any of the following: -Mind maps. Have students ✓ spoken poetry generate ideas and create work ✓ radio programs (news, advertisements etc.) song lyrics associations from a given central ✓ a lecture idea/theme or topic. ✓ 'recorded' announcements in airports, bus terminals etc. ✓ video segments like TED Talks, etc Ask me. Give students words or ✓ tutorial videos expressions and let them explain ✓ an anecdote, short stories etc podcasts and vodcasts these to a partner. Roam around and check for students Post-listening understanding of these words or expressions. They can use the list As there are many post-listening activities that you can give, remember in the while-listening stage and tick that this stage serves as a follow-up to the listening activity done while the words they hear in the listening taking into account the primary purpose of the listening task. Thus, post- passage. listening activities may focus on: Words on the board. Write Responding to the text. It is important that students share their different words on the board and as reactions to the content. You can provide discussion questions or students to choose two-three evaluative questions that would guide students in processing what they words. From these two words, they feel and the ideas they got after listening. They can give opposing views, will have to create one sentence. connect their ideas based on their experience, or even answer the questions they have raised during pre- listening. You can better engage Gap-fill. Write sentences with them by providing post-listening tasks that would let students categorize, missing words. Ask students synthesize, and clarify ideas or reflect upon the message. You can choose one of the sentences and engage them in synthesizing. complete it with their ideas. Analyzing linguistic features of the text. Depending on the goal of Brain Walking. Put posters your listening task, you can also ask students to analyze language forms around the classroom. Ask students from the script. You can also use the listening script/task as a to move around and go to each springboard in teaching grammatical functions. poster then talk about what comes Activating interest to mind after taking a look at the Integrating speaking and writing. Since listening is a receptive skill, posters. Students may do this b you may also want to design tasks that would require students to use pairs or by small groups. their productive skills. In this case, students are allowed to use the  Guess the Theme. The teacher them complete the last column on may show eye-catching image what they have learned (L). graphics, maps, or diagrams as clues to help students guess the Exploring pictures. Post pictures theme of the listening text. on the wall and let students go see each picture. Have them write their Solve the puzzle. Students guess reactions to these pictures. what could have happened using some pieces of a puzzle picture related to the listening passage. Brainstorming. Discuss the topic with students and have them Sing along. Provide certain lines, Setting the Purpose brainstorm headings to take notes expressions, and words from the under. This will help them listening text and ask volunteers to understand what specific task they sing a song containing these words will do while listening. or expressions. Listening for pleasure. Inform students of the title of the listening Meme it. Show students some text and ask them to list down the memes from the listening text to interesting things that they think arouse their interest. They may also they can find out from the listening create their own after listening activity. activity. What I want to do. Give the listening Discussion Questions. Students topic. Ask students what they would may work by pairs or in small want to do after they are done groups. Provide them with listening to the text. discussion questions related to the Let me read it first. You let students listening task. They will share their read the listening transcript first for answers with their partner Provide an opportunity a very short time. Then work on groupmates. for students to re- listening for specific information, listen this time without the script. WH Questions. Questions - Give students a topic and have the Take two. Read the listening text generate as many questions as first, then let students listen to the they can within 2 min