LISTENING.pptxpresentation

8/2/2019 LISTENING.pptxpresentation

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By PresenterMedia.com
http://www.presentermedia.com/mspp.htmlhttp://www.presentermedia.com/mspp.html


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What do you have to dobeforeYou can speak?What does a child learnbefore he talks?What do we do beforechatting?


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When listening, we arereviewing a lot of Englishusage.We can learn new wordsand expressions byhearing them frequently.We can imitate what wehear and apply it withgreat confidence.


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By helping them to listenfor a purpose.By helping them to listenfor meaning.By helping them to listenrealistic contexts.By helping them to listenflexibly.


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Pre-listening stage

While-listening stage

Post-listening stage


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Listening: Dialog, beginners, whereare you from?.Pre-listening stage: What are typicaltopics of conversation that come upwhen meeting someone for the fisttime.While-listening stage: Listen to thedialog and choose the right answer.Post-listening stage: Introduceyourself to two other people in yourclass.


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Listening: Conversation,intermediate, diner time.Pre-listening stage: What are typicalfoods you eat in your country forbreakfast, lunch and diner? Whousually prepares food in your home?.While-listening stage: Listen to theconversation and answer thequestions.Post-listening stage: What is a typicalmeal for breakfast, lunch and diner inyour country? What are theingredients for the dish and how is itprepared?.


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Top down strategiesListening for the main ideaPredictingDrawing inferences

Summarizing


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Top down strategies


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Bottom up strategiesListening for specific detailsRecognizing cognatesRecognizing word-orderpatterns


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Bottom up strategies


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Integration of skills is a paramountimportance in language learning


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Competence PerformanceObservation


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Listening is

acomponentof speaking

Input in theaural-oral

mode

The use

oflistening


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Intensive listening

Responsive listening

Selective listening

Extensive listening


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Discriminate among the distinctive soundsof English.Retain chunks of language of differentlengths in short-term memory.Recognize English stress patterns, words instressed and unstressed positions, rhythmicstructure, intonation contours, and theirrole in signaling information.Recognize reduced forms of words.


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Distinguish word boundaries, recognize acore of words, and interpret word orderpatterns and their significance.Process speech at different rates of delivery.Process speech containing pauses, errors,corrections, and other performancevariables.Recognize grammatical word classes(nouns, verbs, etc), systems( tense,agreement, pluralization), patterns, rulesand elliptical forms.


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Detect sentence constituents anddistinguish between major and minorconstituents.Recognize that a particular meaning may beexpressed in different grammatical forms.Recognize cohesive devices in spokendiscourse


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Recognize the communicative functions ofutterances, according to situations,participants and goals.Infer situations, participants, goals usingreal-world knowledge.From events, ideas, and so on, described,predict outcomes, infer links andconnections between events, deducecauses and effects, and detect suchrelation as main idea, supporting idea, newinformation, given information,generalization and exemplification.


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Clustering chunking phrases, clausesRedundancy repetitions, insertionsReduced forms difficult for learnersPerformance variables hesitationsColloquial language idioms, slangRate of delivery speedStress, rhythm and intonationInteraction negotiation, clarification


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Listening Cloze (students version)PENGUINS

Penguins are birds, but they cant _______.Penguins live by the ______ in the southern partof the _______. There are penguins on the

________ of South America, South Africa,

Australia and New Zealand


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Listening Cloze (Teachers version)PENGUINS

Penguins are birds, but they cant FLY. Penguinslive by the SEA in the southern part of the WORLDThere are penguins on the COAST of SouthAmerica, South Africa, Australia and New Zealand


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Information Transfer (students version)Multiple picture cued selection

A C

BD


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Information Transfer (Teachers version)Multiple picture cued selection

This dinosaur has a big body and is very long.It has a very long neck and very long tail. Ithas a small head and small eyes. It has smallteeth. The dinosaur has big legs and feet likean elephant. It eats plants


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Information Transfer (students version)

A-


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Information Transfer (teachers versionPicture cued task

A- QuestionAre two boys playing soccer?B- True/falseThere are four girls riding bikes.C- IdentificationPoint to the boy that has the balloon.Draw a circle around the skater boy.


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Single -picture cued verbal multiple-choice


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Single-picture-cued verbal multiple-choice (teachers version)a. She is standing near a waterfallb. She is swimming in the riverc. She is under a waterfalld. She is next to the river


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Chart Filling (Students version)NAME BY BUS BY CAR BY MOTOR

BIKEWALK

(ON FOOT)TIME

JO x 45

minutes


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Chart filling (Teachers version)A- Jo goes to school by bus, it takes fortyfive minutes to get there.B- Ana goes to school on foot, It takes fifteenminutes to get there.C- Paul goes to school by car, It takes fifteenminutes to get there.


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Sentence RepetitionLimericks

A swinging young monkey named FredLet go and Fell smack on his head.He suffers no painExcept when his brainSees yellow bananas as red


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Dictation


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Communicativestimulus-response tasks


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Authentic listening taks


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EFECTIVE LISTENING SKILLRepeat what is said to youWrite it downMaintain eye contact and provide noverbal cuesAvoid outside distractionsListen from the heartPractice, practice, practiceMirror body languageAsk clarifying questions


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We have to admit thatlanguage learning dependson listening as we respondonly after listeningsomething.Listening provides the auralinput that serves as thestimuli for languageacquisition and makelearners interact in spoken

LISTENING.pptxpresentation

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