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Listening - Coggle Diagram
Listening
the task-feedback circle (MB)
lead-in (pre-listening introduction to topic)
pre-task work (optional)
set clear task
play recording
feedback on task
Could they do the task? If they could not, play recording again
conclude
guidelines for listening skills work in class (MB)
task first, then recording
play the recording sufficient number of times
do not be led by one strong student
grade the task not the material
keep recording short
do not immediately acknowledge correct answers
How we listen
Variety of strategies
GIST LISTENING
To pick up the message/information
EXTENSIVE LISTENING
LISTENING FOR DETAIL
Main strategies
Top-down
General, overall impression of the message/text
Most common
Usually this method is used
Procedure
Discussion of the General topic
Predict the specific content
Predict the structure
Gist listening for attitudes
Gist listening for overview
More careful listening for complex meanings
Listening to pick out specific small language details
Bottom - up
Working on the small pieces; not possible in every situation
Listening ideas
Home recording
Live listening
The gallery
Guest stars
Jigsaw listening
News headlines
Task categories (MB)
take part in a conversation
answer questions
do/choose something in response to what you hear
pass on/take notes on what you hear
Approaches to listening (TL)
when it comes to listening tasks the teacher should give exact questions to students (TL)
giving questions before the recording is played can help students a lot (it is a task before audio) (TL)
in listening tasks it is not necessary to understand every word in order to understand the information that students need from the recording (TL)
teachers should help students to worry less about understanding everything and work more on catching the bits they need to hear
(TL)
listening task should be realistic and useful (TL)
it should be actively help students to improve their listening (TL)
the most useful listening tasks are the ones that require students to listen in similar ways to how they might hear such conversaton in real life (TL)
Task sequence (big to small) (MB)
big/general
more detailed
language focus
Design task that: (MB)
closely reflect what they might need to do in real life
help them improve skills that will be useful to them in the future
'proccess rather than product' (MB)
getting the right answer is not necessarily the most important thing
while trying to get the right answer, the student is probably stretching her powers of listening to the limit and this is the aim