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LISTENING SKILLS - Coggle Diagram

- - - - giving out the text turns it into a reading exercise
      - students don’t need to listen at all, and they probably won’t, because reading is easier than listening
    - - The activity must really demand listening.
      - It mustn’t be simply a memory test.
      - Tasks should be realistic or useful in some way.
      - The activity must actively help them to improve their listening.
      - It shouldn’t be threatening.
      - It should help students work around difficulties to achieve specific results.
  - - - Set questions.
      - Play recording.
      - Check if the students have found the answers.
      - If not, play the recording again as often as necessary.
  - - - to get a general overview of the message
      - to catch specific details
- - - - 'How many people are speaking?' 'Where are they?' 'What are they discussing?"
    - - 'What were the reasons for leaving on Tuesday?'
    - - 'What positive words does he use to describe the company?' 'What tenses are used in the story?'
  - - - choose the correct picture;
      - listen again until you have learned the poem by heart;
      - argue against the proposition;
      - say a reply to each comment you hear;
      - choose the best answer for each question from the four options;
      - decide which person is saying which sentence;
      - decide whether they like the present or not;
      - walk/sit/move according to the instructions;
      - draw a picture of the alien;
      - label a picture of the office;
      - pick up and show the correct picture;
      - follow the instructions to make an origami model;
      - follow the route on the map;
      - note down the leader's suggestions about where the camp should be;
      - note the exact words Chi uses to refuse the offer;
      - take down the message, address and phone numbers.
- - - - reports of an accident
      - construct the order of events
      - witnesses of a crime
  - - - warn them about the time it takes to make a good recording
      - ask them to use/or not use particular language items
      - brief them on your plans
      - complete script or short notes
  - - - play a famous character, say a few things about yourself or your average day, then let the students guess who you are
- - - - bottom-up (ie. building up the messages from the individual small pieces)
    - - top-down (to fill in missing gaps rather than as a general approach to comprehension word by word)
    - - possible listening lesson route map (figure 10.4)
        
        (1) discuss the general topic
        
        (2) predict the specific content
        
        (3) predict the structure
        
        (4) gist listening for overview
        
        (5) gist listening for attitudes
        
        (6) more carefull listening for complex meaning
        
        (7) listening to pick out specific small lang. details
        
        procedure:
      - as a teacher decide your own personal theory/approach
  - - - the world
      - the genre
      - the specific topic
        
        sentences
        
        clauses/chunks
        
        longer sections of text
        
        words
        
        the whole text
        
        sounds