technologies of teaching listening (grades 10-11, academic lyceums and colleges)

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teaching listening to b1 level learners technologies of teaching listening (grades 10-11, academic lyceums and colleges) lecture outline 2 1. reasons for listening 2. different kinds of listening 4. listening lesson sequences and listening activities 3. listening principles key words: extensive and intensive listening, material for listening, ‘live’ listening, audio listening, reading aloud, story- telling, interviews, conversations, listening activities 3 used literature: harmer j. (2007). the practice of english language teaching. essex, england: longman. jalolov j.j. “english language teaching methodology” t. 2015. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. lucy pollard. teaching english 4 “the art of conversation lies in listening.” malcolm forbes (malcolm stevenson forbes was one of the foremost publishers and business moguls in the united states. ) 5 “ overall listening comprehension b1 (cefr) can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech …

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erials used for listening: authentic radio broadcasts, recordings (e.g. of movie times, airport announcements), videos of tv shows or movies, lectures, phone conversations semi-authentic: unrehearsed tapes; role plays with native speakers who speak at normal speed prepared: commercially prepared tapes and videos 10 listening skills (jeremy harmer) recognising paralinguistic clues listening for specific information listening for general understanding 11 listening skills (lucy pollard) listening for gist ( general understanding) listening for specific information listening for detailed information. identifying the topic predicting and guessing interpreting a text/making inferences 12 different kinds of listening 2 extensive and intensive listening (j. harmer) students can improve their listening skills- and gain valuable language input – through a combination of extensive and intensive listening material and procedures. listening of both kinds is especially important since it provides the perfect opportunity to hear voices other than the teacher`s, enables students to acquire good speaking habits as …

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y vary from something that`s a few minutes long to several hours long. it focuses on overall understanding 16 extensive listening extensive listening – where a teacher encourages students to choose for themselves what they listen to and to do so for pleasure and general language improvement. extensive listening can have a dramatic effect on a student`s language learning. extensive listening will usually take place outside the classroom: in the students` home, car or on personal mp3 players as they travel from one place to another. the motivational power of such an activity increases dramatically when students make their own choices about what they are going to listen to. 17 material for extensive listening material for extensive listening can be obtained from a number of sources. audio versions on cassette or cd of many simplified readers copies of coursebook cds or tapes, recordings which accompany other books written at their …

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a variety of different voices apart from just their own teacher`s. it gives them an opportunity to ‘meet’ a range of different characters, especially where ‘real’ people are talking. audio material is portable and readily available. tapes and cds are cheap, teachers can play recorded tracks in class directly from computers as they are in digital form. 22 disadvantages: in big classrooms with poor acoustics, the audibility of recorded material often gives cause for concern. it is difficult to ensure all students in a room can hear equally well. everyone has to listen at the same speed. students cannot interact with the speaker and they cannot see the speaking taking place. 23 an issue that also needs to be addressed is how often we are going to play the audio tracks we ask students to listen to. the methodologist penny ur points out that in real life, discourse is rarely …

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eacher 27 organizer machine operator feedback organizer prompter video and film 2 video and film not only audio material is recorded material. students can listen while they watch film clips on video, dvd or online. there are many good reasons for encouraging students to watch while they listen. firstly, they get to see ‘language in use’. this allows them to see a whole lot of paralinguistic behaviour. (how intonation matches facial expression and what gestures accompany certain phrases and they can pick up a range of cross-cultural clues) unspoken rules of behaviour in social and business situations are easier to see on films than to describe in a book or hear on an audio track. when to watch a film ? like audio material, filmed extracts can be used as - a main focus of a lesson sequence or - as parts of other longer sequences. - sometimes teachers get …

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teaching listening to b1 level learners technologies of teaching listening (grades 10-11, academic lyceums and colleges) lecture outline 2 1. reasons for listening 2. different kinds of listening 4. listening lesson sequences and listening activities 3. listening principles key words: extensive and intensive listening, material for listening, ‘live’ listening, audio listening, reading aloud, story- telling, interviews, conversations, listening activities 3 used literature: harmer j. (2007). the practice of english language teaching. essex, england: longman. jalolov j.j. “english language teaching methodology” t. 2015. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. lucy pollard. teaching english 4 “the art of conversation lies in listening.” malcolm forbes (malcolm st...

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