Программа по формированию навыков безопасного поведения на дорогах и улицах «Добрая дорога детства» 2
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 Module 3.Teaching skills 3.1 TEACHING LISTENING Aims: By the end of the module the students will be able to identify what listening is, how listening in real life and in the classroom are different, what types of listening activities are presented by different methodologists (P.Ur, J.Harmer, Green and Tanner, how to deal with problems in Listening). We are starting a new module which is devoted to one of the four skills in teaching English. What are these four skills? How many groups are they divided into? What are their names? Receptive (perceptive) are those skills requiring the ability to receive communication but not to produce it. Listening and reading refer to receptive skills. Let’s compare listening in the real world and listening in the classroom. Activity 1 Course book p.43, Green and Tanner Work in groups, complete the listening mind map, it compares listening to language 1 outside the classroom with listening to English inside the classroom. See page 101. Activity 2 Work in pairs and fill in the chart.
Learner difficulties and problems in listening P.Ur recognizes six learner difficulties in listening.
What do we listen for in classroom? Purposes: Work in groups, work out purposes for listening in the classroom:
How do we listen? Strategies:
And now a question: What makes up the overall skill of listening comprehension? What is ‘comprehension’? What does it involve? (understanding) What does it depend on? It depends on the level of the development of the so-called sub-skills which can be involved in effective comprehension.
Activity 3 Work in two groups and make a list of personal factors which may facilitate or inhibit effective listening comprehension.
Six basic principles of teaching listening (J. Harmer) Principle 1. The tape-recorder should be of very good quality and the recording must be heard all round the classroom. Principle 2. Preparation is very important: students should be engaged with the topic so that they really want to listen. Principle 3. The teacher shouldn’t play a tape only once, but listening to it twice or more than 3 times can also be boring. Principle 4. Students should be encouraged to respond to the problem raised in the recording, not just to the language. The author considers questions like ‘Do you agree?’ just as important as question about the used language. Principle 5. ‘Different listening stages demand different listening tasks’. For the first listening the task is general and for later listening – more detailed listening. Principle 6. A listening text should be fully exploited. Guidelines for listening texts (P.Ur)
Guidelines for listening tasks
Activity 4 Work in groups and design a spidergram of what you need to organize teaching listening effectively.  feedback studentsLISTENING assessment aims cassette teacher’s instructions a set of activities time recordings All kinds of listening activities may be divided into two categories: listening for perception listening for comprehension Activity 5 Read the definition and define the type: For perception: The main aim is to give the learner practice in identifying correctly different sounds, sound combinations, stress and intonation. For comprehension: The main aim is to be only the preliminary to or basis for more sophisticate activities involving other language skills and imaginative or logical thought. Activity 6 Read the following types of listening activities and say whether they refer to perception or comprehension. |
