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    Different Stages in Teaching Istening

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    Naveed Malik
    The document outlines the three stages of teaching listening: pre-listening, while-listening, and post-listening. In the pre-listening stage, teachers prepare students by providing context and predicting challenges. During listening, students complete tasks like understanding gist, detail, and inferences while hearing the passage multiple times. In the post-listening stage, students review transcripts, discuss challenges, and relate the content to their own experiences through speaking activities. An example is also given of how this framework could be applied to teaching a song.

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    Different Stages in Teaching Istening

    Uploaded by

    Naveed Malik
    40 views7 pages
    The document outlines the three stages of teaching listening: pre-listening, while-listening, and post-listening. In the pre-listening stage, teachers prepare students by providing context and predicting challenges. During listening, students complete tasks like understanding gist, detail, and inferences while hearing the passage multiple times. In the post-listening stage, students review transcripts, discuss challenges, and relate the content to their own experiences through speaking activities. An example is also given of how this framework could be applied to teaching a song.

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    The document outlines the three stages of teaching listening: pre-listening, while-listening, and post-listening. In the pre-listening stage, teachers prepare students by providing context and predicting challenges. During listening, students complete tasks like understanding gist, detail, and inferences while hearing the passage multiple times. In the post-listening stage, students review transcripts, discuss challenges, and relate the content to their own experiences through speaking activities. An example is also given of how this framework could be applied to teaching a song.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    40 views7 pages

    Different Stages in Teaching Istening

    Uploaded by

    Naveed Malik
    The document outlines the three stages of teaching listening: pre-listening, while-listening, and post-listening. In the pre-listening stage, teachers prepare students by providing context and predicting challenges. During listening, students complete tasks like understanding gist, detail, and inferences while hearing the passage multiple times. In the post-listening stage, students review transcripts, discuss challenges, and relate the content to their own experiences through speaking activities. An example is also given of how this framework could be applied to teaching a song.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 7

    Different Stages in Teaching Listening

    Submitted To. Mam Qamar Sumaira

    Submitted By. Muhammad Naveed Niaz

    Registration No. MAEN-023R18-24

    Institute of Southern Punjab


    Different Stages in Teaching Listening

    Every language lesson usually starts with a warm-up or some task to make people
    think about the topic they are about to learn.

    The listening lesson is made up of three stages regardless of the framework you
    use.

    A listening lesson consists of task before students listen to the passage, tasks to
    complete while they listen to the passage and activities that you after the listening

    The 3 Stages of a Listening Lessons are:

    1. Pre-Listening
    2. During- Listening
    3. Post- listening

    Pre-Listening
    The pre-listening stage helps our students to prepare for what they are going to hear,
    and this gives them a greater chance of success in any given task.
    Ideally, you should already be familiar with the listening task. Before class, take a listen
    to the listening track and ponder these questions.

    What is the situation?

    How many people are speaking?

    What different accents do you hear?

    What is the topic?

    Do you notice any language that students might find challenging (slang, colloquialisms,
    advanced level vocabulary)?
    Also, before class begins, make sure the equipment is working properly. Test the CD or
    audio track. Also test the volume.

    When you are in class, there are several things you need to do before you press play.

    Set up the Listening Activity.


    Give students a simple preview of the listening text. You want to give them a little
    information, but not too much. Ideally, you should get your students thinking about what
    they hear. Give them just a tiny bit of information, such as the title, the topic, or a short
    sentence, and allow them to predict what they’re going to hear.

    Ask them to preview the course book page or worksheet.


    If there is a worksheet or course book page that accompanies the listening track, give
    students time to look at the pictures, the tasks, the instructions, the questions. All this
    provides valuable information for the student. Remember: the students have (probably)
    not heard the listening track before, and they’re listening in a second language.

    While-Listening
    The while-listening stage is where students listen and do a task. Many course books
    feature tasks, such as listening for gist, listening for main ideas, making inferences, and
    summarizing. Assigning a task can help students focus and develop important
    strategies for language learning.

    Here’s a little more information about some common listening tasks.

    Listening for gist


    This means listening to get the main idea, so students should be trying to get the topic
    or theme of the listening track.

    Listening for detail


    This means listening to get specific information, such as How much was the meal? Or
    where was the bus going?

    Making inferences
    Here’s where students are listening to get information not explicitly stated on the track.
    Some examples: How do the two people feel about each other? Or Where do you think
    the man will go next?
    Ideally, you should play the listening track 2 or 3 times, setting a different task each
    time. Many experts suggest grading the tasks, going from easier to more difficult, such
    as starting with one gist question, proceeding with 3 to 5 detail questions, then following
    up with an inference question.

    You should also give yourself a task: monitor the class. Are they paying attention? Does
    anyone look frustrated? What is the general vibe in the room?

    Post-Listening
    The post-listening task is the stage where you take them beyond the listening text, and
    use it as a springboard for further language practice.

    Mine the transcript


    At this point, you can ask students to look over the transcript and see what they might
    have had trouble understanding. Some ELT experts protest against ever showing
    students the transcript, but I think it’s an excellent way for students to get another look
    at the language contained in the listening track. In addition, it can help students
    understand words and phrases that they didn’t understand when they were listening.
    Also, it can help students notice some of the differences between spoken language and
    written language.

    Set a speaking task


    Assign students to do a related speaking activity. For example, if students heard a
    conversation between two people at a party, ask them to reproduce the conversation in
    a different setting.

    Detect problems
    Get students to discuss what problems came up during the listening. Which sections
    were the most difficult? What caused them confusion or misunderstanding?

    Personalize the listening text. Find ways that students can relate to the text. For
    example, if the listening is a monologue of a person expressing their opinion, you can
    ask students to tell you if they agree or disagree and give reasons for their position

    Applying the framework to a song

    Here is an example of how you could use this framework to exploit a song:
     Pre-listening
    o Students brainstorm kinds of songs
    o Students describe one of their favorites songs and what they like about it
    o Students predict some word or expressions that might be in a love song

     While listening
    o Students listen and decide if the song is happy or sad
    o Students listen again and order the lines or verses of the song
    o Students listen again to check their answers or read a summary of the song with errors
    in and correct them.

     Post-listening
    o Focus on content
     Discuss what they liked / didn't like about the song
     Decide whether they would buy it / who they would buy it for
     Write a review of the song for a newspaper or website
     Write another verse for the song
    o Focus on form
     Students look at the lyrics from the song and identify the verb forms
     Students find new words in the song and find out what they mean
     Students make notes of common collocations within the song
    Submitted To. Mam Almas Fatima

    Submitted By. Muhammad Naveed Niaz

    Registration No. MAEN-023R18-24

    Institute of Southern Punjab


    Submitted To. Mam Qamar Sumaira

    Submitted By. Muhammad Naveed Niaz

    Registration No. MAEN-023R18-24

    Institute of Southern Punjab

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