Teaching Listening

Teaching Listening
(HARMER, 2007)
Prática De Ensino E Tecnologia 1

Prof. Ana Maria Martins
Aluna: Giuliana Lugarini
1 Reasons for listening
2 Different kinds of listening
3 Listening levels
4 Listening skills
5 Listening priciples
6 Listening sequences
7
Topics:
More Listening suggestions
8 Audio and Video

1
REASONS FOR LISTENING
Reasons for listening
To better understand what is spoken by
others either face-to-face, on T.V. or on the
radio.
The students own pronunciation skills can be

apprehended better as listening is fine tuned.
The way people speak is often significantly

different from the way they write.
Reasons for listening
Appropriate pitch and intonation.
Successful spoken.
Regional Varieties.
Good for pronunciation.

2
DIFFERENT KINDS OF LISTENING
Students listen specifically in order to work on
listening skills, and in order to study the way in
which English is spoken;
It usually takes place in classrooms or language

laboratories;
INTENSIVE
Typically occurs when teachers are present to
guide students through any listening difficulties,
and point them to areas of interest.
Encourage the students to go to English language
films with subtitles;
"...as they hear the English dialogue, the subtitles

EXTENSIVE help them understand; as they understand, they will,
to some extent, absorb the language they hear."
EXTENSIVE
LISTENING SOURCES
A lot of listening is experienced from recorded extracts - on CD, tape or

via MP3 players of some kind;
With modern recording technology available through a range of media, it

is quite possible to produce recordings of reasonable quality;
Download a huge amount of extremely useful listening material;

LISTENING SOURCES
The term live listening is used to refer to situations in which the

teacher brings visitors into the class
ADVANTAGE
Listening > Recorded Extracts
The students can interact wIth the speaker on the basis of what they
are saying, making the whole listening experience far more dynamic
and exciting.
3
LISTENING LEVELS
LISTENING LEVELS
"We will want our students to hear listening material in a number of different genres"
LISTENING LEVELS
news broadcasts
public announcements recorded messages
lecture phone conversations
dramatic dialogue
Authentic speech
Authentic speech is speech not spoken
just for language learners
It is language spoken for native- or

competent speakers of English, with no
concessions made for the learner
Authentic speech
Much recorded speech on the radio or on
the Internet;
Lower- level students
Realistic language use
Approximates to real-life language

"But we will aim to get our students to
listen to (and understand) authentic English
as soon and as often as they can."
4
LISTENING SKILLS
LISTENING SKILLS
1
Recognise paralinguistic clues such as intonation in order to
understand mood and meaning.
2
Listen for specific information and sometimes for more
generalunderstanding.
Students need to be able to listen to a variety of

things in a num ber of different ways.
LISTENING SKILLS
A lot will depend on the particular genres

1 they are working with
Our job is to help them become adept at this kind of

multiskilling when listening to English.
5
LISTENING PRINCIPLES
Encourage students to listen as
1 often and as much as possible.
2 Help students prepare to listen
Once may not be enough

3
Encourage students to respond to
4 the content of a listening, not just to
thelanguage.
Different listening stages demand

5 different listening tasks
Principles 6
Good teachers exploit listening
texts to the full
1
The more students listen, the better they get at

listening - and the better they get at understanding
pronunciation and at using it appropriately
themselves. One of our main tasks will be to use as
much listening in class as possible, and to
encourage students to listen to as much English as
they can (via the Internet, podcasts, CDs, tapes,
etc).
2
Students need to be made ready to listen. This means

that they will need to look at pictures, discuss the topic,
or read the questions first, for example, in order to be in
a position to predict what is coming. This is not just so
that they are in the right frame of mind (and are
thinking about the topic), but also so that they are
engaged with the topic and the task and really want to
listen.
3
There are almost no occasions when the teacher will play an

audio track only once. Students will want to hear it again to pick
up the things they missed the first time - and we may well want
them to have a chance to study some of the language features
on the tape. In the case of live listening, students should be
encouraged to ask for repetition and clarification when they
need it.
4
Draw out the meaning of hat is being said, discern what is
intended and find out what impression it makes on the
students. ‘Do you agree with what they say?’
‘Did you find the listening interesting? Why?’
are just as important as questions like
‘What language did she use to invite him?’
Any listening material is useful for studying language use and a
range of pronunciation issues.
5
There are different things we want to do with a listening text, we
need to set different tasks for different listening stages.
For a first listening, the task(s) may need to be fairly straightforw
ard and general.
The students’ general understanding and response can be
successful - and the stress associated with listening can be
reduced.
Later listenings may focus in on detailed information, language
use or pronunciation, etc. It will be the teacher’s job to help
students to focus in on what they are listening for.
6
If teachers ask students to invest time and em otional energy
in a listening text, then it makes sense to use the audio track
or live listening experience;
After an initial listening, the teacher can play a track
again for various kinds of study before using the subject
matter, situation or audioscript for a new activity. The
listening then becomes an important event in a teaching
sequence rather than just an exercise by itself.
6
LISTENING SEQUENCES
The following listening sequences are pitched at different levels.

The sequence works when teachers can bring visitors to the
classroom (or when they themselves play a role as if they
Example I: were a visitor)
live 1 The teacher primes a visitor to the class

interview
(beginner 2
The visitor should modify the way they
onwards) normally speak
The students are told th at a visitor is coming to the

3 lesson
Example I: They should think of a number of questions to ask
live 4 which will tell them as much as possible about
who the person is.
interview 5 Their questions are checked by the teacher
(beginner
When the visitor comes to the lesson, students ask
onwards) 6 their questions and take notes of the answers.
"A question which
follows on from the interviewee’s first answer".
Follow-up
question This means that students are forced to listen carefully to
the first answer.
Students can use their notes to write a profile of the visitor,

to write to or about them , or to discuss with the class what
they thought about the visitor’s opinions.
Example 2: The following sequence is an example of how
buying tickets
work on one skill (listening) leads naturally into
work on another (speaking).
(pre-
intermediate)
The teacher encourages them to describe
what is going on in each picture.
Thank you!
Do you have any questions for me before we go?

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Teaching Listening

Prática De Ensino E Tecnologia 1

2 Different kinds of listening

8 Audio and Video

The students own pronunciation skills can be

The way people speak is often significantly

Good for pronunciation.

It usually takes place in classrooms or language

"...as they hear the English dialogue, the subtitles

A lot of listening is experienced from recorded extracts - on CD, tape or

With modern recording technology available through a range of media, it

Download a huge amount of extremely useful listening material;

The term live listening is used to refer to situations in which the

public announcements recorded messages

lecture phone conversations

It is language spoken for native- or

Lower- level students

Realistic language use

Approximates to real-life language

Students need to be able to listen to a variety of

A lot will depend on the particular genres

Our job is to help them become adept at this kind of

2 Help students prepare to listen

Once may not be enough

Different listening stages demand

The more students listen, the better they get at

Students need to be made ready to listen. This means

There are almost no occasions when the teacher will play an

The following listening sequences are pitched at different levels.

live 1 The teacher primes a visitor to the class

onwards) normally speak

The students are told th at a visitor is coming to the

Students can use their notes to write a profile of the visitor,

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