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Teaching Listening Workshop

This document discusses a workshop on teaching listening skills. It will cover feedback on teaching listening online, listening as a skill, challenges students face with listening activities and how teachers can support students. It will also discuss the three stages of a listening lesson - pre-listening, whilst-listening, and post-listening. Examples of activities used in each stage will be provided, as well as a discussion on applying these stages in Q Skills listening activities. The document seeks input from participants on their experiences teaching listening online versus face-to-face and strategies for developing students' academic and holistic skills.

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Muhammad Ali
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113 views23 pages

Teaching Listening Workshop

This document discusses a workshop on teaching listening skills. It will cover feedback on teaching listening online, listening as a skill, challenges students face with listening activities and how teachers can support students. It will also discuss the three stages of a listening lesson - pre-listening, whilst-listening, and post-listening. Examples of activities used in each stage will be provided, as well as a discussion on applying these stages in Q Skills listening activities. The document seeks input from participants on their experiences teaching listening online versus face-to-face and strategies for developing students' academic and holistic skills.

Uploaded by

Muhammad Ali
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Professional Development and Student

Activities Committee

Teaching Listening

January 4th, 2022


This workshop will discuss..

● Feedback - teaching online

● Listening as a skill

● What problems do students face with listening activities? How can we support
them?

● The 3 stages of a listening lesson

● Q Skills - listening activities

● Questions
Which changes in your practice do you think
will continue in your classroom based
teaching?
What skills / attributes do your students
have?
What skills, attributes and attitudes do teachers
need to support their students in developing
academically / holistically?

Transforming Teaching: Global Responses to Teaching Under The COVID -19 Pandemic (Lucy Cooker, Tony Cotton, Helen Toft)
Why is listening an important skill for language
learners?

Listening is an extremely important skill if students want to speak fluently in


English. It is the skill that we use most in everyday life.

No matter how well you speak, if you don’t understand what your conversation
partner said, the conversation will be awkward.
What kind of skill is listening?

Receptive Productive

Skills Skills
What are typical problems
students have with listening
comprehension?

Please answer in the chat


Possible Problems with Listening Comprehension
•What types of accents do they have? > British vs American
•Length of audio
•How quickly do they speak? > speed and clarity of speech
•How many speakers are there?
•The content: How complex is the grammar, vocabulary and information
structure?
•Inability to concentrate > background noise (easily distracted)
•Limited vocabulary
•Unfamiliar topic/ lack of context
Strategies that may improve listening skills:
1. Predict content
Gets the students thinking about the topic, possible context and content
1. Predict vocabulary
After students have predicted possible context, they can try and predict the vocabulary used
for these situations.
1. Guess vocabulary through context
Students do not need to know the meaning of every single word and they can try to guess the
meaning from the words that are around it and from the topic of the text.

Can these strategies be used in teaching other skills?


Listening lessons are usually conducted in
3 stages

Please write the names of these stages


in the chat.
They are…

Pre - listening

Whilst - listening

Post - listening

Let’s look at some examples of the kind of activities used in each stage..
Pre-listening tasks
• Using the picture and /or title to activate background
knowledge
• Establishing the context for a listening text
• Brainstorming and predicting vocabulary
• Predicting the content of a listening text
• Pre-teaching unfamiliar vocabulary
Whilst-listening activities
● Identifying the text type and the purpose for listening
● Note taking
● Scanning for specific information
● Answering comprehension questions
● Identifying the key ideas in the text
● Identifying supporting details in the text
● Identifying keywords in the text
● Guessing the meaning of unknown words from the context
● Understanding inferred information
Post-listening activities
•Discussing the follow-up questions about the texts

•Focusing on language features and discuss how


they contribute to the meaning of the text

•Summarizing the audio content using the keywords


Put these stages of a listening task into a logical order
a.The teacher focuses on features of grammar or vocabulary that occur in the recording, e.g by asking
students to complete gapped transcript.

b. The teacher set task that requires listening for specific details. She plays the complete recording,
checks the answers, and replays sections if necessary.

c. Learners read the transcript of the recording and listen at the same time.

d. The teacher generates interest in the topic by, for example, asking the class about their experience of,
feelings on, or knowledge about, the topic.

e. The teacher presents some key vocabulary in the listening text for example, by giving, or eliciting,
definition or an example.

f. The teacher sets gist listening task for example, Who is talking to whom, about what, and why? She then
plays a short section of the recorded extract, and checks answers.
Suggested order

d), e), f) , b), c), a)

d. The teacher generates interest in the topic by, for example, asking the class about their experience of, feelings on,
or knowledge about, the topic.
e. The teacher presents some key vocabulary in the listening text for example, by giving, or eliciting, definition or an
example.
f. The teacher sets gist listening task for example, Who is talking to whom, about what, and why? She then plays a
short section of the recorded extract, and checks answers.
b. The teacher set task that requires listening for specific details. She plays the complete recording, checks the
answers, and replays sections if necessary.
c. Learners read the transcript of the recording and listen at the same time.
a.The teacher focuses on features of grammar or vocabulary that occur in the recording, e.g by asking students to
complete gapped transcript.
Are the 3 stages of a receptive skills lesson easy to
recognize in Q Skills?

Let’s take a look at at Q Skills 4, Listening & Speaking (Unit 4)


From your own experience…

What are the differences between teaching listening online and face
to face?
Are there any listening activities that are better suited to online or face
to face lessons?
Do you have any questions or want to share good
practices of teaching listening?

Please use the chat or raise your hand.


Thank you
References:
Thornbury, S., & Watkins, P. (2007). The CELTA course. Cambridge: Cambridge University Press.

Transforming Teaching: Global Responses to Teaching Under The COVID -19 Pandemic (Lucy Cooker, Tony Cotton,
Helen Toft)

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