This document provides an agenda for a listening skills workshop. It includes sections on macroskills, listening phases (pre-listening, while-listening, post-listening), categories of skills (receptive like listening and reading, productive like speaking and writing), and strategies for each listening phase. The pre-listening section suggests using brainstorming, visuals, and problem-solving activities to prepare students. While-listening has teachers monitoring students as they listen and complete tasks. Post-listening focuses on checking understanding through discussion, creative responses, and reflection.
14. What do you think
makes understanding a
listening exercise
difficult?
Which are the reasons
your students give you
when they say listening
is difficult?
Which are the
difficulties you find
whenever you do a
listening activity?
15. English is a non-phonetic language
Listening activities are usually Non-reciprocal
Some students can have concentration and/ or
motivation problems
The environment is not adequate
The mind has no capacity to memorize every single
word heard
Unfamiliar topics
18. • Predict?
• Elicit previous information?
• Play the CD?
• Answer comprehensive questions from what you have
listened to?
• Recall previous knowledge?
• Create a context?
• Check comprehensive questions?
• Prepare the students for what they are going to listen
to?
•
Prepare yourself for the activity?
27. CATEGORIZING: Classify the animals into three groups.
fly
bear
ant
butterfly
bee
Horse
sheep
monkey
pig
camel
Cow
mosquito
chicken
tiger
Farm animals
lion
Wild animals
Insects
pig
lion
ant
…..
…..
…..
•Activity taken from What’s Up 1? Second Edition. Pearson. Longman
30. Listen to a dialogue and complete the timetable with the names
of the school subjects.
TIME
SUBJECT
9.15
TEACHER
Mr. Lewis
10.00
MUSIC
10.45
BREAK
11.30
12.15
13.30
Ms. Hope
Ms. Dee
LUNCH
Mr. Miles
14.45
Activity taken from What’s Up 1? Second Edition. Pearson. Longman
39. PREPARE YOURSELF!
•Get the CD player.
•Check that electronic devices work well.
•Check you have the listening track you will
need.
•Have the script at hand in case of emergency.
•Make sure the instructions are clear.
41. Make your pre-listening short
and quick.
Introduce the topic.
Don’t give all the answers to
your students.
Let the students do as much
speaking as possible.
Make the pre-listening relevant.
46.
Ticking words and phrases
that are heard.
Students have less to
do while they listen
and therefore
experience less
distraction from
listening.
Answering multiple-choice
and true/false questions.
Matching and choosing
pictures.
Filling- in gaps.
Colouring.
69. CHECKING
AND
SUMMARIZING
• Take it in turns
• Note comparison
DISCUSSION
• Ranking
• Grading,
• True or false?
• Do you agree?
• Pros and cons
CREATIVE
RESPONSES
• Write/Speak on
• Sound effects story
• Illustrate
• Designing something
• Solving mysteries
70. Focus on what the students
have understood.
Give students time to reflect and
to answer.
Give positive feedback.
Ask students to summarize.
Decide if the strategies used
were appropriate.