2.  Apply the following:
1. There is a gap between receptive and
productive competence
2. Fluency may have progressed at the
expense of complexity
3. Learners have a limited vocabulary range
4. Language production may be adequate
but often lacks the characteristics of
natural speech
5. There are persistent, fossilized language
errors

3.  And the following
PEAK
STRESS
FOCUS WORD
THOUGHT GROUP

4.  Article from The Guardian
http://www.guardian.co.uk/higher-education-
network/blog/2011/nov/29/universities-uk-students-global-graduates
 You tube video
http://www.youtube.com/watch?v=KUmZp8pR1uc
 Text from CAE ELT coursebook

7. -Difficulty to understand: 1 to10
-Reasons for finding it difficult:
-Speed
-Vocabulary
-Context
-Unprepared

8. Now fill in these gaps:
1- World War I, which began in 1914 and
ended in 1918, is sometimes called …..
2- In 1928, British women obtained the
………………… after a long battle.

9. INTERESITNG FACTS:
•Instantaneous
•Unplanned
•Linear (one clause at a time)
•Fast (Radio monologues about 160 w/m,
General conversation up to 220 w/m)

10. Listening for comprehension
Listening for acquisition

12.  The guy I sat next to on the bus this
morning on the way to work was telling
me he runs a Thai restaurant in
Chinatown. Apparently, it’s very popular
at the moment.
WHAT DO YOU NEED TO DO TO FULLY
UNDERSTAND THIS UTTERANCE?

13. HOW ABOUT CHUNKING IT?
 I was on the bus
 There was a guy next to me
 We talked
 He said he runs a Thai restaurant
 It’s in Chinatown
 It’s very popular

14.  from LANGUAGE to
MEANING
a process of DECODING
 listening for DETAIL

15. •Retain input while it is being processed
•Recognise word and clause divisions
•Recognise key words
•Recognise key transitions in discourse
•Recognise grammatical relationships between
key elements in sentences
•Use stress and intonation to identify word and
sentence functions

16.  Dictation
 Cloze listening
 Multiple choice questions
:
- identify the referents of pronouns
- recognise the time reference
- distinguish between positive and negative
statements
- recognise word order
- identify sequence markers
- identify key words

17. Iheard on the news there was
a big earthquake in China last
night.
WHAT WOULD YOU SAY?

18. On recognising EARTHQUAKE, maybe,
you would ask:
 Where exactly was the earthquake?
 How big was it?
 Did it cause a lot of damage?
 Were many people killed or injured?
 What rescue efforts are under way?

19. “I’m going to the
dentist this afternoon”

20. • a place
• people
• a reason
• procedures
• a result

21. When somebody is going to:
 the dentist
 the Casino
 a job interview
Is it the same? ;-)

22.  from MEANING to
LANGUAGE
 Focus on background
knowledge: SCHEMATA
 listening for GIST

23. •Use key words to construct the schema of a
discourse
•Infer the setting
•Infer the role of the participants and their goals
•Infer causes or effects
•Infer unstated details
•Anticipate questions related to the topic or the
situation

24. Once students are told the topic:
 They generate question and listen to see if they
are answered
 They make a list of the things they know about
the topic and listen to compare
 They read one speaker’s part and predict the
other
 They read a list of key points covered in the story
and listen to check which one is mentioned
 They listen to part of the story and complete the
ending
 They read the headlines, guess, listen and
compare

26. Now you listen and decide if you
are required to use BU or TD
processing to complete the tasks.
Has the level of difficulty changed?
If so how, can you rank the
activities in order of difficulty.

28. Noticing AGAIN! Can you think of
activities to focus on ACQUISITION
(use the tapescripts to so do).
Read the text on pages 166 & 167
for next class, and bring materials/
ideas about the topic of respect
and discrimination.