1. Overview of listening effectiveness
 Face the speaker and maintain eye contact- Do your
conversational partners the courtesy of turning to face them. Put aside papers,
books, the phone and other distractions. Look at them, even if they don’t look at
you.
 Be attentive, but relaxed- Now that you’ve made eye contact,
relax. You don’t have to stare fixedly at the other person. You can look away
now and then and carry on like a normal person. The important thing is to be
attentive.
 Keep an open mind- Listen without jumping to conclusions.
Remember that the speaker is using language to represent the
thoughts and feelings inside her brain. You don’t know what those
thoughts and feelings are and the only way you’ll find out is by
listening.

2.  Listen to the words and try to picture what the
speaker is saying- Allow your mind to create a mental model of the
information being communicated. When listening for long stretches, concentrate on, and
remember, key words and phrases.
 Don’t interrupt and don’t impose your
“solutions.”- When listening to someone talk about a problem, refrain from
suggesting solutions.
 Wait for the speaker to pause to ask clarifying
questions. When you don’t understand something, of course you
should ask the speaker to explain it to you. But rather than interrupt,
wait until the speaker pauses. Then say something like, “Back up a
second. I didn’t understand what you just said about…”

3.  Ask questions only to ensure understanding- At
lunch, a colleague is excitedly telling you about her trip to Vermont and all the wonderful
things she did and saw.
 Try to feel what the speaker is feeling. If you feel sad
when the person with whom you are talking expresses sadness, joyful when
she expresses joy, fearful when she describes her fears—and convey those
feelings through your facial expressions and words—then your effectiveness as
a listener is assured.
 Give the speaker regular feedback. The idea is to give the
speaker some proof that you are listening, and that you are following her train
of thought—not off indulging in your own fantasies while she talks to the ether.

4.  Pay attention to what isn’t said—to
nonverbal cues. Face to face with a person, you can detect
enthusiasm, boredom, or irritation very quickly in the expression around the
eyes, the set of the mouth, the slope of the shoulders. These are clues you
can’t ignore. When listening, remember that words convey only a fraction of the
message.

5. Importance of listening
 Listening is a skill that is important because it helps us learn and understand
different things. Usually, a person who listens properly is able to react
appropriately to a particular situation or towards a particular person.
 The listening process involves five stages: receiving, understanding, evaluating,
remembering, and responding.
 Active listening is a particular communication technique that requires the
listener to provide feedback on what he or she hears to the speaker.
 Three main degrees of active listening are repeating, paraphrasing, and
reflecting.
 Active listening is a particular communication technique that requires the
listener to provide feedback on what he or she hears to the speaker, by way of
restating or paraphrasing what they have heard in their own words.

6. Reasons to listen
 Enhances cooperation. Everyone likes to have a say in
things. If you listen to people, they will feel valued and as a direct result, respect
you. Due to the respect that builds up, cooperation between two people
increases.
 Easy to make decisions.
 Errors can be avoided

7. Types of listening
 Discriminative listening- This is the most basic form of listening and
does not involve the understanding of the meaning of words or phrases but merely the
different sounds that are produced. In early childhood, for example, a distinction is made
between the sounds of the voices of the parents – the voice of the father sounds different
to that of the mother.
 Comprehensive listening- involves understanding the message or
messages that are being communicated. Like discriminative listening, comprehensive
listening is fundamental to all listening sub-types.
 Critical Listening- is a much more active behavior than informational
listening and usually involves some sort of problem solving or decision making.

8.  Therapeutic or Empathic Listening- Empathic listening
involves attempting to understand the feelings and emotions of the speaker – to put
yourself into the speaker’s shoes and share their thoughts.
 Appreciative listening- is listening for enjoyment. A good
example is listening to music, especially as a way to relax.
 Rapport Listening- When trying to build rapport with others we can
engage in a type of listening that encourages the other person to trust and like
us. A salesman, for example, may make an effort to listen carefully to what you
are saying as a way to promote trust and potentially make a sale. This type of
listening is common in situations of negotiation. (

9.  Selective Listening- This is a more negative type of listening,
it implies that the listener is somehow biased to what they are hearing. Bias
can be based on preconceived ideas or emotionally difficult communications.
Selective listening is a sign of failing communication – you cannot hope to
understand if you have filtered out some of the message and may reinforce or
strengthen your bias for future communications.

10. How to be a good listener
 MAKE EYE CONTACT: Be sure to look the speaker in the
face most of the time, especially look at her/his eyes. If you forget to make eye
contact, the speaker may think you are bored, withdrawn, or simply not
listening. Also be culturally sensitive: some individuals may be uncomfortable
with too much direct eye contact.
 TAKE A LISTENING POSITION: Sit or stand in a
comfortable position with your body aimed in the general area where the
speaker is. Try to be in a relaxed position. Face the speaker and make
appropriate eye contact. Be aware of other nonverbals: placement of arms,
leaning forward when necessary, head nodding, degree of personal space,
smiling.

11.  PARAPHRASE THE SPEAKER’S
MESSAGE: Paraphrasing means stating in your own words what
someone has just said. Some common ways to lead into paraphrases include:
What I hear you saying is… In other words… So basically how you felt was…
What happened was… Sounds like you’re feeling… The speaker then has a
chance to know you have understood what she/he has said. This also gives the
speaker the opportunity to try to make the message more clear if she/he
doesn’t think you really understood. Also be sure to reflect feeling words.

12. ASK CLARIFYING QUESTIONS FOR
UNDERSTANDING: If something the speaker says is
unclear to you, ask her/him a question to get more information. Such
questions make you an active, interested listener; the speaker can
tell that you’ve been listening
enough to have a question and care enough to ask. Ask open ended
questions when you need more information, e.g., “Could you give
me an example of when you’ve had difficulty talking to your
professor?” Avoid the overuse of closed questions; these are
questions that just require a yes or no response and tend to halt
communication.

13.  MAKE COMMENTS, ANSWER
QUESTIONS: When the speaker stops or pauses, you can be a
good listener by making comments about the same subject. If you change the
topic suddenly, she/he may think you weren’t listening. If the speaker asks a
question, your answer can show you were listening. Also, use silence to your
benefit versus attempting to fill the conversation with constant talk.
 PROVIDE APPROPRIATE FEEDBACK: Your
students are likely to be interested and invested in your opinions and feedback.
Monitor your reactions to what they have to say and give reactions in
nonjudgmental ways. Feedback should always be given in an honest and
supportive way.

14.  EMPATHY: Recognize that everyone is trying to survive, get through
school successfully, build a support network and deal with the demands of
outside life. Sometimes is can be difficult to be empathic if we have had
different life experiences or would try a different solution than those tried by our
student.
 OPENNESS: Listen with openness. Be a supportive, but neutral
listener. This provides safety for self-disclosure and talk of emotional states. Be
careful of judgments and stereotypes you have that block openness. Attempt to
put yourself in the other person’s shoes in terms of trying to understand how
they feel, while also not becoming consumed with their difficulties. Incorporate
your own self-care so that you do not burn out.

15.  AWARENESS: Be aware of your own biases. We all have biases-this
is part of human nature. The key is to not let them get in the way of what others
have to say. Try to fully understand the person and their context versus relying
on just your personal experience to guide them.

16. HURIER approach to listening
• Hearing- focusing on and attending to the message
• Understanding- obtaining the literal message meaning
• Interpreting- recalling the message for future action
• Remembering- expressing sensitivity to contextual and nonverbal
message aspects
• Evaluating- logic applied to the assessment of the message value
• Responding- choosing an appropriate response to what is heard

17. Overview of understanding Speaking
 What Is Speaking?
A basic look at what speaking is and is not, and what it involves for English
learners.
-exchanging ideas, techniques, materials, and lessons that work, finding out
about materials before you buy, seeking and giving advice on therapy and
caseload management issues, and exploring a myriad of helpful resource links.
 The Importance of Speaking Practice
Speaking to yourself can be "dangerous" because men in white coats may
come and take you away!! That is why you should make every effort possible to
find somebody to speak with.

18. Oral skills and interaction: observing
grammar

26. Oral practice observing vocabulary
observing grammar

41. Information gap activities

42. Stories, chants, songs and stories

43. Story Settings
How to improve your writing!

44. You can start your story by thinking
about the setting.
Where does your
story take place?
What time of
day is it?
What is the
weather like?
Is it inside
Or outside?

45. Manipulate
the reader with the setting.
Use place as well as the weather, time of day
and season, to create a setting. After all, a
walk along a lane on a summery afternoon
creates one atmosphere but the same lane
on a dark wintry night would feel very
different.

46. Use detail to bring the setting alive - base
this on sense impressions.
 What can be seen, heard,
smelt, touched and tasted?
 If the reader is to enter
your world, s/he needs
to be able to
 see it
 hear it
 touch it
 taste it
 smell it

47. Base settings on places that you know
- plus some invented detail.
 Think of places where
you have been.
 Close your eyes and
look at all the details
around you. What can
you see?
 Now use your
imagination to change
the place. Add some
interesting details.
 Do you want details to
make your setting
seem:
 dangerous?
 frightening?
 fun?
 safe?
 peaceful?
 strange/imaginary?

48. Use the setting to create atmosphere
 For instance, you might
use a frightening place
such as an empty
house - or you can take
a very ordinary place
and make it seem scary
by making it seem
unusual, dark and cold.

49. Remember:
Do not get
bogged down
in too much
description
or you will
lose the pace
of the
narrative.

50. Use real or invented names to bring
places alive
 Names help to make your setting more real and
more believable.
 ‘A boy walked down a street’ shows us nothing, but
‘Lugs O’Neill limped down Butcher’s Row’ starts to
catch our imagination.

51. Once you have built the setting you
can bring in the characters. Who is
there and why?
Have fun creating your
story setting!

52. Information Gap
Activities

53.  Teachers are often searching for
activities to make their classroom
more interactive; language teachers in
particular are also looking for activities
that promote target language use. Info
Gap activities are excellent activities
as they force the students to ask each
other questions; these activities help
make the language classroom
experience more meaningful and
authentic. This section will explain in
more detail what Info Gap activities are
and why they are useful; it will also
give some examples of Info Gap
activities for any language classroom.

55. What is an Info Gap activity?
 An Info Gap activity takes place between students,
not between a student and a teacher, though a
teacher can certainly demonstrate the activity. The
two students will be asking each other questions to
which they don’t know the answer; these questions
are called referential questions. The goal of the
activity is for the students to discover certain
information, whether about the other person or
related to a specific activity.

56. What are referential and
display questions?
 A referential question is a question to which the person asking does
not know the answer. For example, you might ask a new student:
“Where are you from?” or “What is your name?”
The teacher does not know the answer to these questions; the
purpose of asking these questions is to discover information, similar to
the Info Gap activities.
 A display question is a question to which the person asking does know
the answer. For example, you might ask a student:
“What colour is my sweater” or “Do I have long or short hair?
The teacher clearly knows the answer to these questions; the purpose
of asking is to promote student speaking, or to prompt students to
remember certain information (whether it be vocabulary, grammar,
etc.)

57. Why are Info Gap activities
useful?
 Info Gap activities are useful because they are very
meaningful; all students are involved in the process equally and
they are all moving towards a specific purpose. Each student
has the task of finding out certain information, and therefore
must find a way in which to ask for this information. Motivation
is usually quite high in these activities. These activities help
move the students from working in a more structured
environment into a more communicative environment; they are
hopefully using lots of the target language, and in the process
discovering where they have gaps. Knowing where these gaps
are gives them a direction in which to improve.

58. Rhyming Words

59. What are Rhyming Words?What are Rhyming Words?
Two words rhyme when they have the
same sound the at the end.
Bat
rhymes with
Cat

60. What are Rhyming Words?What are Rhyming Words?
Man
rhymes with
Can
Because they both end with an

61. What are Rhyming Words?What are Rhyming Words?
Does
Book
rhyme with
Cup?
No, book and cup do not rhyme because book
ends with ook and cup ends with up.

62. How to PlayHow to Play
When you click the green arrow to go to the
next slide, you will see a word at the top of
the slide and three words underneath it. Only
one of the three words will rhyme with the
word on top.
I will read the words to you and you will click on
the picture for the word that rhymes.

63. Which word rhymes with Moon ?
Book
Spoon
Dog

64. Which word rhymes with Dog?
Bowl
Car
Frog