unit 1 tiếng anh cao thị thu hòai thư viện tư liệu giáo dục

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PART ONE

INTRODUCTION

This study contains two parts: introduction and contents
 Part one-Introduction

This part introduces to the readers the general of the study.
 Part two-Contents

This part contains: learning style of pupils in CHAU THANH I high
school, compensation for each style and strategies for teaching listening

1) ACKNOWLEDGEMENTS

Grateful acknowledgement to: DUONG TU MAI, principal and Miss
NGUYEN THI NGOC HOA, English Teacher in CHAU THANH I high
school who have become more helpful, more thoughtful, and more gratifying.
And I wish to thank the teachers and pupils in CHAU THANH I high
school and the teachers of Department of Foreign Language in DONG THAP
UNIVERSITY.

Especially, I would like to profusely thank LE NHAT LONG,
instructor from Department of Foreign Language in DONG THAP
UNIVERSITY for his skillful instructions.

2

) GOALS

 To show out the learning style of pupils and compensate for each
style.

 To help the teacher teaching listening better and more quality by
mastering characteristic of pupils.

3)

REASEACH METHODS

 Theory method: search materials in English teaching method book
and information on the Internet.

 Experiment method: uses investigate votes.

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Article I.

STUDYING OBJECT

 Learning style

 Listening English subject
 Pupils in class 10

Article II.

SCOPE OF THE STUDY

 Pupils study English in class 10(10cb5,
10cb7, 10cb10, and 10cb11) in CHAU
THANH I high school

 English subject

 Learning style of pupils in class 10

4) BIBLIGRAPHY

1. Materials, learning style questionnaire and compensation for learning style
limitations, from Professor SHANNON BAILEY.

2. />

3. LE VAN SU, Teachers’ College LAC HONG UNIVESITY, DONG NAI
province, English Mythology, 2005 (Some basic principles of language
teaching)

4. />5. (Contrasting Effective and

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PART TWO- CONTENTS

I.

LEARNING STYLE

1. Use the learning style questionnaire below

Direction: Each item presents two alternatives. Select the alternative that
best describes you. In cases in which neither choice suits you, select the one that
closer to your preference. Write the letter of your choice in the blank to the right of
each item.

Part one

1) I would prefer to

a) Follow a set of oral directions
b) Follow a set of written directions
2) I would prefer to

a) Attend a lecture given by a famous psychologist
b) Read an article written by the psychologist
3) I am better at

a) Remembering faces
b) Remembering names

4) Is it easier to learn new information?
a) Using images (pictures)

b) Using language

5) I prefer to classes in which the instructor
a) Uses films and videos

b) Lectures and answers questions

6) To obtain information about current events I would prefer to
a) Watch TV news

b) Read newspaper

7) To learn how to operate a fax machine, I would prefer to
a) Go to a demonstration

b) Consult a manual

Part two

1) I prefer to

a) Learn facts and details
b) Construct theories and ideas
2) I would prefer a job involving

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a) Solve math problems using a formula
b) Discover why the formula works

4) I would prefer to write a term paper explaining
a) How a process works

b) Explaining a theory
5) I prefer tasks that require

a) Careful, detailed following of instructions
b) Reasoning and critical analysis

6) For a criminal justice course I would prefer to
a) Discover how and when a law can be used
b) Learn how and why it become law

7) To learn more about the operation of high-speed computer printer, I would
prefer to

a) Work with several types of printers

b) Understand the principles on which they operate

Part three

1) To solve a math problem, I would prefer to
a) Draw or visualize the problem

b) Study a sample problem and use it as a model

2) To remember things best, I

a) Create a mental picture
b) Write it down

3) Assembling a cycle from a diagram would be
a) Easy

b) Challenging

4) I prefer classes in which I

a) Handle equipment or work with models
b) Participate in a class discussion

5) To understand and remember how a machine works, I would
a) Draw a diagram

b) Write notes
6) I enjoy

a) Drawing or working with my hands
b) Speaking, writing, and listening

7) If you were trying to locate an office on an unfamiliar
a) Draw you a map

b) Tell you how to find the office

Part Four

1) For a grade in biology lab, I would prefer to
a) Work with a lab partner

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2) When faced with a difficult personal problem. I prefer to
a) Discuss it with others

b) Resolve it myself

3) Many instructors could improve their classes by
a) Including more discussion and group activities

b) Allowing students to work on their own more frequently
4) When listening to a lecture or speaker. I response more to

a) The person presenting the ideas
b) The ideas themselves

5) When on a team project, I prefer

a) To work with several team members

b) To divide up tasks and complete those assigned to me
6) I

a) Frequently try to shop, run errands, and work with friends
b) Seldom try to shop, run errands, and work with friends
7) A job in a busy office is

a) More appealing than working alone

b) Less appealing than working alone

Part Five

1) To make decisions I rely on

a) My experiences and ‘gut’ feelings
b) Facts and objective data

2-To complete a task, I

a) Can use whatever is available to get the job done
b) Must have everything I need at hand

3) I prefer to express my ideas and feelings through
a) Music, song, poetry

b) Direct, concise language
4) I prefer instructors who

a) Allow students to select what and how to learn
b) Make their expectations clear and explicit
5) I tend to

a) Challenge and question what I hear and read
b) Accept what I hear and read

6) I prefer

a) Essay exams

b) Objective exams

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2. Score your questionnaire

Record the total number of choice a you selected and the total
number of choice b for each part of the questionnaire. Record your total in
the scoring grid provided below.

Parts Total# of choice A Total# of choice B

…………. …………...

Part one Auditory Visual

…………. …………...

Part two Applied Conceptual

…………. …………...

Part three Spatial Verbal

…………. …………..

Part four Social Independent

…………. …………..

Part five Created Pragmatic

Now, circle your higher score for each part of the questionnaire. The
word below the score you circled indicates an aspect of your learning style.
You can interpret your scores by following descriptions.

Part one: Auditory or Visual Learners. This score indicates the
sensory mode you prefer when processing information. Auditory learners
tend to learn more effectively through listening, white visual learners
process information by seeing it in print or other visual models including
film, picture, or diagram. If you have a higher score on auditory than visual,
you tend to be an auditory learner. That is you tend to learn more easily by
hearing than by reading. A higher score in visual suggests strengths with
visual modes of learning.

Part Two: Applied or Conceptual Learners. This score describes the
types of learning tasks and learning situations you prefer and find most easy
to handle. If you are an applied learner you prefer tasks that involve real
objects and situations. Practical, real- life learning situations are ideal for
you. If you are a conceptual learner, you prefer to work with language and
ideas; practical applications are not necessary for understanding.

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Part Four: Social or Independent Learners. This score reveals your
preferred level of interaction with other people in the learning process. If
you are a social learner you prefer to work with others-both peers and
instructors- closely and directly. You tend to be people- oriented and enjoy
personal interaction. If you are an independent learner, you prefer to work
and study alone. You tend to be self- directed and self- motivated, and often
goal oriented.

Part Five: Created or Pragmatic Learners this score describes the
approach you prefer to take toward learning tasks. Creative learners are

imaginative and innovative. They prefer to learn though discovery or
experimentation. They are comfortable taking risks and following hunches.
Pragmatic learners are practical, logical, and systematic. They seek order
and are comfortable following rules.

3. Learning Style and Strategies for class 10cb5, 10cb7, 10cb10, and 10cb11

Style

Class

1.1 1.2 2.1 2.2 3.1 3.2 4.1 4.2 5.1 5.2

10cb5 (37 
pupils with 
259 cards)
203a
78.%
56b
21.%
103a
39.%
156b
60.%
128a
49.%
131b
50.6%
186a

71.8%
73b
28.2%
174a
67.2%
85b
32.8%
10cb4 (39 
pupils with 
273 cards)
178a
65.%
95b
34.%
137a
50.%
136b
49%
123a
45%
150b
555%
156a
57%
117b
43%
142a
52%
131b
48%

10cb10(35 
pupils with 
245 cards)
172a

70.% 73b29.% 91a37.% 154b62% 124a50.% 121b49.4% 152a62% 93b38% 148a60.4% 97b39.6%
10cb11( 38

pupils with 
289 cards)

213a

73.% 76b26.% 112a38.% 177b61.% 127a44% 162b56% 139a48.1% 150b51.9% 151a52.2% 138b47.8%

Learning Styles and Compensating for Learning Style Limitations

If you are weak in… You can improve if you…

1.1 Auditory learning - sharpen your listening skills
Work on nictitating skills

Focus your concentration during the class
lectures

Take a public speaking course for listening
practice

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Summarize oral information
Study with auditory learner

1.2 Visual learning - learn how and when to draw diagrams
Learn mapping

Copy and rewarding visuals provided by
instructors

Study the function of graphics
Notice and read visual and graphics
Study with a visual learner

2.1 Applied learning - pay attention to applications

Ask and answer the questions, “How can I use
this info?”

Study discussion questions

Take notes during that class that focus on
application

Summarize steps, directions, processes,
procedures

Use visual

Find practical uses for ideas
Ask how it works, not WHY
Study with applied learner

2.2 Conceptual learning - ask and answer: why is this important? How
do
we known? Why is it that way? What would
happen if…?

Look for the big picture; how ideas all relate
Create models and theories

Group info and create labels
Look for organizes. Patterns
Summarize notes and readings
Do extensive prereading

Make connections between texts
Connect lectures and reading
Study with conceptual learner

3.1 Spatial learning - use mapping
Use outlining

Draw diagrams, make charts and sketches
Use visualization

3.2 Nonspatial (Verbal) learning - translate diagrams and drawing into language
Record steps and processes in language

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Study with spatial learner

4.1 Social learning - get involved with classmates
Focus on the others’ feelings

Learn about body language
Join groups, clubs; share interests
Get to know a classmate well
Study with social learner

4.2 Independent learning - work on time management skills
Set and carry out goals

Set time limits for tasks

5.1 Creative learning - use free-writing; brainstorm

Exercise creativity by imaging and visualizing
Study with creative learner

5.2 Pragmatic learning - develop organizational skills
Set goals and time limits

Summarize procedures, processes
Organize material each week
Outline to organize info.
Study with a pragmatic learner

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1. Some basic principles of language teaching

The teacher should take the following principles into consideration when
teaching:

a) LEARNING IS MORE IMPORTANT THAN TEACHING

 The teacher should use different materials, methods and techniques
to help the students learn effectively.

 Do not give the same things all the time.

b) DON’T TELL THE STUDENTS WHAT THEY CAN TELL YOU. THEY
NEED THE PRACTICE, NOT YOU

 Give students opportunities to elicit the language.

 Encourage students to make guesses and to work out rules.
 Teacher should not do most of the talking.

c) TEACH THE STUDENTS, NOT THE BOOK
 Students should have priority over the text.
 Prepare supplementary exercises if necessary.

 Repeat the lessons for the sake of student’s’ understanding when
necessary.

d) VARY WHAT YOU DO OR TEACH

 You can rearrange the parts of the lesson.
 You can teach a reading text in different ways.
 Introduce alternative activities.

 Vary the techniques.

e) MAKE STUDENTS ENJOY LEARNING
 Give fun to the language teaching.

 The more fun you give the students, the better they will learn.
f) HAVE STUDENTS WORK IN PAIRS AND IN GROUPS

 Pair and group work encourages the students to share ideas and help
each other.

 The teacher must give clear instructions about what to do and when
to start and stop.

2. Goals and Techniques for Teaching Listening

Instructors want to produce students who, even if they do not have
complete control of the grammar or an extensive lexicon, can fend for
themselves in communication situations. In the case of listening, this means
producing students who can use listening strategies to maximize their

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2.1) Focus: The Listening Process

To accomplish this goal, instructors focus on the process of listening rather
than on its product.

They develop students' awareness of the listening process and listening
strategies by asking students to think and talk about how they listen in their
native language.

They allow students to practice the full repertoire of listening strategies by
using authentic listening tasks.

They behave as authentic listeners by responding to student communication

as a listener rather than as a teacher.

When working with listening tasks in class, they show students the
strategies that will work best for the listening purpose and the type of text.
They explain how and why students should use the strategies.

They have students practice listening strategies in class and ask them to
practice outside of class in their listening assignments. They encourage
students to be conscious of what they're doing while they complete listening
tape assignments.

They encourage students to evaluate their comprehension and their strategy
use immediately after completing an assignment. They build comprehension
checks into in-class and out-of-class listening assignments, and periodically
review how and when to use particular strategies.

They encourage the development of listening skills and the use of listening
strategies by using the target language to conduct classroom business: making
announcements, assigning homework, describing the content and format of
tests.

They do not assume that students will transfer strategy use from one task to
another. They explicitly mention how a particular strategy can be used in a
different type of listening task or with another skill.

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2.2) Integrating Metacognitive Strategies 
Before listening: Plan for the listening task

 Set a purpose or decide in advance what to listen for

 Decide if more linguistic or background knowledge is needed

 Determine whether to enter the text from the top down (attend to the
overall meaning) or from the bottom up (focus on the words and
phrases)

During and after listening: Monitor comprehension

 Verify predictions and check for inaccurate guesses
 Decide what is and is not important to understand
 Listen/view again to check comprehension

 Ask for help

After listening: Evaluate comprehension and strategy use
 Evaluate comprehension in a particular task or area

 Evaluate overall progress in listening and in particular types of listening
tasks

 Decide if the strategies used were appropriate for the purpose and for
the task

 Modify strategies if necessary

2.3) Using Authentic Materials and Situations

Authentic materials and situations prepare students for the types of
listening they will need to do when using the language outside the

classroom.

One-Way Communication

Materials:

 Radio and television programs

 Public address announcements (airports, train/bus stations, stores)
 Speeches and lectures

 Telephone customer service recordings

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 Help students identify the listening goal: to obtain specific information;
to decide whether to continue listening; to understand most or all of the
message

 Help students outline predictable sequences in which information may
be presented: who-what-when-where (news stories); who-flight
number-arriving/departing-gate number (airport announcements); "for

[function], press [number]" (telephone recordings)
 Help students identify key words/phrases to listen for

Two-Way Communication

In authentic two-way communication, the listener focuses on the
speaker's meaning rather than the speaker's language. The focus shifts to
language only when meaning is not clear. Note the difference between the
teacher as teacher and the teacher as authentic listener in the dialogues in

the popup screens.

3. Strategies for Developing Listening Skills

 Language learning depends on listening. Listening provides the aural input that
serves as the basis for language acquisition and enables learners to interact in
spoken communication.
 Effective language instructors show students how they can adjust their

listening behavior to deal with a variety of situations, types of input, and
listening purposes. They help students develop a set of listening strategies and
match appropriate strategies to each listening situation.

3.1

Listening Strategies

Listening strategies are techniques or activities that contribute
directly to the comprehension and recall of listening input. Listening
strategies can be classified by how the listener processes the input.

Top-down strategies are listener based; the listener taps into
background knowledge of the topic, the situation or context, the type of
text, and the language. This background knowledge activates a set of
expectations that help the listener to interpret what is heard and anticipate
what will come next. Top-down strategies include

- listening for the main idea
- predicting

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Bottom-up strategies are text based; the listener relies on the
language in the message, that is, the combination of sounds, words, and

grammar that creates meaning. Bottom-up strategies include

3.1.1 Listening for specific details

- recognizing cognates

- recognizing word-order patterns

Strategic listeners also use metacognitive strategies to plan, monitor, and
evaluate their listening.

They plan by deciding which listening strategies will serve best in a
particular situation.

They monitor their comprehension and the effectiveness of the selected
strategies.

They evaluate by determining whether they have achieved their listening
comprehension goals and whether the combination of listening strategies
selected was an effective one.

(a) Listening for Meaning

To extract meaning from a listening text, students need to follow four basic
steps:

- Figure out the purpose for listening. Activate background knowledge of
the topic in order to predict or anticipate content and identify

appropriate listening strategies.

- Attend to the parts of the listening input that are relevant to the

identified purpose and ignore the rest. This selectivity enables students
to focus on specific items in the input and reduces the amount of
information they have to hold in short-term memory in order to
recognize it.

- Select top-down and bottom-up strategies that are appropriate to the
listening task and use them flexibly and interactively. Students'

comprehension improves and their confidence increases when they use
top-down and bottom-up strategies simultaneously to construct

meaning.

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3.2

Listening skills: top tips!

3.2.1 Pre-listening

During the pre-listening phase, teachers need to recognize that all
students bring different backgrounds to the listening experience. Beliefs,
attitudes, and biases of the listeners will affect the understanding of the
message. In addition to being aware of these factors, teachers should show
students how their backgrounds affect the messages they receive.

Before listening, students need assistance to activate what they
already know about the ideas they are going to hear. Simply being told the
topic is not enough. Pre-listening activities are required to establish what is
already known about the topic, to build necessary background, and to set

purpose(s) for listening. Students need to understand that the

... Act of listening requires not just hearing but thinking, as well as a
good deal of interest and information which both speaker and listener must
have in common. Speaking and listening entail ... three components: the 
speaker, the listener, and the meaning to be shared; speaker, listener, and 
meaning form a unique triangle.

(King, 1984, p. 177)

There are several strategies that students and their teachers can use
to prepare for a listening experience. They can:

 Activate Existing Knowledge. Students should be encouraged to ask the
question: What do I already know about this topic? From this teachers and
students can determine what information they need in order to get the most
from the message. Students can brainstorm, discuss, read, view films or
photos, and write and share journal entries.

 Build Prior Knowledge. Teachers can provide the appropriate background
information including information about the speaker, topic of the

presentation, purpose of the presentation, and the concepts and vocabulary
that are likely to be embedded in the presentation. Teachers may rely upon
the oral interpretation to convey the meanings of unfamiliar words, leaving
the discussion of these words until after the presentation. At this stage,
teachers need to point out the role that oral punctuation, body language, and
tone play in an oral presentation.

 Review Standards for Listening. Teachers should stress the importance of

the audience's role in a listening situation. There is an interactive

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o Students have to be physically prepared for listening. They need to
see and hear the speaker. If notes are to be taken, they should have
paper and pencil at hand.

o Students need to be attentive. In many cultures, though not all, it is
expected that the listener look directly at the speaker and indicate
attention and interest by body language. The listener should never
talk when a speaker is talking. Listeners should put distractions and
problems aside.

o "Listen to others as you would have them listen to you."

 Establish Purpose. Teachers should encourage students to ask: "Why am I
listening?" "What is my purpose?" Students should be encouraged to
articulate their purpose.

o Am I listening to understand? Students should approach the speech
with an open mind. If they have strong personal opinions, they
should be encouraged to recognize their own biases.

o Am I listening to remember? Students should look for the main
ideas and how the speech is organized. They can fill in the secondary
details later.

o Am I listening to evaluate? Students should ask themselves if the
speaker is qualified and if the message is legitimate. They should be
alert to errors in the speaker's thinking processes, particularly bias,
sweeping generalizations, propaganda devices, and charged words

that may attempt to sway by prejudice or deceit rather than fact.
o Am I listening to be entertained? Students should listen for those

elements that make for an enjoyable experience (e.g., emotive
language, imagery, mood, humour, presentation skills).

o Am I listening to support? Students should listen closely to
determine how other individuals are feeling and respond

appropriately (e.g., clarify, paraphrase, sympathize, encourage).
o Before a speaker's presentation, teachers also can have students

formulate questions that they predict will be answered during the
presentation. If the questions are not answered, students may pose
the questions to the speaker. As well, students should be encouraged
to jot down questions during listening.

o An additional strategy is called TQLR. It consists of the following
steps:

- T -- Tune in

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- Q -- Question

(The listener should mentally formulate questions. What will this
speaker say about this topic? What is the speaker's background? I
wonder if the speaker will talk about...?)

- L -- Listen

(The listener should organize the information as it is received,
anticipating what the speaker will say next and reacting mentally to
everything heard.)

- R -- Review

(The listener should go over what has been said, summarize, and
evaluate constantly. Main ideas should be separated from

subordinate ones.)

 Use a Listening Guide. A guide may provide an overview of the
presentation, its main ideas, questions to be answered while listening, a
summary of the presentation, or an outline. For example, a guide such as
the following could be used by students during a presentation in class.

o Situation:
Speaker's name:
Date:

Occasion:

o What is the general subject of this talk?

o What is the main point or message of this talk?
o What is the speaker's organizational plan?

o What transitional expressions (e.g., firstly, secondly, in contrast, in
conclusion) does the speaker use?

o Does the speaker digress from the main point?

o Write the speaker's main point in no more than three sentences.
o What is your personal reaction to the talk?

(Based on Devine, 1982, p. 33)

3.2.2 During Listening

Students need to understand the implications of rate in the listening process.
Nichols (1948) found that people listen and think at four times the normal

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They can run a mental commentary on it; they can doubt it, talk 
back to it, or extend it. They can rehearse it in order to remember it; that 
is, they repeat interesting points back to themselves. They can formulate 
questions to ask the speaker ... jot down key words or key phrases ... They 
can wonder if what they are listening to is true, or what motives the 
speaker has in saying it, or whether the speaker is revealing personal 
feelings rather than objective assessments.

(Temple and Gillet, 1989, p. 55)

This kind of mental activity is what effective listeners do during listening.

Effective listeners:

 connect: make connections with people, places, situations, and ideas
they know

 find meaning: determine what the speaker is saying about people,

places, and ideas

 question: pay attention to those words and ideas that are unclear

 make and confirm predictions: try to determine what will be said next
 make inferences: determine speaker's intent by "listening between the

lines"; infer what the speaker does not actually say

 reflect and evaluate: respond to what has been heard and pass
judgment.

Several strategies such as the following have been developed to help
teachers guide students through the listening process.

Teachers can use the Directed-Listening Thinking Activity (Stauffer,
1980). A description of this activity follows.

 Choose a story with clear episodes and action. Plan your stops just
before important events. Two to four stops is plenty.

 At each stop, elicit summaries of what happened so far, and
predictions of "what might happen next".

 Accept all predictions as equally probable.

 Ask the students to explain why they made particular predictions and
to use previous story information for justification.

 Avoid "right" or "wrong"; use terms like "might happen", "possible",

or "likely".

 After reading a section, review previous predictions and let the
students change their ideas.

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 Involve everyone by letting the students show hands or take sides
with others on predictions.

 Keep up the pace! Do not let discussions drag; get back to the story
quickly (Temple & Gillett, 1989, p. 101).

Teachers can create listening guides to focus students' attention on
the content, organization, or devices used by a speaker. The
following is an example:

Sample Listening Guide

Name of student: ______________________________
Nature of spoken presentation: ___________________
Where heard: ________________________________
Name of speaker: _____________________________

Speaker's expressed purpose:


Qualifications of speaker:


Main Idea(s) presented:


Noteworthy features of presentation:


In what ways was the talk effective? Ineffective? Why?


"Comprehension is enormously improved when the speaker's schema or
organizational pattern is perceived by the listener" (Devine, 1982, p. 22). Teach
students the various structures (e.g., short story, essay, poetry, play),

organizational patterns (e.g., logical, chronological, spatial), and transitional 
devices. Effective listeners can follow spoken discourse when they recognize key
signal expressions such as the following:

 Example words: for example, for instance, thus, in other words, as an
illustration

Usually found in: generalization plus example (but may be found in
enumeration and argumentation)

 Time word: first, second, third, meanwhile, next, finally, at last, today,
tomorrow, soon

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 Addition words: in addition, also, furthermore, moreover, another example
Usually found in: Enumeration, description, and sometimes in
generalization plus example

 Result words: as a result, so, accordingly, therefore, thus
Usually found in: Cause and effect

 Contrast words: however, but, in contrast, on the other hand, nevertheless
Usually found in: comparison and contrast (and whenever speaker
makes a comparison or contrast in another pattern) (Devine, 1982, p. 24).
Most students need practice in making inferences while listening. A simple
way to help students become aware that there is meaning between the lines is to
read a passage from literature which describes a character's actions, appearance, or
surroundings. From this information, students make inferences about the

character's personality. Teachers should keep in mind that the purpose of an
exercise such as this is not to elicit the exact answer, but to provide opportunities
for students to make various inferences. Students also need to be aware of the
inferences they can make from non-verbal cues. A speaker's tone and body
language can convey a message as well.

Teachers can also encourage guided imagery when students are listening to
presentations that have many visual images, details, or descriptive words. Students
can form mental pictures to help them remember while listening.

Although listeners need not capture on paper everything they hear, there are
times that students need to focus on the message and need to record certain words
and phrases. Such notemaking ("listening with pen in hand") forces students to
attend to the message. Devine (1982) suggests strategies such as the following:

- Give questions in advance and remind listeners to listen for possible
answers.

- Provide a rough outline, map, chart, or graph for students to complete as
they follow the lecture.

- Have students jot down "new-to-me" items (simple lists of facts or
insights that the listener has not heard before).

- Use a formal notetaking system (p. 48).

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Teacher selects an interesting piece of writing.

The selection is read aloud to the class (and perhaps discussed).
The teacher then dictates the passage slowly to the class. The students
transcribe the form and conventions (i.e., spelling, punctuation, and
capitalization) as accurately as possible.

Students compare their transcription with distributed copies of the original.
This task is best used as a diagnostic or teaching aid.

Palmatier (1973) suggests students can benefit from the VerbatimSplit-page 
Procedure [VSPP]. Students divide their notebook paper so that 40% of each
page lies to the left and 60% to the right. Students take brief notes on the
left-hand side only. The right-left-hand side is used after listening for reorganizing and
expanding on the scribbles to the left.

Sample VSPP
40%

60%
Heroic

Superhuman
Universal
Enduring

Typical of Time/Culture 
Recurring

The superhuman heroic tradition is universal 
and enduring.

Each hero/heroine is typical of a time in 
history and the culture of that time.

Critical thinking plays a major role in effective listening. Listening in order to
analyze and evaluate requires students to evaluate a speaker's arguments and the
value of the ideas, appropriateness of the evidence, and the persuasive techniques
employed. Effective listeners apply the principles of sound thinking and reasoning
to the messages they hear at home, in school, in the workplace, or in the media.

Planning and structuring classroom activities to model and encourage students
to listen critically is important. Students should learn to:

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Critical listeners are concerned first with understanding accurately and
completely what they hear (Brownell, 1996). Students should identify the
speaker's topic, purpose, intended audience, and context. The most frequent
critical listening context is persuasion. They should keep an open-minded and
objective attitude as they strive to identify the main idea(s)/thesis/claim and the
supporting arguments/points/anecdotes. They should ask relevant questions and
restate perceptions to make sure they have understood correctly. Taking notes will
enhance their listening.

Analyze the speaker.

Critical listeners must understand the reliability of the speaker. Is the speaker
credible? Trustworthy? An expert? Dynamic?

Analyze the speaker's evidence.

Critical listeners must understand the nature and appropriateness of the
evidence and reasoning. What evidence is used? Expert testimony? Facts?

Statistics? Examples? Reasons? Opinions? Inappropriate evidence might include
untrustworthy testimony; inadequate, incorrect, inappropriate, or irrelevant facts,
statistics, or examples; or quotations out of context or incomplete.

Analyze the speaker's reasoning.

Critical listeners must understand the logic and reasoning of the speaker. Is this
evidence developed in logical arguments such as deductive, inductive, causal, or
analogous? Faulty reasoning might include hasty or over-inclusive generalization,
either-or argument, causal fallacy (therefore, because of this), non sequitur

(confusion of cause and effect), reasoning in a circle, begging or ignoring the
question, false analogy, attacking the person instead of the idea, or guilt by
association.

Analyze the speaker's emotional appeals.

Critical listeners must understand that persuaders often rely on emotional
appeal as well as evidence and reasoning. Critical listeners, therefore, must
recognize effective persuasive appeals and propaganda devices. A skilled critical
listener identifies and discounts deceptive persuasive appeals such as powerful
connotative (loaded) words, doublespeak, and appeals to fears, prejudice,

discontent, flattery, stereotype, or tradition. The listener must also identify and
discount propaganda techniques such as bandwagon appeals, glittering

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By understanding and practicing the principles of objective thinking,
students can prepare themselves to listen effectively in most situations.

Listening affects our ability to make good decisions, our appreciation of the
world around us, and our personal relationships. Effective communication begins
with listening and with listeners carrying 80 percent of the responsibility in the
interaction (Brownell, 1996, pp. 6-7). Whether at home, in school, or in the
workplace, effective listening is important for the development and maintenance
of healthy relationships.

3.2.3 After Listening

Students need to act upon what they have heard to clarify meaning and
extend their thinking. Well-planned post-listening activities are just as important
as those before and during. Some examples follow.

 To begin with, students can ask questions of themselves and the speaker
to clarify their understanding and confirm their assumptions.

 Hook and Evans (1982) suggest that the post-mortem is a very useful
device. Students should talk about what the speaker said, question
statements of opinion, amplify certain remarks, and identify parallel
incidents from life and literature.

 Students can summarize a speaker's presentation orally, in writing, or as
an outline. In addition to the traditional outline format, students could
use time lines, flow charts, ladders, circles, diagrams, webs, or maps.

 Students can review their notes and add information that they did not

have an opportunity to record during the speech.

 Students can analyze and evaluate critically what they have heard.
 Students can be given opportunities to engage in activities that build on

and develop concepts acquired during an oral presentation. These may
include writing (e.g., response journal, learning log, or composition),

reading (e.g., further research on a topic or a contradictory viewpoint),

art or drama (e.g., designing a cover jacket after a book talk or
developing a mock trial concerning the topic through drama in role).

3.3 A handy guide to the skills students need to practice to become

better listeners.

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speakers, or identify the context in which the speakers are operating. Students may
well have to use several of these skills in the course of a single listening activity.

Here are some of the main skills covered in the Listening lesson plans on
this site, together with a brief description of what each skill involves.

 Listening for the main idea - students listen to identify the overall ideas
expressed in the whole recording.

 Listening for details – students listen for groups of words and phrases at
sentence level.

 Listening for specific information – students listen for particular

information at word level.

 Predicting – students try to guess key information contained in the
recording before they listen.

 Inferring meaning – students listen to identify the difference between what
the speaker says and what they actually mean.

 Identifying emotion – students listen to identify the mood of certain
speakers.

 Listening for opinions – students listen to identify the attitude of certain
speakers.

 Inferring relationships – students listen to identify who the people are in
the recording and what the relationship is between them.

 Recognizing context – students listen to aural and contextual clues to
identify where the conversation takes place, who is speaking, etc.

4. Developing Listening Activities

As you design listening tasks, keep in mind that complete recall of all the
information in an aural text is an unrealistic expectation to which even native
speakers are not usually held. Listening exercises that are meant to train should be
success-oriented and build up students' confidence in their listening ability.

4.1/ Construct the listening activity around a contextualized task.

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a map (one way) or exchanging name and address information (two ways). At an
intermediate level students could follow directions for assembling something (one

way) or work in pairs to create a story to tell to the rest of the class (two way).

4.2/ Define the activity's instructional goal and type of response.

- Each activity should have as its goal the improvement of one
or more specific listening skills. A listening activity may have
more than one goal or outcome, but be careful not to

overburden the attention of beginning or intermediate
listeners.

- Recognizing the goal(s) of listening comprehension in each
listening situation will help student’s select appropriate
listening strategies.

Identification: Recognizing or discriminating specific aspects of the message,
such as sounds, categories of words, morphological distinctions

Orientation: Determining the major facts about a message, such as topic, text
type, setting

Main idea comprehension: Identifying the higher-order ideas

Detail comprehension: Identifying supporting details

Replication: Reproducing the message orally or in writing
4.3/ Check the level of difficulty of the listening text.

The factors listed below can help you judge the relative ease or difficulty of
a listening text for a particular purpose and a particular group of students.

 How is the information organized? Does the story line, narrative, or

instruction conform to familiar expectations? Texts in which the events are
presented in natural chronological order, which have an informative title,
and which present the information following an obvious organization
(main ideas first, details and examples second) are easier to follow.
 How familiar are the students with the topic? Remember that

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 Does the text contain redundancy? At the lower levels of proficiency,
listeners may find short, simple messages easier to process, but students
with higher proficiency benefit from the natural redundancy of the
language.

 Does the text involve multiple individuals and objects? Are they clearly

differentiated? It is easier to understand a text with a doctor and a patient
than one with two doctors, and it is even easier if they are of the opposite
sex. In other words, the more marked the differences, the easier the
comprehension.

 Does the text offer visual support to aid in the interpretation of what the

listeners hear? Visual aids such as maps, diagrams, pictures, or the images
in a video help contextualize the listening input and provide clues to

meaning.

4.4/ Use pre-listening activities to prepare students for what they are going to 
hear or view.

The activities chosen during pre-listening may serve as preparation for
listening in several ways.

During pre-listening the teacher may

 assess students' background knowledge of the topic and linguistic content
of the text

 provide students with the background knowledge necessary for their
comprehension of the listening passage or activate the existing knowledge
that the students possess

 clarify any cultural information which may be necessary to comprehend the
passage

 make students aware of the type of text they will be listening to, the role
they will play, and the purpose(s) for which they will be listening

 provide opportunities for group or collaborative work and for background
reading or class discussion activities

Sample pre-listening activities:

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 constructing semantic webs (a graphic arrangement of concepts or
words showing how they are related)

 predicting the content of the listening text

 going over the directions or instructions for the activity

 doing guided practice

4.5 / Match while-listening activities to the instructional goal, the listening 
purpose, and students' proficiency level.

While-listening activities relate directly to the text, and students do them do
during or immediately after the time they are listening. Keep these points in mind
when planning while-listening activities:

 If students are to complete a written task during or immediately

after listening, allow them to read through it before listening.

Students need to devote all their attention to the listening task. Be
sure they understand the instructions for the written task before
listening begins so that they are not distracted by the need to figure
out what to do.

 Keep writing to a minimum during listening. Remember that the
primary goal is comprehension, not production. Having to write
while listening may distract students from this primary goal. If a
written response is to be given after listening, the task can be more
demanding.

 Organize activities so that they guide listeners through the text.
Combine global activities such as getting the main idea, topic, and
setting with selective listening activities that focus on details of
content and form.

 Use questions to focus students' attention on the elements of the text

crucial to comprehension of the whole. Before the listening activity
begins, have students review questions they will answer orally or in
writing after listening. Listening for the answers will help students
recognize the crucial parts of the message.

 Use predicting to encourage students to monitor their

comprehension as they listen. Do a predicting activity before

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if it makes sense in the context of their prior knowledge and what
they already know of the topic or events of the passage.

 Give immediate feedback whenever possible. Encourage students to
examine how or why their responses were incorrect.

Sample while-listening activities

 listening with visuals
 filling in graphs and charts
 following a route on a map
 checking off items in a list
 listening for the gist

 searching for specific clues to meaning
 completing cloze (fill-in) exercises

 distinguishing between formal and informal registers

5. Using Textbook Listening Activities and Integrating Listening

Strategies with Textbook Audio and Video

5.1Using Textbook Listening Activities

The greatest challenges with textbook tape programs are integrating the
listening experiences into classroom instruction and keeping up student interest
and motivation. These challenges arise from the fact that most textbook listening
programs emphasize product (right or wrong answer) over process (how to get
meaning from the selection) and from the fact that the listening activities are
usually carried out as an add-on, away from the classroom.

You can use the guidelines for developing listening activities given here as
starting points for evaluating and adapting textbook listening programs. At the
beginning of the teaching term, orient students to the tape program by completing
the exercises in class and discussing the different strategies they use to answer the
questions. It is a good idea to periodically complete some of the lab exercises in
class to maintain the link to the regular instructional program and to check on the
effectiveness of the exercises themselves.

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Students can use this outline for both in-class and out-of-class listening/viewing
activities. Model and practice the use of the outline at least once in class before
you ask students to use it independently.

5.2.1. Plan for listening/viewing

 Review the vocabulary list, if you have one
 Review the worksheet, if you have one

 Review any information you have about the content of the tape/video

5.2.2. Preview the tape/video

 (tape) Use fast forward to play segments of the tape; (video) view the video
without sound

 Identify the kind of program (news, documentary, interview, drama)
 Make a list of predictions about the content

 Decide how to divide the tape/video into sections for intensive
listening/viewing

5.2.3. Listen/view intensively section by section. For each section:

 Jot down key words you understand

 Answer the worksheet questions pertaining to the section

 If you don't have a worksheet, write a short summary of the section
 d. Monitor your comprehension

 Does it fit with the predictions you made?

 Does your summary for each section make sense in relation to the other
sections?

5.2.4. Evaluate your listening comprehension progress

You can use post-listening activities to check comprehension, evaluate
listening skills and use of listening strategies, and extend the knowledge gained to
other contexts. A post-listening activity may relate to a pre-listening activity, such

as predicting; may expand on the topic or the language of the listening text; or may
transfer what has been learned to reading, speaking, or writing activities.

In order to provide authentic assessment of students' listening proficiency, a
post-listening activity must reflect the real-life uses to which students might put
information they have gained through listening.

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It must require students to demonstrate their level of listening
comprehension by completing some task.

To develop authentic assessment activities, consider the type of response
that listening to a particular selection would elicit in a non-classroom situation. For
example, after listening to a weather report one might decide what to wear the next
day; after listening to a set of instructions, one might repeat them to someone
else; after watching and listening to a play or video, one might discuss the story
line with friends.

Use this response type as a base for selecting appropriate post-listening
tasks. You can then develop a checklist or rubric that will allow you to evaluate
each student's comprehension of specific parts of the aural text. (See Assessing
Learning for more on checklists and rubrics.)

For example, for listening practice you have students listen to a weather
report. Their purpose for listening is to be able to advise a friend what to wear the
next day. As a post-listening activity, you ask students to select appropriate items
of clothing from a collection you have assembled, or write a note telling the friend
what to wear, or provide oral advice to another student (who has not heard the
weather report). To evaluate listening comprehension, you use a checklist

containing specific features of the forecast, marking those that are reflected in the

student's clothing recommendations.

Material for this section was drawn from “Listening in a foreign

language” by Ana Maria Schwartz, in Modules for the professional preparation
of teaching assistants in foreign languages (Grace Stovall Burkart, ed.;

Washington, DC: Center for Applied Linguistics, 1998)

6. Contrasting Effective and Ineffective Listening Habits

Effective Listeners Ineffective Listeners

Pre-listening

Build their background knowledge on
subject before listening

Have a specific purpose for listening
and attempt to ascertain speaker's
purpose

Tune in and attend

Start listening without thinking about
subject

Have no specific purpose for
listening and have not considered
speaker's purpose

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Minimize distractions

Create or are influenced by
distractions

During Listening

Give complete attention to listening
task and demonstrate interest

Search for meaning

Constantly check their understanding
of message by making connections,
making and confirming predictions,
making inferences, evaluating, and
reflecting

Know whether close or cursory
listening is required; adjust their
listening behaviour accordingly
Are flexible note makers--outlining,
mapping, categorizing--who sift and
sort, often adding information of their
own

Take fewer, more meaningful notes
Distinguish message from speaker
Consider the context and "colour" of

words

Do not give necessary attention to
listening task

Tune out that which they find
uninteresting

Do not monitor understanding or use
comprehension strategies

Do not distinguish whether close or
cursory listening is required

Are rigid notetakers with few
notemaking strategies

Try to get every word down or do not
take notes at all

Judge the message by the speaker's
appearance or delivery

Accept words at face value

After Listening

Withhold judgment until
comprehension of message is
complete

Will follow up on presentation by
reviewing notes, categorizing ideas,
clarifying, reflecting, and acting upon

Jump to conclusions without
reflection

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the message

Listening requires conscious mental effort and specific purpose. The purposes
for listening relate to "types" of listening:

Are you listening to receive information?
Are you listening to follow instructions?
Are you listening to evaluate information?
Are you listening for pleasure?

Are you listening to empathize?

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