NGHE E HIEU QUA

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<b>Why is listening important?</b>

Listening to spoken language helps Ss…



_{expose to varieties & accents}



_{acquire the language subconsciously}

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<b>Kinds of listening</b>

1. Listening to authentic materials



to help Ss “get a feel” about the

language

2.Listening to audio tapes/ CDs, videos

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<b>What’s special about listening?</b>

<b>When we read …</b>

• we can read at our
own pace.

• we can reread easily.

• we can use a
dictionary.

<b>When we listen… </b>

• the speed of the

message depends on
the speaker

• we can’t listen to the
message again.

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<b>Understanding spoken English</b>

Father: How’s your homework? You know,
your history?

Son: Easy.

Father: You sure?

Son: It’s just… I mean all we need to do
is, well, just read some stuff.

Father: But d’you understand it?

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Yuko: What would you like your life to be
like in 20 years’ time?

Hiroki: I’d like it to be … I want to have a

family… you know, a husband, three
children, my …

Yuko: Would you be happy?

Hiroki: I’d be … I mean, yes. Yeah, sure,
sure, of course. What about you?

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<b>What’s special about listening?</b>

1. Spoken language is informal

 _{incomplete utterances}
 _{repetition / paraphrasing}
 _hesitation

 _{colloquial style}

2. Spoken factors

 _{stress & rhythm}
 _intonation

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<b>Listening exercises - Example</b>

<b>Listen to each question and decide if the speaker is</b>
<b>asking about </b><i><b>where</b></i><b> or </b><i><b>when</b></i><b> something is happening.</b>

<b>1.</b> <b>When</b> <b>Where</b>

<b>2.</b> <b>When</b> <b>Where</b>

<b>3.</b> <b>When</b> <b>Where</b>

<b>4.</b> <b>When</b> <b>Where</b>

<b>5.</b> <b>When</b> <b>Where</b>

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<b>Listening exercises - Example</b>

<b>Listen to part of the lecture about multiple intelligences.</b>

<b>Complete the following passage with the words you hear. </b>

This first one, (1) ……… intelligence is an ability to (2)

……… languages and the ability to use language effectively to
(3) ……… and to remember things. In Gardner’s view,
writers, poets, (4)………., people like that possess a (5)
……… of linguistic intelligence.

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<b>Listening basic subskills</b>

1.

Listening for main ideas

2.

Listening for specific information

3.

Listening for details

4.

Intensive listening

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<b>Teaching listening - </b>

<b>Principles</b>

1. Tape recorder is as important as the tape.

 _{T needs to be}_skillful_{in using tape recorder.}

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<b>Teaching listening - </b>

<b>Principles</b>

2. Preparation is vital.

T has to…

 _{listen to the tape in advance}

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<b>Teaching listening - </b>

<b>Principles</b>

3. Once will not be enough.

 ₁st listening _ get general comprehension

 ₂nd listening _ listening task 1

 ₃rd listening _ listening task 2

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<b>Teaching listening - </b>

<b>Principles</b>

4. Encourage Ss to respond to the

<i>content</i>

of a listening.

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Example 1

a. Listen & notice the difference in

pronunciation b/w these 2 sentences:

<i>I can meet you on Monday</i>
<i>I can’t meet you on Monday</i>.

b. Listen & circle the word you hear.

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Example 2

• Listen to Liz talking about what she can do

and can’t do. Complete the chart.

<b>Can </b> <b>Can’t</b>

1. 1.

2. 2.

3. 3.

4. 4.

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<b>Teaching listening - </b>

<b>Principles</b>

5. Different listening stages demand

different listening tasks.

 _Easy__Difficult

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<b>Teaching listening - Principles</b>

getting
ready
engage
listening
task 1
writing
task(s)
oral
task(s)
…
listening
task 2
TOPIC

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The stages of a listening lesson

<b>Before</b>

<b>During</b>

<b>After </b>

• <i>Lead-in</i>: stimulate learners’ interest;

provide them with ideas

• <i>_{Language focus}</i>_{: vocabulary,}

pronunciation, connected speech,
language functions

• Listening <i>task / tasks</i>

• <i>_Transfer</i> <i>_and</i> <i>_{language focus}</i>_:

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