Академический Документы
Профессиональный Документы
Культура Документы
Elision
Weak forms
Homophones
False friends
Minimal pairs
Contractions
Public announcements
Dialogues
Debates
Chat shows
Situational dialogues (shopping etc)
Conversations
Business meetings
Interviews
Others
Songs
Radio plays
Cupping your hand around your ear whilst looking quizzical or a little annoyed ("I
can't hear the tape because other people are making noise"/ "I can hear something I
shouldn't be hearing")
Putting your right index finger vertically in front of your sealed lips ("Shh"/ "Be quiet
so other people can hear the tape")
Putting the tip of your right thumb and right index finger together, touching the left
corner of your mouth with them, and then pulling them across your tightly closed lips
("Shut up!"/ "Zip it!")
Put your right index finger out in front of you parallel to your chest and turn it to make
a circle at right angles to your body in the air with the tip of your finger ("One more
time"/ "I'm going to play it one more time"/ "Do you want me to play it one more
time?")
Pointing at the speakers/ CD player/ cassette recorder/ computer ("We are going to
list to a recording")
Useful classroom language for the teacher to use at different stages of doing a
listening
Lead in
"What do you think the two people in the photo are saying to each other?... We are
going to listen to the real conversation. The first time you listen, just check if they say
anything that we predicted"
"Match the questions and answers in your book, and then we'll listen and check."
"Which statements (about the Coliseum) do you think are true? Let's listen to a
university lecture on Italian history and check our answers"
Prediction tasks
"What do you think happens next (in the story)?... Let's listen and check"
"What do you think the numbers represent?... Let's listen to what the person on the
tape has to say"
"Which graph do you think shows the real unemployment rate in China over the last
50 years?... We are going to listen to an expert discussing each of the graphs. He
doesn't think any of them are completely true, but listen for which one he says is
most accurate."
"Match the photos/ descriptions/ charts to the different countries, then we will listen
and check"
"Let me have a look at (some of) your answers. Not bad, you've got about 50%
right."
"I'll play it one more time (but stopping after each answer/ section)"
"I'll play it a little bit slower" [if you have speed control on the computer or cassette
player]
"After you compare your answers, I'll play it one more time"
Feedback on listening
"I think listening is a bit more difficult than speaking or writing for this class. Would
you like to spend more time on it?/ Would you like some ideas on how you can
practice listening outside class?"
"That was quite a difficult task/ a real exam task/ the most difficult task we have tried
yet/ someone speaking at natural speed/ quite a difficult accent, so I think you did
very well (considering)"
"Remember that you don't have to understand every word. If you can answer the
questions, you have understood"
"You only need 75% for an A, so don't worry if you can't answer every question."
"Why did you find it difficult? Was it because he was speaking fast/ you didn't know
some of the words/ the questions were tricky?"
"Even some native speakers might have problems remembering all the information
until the end of the text, but at least everyone passed!"
"Do you think the work we did on linked speech after the last listening helped you
understand this one better?"
Problems
"Sorry, there doesn't seem to be any sound coming out. I wonder what could be
wrong"
"Sorry, I forgot to plug it in"
"Sorry. The tape is totally chewed up/ I can't find the place/ I can't get the equipment
to work, I'll have to read from the tapescript instead"
"Let me clean the CD/ restart the computer/ take the cassette out and bang it a few
times, and see if that works"
"It seems this CD player doesn't play copies. Is there another one anywhere?/ I'll just
run to the teacher's room and get the original"
"Does anyone know how to turn this on?"/ "Are there any computer experts in this
class?"
"Did that wake you up? Sorry, I'll turn it down and start again."
"Sorry, it's a bit noisy outside/ next door/ upstairs, isn't it? Let's wait a second and try
again/ Can someone go over there and ask them to keep it down just a little?"
"Sorry about the awful music"
"The volume doesn't go any higher. Let's try turning the air conditioning off/ closing
the window/ moving closer to the CD player/ bringing the speakers closer to the
class"
"Is that better now?" / "Can you hear now?"
"Maybe there's something wrong with this socket. I'll try another one"
"It looks like this could take some time (to sort out). Can you all get your homework
out and compare answers in pairs while I have another look at this/ go and get
someone else to sort it out?"
"Okay, I give up. Let's just go onto the next part of the lesson, shall we?"
"Got it! As I was saying, you have to listen and..."
"Maybe I've put the tape/ the CD in the wrong way round"
"Well, it was working this morning/ in the last lesson/ in the other classroom..."
"We might have to change classrooms if we can't sort it out"
"Whoops, I had the volume down to zero. Let's try again, shall we?"
"Test each other on what you remember about the listening in pairs. The person
asking the questions can have their book open, but the person who is answering has
to have their books closed. Okay? So, can you two work together? Two, two, two,
two. The person on my left. No, not your left, my left- I'm the teacher, so I decide! Ha
ha! As I was saying, the person on my left asks the questions. Question, answer,
question, answer. So, people on the right, books closed. Maria, you too please.
Ready? Ah, I forgot to say. You don't have to start on question one, any question is
okay. Maybe pick a difficult one, ha ha ha! Ready now? Okay, questions go!"
"Discuss the different listening tactics we used with your partner and together decide
on which one will be most useful in the exam"
"Replace words in the dialogue to make it more interesting/ true for you"
"Write a continuation of the dialogue with your partner and then practice it so you can
perform it for the class"
Moving on
"We are going to look at some of that difficult vocabulary in the next part of the
lesson/ in the next exercise/ in the next lesson"
"Let's have a look at these sentences from the listening in more detail"
"I'm going to give you a similar listening exercise/ a reading on the same topic/ a
pronunciation exercise on linked speech for your homework. Turn to page 73 (in your
textbook/ in your workbook)"
understand? Wait, I didn't tell you to leave yet, you're not really going home! As I
can't play two cassettes at the same time" [mime trying to stretch your arms really far
as if you are trying to press play on a cassette recorder outside the room] "I'll need a
volunteer to control each cassette recorder. Any volunteers?" [mime sticking your
hand up and look hopefully around the class while bobbing up and down] "Good,
Jose. And one from this side of the class. Santiago, you haven't volunteered for
anything recently. So, you'll be wanting to know which questions you have to answer
then? The questions are the same for both groups, but the answers will be different.
The questions are on page 67. Ah, sorry, I mean your skills books, not your exam
practice books. Everyone on the right page? After you've read through the questions,
we'll be ready to go. Finished? Any questions so far? Last chance, because I can't
be in both rooms at the same time. No? Okay, so when I say go, Santiago up here to
control this tape recorder and this half of the class in room 5A next door to listen to
the other one. Okay, go!"
Game 3- Stations
"First I want you to push all your chairs and desks to the sides of the room" [mime
dividing them up and pushing them back with your arms] "Right back please. A little
further. That's it. Now, here on the whiteboard I'm going to put this piece of paper
which says...? Come on, we've been studying this all week! C, A, N spells...? 'Can',
good! So, now I'll walk up here to the opposite wall and put up my other piece of
paper. Can anyone guess what this one is going to say? What's the opposite of
"can"? Good, but with a long sound. Right, 'can't'. Whoops, where's my sellotape
gone? Thanks, Laurent. So, when you hear me say" [mime cupping hand around
ear] "a positive sentence with 'can' in it, you have to run along the room and touch
the piece of paper that says 'can'. Which one? This one? No? Oh, the other one.
Okay, so run run run run, slap! But if I say 'No, I can't' or 'I can't ride a bike'? Good
guess. Run run run run slap. The slowest person" [mime running very slowly and
standing in the middle of the room looking confused] "has to sit down." [mime sitting
down] "The last person standing" [point to chest and hold up index finger to illustrate
'one'] "is the winner/ the champion." [mime holding up your hands in victory]