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Lesson 3
TODAY'S MENU:
1.Review
2.LISTENING
3.LITERACY
4. TO SUM UP..
5. MUSTS
6. EARLY FLUENT READERS EXPECTATIONS
7. PRE/WHILE/POST

LISTENING 9-10

"Listening requires something more than remaining mute while looking attentive." It
requires the ability to attend imaginatively. In listening, we speak the other's words."

A. The Importance of Listening

1. Listening is the most common communicative activity in daily life: "we can
expect to listen twice as much as we speak, four times more than we read,
and five times more than we write." (Morley, 1991, p. 82)
2. Listening is also important for obtaining comprehensible input that is
necessary for language development.
3. receptive skill in the oral mode. When we speak of listening what we
really mean is listening and understanding what we hear."
"Listening is the process in which the language user decodes auditory input (speech). It
is NOT unintentional hearing, but transformation of auditory stimuli to a mental
representation."
WHY LISTENING in L2??

pupils capable of understanding more language than they can produce

weaker students find listening rewarding

increases familiarity

facilitates growing knowledge of syntax

Artificial texts often REDUCE redundancy and perception of learner is more

difficult

allows recognition of "chunks of language

LISTENING IS AN ACTIVE SKILL!

Listening is the first language mode that children acquire.

It provides a foundation for all aspects of language and cognitive development

plays a life-long role in the processes of learning and communication

WHAT SKILLS DO WE NEED IN ORDER TO LISTEN?

discriminate among the distinctive sounds in the new language - speech

perception

recognize stress and rhythm patterns, tone patterns, intonational

contours.
recognize reduced forms of words
distinguish word boundaries
recognize typical word-order patterns
recognize vocabulary
detect key words, such as those identifying topics and ideas
guess meaning from context
recognize grammatical word classes
recognize basic syntactic patterns
RECOGNISE REDUNDANCY

sentence processing (parsing; e.g., detect sentence

constituents, building a structure frame, etc.)
construct the literal meaning of the sentence (select the
relevant meaning in case of ambiguous word)
hold the information in short-term memory
infer the implied meaning and intention (speech act)
predict what is to be said

HOW TO ALLOW STUDENTS TO "LISTEN WITH A PURPOSE"

e.g.
predict topics
listen for the general meaning of conversations and short lectures

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recognize word/phrase patterns and formulaic expressions
guess vocabulary in context
develop methods to increase vocabulary

* learn to filter out irrelevant details

1. perform tasks (e.g. selecting pictures)
2. hears dialogue match picture
3. identify person or object
4. BINGO
5. Sequencing
6. locating
7. drawing and constructing (picture dictation)
8. transforming information (table)
9. listening for social meaning
10. How many times do you hear?
11. Main idea
12. punchline
13. Listen for specific information
14. Listen for vocab items
15. Listen for Grammar items
16. sequencing
17. Fill in table (transforming information)
18. What do you think?
19. drawing and constructing (Picture dictation)

(SHORT BREAK??)

"LITERACY" 10-11?

the ability to make and communicate meaning from and by the use of a variety of
socially contextual symbols

derive and convey meaning, and use their knowledge to achieve a desired
purpose or goal that requires the use of language skills, be they spoken or written

Derived from the Latin litteratus meaning a learned person

complex set of abilities needed to understand and use the symbol systems of
a culture alphabets, numbers, visual icons - for personal and community
development.

A literate person can mediate their world by deliberately orchestrating meaning

(e.g. knowing that letters symbolize sounds, and that those sounds form words to
which the reader can attach meaning, is an example of the cognitive orchestration
of knowledge, a literate person conducts.

technological society, literacy extends beyond the functional skills of reading,

writing, speaking and listening to include multiple literacies such as visual, media
and information literacy.

The definition of literacy is dynamic, evolving, and reflects the continual

changes in our society.

Literacy is "not in isolated bits of knowledge but in students growing

ability to use language and literacy in more and broader activities" (Moll,
.1994, p. 202)
"MUSTS"

STAGE 2 = EARLY FLUENT READERS

Second stage expectations

read grade-level materials independently
reading is automatic
demonstrate mastery of most phonics elements (e.g., consonants, vowels,
blends, clusters, syllables, common phonics rules)
use conventional spelling in his/her own writing for high-frequency words and
words with regular spelling patterns

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answer questions about what has been read
clarify new terms in context
confirm predictions
summarize, interpret, and analyze the content in simple terms
a greater variety of text
support answers to questions
drawing on background knowledge

STAGES OF INSTRUCTION
PRE READING ACTIVITIES

Activating Background Knowledge

Making predictions
Skimming and scanning
previewing headings/pictures
reading introductions and summaries

Layout features are also non-verbal signals. For example:

SEMIOTIC LANDSCAPE

heading:

a title printed at the top of a page to indicate the subject

matter that is going to be discussed in a particular chapter,
column or section.

title:

tells you what the text is about.

subheading:

presents you with a brief summary, an introduction or

explanation.

photographs:

pictures related to an article or a text.

captions:

comments on pictures related to a text

division into
paragraphs:

each paragraph is a unity and deals with one particular idea. See
also the section on paragraphs below.

figures,
graphs, bar
charts, etc:

to visualize facts and figures presented in the text.

During Reading Strategies =

verification = verify their anticipations.

comprehension of details look for the specific information
visualizing
Paraphrasing
elaborating

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The Post-reading Stage

also known as the reflective stage

"look back" and think
to focus on overall idea
Summarization
Self questioning
Retelling
Answering questions
Drawing a picture