CEFR FORM 5

MODULE 2
LISTENING SKILLS
By the end of this
module, you will have:
• studied the features and benefits of a pupil-centred learning approach;
• explored how to use a framework for teaching and assessing Listening skills;
• studied the Listening Content and Learning Standards in the new curriculum;
• examined some Listening activities in relation to the Learning Standards;
• explored and devised appropriate sequenced activities for the Listening
Learning Standards;
• used material from the textbook to plan a Listening lesson;
• reflected on learning and identified action points for future lesson planning.
 The first task in this module introduces some key
terms used to describe the features of Listening and
Listening lessons.
This is when we use the language itself to help us understand, e.g. vocabulary, Bottom-up
grammar, syntax, intonation. processing, 
This is the stage of a listening lesson which comes before pupils listen to the text. Pre-listening, 
This is a skill where we produce text, e.g. Speaking and Writing. Productive skill, 
Listening for the overall meaning of a text. The opposite is 'listening for detail'. Listening for gist, 
This is a sample of language we use in the classroom. It can be both written and
spoken. Text, 
This is something we do when listening, speaking, reading or writing in our
everyday lives outside the classroom. Note that we also talk about authentic (‘real’) Real-life skill, 
language.
This is how we use our background knowledge of a topic or text to help us
understand meaning. Top-down processing, 
This is the stage of a listening lesson which comes after pupils listen to the text. Post-listening,
This is a skill where we take in information, e.g. Listening and Reading. Receptive skill
Pupil-centred learning
◦ A pupil-centred teaching approach is where pupils’ needs
are at the centre of teaching and learning. These needs are
related to their individual proficiency level, interests,
motivation and so on.
◦ Previously, you watched a video which explained the
importance of the CEFR to the new curriculum. You
probably remember that the CEFR promotes a pupil-
centred learning approach. It is about what pupils can do
with language.
Pupil-centred learning
◦ So, in what ways is the new KSSM curriculum pupil-centred?
◦ The CEFR levels and descriptors have been used to define and write the Content and
Learning Standards in the new KSSM curriculum, and therefore the new KSSM curriculum
promotes a pupil-centred learning approach focused on what pupils can do in English.

◦ Think about the kind of activities that you can do in class. Some of them are more teacher-
centred (when the teacher has more control), and some are more pupil-centred (when the
pupils have more control and responsibility).  It is good to have lessons that are
predominantly pupil-centred in order to allow pupils to take responsibility for their
learning, practise their skills, and work at the right level and speed for them.  However, not
all activities nor all lessons will be completely pupil-centred - it will depend on the context,
e.g. the class group, the skill being developed. Most lessons will have a mix of different
activities, some of which are more pupil-centred and others which are less pupil-centred.
QUIZ 1
◦ Pupils write their own questions before listening to a text
◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL CENTRED ACTIVITY

◦ Pupils discuss their answers with a partner, and the teacher monitors.
◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL- CENTRED ACTIVITY

◦ Pupils answer questions set by the teacher.

◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL -CENTRED ACTIVITY
QUIZ 1
◦ Pupils write their own questions before listening to a text
◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL-CENTRED ACTIVITY

◦ Pupils discuss their answers with a partner, and the teacher monitors.
◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL- CENTRED ACTIVITY

◦ Pupils answer questions set by the teacher.

◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL -CENTRED ACTIVITY
QUIZ 1
◦ The teacher gives pupils the answers to the questions.
◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL-CENTRED ACTIVITY

◦ Pupils decide what new vocabulary to write down in their notebooks.

◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL-CENTRED ACTIVITY
QUIZ 1
◦ The teacher gives pupils the answers to the questions.
◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL-CENTRED ACTIVITY

◦ Pupils decide what new vocabulary to write down in their notebooks.

◦ NOT A PUPIL-CENTRED ACTIVITY
◦ PUPIL-CENTRED ACTIVITY
FRAMEWORK FOR LISTENING
◦ In this next activity, you are going to watch a video which
outlines a framework for planning a Listening lesson.  Before
you watch, think about these questions:
• Why is it important to have a 'pre-listening' stage in your
lesson?
• What kind of tasks should we ask pupils to do the first time they
listen?
• How can we use formative assessment in a Listening lesson?
• PLAY VIDEO FROM LMS
QUIZ 2
STATEMENT TRUE FALSE
There are three stages to the suggested framework - pre, during, post.
Showing pictures or words associated with the topic of the Listening
text is a good pre-listening activity.
You shouldn't teach vocabulary before listening.
Don't give pupils any time to read questions before they listen.
It is normally best to let pupils read the questions before listening so
they can concentrate on listening. It is difficult to read and listen at the
same time.
Listening for detail is a good activity for the second time pupils listen.
Assessing pupils is not important during listening activities.
A focus on personalisation and/or specific language in the post-
listening stage can focus learning and motivate pupils.
QUIZ 2
STATEMENT TRUE FALSE
There are three stages to the suggested framework - pre, during, post. √

Showing pictures or words associated with the topic of the Listening √

text is a good pre-listening activity.
You shouldn't teach vocabulary before listening. √
Don't give pupils any time to read questions before they listen. √

It is normally best to let pupils read the questions before listening so √

they can concentrate on listening. It is difficult to read and listen at the
same time.
Listening for detail is a good activity for the second time pupils listen. √

Assessing pupils is not important during listening activities. √

A focus on personalisation and/or specific language in the post- √
listening stage can focus learning and motivate pupils.
Linking Content and Learning
Standards to classroom activities
◦ Look at the classroom activity described below. Refer to the document from the previous activity
with the Listening Learning Standards. The answer may not be clear-cut as it could depend on
how the activities are set up, or other factors in the delivery or planning. This is a practice activity
so do not worry if your answers are not always correct. 
◦ Which Learning Standard could this activity help pupils to work towards: 1.1.1 or 1.1.3?
Enter the number of the Learning Standard in the space. 
• Pupils brainstorm their predictions of what they expect to hear mentioned in today’s news
headlines.
• The teacher plays a short recording from the radio of the news headlines for that day (headlines
only, not the complete stories).
• Pupils listen to see which of the people or places they predicted are mentioned in the headlines.
• Pupils listen to the complete news stories and note down the main event in each story. 
• Pupils listen again, check their answers, then compare them in pairs before sharing and discussing
with the class as a whole. 
ANSWER

1.1.1
The main activity here is
noting down the main event
in each one of them. 
Linking Content and Learning
Standards to classroom activities
◦ Look at the classroom activity described below. Refer to the document from the previous
activity with the Listening Learning Standards. The answer may not be clear-cut as it could
depend on how the activities are set up, or other factors in the delivery or planning. This is a
practice activity so do not worry if your answers are not always correct. 
◦ Which Learning Standard could this activity help pupils to work
towards: 1.1.6 or 1.3.1? Enter the number of the Learning Standard in the space. 
• Pupils look at a list of sentences. The sentences refer to the main points of a short story the
pupils will listen to. The points are not in the correct order and the ending is missing.
• The teacher plays a recording of the story (or reads out loud the story). Pupils
listen and put the main points in the correct order in pairs, adding as well their own summary of
the ending.
• Pairs check the order with another pair before checking as a whole class.
• Teacher asks pupils for their opinions of the story.
ANSWER

1.1.6
That's right. Placing the main ideas of a
narrative (e.g. a story) in the correct
order demonstrates the ability to
understand such narrative. 
Linking Content and Learning
Standards to classroom activities
◦ Look at the classroom activity described below. Refer to the document from the previous activity with
the Listening Learning Standards. The answer may not be clear-cut as it could depend on how the
activities are set up, or other factors in the delivery or planning. This is a practice activity so do not
worry if your answers are not always correct. 
Which Learning Standard could this activity help pupils to work towards: 1.1.3 or 1.2.1? Enter
the number of the Learning Standard in the space. 
• Teacher prepares notes for a short monologue in character (e.g. a well-known politician, an athlete or
historical figure).
• The teacher then pretends to be that person. The teacher talks to the pupils in character about her/his
life, interests, how she/he feels etc.
• The pupils listen and write down who they think the character is (no shouting out).
• At the end of the monologue pupils compare their guesses in small groups, giving their reasons. If
they think they know who the character is, the pupils can ask the character further questions to check
their answer.
ANSWER

1.1.3
Yes, this activity involves recognising
independently attitudes or opinions (i.e.
attributes of the character), which can
lead to identifying the character. 
LESSON PLAN
◦ Planning your activity
1. Please choose one of the Learning Standards that was not focused on in the previous exercise.  We suggest that you
choose one of the following: 
• 1.2.1
• 1.3.1
◦
   2. Plan your activity: think about the pre-, during- and post- stages.  Remember that we recommend focusing on gist
during the first listening, then in the second listening, focusing more on detail. Furthermore, it is good to include an
element of personalisation in the post-listening stage. 

◦ Please also keep in mind that the activity should be as pupil-centred as you think is realistically possible in your teaching
context.

◦ Please use the Listening activity plan template to produce your activity plan.
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