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What do you have to do before You can speak? What does a child learn before he talks?

What do we do before chatting?

When listening, we are reviewing a lot of English usage. We can learn new words and expressions by hearing them frequently. We can imitate what we hear and apply it with great confidence.

By helping them to listen for a purpose.

By helping them to listen for meaning. By helping them to listen realistic contexts. By helping them to listen flexibly.

Hearing Attending Understanding Responding Remembering

Pre-listening stage

While-listening stage

Post-listening stage

Listening: Dialog, beginners, where are you from?. Pre-listening stage: What are typical topics of conversation that come up when meeting someone for the fist time. While-listening stage: Listen to the dialog and choose the right answer. Post-listening stage: Introduce yourself to two other people in your class.

Listening: Conversation, intermediate, diner time. Pre-listening stage: What are typical foods you eat in your country for breakfast, lunch and diner? Who usually prepares food in your home?. While-listening stage: Listen to the conversation and answer the questions. Post-listening stage: What is a typical meal for breakfast, lunch and diner in your country? What are the ingredients for the dish and how is it prepared?.

Top down strategies Listening for the main idea Predicting Drawing inferences Summarizing

Top down strategies

Bottom up strategies Listening for specific details Recognizing cognates Recognizing word-order patterns

Bottom up strategies

Integration of skills is a paramount importance in language learning

Competence

Performance

Observation

The use of listening Input in the aural-oral mode

Listening is a component of speaking

Intensive listening Responsive listening Selective listening Extensive listening

Discriminate among the distinctive sounds of English.

Retain chunks of language lengths in short-term memory. of different

Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonation contours, and their role in signaling information. Recognize reduced forms of words.

Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance. Process speech at different rates of delivery.

Process speech containing pauses, errors, corrections, and other performance variables. Recognize grammatical word classes (nouns, verbs, etc), systems( tense, agreement, pluralization), patterns, rules and elliptical forms.

Detect sentence distinguish between constituents.

constituents major and

and minor

Recognize that a particular meaning may be expressed in different grammatical forms. Recognize discourse cohesive devices in spoken

Recognize the communicative functions of utterances, according to situations, participants and goals. Infer situations, participants, goals using real-world knowledge. From events, ideas, and so on, described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relation as main idea, supporting idea, new information, given information, generalization and exemplification.

Clustering chunking phrases, clauses Redundancy repetitions, insertions Reduced forms difficult for learners Performance variables hesitations Colloquial language idioms, slang Rate of delivery speed Stress, rhythm and intonation Interaction negotiation, clarification

Listening Cloze (students version)

PENGUINS Penguins are birds, but they cant _______. Penguins live by the ______ in the southern part of the _______. There are penguins on the ________ of South America, South Africa, Australia and New Zealand

Listening Cloze (Teachers version)

PENGUINS Penguins are birds, but they cant FLY. Penguins live by the SEA in the southern part of the WORLD There are penguins on the COAST of South America, South Africa, Australia and New Zealand

Information Transfer (students version)

Multiple picture cued selection

Information Transfer (Teachers version)

Multiple picture cued selection This dinosaur has a big body and is very long. It has a very long neck and very long tail. It has a small head and small eyes. It has small teeth. The dinosaur has big legs and feet like an elephant. It eats plants

Information Transfer (students version)

A-

Information Transfer (teachers version

Picture cued task A- Question Are two boys playing soccer? B- True/false There are four girls riding bikes. C- Identification Point to the boy that has the balloon. Draw a circle around the skater boy.

Single -picture cued verbal multiple-choice

Single-picture-cued verbal multiplechoice (teachers version)

a. She is standing near a waterfall b. She is swimming in the river c. She is under a waterfall d. She is next to the river

Chart Filling (Students version)

NAME BY BUS BY CAR BY MOTOR BIKE WALK (ON FOOT) TIME

JO

45 minutes

Chart filling (Teachers version) A- Jo goes to school by bus, it takes forty five minutes to get there. B- Ana goes to school on foot, It takes fifteen minutes to get there. C- Paul goes to school by car, It takes fifteen minutes to get there.

Sentence Repetition Limericks

A swinging young monkey named Fred Let go and Fell smack on his head. He suffers no pain Except when his brain Sees yellow bananas as red

Dictation

Communicative stimulus-response tasks

Authentic listening taks

EFECTIVE LISTENING SKILL

Repeat what is said to you Write it down Maintain eye contact and provide no verbal cues Avoid outside distractions Listen from the heart Practice, practice, practice Mirror body language Ask clarifying questions

We have to admit that language learning depends on listening as we respond only after listening something. Listening provides the aural input that serves as the stimuli for language acquisition and make learners interact in spoken communication.