DEVELOPING LISTENING

SKILL

Programa Inglés Abre Puertas

Unidad de Curriculum y Evaluación
Ministerio de Educación
 Workshop Introduction

Workshop Outcome:
Volunteers will be able to understand
the 3 stages of a listening lesson

Workshop Agenda:
The Nature of Listening
The 3 Stages of Listening
A Model Listening Lesson
Practice Planning a Listening Lesson
THE NATURE OF LISTENING

1. The Foundational Skill

 First to be acquired
 Mother skill

2. The Difficulty of this Skill

 Transitority of speech
 Real time

How can we compensate for student’s difficulties?

3
 Compensating for Student Difficulties

We are not testing comprehension, we

are helping students develop it.
Listening classes should be easy and
should build student confidence.

Topic Text Tasks

Familiar to Modify texts or Make tasks
students create your own simple, easy
Teaching listening according to these 3 stages:

Stages What happens in classroom

1st We build context so students can know

PRE what to expect and will understand more.

2nd We assign tasks to listen for specific

WHILE information.

3rd We give students an opportunity to apply

POST what they have heard.
PRE – LISTENING STAGE
1. MOTIVATE students by connecting to their
prior knowledge of the topic.

2. PROVIDE KEY WORDS needed for

understanding (few words).

3.BUILD CONTEXT by providing info (place,

time,numbers of speakers, etc.) to help
students construct meaning.

4.ASK STUDENTS TO MAKE A PREDICTION

(students will have to guess the answer,
and they will find out if they are right only by
listening).
WHILE- LISTENING STAGE

First listening: verify predictions,

assign and attempt to answer task

Second listening: revise answer,

provide answer/feedback,assign
and attempt to answer task

Third listening: revise answer

provide answer/feedback
WHILE- LISTENING STAGE

REMEMBER!
one listening, one task.

Let the students attempt the tasks

before listening, revise after listening,
then assess at the end.
 Examples of listening tasks

1. Yes / No, true / false, “either… or”

2. Choose items from a list with a few distractors
3. Put in chronological order by numbering
4. Write words, figures or symbols
5. Fill gaps with one or two words max.
6. Correct factual details: colours, times, prices,
places, etc.
7. Match up halves of sentences
8. Take notes
POST LISTENING STAGE
(the following class)

First: Design comprehension tasks, which

integrate the speaking skill. For example,
retelling, role plays, dramatizations.

Second: Reinforce grammar, vocabulary, or

pronunciation elements in the text.

Third: Design follow-up activities relating the

topic with students experiences or other
disciplines.
 Do’s and Dont’s:
• Teach and talk in English.
• Don’t make students understand every
single word.
• One listening, one task.
• Have students listen without the script.
• Allow sufficient time between the listening
tasks for students to revise and share their
answers before you provide feedback.
 Do’s and Dont’s:
• Ask students to read the tasks and attempt to
answer before they listen to the text, while
they listen they can confirm/modify their
answers.
• Keep instructions simple.
• If students are required to fill in the missing
word:
• only one word should be missing per line;
ask for easy words (give them confidence);
• do not use the key words as blanks:
• eliminate one word every other line (give
them time to write).
 Final Thoughts on Listening
• Expose students to a variety of listening
texts:
Monologues, dialogues, songs, textbook
recordings, etc.

• Supplement the textbook with authentic

material.

• Include a wide range of tasks.

• Make sure tasks are challenging and

motivating, but most importantly,
achievable!
Practice Planning a Sample Lesson

NOW…..IT´S YOUR
TURN!

With a partner,
plan a listening
class…
Thank you