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E12
Session content
1. Questions for discussion
2.Listening processes
3.Principles in teaching listening
4.Teaching steps
5.Listening activities
6. Listening- Textbook adaptation




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Questions for discussion
Do you.
1. . skip listening section in the textbook?
2. . have any activities before having your students listen to the tape?
3. . usually have your students read the script before, while, or after listening?
4. . stop the tape after every sentence (or speaker`s turn)?
5. . ask your students to repeat after the tape?
6. . prepare more listening tasks?
7. . have a listening task in any in-class tests?
B. Listening processes
Top-down and Bottom-up
In Top-down processing, the listener gets a general view or idea of the listening text by absorbing the overall picture/reviewing what he knows about the topic to interpret the massage he has heard.
In Bottom-up processing, the listener focuses on individual words, phrases or cohesive devices and achieves understanding these detailed elements together to build up a whole.


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C. Principles in Teaching Listening
Listening materials should be based on a wide range of texts, including both monologues and dialogues.
Schema-building tasks should precede listening.
Learners should know what they are listening for and why.
Only use the tape script (if there is one) as a last resort.
Set a further task, or tasks, which direct learners to a more detailed understanding
? Teaching, not testing
? Learners should be given opportunities
to listen to a text several times
and to work through increasingly challenging listening tasks.
= pre-listening activities
< top-down processing
= text-related tasks
< bottom-up processing
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D. Teaching steps
Lead-in
comprehension task
Ss` listening
T`s feedback
text-related task
comprehension task
Ss` listening
T`s feedback
TYPE 1 TASKS
TYPE 2
TASKS
for general information
< TOP-DOWN
for detailed info. or language aspects
< BOTTOM-UP
E. Listening Activities
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Before you listen
Introducing general content of the listening passage
Practising designed warming-up activities in the textbook
Making use of pictures (if any) to present new vocabulary
Presenting more words/phrases from tapescripts


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Before you listen
Getting students to pronounce words/phrases carefully
Reviewing already-presented grammatical patterns
Presenting new grammatical patterns (if any)
Asking students to predict content of the listening

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While you listen
Giving clear instructions for the listening task (rephrasing textbook instructions if necessary)
Playing the tape once (non-stop) for students to get general content of the listening
Providing other activities from textbook for slower classes

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While you listen
Moving from simpler tasks (listening for getting key words/phrases, listening for main ideas, matching, deciding on true/false information, numbering pictures, sequencing events…) to more complicated ones (answering MCQs, gap-filling, table/graph completing, answering information questions…)

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After you listen
Practising designed post-listening activities in textbook.
Summarising listening passages in spoken or written form
Relating to students’ own experience
Extending the topic to oral or written presentations

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