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Teaching Listening and Speaking


Darbas anglų kalba. Anglų kalbos mokymas. The Importance of Listening. Some Listening Problems. Solutions for the listening problems. The Listening Process. Pre-Listening. The strategies that are good to use in the Pre- listening period. During Listening. The strategies that are good to use in the During listening period. After Listening. Listening is active which requires attention, thought, interpretation, and imagination. Four levels of listening comprehension. Speaking. Why should we teach speaking skills? The best setting to acquire competence in speaking. The Descriptions of the activities. Lesson Plan.


Listening is a fundamental skill for nearly all ways of interaction and "the most important medium for input in learning a foreign language".
Some Listening Problems

2. The content.
• Some of the learners better understand the reading with the text in front of them while understanding the listening from the tape makes harder to understand the content. (3)

3. Linguistic Features

• While studying the second language students are exposed to formal English and they are not familiar with the slang language in the informal English. (3)

4. The Speaker
• Students usually are used to hear their teacher’s accent which could be British or American English this is why it can be difficult for listener to understand the speaker with other accent.

5. The Listener
• Second language learner usually spend more time reading than listening, and so lack of practice in listening to different kinds of materials makes difficult for them to understand the speaker. (3)
6. Physical Setting
• Low quality listening materials makes it difficult for the listener. Noise from the tape, video, and environment can reduce the listener’s attention to the speaker.

Solutions for the listening problems

Teachers are always capable to help students to overcome or reduce the causes for the poor listening.

1. The Message

• To make listening lesson as different as possible. The inputs should vary from lectures, radio news, films TV plays, announcements, everyday conversations, interview, stories or English songs.
2. The Speaker
• To provide the material that would help students to be aware of different native-speaker accents. The material should be very original from native English conversations. It is necessary to let students listen different accents.

• Before listening teacher should try to give the students background and linguistic knowledge. Knowing the complex sentence structure and idiomatic words and expressions would make easier for listener to understand.

The Listening Process

Teachers then organize the listening process which has three phases as follows:
1. Pre-Listening.
2. During Listening.
3. After Listening.


Pre-listening is needed to collect the information that the students already know about the topic as well to give new information for the topic and to give the purpose for the students to listen.

The strategies that are good to use in the Pre- listening period:

• Activate Existing Knowledge. Teacher should encourage students to ask the question: What do I already know about this topic?
• Build Prior Knowledge. The student should get the information about the speaker, topic, purpose, and the concept and new words that will be heard in the presentation.
• Review Standards for Listening. The students should be prepared for listening standards such as the interaction with the presenter, physical preparation for listening (to see and hear the speaker), helping the presenter "Listen to others as you would have them listen to you."
• Establish Purpose. Would encourage students to listen and be interested in the presentation. The questions could be as follow: "Why am I listening?" "What is my purpose?"

During Listening

The activities that the listeners do during the listening:
• connect: make connections with people, places, situations, and ideas they know
• find meaning: determine what the speaker is saying about people, places, and ideas
• question: pay attention to those words and ideas that are unclear
• make and confirm predictions: try to determine what will be said next
• make inferences: determine speaker's intent by "listening between the lines"; infer what the speaker does not actually say
• reflect and evaluate: respond to what has been heard and pass judgement. (5) Instructional Resources Unit

Directed-Listening Thinking Activity. Teacher chooses a story with the simple and understandable episode. Before the important episodes the teacher should pause. During the pause teacher has to go through what happened till they stopped and to predict together with students what might happen in the future. The students present their own predictions and remember them. Teacher accepts all predictions as correct ones. Later on students have to explain why they came up with the certain prediction. The explanation has to be based on the information that they already know from the story. Teacher should avoid the evaluation words such as "right", "wrong" instead teacher should use "might happen", "possible", or "likely". When there is next pause, the students are allowed to change their prediction and can create the new one. Teacher should try to keep every student active in making the predictions. It is very easy to go to the wrong direction during the pause when students predict the future of the topic. Teacher should avoid hot discussions among the students, go back to the story as the discussion appears. ...

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Tinklalapyje paskelbta2006-11-20
DalykasPedagogikos referatas
Apimtis9 puslapiai 
Literatūros šaltiniai10
KalbaAnglų kalba
Dydis20.14 KB
Viso autoriaus darbų1 darbas
Metai2006 m
Švietimo institucijaKlaipėdos Universitetas
Failo pavadinimasMicrosoft Word Teaching Listening and Speaking [speros.lt].doc

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  • Referatai
  • 9 puslapiai 
  • Klaipėdos Universitetas / 3 Klasė/kursas
  • 2006 m
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