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have longer sentences. They are more organized into meaningful units thanks to syntax,
intonation and rhythm. Informa¬tion in «written» monologues is more concise. Oral
monologues are more spontaneous and «word-loose». Their information is «redundant»,
i.e. many details are repeated and reworded. Compared to the economical lan¬guage used in
written texts, oral discourse is a «language explosion». Oral discourse is redundant because
the speaker monitors the process of the mes¬sage intake by the listener through eye contact
and comprehension checks.
Task: Listen to the text again and answer the questions asked by the author.
E.g. I don’t think that people of the 21st century will laugh at our clothes, but they will
certainly wonder at our transport being so slow... etc.[2:122 ]
If we are relating primarily to listening in academiccontexts for example, it fails
to capture the richness and dynamics oflistening as it occurs in our everyday interactions
(two-way listening).Most contemporary materials reflect this re-emphasis with a move
towardsnatural sounding dialogues.[4:40]
Dialogues (language performance of two or more interacting participants) can be
scripted or spontaneous. While listening to a dialogue, the listeners can be concerned with
who is speaking (gender, occupation, age), how many are speaking, how they are speaking
(emotional attitudes), what they are speaking about and which is the message they are
actually communicat¬ing, why they are speaking (what is the information gap between
them).[3:152]
Task:Listen to the following cues and guess what they are about. Respond accordingly,
choosing the only correct variant.
E. g.: «I say, this is not music - it’s just a lot of noise! You can’t play it. Besides, it
is mine, not yours. So don’t take it with you to your friends’ parties!»
-All right, I’ll: a-b) turn off the tape-recorder/the TV set; c-d) stop playing
the guitar/the piano.
Exercises for teaching listening are divided intopre-listening, while- listening and
post-listening. Pre-listening activitiesare preparations for listening. Pre-listening work can
consist of a whole range of tasks in¬cluding the teacher giving background information, the
students read¬ing something relevant to listening, the students looking at the pictures and
inferring from them, the students discussing a topic situation, an¬swering questions, writing
what they know about the topic of listening, considering what language they might need to
understand the oral text, getting full understanding of how they will perform the listening
task.
Activity1:Oralcloze.Inoral cloze exercises the listeners listen to a story and
occasionally(about once every 50 words) the teacher pauses so that the learners canguess the
next word in the story. The word should be easy to guess and theguessing should not interrupt
the story too much. If the learners canproduce very little English, a list of possible words
can be put on the boardfor them to choose from, or they can answer in their firstlanguage.
Immediately after the learners have guessed, the teacher gives the answer.
Task : Make up two utterances using the table, each consisting of at least two sentences.
In the first utterance, the second sentence should add something to the opening sentence
(«Besides, ... «). In the second case, the continuation should oppose the beginning («But on
the other hand, ....»):
While-listening activities are what students do during listening to the text. The purpose
of while-listening activities is to help learners develop the skill of inferring messages from
the heard text. While listening, the students are to look at the pictures of the traffic and to put
a cross where the rules have been broken. Other tasks can be: Listen to the text and decide
which pictures represent the story. Arrange the pictures in the correct order according to the
heard text. Listen to the text and com¬plete the chart. Listen to the text and tick off on the
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