Second edition

Introductory activities: an introduction to the topic of the text and activities focusing on key vocabulary in the text - to pre-teach important vocabulary, and to encourage learners to activate their knowledge of the world in relation to the topic.

Main activities: a series of listening activities developing different listening subskills and moving from general to more detailed listening.


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Module i Post-task activities: activities which ask learners to talk about how the topic of llves-tthgi-ve^; their-'opinions' on parts of the text. These activities require learners to use some of the language they have met in the text. ® You may sometimes just want to ask learners to listen to something and not give them any task, e.g. listen to a story, a song, an explanation. This gives learners the opportunity to listen in a relaxed way and enjoy the experience of listening to a foreign language. See Unit 16 for listening activities and Unit 21 for planning lessons. (See page 239 for answers) Complete this table with at least two examples of each category. Characteristics of spoken language	Listening text types	Different accents	Features of connected speech	Listening subskiils

Think about this teacher's comments. Which do you agree with and why?

1. 
   To improve their listening, what my students need most is to learn more vocabulary. Learning listening skills won't help them.
   
2. 
   I don't think my learners should listen to me for listening practice. There is no point in them listening to English spoken with my accent.
   
3. 
   My learners always try and understand every word when they listen, so I give them transcripts to read as they listen.
   

1 Find a listening section, in your course hook. Teach it to your learners, and then after the lesson, complete this table in your Teacher Portfolio.


What the learners found easy and why


What the learners found difficult and why


What would you do differently if you taught these activities again?

2. 
   For итоге information about listening and listening activities, read Chapter 10 of How To Teach English by Jeremy Harmer, Pearson Education Ltd 1998, and Unit 3 of Learning ‘Leaching (Second edition) by Jim Scrivener, Macmillan 2005.
   
3. 
   Which of these websites could you use in class or ask your learners to browse at home?
   

hup://www.esIpartyIand.com/teaehers/nov/music.hmi http://www.lyrics.com


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Unit 7 Listening


httf x / / w ww.bbc. со ,ufe / wo rl dservice / icarni ngengJish/ teach i ngenglish /
watehandlisten/
http://storYiiory.com/
h Up://wwwiree webs, com/nuancha wee/promt nciationlistenmg.htm


TKT practice task 7 (See page 245 for answers)
For questions 1-7, match the teachers^{1 1} comments with the aspects of listening listed A-H.
There is one extra option which you do not need to use.