Тиллар ўҚитиш методикаси ва таълим технологиялари

PRACTICAL LESSON 4
TEACHING LISTENING TO A2 LEVEL LEARNERS

Groups:
Date:

Time: 80 min
Aims:
Practical aim: to raise participants’ awareness of difference between hearing and listening, types of listening, typical characteristics of authentic listening texts , The difficulties of listening comprehension in the ELT, The cognitive mechanism of the listening comprehension
Educational aim: to allow participants to explore the advantages of and possible problems in using authentic listening texts in classrooms. Define content of work on listening and its learning system in school; types of listening exercises.
Educative aim: to expose participants to professional behavior, social skills and and attitude to foreign culture.
Equipment: handouts, tape recording, pictures, cards.
Lesson Outline
1. Beginning stage (1-2 min)
- Greeting
- Introducing aims and tasks
Warm up. (5 min)
Game “Chinese Whispers”.
Divide participants in 2 groups and ask them to stand in two lines.
Ask participants standing first in the line to come up to you. Read quietly or whisper (donot show the written version) a statement (it can be a proverb or saying), for example,
Make hay while the sun shines. Ask them to go back and whisper this statement to thenext participant. Each participant should pass the statement he or she has heard on I next participant in a whisper. Note that the statement should only be whispered onceeach time.
Samples of statements:
1. Make hay while the sun shines.
2. Don’t make a mountain out of a molehill.
3. It’s no use crying over spilt milk.
Ask the last participants in the lines to say the statement out loud in order to check whether they got the correct statement.
Ask participants the following questions:
~ What was important in this game?
~ Was it difficult to listen to each other? Why/why not?
Main part
10. Theory
Task. The teacher should divide the students into four groups and discuss the following questions:
• How many components are there in the content of teaching the auding?
• What is the listening?
• What are the perception the text and its comprehension?
• Why auding is closely linked with the all speech activities?
• What difficulties does the auding have in teaching?
Practice
• retell about the exercises on teaching auding in the English language and their types;
• count the difficulties of the consolidation ways the auding by the pupils;
• make classification and exercises selection;
• provingthe selection of methods and ways of teaching the auding;
• make a presentation of part listening teaching lesson.
IV. Feedback
Ask participants to brainstorm real-life situations where people listen to other people in their native language.
Collect ideas on the board.
Distribute handout 1 and ask participants to look at the pictures in the handout. Ask the following questions:
~ What kind of listening situations are presented in the pictures?
(Who are the speakers? Where are they?)
~ What are they talking about?
Picture 1: two men talking in a cafe in Uzbekistan, probably they are friends, one might
be a foreigner, another is a local young man, they might be talking about the weather, their
jobs, films, books, etc.
Picture 2: receptionist and guest in a hotel, the guest wants to check in. Tell participants that they are going to listen to two different listening situations and be ready to answer the questions. Allow 30 seconds for participants to look at the questions.
Collect the answers.
Possible answers:
1. Listening text 2 - Picture 1; Listening text 1 -Picture 2; 2. Listening text 1
- conversation in a hotel between a receptionist and a guest; listening text 2 - conversation between two men about favorite books in a cafe;
3. Listening text 1 is specifically designed for classroom purposes because the speakers are using complete sentences, repeating slowly, etc. Listening text 2 is an authentic text because there is a background noise, there are fillers, hesitations (erm, eh, etc.) or incomplete sentences.
4. Remind participants about the session on Authenticity and say that real life listening material which is not specifically designed for use in the classroom can be called authentic listening material.
Put participants in pairs and distribute handout 2 (the tape scripts). Ask them to highlight clues that helped them to decide which of the texts is authentic and which is not.
Summarize typical features of authentic texts on the board.
Possible answers: incomplete sentences Fillers (I mean, well, err, etc.)Overlap of speakers
Background noise, etc.
Activity 2 Using authentic and non-authentic listening texts
Ask participants the following question:
~ Do you usually use authentic listening texts in your classrooms? Why/Whynot?
Put participants in groups of 4 and ask them to write possible advantagesand disadvantages (or difficulties that their students might encounter) in using authenticand non-authentic listening materials in their classrooms. (4 min) Draw a chart on the board (see below for layout) and collect the answers.
Possible answers: Authentic materials Advantages Problems exposure to authentic conversation, informal spoken language, exposure to different accents
usually long background noise might interfere unknown vocabulary fast speech
Non-authentic materials language is clear language structures are repeated (e.g. can) vocabulary can be taken from the textbook good for revising vocabulary and grammar suitable for even elementary students usually boring students might be deceived I nature of the real life listening students who are always exposed to non-authentic listening texts might find it difficult.
Put participants into 4 groups and distribute handout 4D cut into strips.
Ask participants to reflect on this session and their own learning and teaching experience and decide what a teacher should do or not do to develop students’ listening skills. Ask the first two groups to sort out the statements which they would recommend a teacher should do (dos) and the other groups to sort out the statements which they would not recommend to a teacher (don 'ts). Ask them to be ready to justify their choices. Ask groups to add at least 2 more tips (dos or don’ts).Ask groups to mingle and have a look at other groups’ work. Discuss the statements in the whole group if necessary.
Possible answers:
Dos and don’ts of developing listening skills Dos Don’ts
Encourage students to listen to authentic texts (radio, TV, etc.) more often.Play the tape without assigning tasks.Use visual aids to support
listening comprehension.Tell your students they have to understand every word they hear. Set clear objectives for listening. Distribute the tape script before listening. As a general principle, try to play the recording once for overall comprehension. Then play the recording again for students to listen for specific details.Use pre-listening tasks to prepare students for listening, to introduce new vocabulary etc. Set difficult tasks if the listening text is difficult.
Encourage your students to listen todifferent accents of English.Play recordings which are more than10 min in length.Prepare simple tasks if the listening text isdifficult.Play the recording without preteachingthe essential vocabulary.Make sure that students know why they’relistening.Use authentic listening texts only withadvanced students.Maximize the use of material that isrelevant to students’ real life.Vary the materials in terms of speakers’gender, age, dialect, accent, topic, speed.
V. Assessment
Learner’s knowledge on exercises on teaching auding -50 %
Answering the questions-30 %
Active participation in discussions-20 %
VI. Home task
Teaching listening in foreign language teaching methodology for vocational college and academic lyceums
1. The content of teaching listening comprehension
2. The requirements
3. The mechanisms of listening comprehension
4. Specific features, difficulties of listening comprehension
5. Working on the listening comprehension at lyceums and colleges
Ending
The lesson is over. I think next time you will be ready for these questions.
Reference
1.Jalolov J., Makhamova G., Ashurov Sh. English language teaching methodology. “Fan va texnologiya” nashriyoti, Tashkent 2015
2.Yoqubov I. Comparative Methods of teaching English at schools, lyceums and colleges. “Bayoz” nashriyoti, Tashkent 2014
3.Ahmedova L. Normuratova V. Teaching English Practicum. Printed in UWED. Tashkent 2011
4.Professional Development for Uzbekistan English Teachers Training Toolkit Module 1, 2. Тошкент – 2009