Тиллар ўҚитиш методикаси ва таълим технологиялари

Possible answers:
 Get pupils to predict content or language they might hear from title.
 Introduce the topic before getting the class to listen to the dialogue.
 Give a few guiding questions before the listening stage.
 Divide the listening into stages: first, pupils listen to the main idea only, then they listen to a dialogue again for details.
Stage 3:
 Ask participants to work in pairs and create a list of tips for a good listening task. Allow 5 minutes for the pair work. Elicit responses in plenary and write suggested tips on the board.
Possible answers:
 Introduce the topic before the class starts listening to the passage.
 Give a few guiding questions before the listening.
 Listening tasks should be authentic.
 Tell participants that the listening activity based on discussing the description of a listening class by a teacher had pre-, while- and post- stages. Write on the board ‘pre-’, ‘while-’ and ‘post-‘, and ask participants to reflect on the activity and tell what they did in each stage.
Possible answer:
 Pre- participants shared their difficulties while teaching listening (Stage 1).
 While- they listened to the teacher’s description of a listening lesson, answered the questions and gave suggestions for helping pupils to listen (Stage 2).
 Post - they created a list of tips for a good listening task (Stage 3).
 Summarise that authentic listening tasks require learners to do some actions (e.g. give advice, take notes, make a decision, continue the conversation) based on what has been listened to.
5. Reflection and action planning
Objectives: to help participants to reflect on the activities they practised; to give participants opportunity to think of the things they would like to learn more about; to help participants to deciding on the goals for development
Time: 10 minutes
Materials: none
Interaction: individual, pair work
Procedure:
 Ask participants to work in pairs and tell each other
- one thing they found interesting in the session
- one thing they will try in their teaching
 Elicit random responses in plenary. Ask participants to explain the reasons for their answers.
 Summarise the session by establishing that
- A listening task should be close to the nature of listening in real life.
- There should be a reason and a purpose for a pupil to listen in the listening task.
- Several tasks can be designed using one listening passage.