Preparation.Prepare specific vocabulary or expressions that students will need.
While listening For our students to really develop their listening skills they will need to listen a number of times - three or four usually works quite well.
1st -to get a general understanding of the text
2nd -ticking or some sort of graphical response.
3d - checking their own answers from the second task or could lead students towards some more subtle interpretations of the text.
'Breathing' or 'thinking' space between listening -get students to compare their answers between listening as this gives them the chance not only to have a break from the listening, but also to check their understanding with a peer and so reconsider before listening again
Post-listening Reactions to the content of the text - discussion as a response to what we've heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of reuse of the information they have heard
Analysis of the linguistic features used to express the content - This is important in terms of developing their knowledge of language, but less so in terms of developing students' listening skills. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work.
Assessing Listening Proficiency -use post-listening activities to check comprehension, evaluate listening skills and use of listening strategies, and extend the knowledge gained to other contexts.
In order to provide authentic assessment of students' listening proficiency, a post-listening activity must reflect the real-life uses to which students might put information they have gained through listening. It must have a purpose other than assessment. It must require students to demonstrate their level of listening comprehension by completing some task.
Listening comprehension is formed and developed by doing the necessary tasks. During the activity, they are observed in their wholeness.
We know that for teaching listening given special time and it devoted to exercises. From the first lesson of FLT in schools paid attention LT till pupil graduating the school. Without general requirements of oral speech in educational program has the list of phrases which only devoted to LT. We must know that these phrases are for understanding the teacher’s speech.
For teachers transpired that the grammatical and lexical material which assimilated by speaking and reading is also regarded to teaching listening. Teacher’s speech is important for pupils listening. They should teach only in English.
Listening comprehension (LC) exercises are leading during the lesson. LC is differing from other types of language skills and studies as a aim and content of education. The aim of practical learning is to take information in English. Content of all oral speech and reading materials is assimilated by LC.
LC as a means of teaching is used as a way of introduction of the language material in oral form (in a talk, in speech patterns); a means of forming well-set acoustic images of language phenomena (words) together with their meanings, which is ensured by multiple perception of the same material by the ear; a means of acquiring pronunciation sub skills, because instruction only won’t help pupils to pronounce a sound strange to their mother-tongue if they don’t hear how it is pronounced by a teacher or by the speaker; and skills in a an effective means of developing habits foreign language; a means of mastering the (teaching) technique of reading aloud, as the mechanisms of reading aloud comprises also acoustic images.
LC as the means of teaching permits multiple listening of one and the same speech material; while LC as a language activity constitutes a skill of comprehending speech by ear at single (presented but once) perception (presentation).
Listening is an act of interpreting speech that one receives through ears. Hearing is an act of receiving the language through ears without interpretation. In real life we can hear somebody speak but actually do not listen to what is being said. Listening is a communicative skill to get the meaning from what we hear. People listen in order to remember what they hear verbally or for the sake of meaning retention. They listen in order to evaluate critically what they hear or to give supportive empathy. They can derive aesthetic pleasure from what they hear or to produce a listener’s feedback. They can fulfill the instructions in the heard text.
Listening to the spoken language involves hearing the sounds, recognizing words, understanding different accents, understanding intonation, coping with “noise” (external interference and indistinct pronunciation), recognizing sentences, predicting the meaning, understanding whole discourse.
There are different ways of teaching LC in practice. One of them is teaching at first language materials then language skills. In this method-first of all pupils’ must study words and word phrases, sentences then pupils’ attention paid to content of learned material. The result of these methods is inefficient because it take much time, that’s why it’s undesirable method.
In second way, which teacher’s use LC going with forming language skills. By teaching speaking, reading and writing pupils’ practice (or train) the LC. Herewith paid attention for teaching language materials. This method is useful for teachers. Pupils practice LC during writing, reading and speaking, with it they pay attention to teaching language materials. This method is more effective.
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Auding or listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding.
When auding the EL students should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting. This is possible on condition that he will take into consideration the following three main factors which can ensure success in developing pupils' skills in auding:(1) linguistic material for auding; (2) the content of the material suggested for listening and comprehension; (3) conditions in which the material is presented.
If to organize LC of a text presented by a teacher or using audio texts teacher must do: At first, introductory talk with the aim to prepare pupils for comprehension of a text by the ear;
