Teaching Listening Actively



all right but I want to don't look at the listening yet I don't want you to look at the listening I want you to look at what's before the listening and what's after the listening very important because what's before the listening is things that you can use here to motivate possibly did this motivate yes absolutely it involved it also got your student knowledge and it created interest created interest it also gives the opportunity of teaching the vocabulary now what I want you to do now is look at the pre listening and the post listening just can you see on for example what we could have here an active listening task is where the students you never ask students to just listen to a tape can you listen now because they're all going to go mm-hmm I have to listen to everything I have to understand every word but you don't want to understand every word you want them to understand a general idea a general idea so is there a simple and this is what we call recognition tasks like true/false or something things that they like or putting something in an order or seating or ticking or gig or picking out a wrong word or prediction tasks sports that they like okay ideas which one do you think they will like look at the picture of the of the just look at the picture that you bought of the two people what do you think Ronnie okay it's always got hey what about the pre tasks is there any any in the pre tasks that they have there let's go back what does it teach does it teach vocabulary in the first one number one anything else what do you think pronunciation good okay it has pronunciation as well what about the things after is checking comprehension checking comprehension okay do they have to write something just tick good exactly that's very important because if you write you can't listen so something simple to recognize is really really important okay now I want you to close your books again we're going to open it again in a minute but I want you to do something now that as a teacher is something that you should do all the time and many teachers don't do it and that is we most teachers will look at the listenings in the book and think right okay that's a listening there it's got some tasks or I'll create a quick task for it and then not actually listen to it and some listenings are good some listenings are terrible and very very difficult to understand and it's really really important for you to hear for yourself what it's like so before you plan anything you've planned this far and you've planned as far as the book heavy very brainstorm okay but you haven't mmm do I need to plan another task I've looked at the tasks do I need anything else okay so we're going to listen to we're just going to listen to the tape because I want you to listen and look at this and see how difficult it is and see whether it's difficult or easy but put yourself in the position of being elementary think how what it is you can what's you want your water you what you are you gonna be you Jigga Jung Hwa Yong Chi Donna Shirley well then she thought once your hammer alright what do you think was it easy or difficult it's hard difficult ok now do you think they could get the answers to this you have to listen again okay so that looks very before we did it did that look easy or difficult easy it looked very easy but when you actually listened it wasn't easy it's quite difficult when did when did they mention pal boo the first time right towards the energy right towards the end good which which sports they like swimming good yo yo yo yo and LAN Xiao LAN Chao okay the important thing when you're doing listening is not to get them to give you answers but to play it again to give them a chance to hear it to play it again but then you can also add another add another task and what do you think as you say it was they all they have to do is tick all they have to do is tick yes yeah and that's not difficult no no but what are in order for it to be easier what do they need to do before you play the tape read it that's right make sure they read okay so they're going to read they're read together they'll weed and they can talk about the answers okay now you've only heard it once haven't you can you remember everything no good okay so you are in the same situation as your students so in pairs the anger ne2 leads adult if the anger don't eat it though okay the a girl eat it's all okay read and discuss true-false true-false one of the things that you don't want the students to do is to read because if they read then they are not they are getting the answers from a different way you want to develop their ability to listen and recognize so what you can do and what I would suggest you do with your students is to get them to bring in some post-its like that they can stick the post-its over this so they can't see it that way they're concentrating on this and not the reason because by looking at the reading then they are not really they're only half listening there are only half listening and we want to really develop their ability to listen and recognize and one of the things that's very difficult is to listen to lots of different voices different voices noises different contexts so it really will help to do this okay are you ready for the second listening yes all right now what you can do as with with this one is that you can get some of their answers so what do you what do you think about the the first one there true or false you think that's true does everybody think that's true you forgot okay so what we can do is put that on there we're not sure or we can put it true like that so if you're not sure you put a question mark okay number two what about another two you think that's false everybody think that off okay well we'll find out won't we what about three true okay so again this is another form of prediction if you like and you're getting it and it's motivating them it smoting motivating them to listen again to see if they are right to see if they are right and it's not so difficult to do I'm not going to put any more up here because I think you've got the idea of what you do but it's showing how the book can be interactive taking it off the page so we're going to listen again and see if you're right did you agree in your group yeah all right were there the answers you go back to this and check so do we have a definite answer for this one now yes is it true yes good okay so you'd go through but whenever there's something where people disagree and you have something like this and something like that then you can do that and that gives them a motivating to go back and go back and listen and listen okay so now another difficulty is perhaps the names one you want you is it a girl or a boy a girl now they know that beforehand because of what what does they look at the picture okay so again if you cover things like this up with a post-it they can talk about the picture and that it helps them with the prediction and motivation for listening okay exactly what is important and I have to keep remembering this is we've got this here where you've set a task which is a recognition task you've got your prediction tasks using their knowledge very simple things to focus their listening and focus their attention as they are actually doing the listening because then they are involved and they're not worrying because if they're focused on something simple that they can do they're not less trying to listen to every single word and that is the most important thing because it's trying to listen to every word that causes panic it causes real panic okay right now the important thing is that when you want the answers to do what I did with you between the listenings instead of having just getting answers we don't want that because we want to know that they've understood that they've listened and they've understood so you want them to perhaps check in pairs or groups first to talk see if they agree or not and it doesn't matter if they don't agree because they're going to find out they're going to find out and that is a key very important they listen again or they read again the same thing so if you're going to do a reading they do it again you

9 thoughts on “Teaching Listening Actively”

  1. Thank you for this video. I have a presentation tomorrow about how to teach listening and this video helped me alot, by the way I'm an ELT student.

  2. Just by listening to this video I've learned a lot about how to progress forward with my Chinese. I am no longer going to panic about having to listen and understand every single word rather than getting the gist of the conversation/discussion. It is also true if you listen to something first without reading it one tends to develop one's own ideas about how to comprehend it. However, when you read something first you get an understanding of the structure and patterns in the way certain measure words are used etc. This is very helpful. If only there were some classes on youtube that was helpful in this way. I'm just at the elementary stage of learning Chinese and doing it all on my own. If anyone can pass on any help would be much appreciated. Very much enjoying the learning path whilst met with huge challenges when learning outside a classroom. Thank you for the insight laoshi Dede Wilson.

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