Listening Key Concepts 1) There are three stages in a listening activity: a. Pre-listening – The teacher should assign a listening task before learners listen. She may also provide learners with necessary language skills, prepare then for the theme of the listening passage, ask them to make predictions about the listening passage, and connect the listening passage with their experience. b. Listening – learners listen c. Post-listening – teachers should first check learner’s comprehension and completion of the listening task and then continue with tasks with require creative application of information from the listening passage. 2) Teachers should use listening tasks that are appropriate for the listening passage. Key Words pre-listening, listening, post-listening Learning Outcomes Learners will: 1) Create creative pre- and post-listening tasks for listening passage. 2) Write a lesson plan that has pre-listening activities, a listening passage, and creative post-listening activities. Teaching Strategies 1. Teacher demonstrates a listening activity without any pre-activity (teacher can read A Place to Live, and then ask learners to complete one of the sample listening activities). 2. Think-pair-share: Was the demonstration difficult? What could I do to make it more effective? 3. Teacher presentation of pre ad post-listening stages. 4. Information gallery of while and post-listening activities (Which activities are most interesting? Which activities are most creative? Which activities are most difficult?) 5. Learners report answers from the information gallery. 6. Small groups of learners prepare pre- and post-listening activities for a listening passage. 7. Groups present pre-and post-listening activities for a listening passage. 8. Class discusses sources of listening passages. 9. Learners write a lesson plan that uses a listening passage (homework). Check Yourself • Is an organizational moment or warm-up a pre-activity? Why or why not? • How is this approach similar to or different from the traditional approach? • What parts of a lesson are usually more learner-centered? More teacher-centered? • Why is it important to connect new information with learners’ experience and lives? • Does the textbook you use sequence activities effectively? Resources • Outline of Listening • A Place to Live (listening passage for demonstration) • Information gallery of listening activities connected with A Place to Live • Short listening passages for practice activity (Cats; The Brain; The Solar System; Diana, Princess of Wales; Washington, D.C.; William Shakespeare.) • Types of Listening Tasks Resource Center References • Olaofe, I.A. 1994. Teaching Listening Comprehension in Large Classes. English Teaching Forum 32:4 (October-December), p. 10 (exchanges.state.gov/forum/vols/vol32/no4/p10.pdf). • Fan, Yagang. 1993. Listening: Problems and Solutions. English Teaching Forum 31:2 (January-March), p. 16 (exchanges.state.gov/forum/vols/vol31/no1/p16.htm).
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