Live Listening

1
Live Listening

• Putting Teacher Back In the Classroom

2
Does this ever happen when you do listening
comprehension in class?
3
Live vs. recorded _____________________________
________________

• intrinsically motivating
• more interactive / reciprocal
• authentic
• requires no preparation almost
• make sure Ss have a clear task while listening!

4
Suggested topics ________________________________
_____________

• Travel
• Music
• Friendship
• Sports
• Leisure
• Film
• Issues

• Your last / favourite trip
• Your favourite band / singer
• Your best friend
• Your favourite sports team or sport that you do
• Your last / ideal weekend
• Your favourite film / last film you saw
• Living in a big city vs. in the country

5
More active listener ____________________________
_________________

• Speaker (Teacher) can
• monitor the listeners' interest, attention
  comprehension
• add any necessary repetitions, reformulations
  and explanations
• Listeners can
• give the speaker non-verbal signals (e.g.
  nodding, frowning)
• react verbally (e.g. "I see", "So, do you mean
  .....?",
• "I'm not sure what you mean by .....")

6
Lexical Approach ________________________________
_____________

• Language consists of primarily chunks and grammar
  merely helps them hold together
• Native speakers vocabulary consist of roughly
  500,000 chunks
• Help students develop vocabulary by building
  awareness of vocabulary patterns

7
Procedure ________________________________________
_____

• Stage 1
• Ss ask each other questions on a topic in
  pairs
• T monitors, notes down errors and gaps in
  lexical repertoire
• Stage 2
• Ss write questions to ask T about the same topic
• T gives an extended talk on the topic
• Ss listen and note down useful chunks
• T elicits the chunks from Ss and boards them
• Stage 3
• Ss repeat the task with new partners using the
  extracted chunks

8
Conclusion_______________________________________
______

• For many students listening to their teacher is
  the most significant exposure to the language
  they will get.
• Live listening not only gives them such an
  opportunity, but also provides language input and
  inspires learner output.

9
Bibliography _____________________________________
________

• Field, J. (2000). Finding ones way in the fog
  listening strategies and second-language
  learners, in Modern English Teacher, Vol 9, no.
  1, 29-34.
• Harmer, J. (2003). Listening, in English
  Teaching professional,
• Issue 26, January 2003, 29-30.
• Lackman, K. (2007). The teacher as input, in
  English Teaching professional,
• Issue 48, January 2007, 52-55.
• Lewis, M. (1997). Implementing the Lexical
  Approach. Hove UK LTP
• Olshtain, E. Celce-Murcia, M. (2000). Discourse
  and Context in Language Teaching. CUP