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    Listening: A Receptive Skill

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    cosmodanza7
    This document discusses listening as an important receptive skill for students. It notes that students receive as much as 90% of in-school information through listening. The document differentiates between written and spoken language and identifies some key differences. It also discusses strategies for developing listening skills, including bottom-up and top-down approaches. Bottom-up activities help students understand linguistic elements, while top-down activities encourage using context and background knowledge. The document provides examples of listening activities and identifies whether they are more bottom-up or top-down in nature.

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    Listening: A Receptive Skill

    Uploaded by

    cosmodanza7
    62 views19 pages
    This document discusses listening as an important receptive skill for students. It notes that students receive as much as 90% of in-school information through listening. The document differentiates between written and spoken language and identifies some key differences. It also discusses strategies for developing listening skills, including bottom-up and top-down approaches. Bottom-up activities help students understand linguistic elements, while top-down activities encourage using context and background knowledge. The document provides examples of listening activities and identifies whether they are more bottom-up or top-down in nature.

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    Listening

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    This document discusses listening as an important receptive skill for students. It notes that students receive as much as 90% of in-school information through listening. The document differentiates between written and spoken language and identifies some key differences. It also discusses strategies for developing listening skills, including bottom-up and top-down approaches. Bottom-up activities help students understand linguistic elements, while top-down activities encourage using context and background knowledge. The document provides examples of listening activities and identifies whether they are more bottom-up or top-down in nature.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    62 views19 pages

    Listening: A Receptive Skill

    Uploaded by

    cosmodanza7
    This document discusses listening as an important receptive skill for students. It notes that students receive as much as 90% of in-school information through listening. The document differentiates between written and spoken language and identifies some key differences. It also discusses strategies for developing listening skills, including bottom-up and top-down approaches. Bottom-up activities help students understand linguistic elements, while top-down activities encourage using context and background knowledge. The document provides examples of listening activities and identifies whether they are more bottom-up or top-down in nature.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 19

    listening

    A receptive skill.
    Listening.
     We have different types of spoken language.

     Conversations
     Stories Which of these do you think
     Announcements are more commonly used in
     Songs classes?
     Instructions
     Lectures
     Advertisements
    Why is listening an
    important skill?
    • It has been estimated that adults
    spend almost half their
    communication time listening, and
    students may receive as much as 90%
    of their in-school information
    through listening to instructors and to
    one another.
    Differenciating written from oral language.

    written spoken
    Stays on the page Disappears upon speaking

    Uses punctuation and capital letters Uses stress and intonation to group
    to show sentences meaning

    Consists of letter, words and Consists of connected speech,


    sentences joined together sentences, or incomplete sentences,
    or single words

    Has no visual support at times Supported by body language,


    gestures and facial expressions
    written spoken
    Well organized: sentences Not so well organized.
    follow a logical sequence Interruptions, hesitations,
    repetitions and changes of
    topic

    Usually uses exact General vocabulary use


    vocabulary and complex and simple grammar
    grammar
    How hard is for you to lead
    listening activities?
    • Get in teams and discuss what you think is the
    best way to lead a listening ativity.

    • What strategies you use to make sure


    everyone is paying attention and
    understanding.
    Strategies to lead listening activities.
    • For gist
    • For specific information
    • For detail
    • For attitude (what attitude a speaker represents)
    • For extensive listening (listening to a story or an
    article)
    To develop listening skills, students
    should listen to controlled and authentic use of
    language.

    Listening tasks should have specific


    objectives. These objectives could be based on
    comprehending surface structures, such as phonemes, words,
    intonation or a grammar category.

    Determining pragmatic categories. monologue, interpersonal


    dialogue, transactional dialogue, and who is speaking, to whom, when and where.
    The context.
    Using the details or the general message to
    understand the complete meaning of a
    conversation, monologue, song etc…
    listening activities are:
    Bottom–up Top-down
    Discriminate among the distinct Recognize communicative
    sounds in English (beard - bird) functions according to real life
    situations
    Retain chunks of language for Infer situations, participants and
    repetitive use goals
    Recognize stress and intonation Predict outcomes, infer connections
    patterns between events, deduce causes and
    effects, main idea, supporting
    ideas, new information

    Recognized reduced forms of Distinguish between literal and


    words implied meanings
    a c t i v i t y:
    • Individually, make a list describing different ways in
    which you make your students focus on the listening
    activity.

    • Share with a partner.

    • Compare and comment.

    • Define if they are top-down or bottom-up.


    Remember, when an activity is top-
    down:
    • It encourages students to use their knowledge of
    the topic to help them understand the content.

    • They guess the meaning of an unknown word.


    (using the context)

    • They may understand the general idea without


    getting distracted by knowledge gaps
    They may also:
    • Infer the order of events

    • Infer relations betwen people involved

    • Identify or guess the place and context


    where the message is taking place.
    Bottom-up listening
    activities can
    • help learners to understand enough linguistic
    elements of what they hear to then be able use
    their top-down skills.

    • Get ss attention by making them fill in the gaps.

    • Help learners recognize the divisions between


    words
    activity
    Organization.
    • Teacher’s rol can change among lessons, but
    organization is always a task for him/her.

    • The main part of a lesson is the AIM or


    objective it holds.

    • Be clear in the objective of every activity.


    Listening Activity Pattern:
    Pre-listening: warm up with visualization, tell a story, sing
    a song, an action, a KWL chart. Focusing activity if necessary

    Main:
    First Listening: Ask questions
    Second Listening: Focus on specific questions, respond to the
    questions

    Post Listening: summarize, feedback, response,


    Here we have some activities:
     Listen and correct .
     Listen and put the sentences in the correct order
     Listen and write down the words in a category
     Listen and match the pictures to the sentences
     Listen and check the correct answer.
     Listen and complete the chart.
     Listen and draw a picture.
     Listen and show directions on a map.
     Listen and color a picture.
     Listen and follow the directions

    Using the chart above, Identify those that are bottom-up or top-down activities.
    Share with a fellow teacher. Compare.
    Share with the class.
    Remember, everything not
    understood in more than one way, is not
    understood at all!.

    Thaks a lot!!

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