LISTENING ACTIVITIES Pertemuan 2 Matakuliah : G0444 / Material Design and Testing

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Matakuliah
Tahun
: G0444 / Material Design and Testing
: 2005
LISTENING ACTIVITIES
Pertemuan 2
1
I.
The importance of Listening
II.
Focussed Listening
III.
Helping Students to listen
IV.
Getting Students to predict
2
Matakuliah
Tahun
: <<Kode>>/<<Nama mtkul>>
: <<Tahun Pembuatan>>
Getting Students to predict
Pertemuan 2.4
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• An important part of the skill of listening is being able to
predict what the speaker is going to say next; we can
help students to listen by giving them some idea of what
they are going to listen to.
• When doing listening activities in class, we can also ask
students to guess what they are going to hear next; this
will help them develop listening skills, and is also a good
way to keep the class actively involved in listening.
4
Read this story and decide at which points students could
stop and ask them to make predictions
Once there was a boy called Ali, a poor fisherman’s son.
As he was going home one evening, he saw an old man
lying by the side of the road, seriously ill. The boy was very
kind, and he helped the old man to the nearest hospital.
The old man thanked the boy and asked him for his name
and address. The boy was ashamed to admit that his father
was a poor fisherman, so he said, “My name is Mustafa
and my father is a teacher”. A few days later, the old man
died in the hospital, and left all his money to “Mustafa, a
local teacher’s son who helped me in my hour of need”. Of
course, because Ali had lied, he did not receive any of the
old man’s money.
Mark 5 places in the story where you could stop and ask Ss to
predict what will happen next. What questions would you ask each
time ?
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Matakuliah
Tahun
: G0444 / Material Design and Testing
: 2005
Helping students to Listen
Pertemuan 2.3
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2 ways of helping students to listen
1. Using a dialogue for listening
2. Using a cassette recorder
I. Using a dialogue for listening
What a teacher can do to help the students to listen and so improve
their listening skills :
1. Introduce the topic before getting the class to listen to the dialogue.
This would help the students to predict what the dialogue would be
about. If necessary, the teacher could also present new vocabulary
at this point.
2. Give one or two “guiding questions” before the listening stage. This
would help focus students’ attention on the main points of the
dialogue.
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3. Divide the listening into stages, e.g :
First listening : students listen for main idea only, to answer the
guiding questions.
Second listening : students listen for details.
For the second listening, the teacher could divide the dialogue into
two sections, and check comprehension after each section. (This
would be very important with a longer piece of listening).
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A Possible PROCEDURE for using a dialogue
( helping students to listen)
1. introduce the topic
2. give guiding questions
3. read the dialogue. Students listen for the main idea and answer
guiding questions.
4. read the first part again, and ask questions to check detailed
comprehension. Do the same with the second part.
5. students open their books. Read the dialogue while students follow.
This technique could also be applied when using a text for listening.
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4. in a large class with bad acoustics, listening to a cassette
may be very difficult indeed. Up to a point, trying to listen to
something that is not clear can provide good listening practice, but if
it is too difficult it will just be frustrating.
II. An important part of listening is being able to “catch”
words and phrases that we hear; students who have not
had much chance to listen to English often fail to
recognize words that they already know. The cassette
recorder is very useful for giving practice in this, because
the cassette can be stopped and a phrase played over
and over again. This practice is called “ intensive
listening”.
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The procedure of Intensive Listening:
1. introduce the listening, and give one or two guiding
questions.
2. play the cassette once without stopping, and discuss the
guiding questions
3. play the cassette again. This time, focus on important
points, pausing and asking what the person said each
time. If students are unable to catch the remark, rewind
the cassette a little way and play it again.
The aim of this practice is to focus on the most important
remarks only, not of course to go through the whole of a
listening text phrase by phrase.
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USING a CASSETTE RECORDER
( helping students to listen )
I. Advantages and problems of using a cassette recorder
for listening :
1. the cassette recorder gives a chance for students to listen to
a variety of voices apart from the teacher’s, and it is a way of
bringing native speaker’s voices into the classroom. Students who
have only heard English spoken by their teacher often have difficulty
understanding other people.
2. recorded material is useful for listening to dialogues,
interviews, discussions, etc where there is more than one person
speaking. Otherwise the teacher has to act the part of more than
one person.
3. listening to a cassette recording is much more difficult than
listening to the teacher. When we listen to someone “face to face”
there are many visual clues ( e.g. gestures, lip movements) which
help us to listen. When we listen to a cassette these clues are
missing.
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Matakuliah
Tahun
: G0444 / Material Design and Testing
: 2005
The Importance of LISTENING
Pertemuan 2.1
13
The Importance of Listening
• We cannot develop speaking skills unless we also
develop listening skills; to have a successful
conversation, students must understand what is said to
them. To develop this ability, students need plenty of
practice in listening to English spoken at normal speed.
•
Listening to spoken English is an important way of
acquiring the language – of “picking up” structures and
vocabulary. In a situation where learners are living in non
English speaking countries, they don’t have plenty of
“exposure” to English language. So, we need to give
these learners as much opportunity to listen to spoken
English as possible.
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Listening in real life
In real life, there are two ways in which we often listen :
1. CASUAL Listening : sometimes we listen with no
particular purpose in mind, and often without much
concentration. For examples : listening to the radio while doing
some housework; chatting to a friend. Usually we do not listen very
closely, unless we hear something that particularly interest us, and
afterwards we may not remember much of what we heard.
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2.
FOCUSSED Listening : at other times we listen for a
particular purpose, to find out information we need to
know. For examples : listening to a piece of important news on
the radio; listening to someone explaining how to operate a
machine. In these situations, we listen much more closely; but we
do not listen to everything we hear with equal concentration - we
listen for the most important points or for particular information.
Usually, we know beforehand what we are listening for ( the things
we want to know), and this helps us to listen.
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Matakuliah
Tahun
: G0444 / Material Design and Testing
: 2005
Focussed Listening
Pertemuan 2.1
17
Focussed Listening
 In class, we are usually concerned with the second kind of listening:
we expect students to listen closely and remember afterwards what
they heard. But if we just ask the class to “listen” and we ask
questions afterwards, we are giving them a very difficult task. We
can make it easier by telling them beforehand what to expect and
what to listen for – this will help them to focus their listening. We
can do it:
1. by giving a simple listening task
2. by giving guiding questions.
 These two techniques serve the same purpose : they focus the
students’ attention by giving them something specific to listen for;
they give them a reason to listen and also help them to listen by
leading them towards the main points.
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Demonstration of 2 ways doing Focussed Listening
Demo 1 :
i.
T talks to the trainees about her/himself or someone else or an
imaginary person. Include the information they need to complete
the table, but add other details as well.
ii.
Ask trainers to look at the table in their Teacher’s Workbook and
write brief notes in the table.
Home town
Brothers/sisters
Children
Interests
Holidays
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Demo 2
i.
T reads the following text and asks trainees to find answers to the
questions :
a. Where did he stay ?
b. What does he say about : - the river ?
- his bicycle ?
- the fruit trees ?
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Reading Text for Demo 2
I remember when I was a child we often went to stay with my
grandfather – he had a farm in the country, and we used to stay there,
and I had a wonderful time – there was so much for a child to do there.
I remember there was a small river that ran past the farm, and I used to
go swimming in it – I suppose the water must have been fairly clean.
And another thing I remember was – I had a bicycle and I rode it round
and round the fields, and along the river bank, too.
And what else ? Oh yes, climbing trees. There were quite a lot of fruit
trees on the farm, peaches and apricots, mostly, and I used to climb
these trees and pick the fruit for my grandfather. Of course sometimes I
climbed them and picked the fruit when he wasn’t looking as well, but I
don’t think he ever found out !
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