Lesson 5:
 Listening Dictation
 Repeat & Shadow
E
Teaching Listening
1 Difficulties in listening
2 Listening Types & Sub-skills
3 Listening Dictation
4 Repeat & Shadow
5 Trainer’s Demo
6 Procedure & Assessment
E
Teaching Listening
What is listening?
 A receptive skill which
involves responding to
language rather than
producing it.
 The meaningful sounds
of language are made
sense of by making use of
context, language and
our knowledge of the
world .
Teaching Listening
E
1 Difficulties in Listening
What are difficulties in listening?
 Trouble with sounds
 Unawareness of inaccurate sound perception
 Many words have the same sounds
 Final sounds
 Teaching pronunciation carefully
Teaching Listening
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1 Difficulties in Listening
What are difficulties in listening?
 Have to understand every word
 Students: Mistaken belief that everything that
is said bears important information.
 Teacher should:
- Explain this point to students
- Give them practice in selective ignoring
Teaching Listening
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1 Difficulties in Listening
What are difficulties in listening?
 Can’t understand fast, natural native speech
 Teacher asks students listen as much as
possible
Teaching Listening
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1 Difficulties in Listening
What are difficulties in listening?
 Need to hear things more than one
 Pedagogical reasons
 Real life “one-off” listening situations
 Teacher asks students get involve in
questions one by one
Teaching Listening
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1 Difficulties in Listening
What are difficulties in listening?
 Find it difficult to keep up
 Teacher should:
 Slows down the lecture, speak slowly and clear.
 Provide students with the discourse at the right
level, getting faster and more fluent as their
listening skills develop
 Encourage them to relax
 Teach them to pick out important information.
Teaching Listening
E
1 Difficulties in Listening
What are difficulties in listening?
 Get tired
 Teacher should:
 Not making listening comprehension
passages too long
 Breaking them up into short “chunks”
through different activities
Teaching Listening
E
1 Difficulties in Listening
What are difficulties in listening?
 Trouble with sounds
 Have to understand every word
 Can’t understand fast, natural native speech
 Need to hear things more than one
 Find it difficult to keep up
 Get tired
Teaching Listening
E
2 Listening Types & Sub-skills
Types of Listening
 Extensive listening
 Intensive listening
 Note-taking
Listening Sub-skills

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Predicting
Listening for gist/global/main idea (skim)
Listening for detail/specific information (scan)
Interring the opinion/attitude
Teaching Listening
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3 Listening Dictation
 Listening Dictation is one of the most effective
methods to improve listening skills for learners.
 Listening Dictation helps learners:
 pay attention to difficult sounds
- final sounds: S, ES, ED
- words which are usually forgotten: a, an, the
- linking sounds like: hang out, this afternoon
Teaching Listening
E
3 Listening Dictation
 Listening Dictation is one of the most effective
methods to improve listening skills for learners.
 Listening Dictation helps learners to:
 pay attention to difficult sounds
 improve intonation, sentence stress,
linking sounds, reduced sounds
 maximize their concentration (focus)
 learn (build up) vocabulary and analyze strengthen grammar subconsciously
Teaching Listening
E
4 Repeat & Shadow
 This method comes from Shadowing speech (E.
Collin Cherry), and has been developed to become
a language learning method by the American
professor Alexander Arguelles.
 Repeat – say again
 Shadow – follow
Teaching Listening
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4 Repeat & Shadow
 Repeat & Shadow helps learners to:
 Practice listening comprehension skills
 Naturally absorb and actively imitate the
intonation, rhythm and emotion of native
speakers
 Improve fluency
Teaching Listening
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5 Trainer’s Demo
Age: 18+
Level: A1
1
2
3
4
5
6
Lesson 3:
Task 1:
&
Answer the Questions
1. What color roses did the bush use to produce?
 It used to produce a lot of pink roses.
2. What is the problem with the rose bush now?
 It doesn’t produce any flowers.
3. Do the leaves on the plant look healthy?
 No they don’t. (Not really)
4. What was their color? What about now?
 They were very green, now they have turned brown.
5. What does his rose bush need?
 It needs some fertilizer.
Task 2:
&
Listen & Dictate
M: Excuse me, ma’am.
I have a problem with my rose bush.
It used to produce a lot of pink roses.
But now it doesn’t produce any flowers at all.
W: I see. That does seem like a problem.
Do the leaves on the plant look healthy?
M: Not really. The leaves used to be very green.
Now, most of them have turned brown.
W: Well, I think your rose bush needs some fertilizer.
Part 3 + 4:
&
Repeat & Shadow
M: Excuse me, ma’am.
I have a problem with my rose bush.
It used to produce a lot of pink roses.
But now it doesn’t produce any flowers at all.
W: I see. That does seem like a problem.
Do the leaves on the plant look healthy?
M: Not really. The leaves used to be very green.
Now, most of them have turned brown.
W: Well, I think your rose bush needs some fertilizer.
Task 5:
Discuss the Questions
1. What flower do you like the most?
2. Have you ever sent or received any flowers?
How did it happen?
How did you feel?
 Do exercises page 4
 Practice - listen, repeat, and shadow
 Talk about yourself follow discussion’s
questions
Teaching Listening
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6 Procedure
How many steps to teach Listening?
1 Lead in
 Introduce the topic
 Present new words
Teaching Listening
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6 Procedure
How many steps to teach Listening?
1 Lead in
2 Present
 T gives prompt questions
 T plays the audio for the 1st time without stopping,
discuss the prompt questions
Teaching Listening
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6 Procedure
How many steps to teach Listening?
1 Lead in
2 Present
3 Practice
 T plays the 2nd time, each sentence is repeated many
times, Ss write down everything they hear (dictation).
 T gives our scripts to students to check.
 Ss repeat after the teacher/audio (focus on
pronuciation, intonation, speed, …)
Teaching Listening
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6 Procedure
How many steps to teach Listening?
1 Lead in
2 Present
3 Practice
4 Produce
 Practice speaking in pairs/groups
 Speaking practice
Teaching Listening
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6 Procedure
How many steps to teach Listening?
1 Lead in
2 Present
3 Practice
4 Produce
5 Wrap up
 Recap the content
 Review the new words
 Give homework
Teaching Listening
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6 Procedure
How many steps to teach Listening?
1 Lead in  Introduce the topic – Present new words
prompt questions
2 Present  Give
st
3
4
5
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Practice 
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Produce 

Wrap up 

1 time without stopping prompt questions
2nd time, dictation
Give our scripts to students to check
Ss repeat after the teacher/audio
Practice speaking in pairs/groups
Speaking practice
Recap the content/Review the new words
Give homework
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6 Procedure
Teaching Listening
P Pre-listening
 Warm-up/Lead in  Introduce the text
 Present new words
W While listening
 Task 1: Listen & Answer (prompt questions)
 Task 2: Listen & Dictate (listening dictation)
 Task 3: Listen & Repeat (repeat & shadowing part 1)
P Post listening
 Task 4: Shadow (repeat & shadowing part 2)
 Task 5: Discuss (practice speaking pairs/groups)
 Wrap up: Recap everything, give homework
Teaching Listening
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6 Procedure
How many steps to teach Listening?
P Pre-listening
W While-listening
* Note:
 Teacher gives clear instructions
 Students listen, exchange answers before checking
(optional)
 Teacher checks, asks students reasons for their
choices, rewind tape for confirmation (optional)
Teaching Listening
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6 Procedure
How many steps to teach Listening?
P Pre-listening
W While-listening
* Some useful activities:
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Multiple-choice, true/false, yes/no questions
Open comprehension questions
Gap-filling, table chart…complete
Map a route, draw a picture
Tick the word/sentence/picture/…you heard
Choose the adjective/picture/…which best describes
what you heard
Teaching Listening
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6 Procedure
How many steps to teach Listening?
P Pre-listening
W While listening
P Post listening
* Some useful activities:
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Discussion
Paraphrasing
Role-play
Write a summary
Write a criticism of what you heard