Disediakan oleh : Sarah Azwa bt Asli Aini Mardhiah bt Mohd Saod Nurfashahah bt Mohamed Anawa Muhammad Amiruddin bin

Ismail Nor Ashifa binti Md Nozmi

Principles for Teaching Listening

1. Expose students to different ways of processing information
Bottom-up vs. Top-down Interactive

2. Expose students to different types of listening 3. Teach a variety of tasks 4. Consider text, difficulty, and authenticity

Listening Strategies
Teach student how to listen
Looking for keywords Looking for nonverbal cues to meaning Predicting a speakers purpose by the context of the spoken discourse Associating information with ones existing background knowledge (activating schema) Guessing meanings Seeking clarification Listening for the general gist For tests of listening comprehension, various testtaking strategies

Understanding Words and Concepts

Listening requires that children build up a listening vocabulary of words that they understand. They must know names of objects actions, qualities and more abstract concepts. This can be built into the preschool experience by emphasizing the names of objects and continuously repeating abstract concepts out loud as they are being demonstrated.

EXAMPLE 1:

pencil

EXAMPLE 2:

car

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Vicki L. Cohen, John E. Cowan, Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking http://accentsasia.org/3-2/matsuoka.pdf http://www.lotpublications.nl/publish/articles/00039 4/bookpart.pdf

Understanding Sentences

Listening skills are essential for learning since they enable students to acquire insights and information, and to achieve success in communicating with others.

Poor listening can lead to unnecessary arguments and problems.

Students listening skills may be enhanced and tested by asking them questions about what they have heard.

They may be given practice in note-taking and could be asked questions about the facts and inferences that may be made from their notes. They can be taught to recognize the difference between the main points and incidental or less relevant ideas and information. Learners can also benefit from practice in recognizing the purpose of presentations and other information they hear. It can be useful if they are taught to set goals for what they want to learn from a presentation and to monitor how well they accomplish their goals. Students can be taught to listen selectively for specific kinds of information, such as the main purpose, the themes, the details and any implications.

In the classroom, students listen in order to repeat and to understand. In listening to repeat, students imitate and memorize linguistic items such as words, idioms, and sentence patterns. This is an important beginning task and focus of listening exercises. Students listen to understand as part of using English for communication purposes.

In listening to understand, students are involved in the question-oriented response model of learning or in the task-oriented model of learning.

question-oriented response model

task-oriented response model

students are asked to listen to a sentence, a dialogue, a conversation, a passage, or a lecture and they answer questions in the form of yes/no statements, choice questions, and short answers.

students are asked to listen to a passage and accomplish the task described in the passage through interaction with others or by themselves.

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http://www.ibe.unesco.org/publications/Educationa lPracticesSeriesPdf/PRATICE_14.pdf http://www.teachingenglish.org.uk/blogs/tausif79/t eaching-listening http://www.thasalesconsulting.com

Listening comprehension is understanding speech- spoken words

MEANING

Comprehension refers to understanding language in any of its forms, but in the vernacular, it has come to be synonymous with listening comprehension. When people use the term "language comprehension", they are typically not referring to sign language, written language, or symbols. Typically, the term is reserved for describing spoken language.

 Preferential Seating The student should sit close to and face the speaker. Reduce Distractions This should be done especially when teaching new concepts or giving instruction Clear Simple Directions The teacher should speak slowly and with a minimum amount of words.

Visual Aids Overheads, Videos, Pictures, Graphic Organizers, etc. should be used.

Increased Student Response Time Allow the student to have extended time to answer questions.

Have The Student Repeat the Instructions Have the student repeat the directions aloud (fade to silently). Ask What are you going to do?

ACTIVITIES TO TEACH LISTENING SKILLS FOR KIDS

SYLLABLE clap out syllables in names and words

cat

tiger

NURSERY RHYMES read nursery rhymes and occasionally leave off the word that is the rhyming element, Students will fill in the rhyming word

NURSERY RYHME

Itsy bitsy spider, Climbed out the water spout, Down came the rain and washed the spider out Out came the sun And dried up all the rain So the itsy-bitsy spider Climbed up the spout again!

Itsy bitsy __________. Climbed out the water spout, Down came the _______ and washed the spider out Out came the ________. And dried up all the rain So the itsy-bitsy spider Climbed up the ________ again!

rain

spider

spout

sun

SEQUENCE OF EVENTS Read a story and have students put pictures from the story in the correct sequence.

In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.

"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way? "I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."

"Why bother about winter?" said the Grasshopper; "We have got plenty of food at present." But the Ant went on its way and continued its toil.

When the winter came the Grasshopper had no food and found itself dying of hunger - while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for days of need.

FIND THE PICTURE line up several pictures, describe one of the pictures and ask the students to point to the correct pictures.

Critical Listening

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Informative Listening Relationship Listening Appreciative Listening Critical Listening Discriminative Listening

What is "critical listening? ` Critical listening is a form of listening that if usually not mentioned, since it involves analysis, critical thinking and judgment. Making judgments during listening is often considered as a barrier to understand a person, and there's a lot of truth in that.

However, critical listening occurs when you still want to understand what the other person is saying, but also have some reason or responsibility to evaluate what is being said to you and how it is being said

For example, if there's an upcoming election and you need to decide who to vote for, you probably use some form of critical listening when you watch a televised debate. You listen, AND you evaluate.

While experts on learning and communication almost universally demean the importance and value of critical listening, when it comes to real life, listening critically is used every day.

The key though, is to try to understand the other person FIRST, before one evaluates.

http://www.au.af.mil/au/awc/awcgate/klinelisten/b10ch4.htm http://www.berkleemusic.com/school/course?cours e_item_id=2141033&usca_p=t http://work911.com/communication/listencritically.h tm http://mixonline.com/recording/mastering/audio_cri tical_listening/

Story Reading

A message that tells the particulars of an act or occurrence or course of events; presented in writing or drama or cinema or as a radio or television program

The cognitive process of understanding a written linguistic message

Read story is one technique in which teachers can teach students with good listening skills. Teachers can convey stories in different ways and styles for students to understand easily, especially for children with learning disabilities.

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Long story Short story Stories with picture Poems

Long story have some part contains some chapter of that the child can understand it from one part to another or some have no chapter of their story. Example:
Fairyland Ellen the Eagle Needs Glasses When the Clock Got Sick

Short story is a story that contains a short narrative and easily understood by children.

Example:
The Teddy Bear The Rabbit

Stories with pictures is one way that will make it easier for children to understand the story presented by teachers. Teachers just need to use a picture as the teacher read the story and the images used must be compatible with the way the story. Example:
The Two Caterpillars The Hiccup Mouse Fantasy

Poetry can also be used as a way for teachers to teach children to listen. The teacher can listen to poetry with a variety of interesting tones that students can understand want you talk about. Example:
Mr. Goose Weather watch

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http://www.goodnightstories.com/read.htm http://www.audioenglish.net/dictionary/reading.htm http://www.audioenglish.net/dictionary/story.htm http://sites.google.com/site/slagoski/downloadpres entations