Listening reflections · Teacher Support Network (Free)

2d ago in Module Reflections & Questions

Listening reflections

How similar is your planning of a listening lesson to the procedure you just analyzed in the previous video?

I almost never use English to teach something else: always to test the listening skill of a test. However, there are crossovers from this in the lesson plans from the testing organisation.

What do you see as the aims of each of the stages from the previous video?

Pre-teach: make life easier
getting interest in the topic and activate the schema of words
gist listening: build confidence if right and get everyone at the same point in understanding.
detailed listening: focus on a particular language structure, vocabulary, or communicative function by identifying some kind of agenda/motive/attitude in the speakers. Goal of this is probably to connect a stream of sounds to meaning.
Further focus on a structure, piece of vocabulary, productive skill > if the student had a bad experience with listening then they still get something out of the lesson > to connect the productive/receptive skills >to consolidate vocabulary.

Can you identify any problems?

> the pre-teaching phase does not allow students to use skill at guessing from co-text.

>the very act of preteaching can sometimes stop students using listening skills but rely on world knowledge / guessing from experience

> gist > if students are wrong at this point, they might not know why or feel frustrated or do not have the time to identify what they missed. sometimes the details make the gist.

detailed listening > unless there's a chance to see the transcript or listen a few times, the unknown words might remain unknown. >there are usually lots of parts of language that need to be used to get a detailed question.

>further focus - it is not listening in itself, sometimes in my experience learning Japanese, I needed at least three times with the listening text to actually start to decode it OR unlearn something I was mishearing. The new activity was awkward.

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