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Parsing at the pre-listening stage could help especially with sentence completion. E.g. Tim thinks conscription is a good idea because of ______ will be followed by a noun phrase

At the lower levels predicting answers for gap fill questions by eliciting possible types of answers e.g. I went to Spain in __________ could be a year, month, season, time of the year (summer holidays)
AP

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Pre-listening prediction:
Predict not only the content and ideas that the students might expect but also spend time analysing the questions making sure they fully understand what’s expected of them and what/what kind of answers would they expect. E.g Could the answer be a place? What kind of place?

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Pre-listening activity inspired by something Jenny Priest has done with her students:
Students work in groups to look at little chunks (phrase level) of text from the listening text written up in phonemic script and try to say it out loud and ‘decode’ it. At the higher levels these could be examples of signal language used in the listening to signal opinions, transitions, examples etc.e.g. On the other hand, I believe etc.
Once they’ve decoded the actual words, they discuss what could follow that phrase. This prepares them to hone in and focus when they hear the signal language at the listening stage.
AP

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Check out this video where the teacher gets the learners to really tune in and listen to the exact words without relying on top down skills. He elicits what the students have heard and puts down all the versions on the WB and then proceeds to play back a part of the tape a few times for the students to zero in on the exact words. Thanks Scott Clare for sharing:-)
AP

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ESL Diagnostic Listening Teacher Training Video

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Parsing at the pre-listening stage could help especially with sentence correction. E.g. Tim thinks conscription is a good idea because of ______ will be followed by a noun phrase
At the lower levels predicting answers for gap fill questions by eliciting possible types of answers e.g. I went to Spain in __________ could be a year, month, season, time of the year (summer holidays)

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Inability to associate sounds or phonemes with spelling or the visual of a word or phrase

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Inability to associate sounds or phonemes with spelling or the visual of a word or phrase

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error correction of listening text which has deliberate errors; teaching collocations; bingo of pre-taught vocab); big numbers bingo; shadowing for connected speech and contractions and pron; identifying the number of speakers as a first listening activity;  for st writing speed - dictation/practice, gapfill with first letter of words

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listening game websites
eg. listenaminute.com (recreate 60 second texts)
breakingnewsenglish.com
lyricstraining.com (word choice game)
youtube
esllounge
BTN
6 minute English

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Make the topic of the listening very clear before students listen. 

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Make the topic of the listening very clear before students listen. 

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Cold listening - keyword taking

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songs that feature the contraction :
listen and sing
gap fill
line sequencing
word grab
stand up etc when you hear the target word

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Pre-teach vocabulary related to the audio

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Gap fill activities

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Knowledge of topic, topic lexis

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explicitly teach the contractions in their long form first,

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explicitly teach the contractions in their long form first,

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match long and short forms

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Pair dictation

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Correction
Teacher reads out a short sentence, replacing voiced phonemes with unvoiced (or vice versa), asking students to identify and note errors. A similar exercise can be done with incorrect vowel sounds, missing plurals etc.

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dictation
shadowing activities
Agreeing/disagreeing
Opinion/conversation cards
Question tags

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*Intonation - using the sentence arrows
*Tap the stress
*Flyswat the stress on the WB! (this is classroom-centred, obviously!)
*Multiple choice for specific language items
*How many pieces can this word be broken into?
*Dictation of sound pairs/minimal pairs
*Isolating words from background noise

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dicta-gloss
shadowing
gap fills
summary
retelling
whisper chain
paired listening
sequencing
comic/image numbering
speed listening

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Cues, eg repetition, paraphrases, can be difficult to interpret espec if not traditional discourse mrkrs

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Pausing to indicate key ideas...before & after

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Speed in writing espec in exams...everything sounds important

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Listening for minimal pairs

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spelling
accents
modals
connected speech
pronunciation
contraction
speed
student writing speed
understand context/vocab
working memory
unfamiliar names/nouns
word forms

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Connected speech... ellision unanalysed, blended sounds

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InflectionAllomorph suffix,...ing , ed,

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issues with accent, multiple accents in one text

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issues with accent, multiple accents in one text

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syllable stress

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sentence connection
connected speech
sequences out of chrono order
agreeing/disagreeing
tense
ideas to support an opinion
inference

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connected speech - consonant and vowel eg good afternoon

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connected speech - consonant and vowel eg good afternoon

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question tags - actually positive or negative statement

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question tags - actually positive or negative statement

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Listening to identify target vowel sounds

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abbreviations for note taking

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Signal language

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Listening for intonation and inflection

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adverbs of freq
stressed words
intonation

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Give students more time to read the questions. They often don’t focus on ‘common’ or ‘useful’ language which causes confusion when they are trying to listen. 

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Give students more time to read the questions. They often don’t focus on ‘common’ or ‘useful’ language which causes confusion when they are trying to listen. 

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numbers

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Discourse markers

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Connected speech
Common idioms (eg how are you going ?)
Homophones
Contractions
Large numbers

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Lend me your ears

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Identifying main ideas and examples/main ideas v supporting ideas 

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Identifying main ideas and examples/main ideas v supporting ideas 

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Discourse markers
Understanding phrases and not just specific words
Connected speech
Intonation
Stress

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numbers
-s sounds
weak forms can/of/'ve/and (a hundred and eighty)
linking
unfamilar place and people's names
distinguishing between voices
tone

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Students often don't produce tenses or case endings because they don't hear them, especially for 'ed' endings

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Listening for 'S'
Negative ideas
Positive ideas