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Teachers should help students develop multiskilling when listening to English.  

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Teachers should help students develop multiskilling when listening to English.  

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-It improves your student's ponunciation.

-Students absorb appropriate pitch and intonation, stress and sounds

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Students need to be exposed to different English accents.

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Extensive:  It refers to listening which the students often do away from the classroom.  The audio material they consume in this way  should consist of texts that they can enjoy listening to because they more or less understand them without the intervention of a teacher. For example: CDs,  podcast, and  English language films with subtitles.

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Principle 1: Encourage students to listen

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Principle 1: Encourage students to listen

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The more students listen, the better they get at listening, understanding pronunciation and at using it appropriately themselves.

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Teachers have to decide if what students listen to should be authentic or not because authentic speech includes real-life language, which is often far too difficult for lower-level students. Teachers will aim to get their students to listen to (and understand) authentic English as soon and as often as they can.

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Principle 2: Help students prepare to listen

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Principle 2: Help students prepare to listen

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Previous discussion of the topic (images, questions)

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Intensive: It usually takes place in classrooms or language laboratories, and typically occurs when teachers are present to guide students. Students listen specifically in order to work on listening skills, and in order to study the way in which English is spoken.

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The first listening is used just to give students an idea. Then, the teacher may stop the audio track at various points to ensure students' understanding.

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1. Students must be able to recognize paralinguistic clues (intonation in order to understand mood and meaning). 

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1. Students must be able to recognize paralinguistic clues (intonation in order to understand mood and meaning). 

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Principle 4: Encourage students to respond to the content 

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Principle 4: Encourage students to respond to the content 

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Assess students' understanding from general to specific aspects of the audio.

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students listen to a phone message being given. They have to write down the message on a message pad.

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Students fill in blanks in song lyrics, rearrange lines or verses, or listen to songs and say what mood or message they convey.

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Recorded extracts: They can be CDs, tape or via MP3 players of some kind. Teachers can record their own listening materials, using themselves or their friends or colleagues.

Live listening: It refers to real-life face-to-face encounters in the classroom.  Teachers can bring visitors into the class or, if this is not possible, role-play different characters for the students to talk and listen to. The advantage of live listening is that students can interact with the speaker and the class can be  more dynamic and exciting.

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Students can listen to poems being read aloud and say what mood they convey (or what colour they suggest to them). They can hear a poem and then try to come up with an appropriate title. They can listen to a poem which has no punctuation and put in commas and full stops where they think they should occur.

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They can put pictures in the order in which the story is told. Sometimes we can let students listen to a story but not tell them the end. They have to guess what it is and then, perhaps, we play them the recorded version. A variation on this technique is to stop the story at various points and say ‘What do you think happens next?’ before continuing.

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Principle 5: Different listening stages demand different listening tasks.

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Principle 5: Different listening stages demand different listening tasks.

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Teachers need to set different tasks for different listening stages. (MEP's planning)

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2. Students need to be able to listen to specific information (times, platform numbers, names, directions, and so on).

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2. Students need to be able to listen to specific information (times, platform numbers, names, directions, and so on).

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Principle 6: Good teachers exploit listening texts to the full.

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Principle 6: Good teachers exploit listening texts to the full.

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The listening track may be a teaching sequence rather than just an exercise by itself.

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3. Students must be able to listen for more general understanding (when they are listening to a story or interacting in a social conversation).

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3. Students must be able to listen for more general understanding (when they are listening to a story or interacting in a social conversation).

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There are different options that teachers could use to apply this technique. For example, the use pre-recorded interviews, short videos or movies, and mologues as well as the typical face to face interview.

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Developing one skill will lead to the use of another one. For example, while trying to teach listening there is going to be a point where students will need to use their speaking abilities to communicate their ideas. Teachers could use images that related to each other to have their students creating story.

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Role plays, video recorded interviews, audios, visitors, jigsaws, poetry, story telling,  monologues, among other techniques or activities.