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Listening website for students of all levels

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Listening website for students of all levels

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http://www.elllo.org/english/level3-beginners-high.htm

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Three or more slightly different viewpoints of a single event, each on a separate recording. The task is to work out what actually happened. Useful additional materials might be a location map or a room.

- Witnesses of a crime
- Accident reports
- Finding where someone might have lost their purse
- Working out who exactly was at the meeting
- Working out the sequence of events
- A news story with addtional details in each separate section
- A description of a place or people
- A party
- An office
- A factory process
- 'Diary' information from three people (where/when they are doing things); the listening task could be to choose a time and place for a meeting

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- Working in small groups, learners listen to separate small parts f a longer recording, i.e each group hears different things.

- They then meet up, perharps in pairs, threes or fours, with people from groups that listened to other parts of the recording

- They report to each other on what they have heard and compare idea ideas and reach a conclusion or consensus or complete some specific task. The task might be simply construct a full picture of the recording's contents

Technique
You usually need a separate CD player or tape recorder for each group to listen on and the same number of separate recordings.

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Discuss the general topic
Student think about the topic, raising a number of issues that will be discussed later on the recording to help them hear these things dicussed in the recording.

Predict the specific content
Student hypothesizes specific issues that may be raised.

Predict the structure
Students discuss the possible organizational structures for a phone-in to help learners recognize the content more easily.

Gist listening for overview
Learners get an overall impression of the content without worrying about small items or individual words.

Gist listening for attitudes
Learners interpret intonation, paralinguistic features (sighs, etc.)

More careful listening for complex meanings
By catching and interpreting smaller parts of the text, learners fine tune their understanding.

Listening to pick out specific small language details
This focused work (e.g on pronunciation) may raise learners awareness (e.g of weak forms) and thus help students to listen better in future.

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- Have some isea what the topic being discussed will be?
- Know something about that topic
- Know the typical sequence of exchanges that is used in a dialogue like this
- Can predict issues likely to be  raised
- Are quickly able to to get an overview of the general direction of the conversation of this type
- Understand the attitudes of the participants
- Know any general rules or guidelines for what can/can't be said in conversations of this type
- Know some words/ phrases that are commonly used in conversation of this type

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- Choose the correct picture
- Follow the route on the map
- Walk/ sit/ move according to the instructions
- Choose the best answer for each question from the four options
- Say a reply to each comment you hear
- Decide which person is saying which sentence
- Match the pictures of people with this list of opinions
- Note down the leader's suggestion about where the camp should be
- Collect all comments made about the shops
- Tell your partner what someone thought about something
- Draw a picture of alien
- Build a model of the office with Cuisenaire rods
- Decide whether they like the present or not
- Pick up and show the correct picture
- Note the exact words Zsuzsa uses to refuse the offer
- Take down the message, address and phone number
- Follow the instruction to make an origami model
- Listen again until you learn the poem by heart
- Argue against the proposition

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Lead in
Pre-listening introduction to topic, discussion, looking at pictures, etc.

Pree-task work
Looking through worksheet, work on vocabulary, prediction, etc.

Set clear task

Play tape or students read text
They are not trying to understand everything. They only need enough to do the specific task

Feedback on task
Don't ask unfair questions - you set a clear task - have they done it? Don't ask extra questions.

Could they do the task?
YES - Do the next task or conclude (follow-on activities, review, what has been learned, etc.)

NO - They need to listen, read and review again.

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1. To get the general idea of the main story or message or a conversation

2. Catch specific details such as names, numbers, addresses,...

Divide the above listening aims into seperate replays. Get feedback after each task.

Do not overburden students. Unless, note-taking is the skill being practiced, reduce the amount of writing demanded, especially at lower levels.

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1. Relationship of the speakers
2. Mutiple choice (the correct answer)
3. Brief info of 5 different choices to match with one recording.
4. Correct the given info from the recording
5. Put the conversation in the right order
6. Students listen in speakers' roles