Project Presentation

1. Project Presentation Listening • Show and Tell • TPR • T&F Listening • Dictation • Dictocomp • Stories Class 19, August 18 By Allynne Fraemam & Scott Chiverton, 2011

2. Putting the Horse before the Cart ListeningSkills

3. Warm Up • Picture Collage

4. Listening Reflection Questions Discuss with a partner… • What kind of things do we listen to in real life? • When do we listen? • Why do we listen? • What makes difficult listening in a second language?

5. And Then I Kissed her • Have you heard of the Beach Boys? • What are the three ways we can say –ed in English? • /t/ /d/ /id/

6. And Then I Kissed her • Directions: • Take a piece of paper and make three columns • Listen to the song and write the past tense words in the correct column.

7. And Then I Kissed her http://www.youtube.com/watch?v=jl95hCf8aec

8. And Then I Kissed her • Looking at the chart, what do you think the rules for –ed endings might be? • When do you say it with a /t/ sound, a /d/ sound, and a /id/ sound? • Hint: Look at the letter before…

9. Rules for –ed endings • /t/ if the final sound of the word is unvoiced as in wish or miss the final sound is a /t/ • /d/ if the final sound of the word is voiced as in stay or live, the final sound is /d/ • Note: all vowel sounds are voiced • /id/ if the word ends in a d or t before the ed, you pronounce it like /id/ examples are want, include, last and act. • Now try to make a chart with five words for each ending. Share with the class.

10. Hey You! What song are you listening To? • Do you listen to music on the street? • What equipment do you use? (Mp3 player, mobile phone, etc…) • Where do you wear earphones or headphones? • What are you listening to at the moment? Or when you came to class?

11. Which is correct? • Hey you! What song do you listen to? • Hey you! What song are you listening to?

12. How do you think People will react?

13. Let’s listen • http://www.youtube.com/watch?v=tvHRUY0tBcs

14. Short Role Play • Using the phrases learned in the listening, do the following: • Work with a partner and create a two to three line dialog asking “What song are you listening to? • You and your partner should use some of the phrases from the video that check for understanding of a question. • Remember to use the correct intonation.

17. Back to back dictation One of my most frustrating language experiences occurred in 1978 during a summer in Russia. I had recently completed a college minor in Russian, and even though I knew my Russian was not fluent, I assumed that I would at least be able to cope with basic conversation. I was thus disheartened to discover that, when confronted with real Russians in conversational situations, I was virtually helpless. The problem was not my speaking skills; I could generally make myself understood, if only imperfectly. The real problem was that I could understand almost nothing that I heard – everything seemed to be a blur of sound that was less clear and much faster than the Russian my teacher had always used in class. Consequently, my speaking skills were virtually useless because I had no idea what to say. Even activities as simple as buying books involved emotional trauma because, when I plucked up my courage and asked the price in Russian, I could never understand the response. After several futile attempts to communicate with me verbally, the clerks generally resorted to writing or holding up fingers. Naturally, this was quite humiliating for someone who had spent three years in Russian classes, and I was frequently tempted to preserve my pride by pretending I had never studied any Russian at all. Taken from “From Language Learner to Language Teacher”, Snow Don, p. 84

18. What’s the relation between those two pictures? =

19. According to Hadley (2001, 179),the process of comprehension is much like that of completing a puzzle. Learners don’t need to have every piece of the picture in place in order to make sense of it; at some point, the puzzle pieces that learners do understand allow them to guess at the whole picture, and this hypothesis guides The process of completing the picture.

20. Text • Context • Purpose • Task a few basic elements in listening comprehension.

21. Top-down and bottom-up • Looking back on our listening examples, what were the top-down strategies that you used? • Top-down You use background knowledge to guess what goes in the blank spots in the listening. The context of the listening helps you understand meaning. Pg. 85-86

22. Top-down and bottom-upBasic Processes in listening comprehension • Looking back on the listening examples, what bottom-up strategies did you use? • Bottom-up You use the smaller pieces of the picture to figure out the larger picture. You focus on specific details and recognize words you know. Pg. 85

23. TRUE OR FALSE • We should expect 100% comprehension when doing listening exercises? • False: This is an unrealistic expectation. Even in our native language we don’t always have 100% understanding. • When there are gaps of information we don’t understand, we can’t get the meaning of the listening? • False: Even in our native language we don’t hear everything, but we use clues in our context to fill in the blanks. • We need to have intensive listening practice? • False: We need extensive practice. Pg. 86

24. “THE REAL GOAL IN MOST LISTENING IS NOT TO UNDERSTAND EVERY WORD BUT TO COMPREHEND THE INFORMATION THAT THE LISTENER WANTS OR NEEDS FROM A MESSAGE.”

25. Reading Lesson Presentations Form groups of 4-5 Share your reading lessons • Go over your pre/during/ post activities • Choose one lesson to share with the class in a mini-lesson of 5 min (You will just show a small portion of the lesson)

26. Dictacomp • Listen to the teacher read the passage • Note down key words and ideas • After the final reading • Go over the ideas with a partner • Retell the story using your notes and ideas.

27. Discussion of Snow’s Activities • What do you understand about the activities Snow suggests? • Show and Tell • True/False • TPR • Dictation • Dictacomp • Stories • How can you use these activities to deveop bottom up and top down listening skills?

28. Create a listening activity usingPDP • What is PDP? • Pre-listening: What could you do? • During-listening: What could you do? • Post-listening: What could you do?

29. Group Activity: Create a listening task • Your group will create a listening video and listening lesson that accompanies the listening. • Think of a listening that you want to create (you may need to write the script or a general script) • Record your listening using your cell phones. • Plan a lesson with the listening using the PDP format. • Pre-listening task • During-listening task • Post-listening task

30. Journal- 5 minute Non stop writing • According to Don Snow, listening is the most often used language skill (pg. 84). • What strategies/approaches/activities did you use to improve your listening skill? Do you teach your students listening? If so, how? What strategies do you use? What aspects of listening to a foreign language are particularly difficult for learners to cope with, and what can we as teachers do about them?

31. Wrap -up • What did we learn today? • Homework for next week • Finish chapter 6: 93-103 • Expand on reflection question started in class: • What strategies/approaches/activities did you use to improve your listening skill? Do you teach your students listening? If so, how? What strategies do you use? What aspects of listening to a foreign language are particularly difficult for learners to cope with, and what can we as teachers do about them?

32. Wrap-Up continued • Volunteer to do a warm up activity next week • Calendar for class visits • Check to see if you signed up. • Final questions/ comments • Have a great Week!!!!!!!