PKB 3105 ENGLISH LANGUAGE TEACHING

METHODOLOGY
TOPIC
2
LISTENING SKILLS 1 HR
Synopsis
This is the second topic in the pro forma. There are four sub-topics. The
discussion covers the definition and concept of listening comprehension
and the problems faced when listening. Also discussed here is how
listening comprehension is assessed and taught.
Learning Outcomes
i. Understanding the definition and concept of listening.
ii. Identifying factors affecting listening problems
iii. Describing how to assess listening comprehension
iv. Using the different techniques of teaching listening comprehension
in different communicational contexts
Topic Frameor!

1
Listening S!i""s
2#$ %ssessing Listening Compre&ension
.!." #ouns
.!. Ad$ectives
.!.! %erbs
.!.& 'reposition
.!.( Tenses
.!.) Understanding direction
*instruction
.!.+ Understand discourse
2#1 'e(inition an) concepts o(
"istening compre&ension
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2#1 Listening S!i""s
,istening is among one of the important s-ills in learning a language. .or
the acquisition of a language/ listening plays a pivotal role. The process of
acquiring a language starts with listening and ends up in the production of
writing.
After birth/ a child hears a variety of sounds and can distinguish
among them. 0very language has a common and a natural sequence for
the development of the language s-ills. 1imilarly 0nglish language has the
natural sequence of listening/ spea-ing/ reading/ and writing. ,istening s-ill
is ran-ed first of all the four. This highlights the importance of listening s-ill
in the life of human beings.
2irsch 3"45)6 stated/ 7,istening as an aspect of s-ills8 involves
neurological response and interpretations of sounds to understand and to
give meaning by reacting/ selecting meaning/ remembering/ attending/
analy9ing and including previous experience.:
,undsteen 3"4+46 stated/ 7,istening is a highly complex/ interactive
process that has been defined as ;the process by which spo-en language
2
. ,istening comprehension
problems
.." .actors affecting
listening problems
// ,istening
comprehension
problems
.& Techniques of Teaching ,istening
<omprehension in Different
<omunicational <ontexts
.&." Understanding words and
concepts
.&. Understanding sentences
.&.! ,istening comprehension
.&.& <ritical listening
.&.( 1tory reading
PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
is converted to meaning in the mind=. As this definition suggests/ listening
is more than $ust hearing.:
>olvin and <oa-ley 3"44"6 stated/ 7,istening was regarded crucial
for communication at wor- at any level for employment/ $ob success/ and
general career competence and for effective relationship between
supervisor and subordinates.

According to ?orley 3"44"6/ 7Despite the recognition of the critical
role that listening s-ills play in communication and acquisition of language/
it remains one of the least understood s-ill in language learning.:
'earson 3"45!6 stated that/ 7,istening involves the simultaneous
organi9ation and combination of s-ills in phonology/ syntax/ semantics/ and
-nowledge of the text structure/ all of which seem to be controlled by the
cognitive process. Thus it can be said that though not fully reali9ed/
listening s-ill is essential in acquiring language proficiency:. The
importance of listening cannot be ignored as it is the first step towards
language learning.
2#1#1 'e(inition an) concept o( "istening compre&ension
,istening is the active process of receiving and responding to spo-en 3and
sometimes unspo-en6 messages. ,istening does not mean simply
maintaining a polite silence while you are rehearsing in your mind the
speech you are going to ma-e. #or does listening mean waiting alertly for
the flaws in the other person=s argument. ,istening means trying to see the
problem the way the spea-er sees it--which means not sympathy/ which is
feeling for him/ but empathy/ which is experiencing with him. ,istening
requires entering actively and imaginatively into the other person@s
situation and trying to understand a frame of reference different from your
own. This is not always an easy tas-.
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A good listener does not merely remain silent. 2e as-s questions.
2owever/ these questions must avoid all implications 3whether in tone of
voice or in wording6 of s-epticism or challenge or hostility. They must
clearly be motivated by curiosity about the spea-er@s views.
1teinberg AA+ said/ 7Listening is more complex than merely hearing. It is
a process that consists of four stages8 sensing and attending/
understanding and interpreting/ remembering/ and responding . . .. The
stages occur in sequence but we are generally unaware of them.B
(Sheila Steine!"# An Introduction to Communication Studies$ %&ta an' C()*an+
Lt'$# ,00-.
There are four elements of good "istening8
". attention--the focused perception of both visual and verbal stimuli
. hearing--the physiological act of @opening the gates to your ears@
!. understanding--assigning meaning to the messages received
&. remembering--the storing of meaningful information
In addition to the four elements/ there are also four levels of listening/
namely ac-nowledging/ sympathi9ing/ paraphrasing/ and empathi9ing. The
four levels of listening range from passive to interactive when considered
separately. 2owever/ the most effective listeners are able to pro$ect all four
levels at the same time. That is/ they demonstrate that they are paying
attention and ma-ing an effort to understand and evaluate what it is they
are hearing/ and they complete the process by demonstrating through their
responses their level of comprehension and interest in what the spea-er is
saying.
Active "istening involves six s-ills/ that is/ paying attention/ holding
$udgment/ reflecting/ clarifying/ summari9ing/ and sharing. 0ach s-ill
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contributes to the active listening mind-set/ and each s-ill includes various
techniques or behaviors. These s-ills are not mutually exclusive. .or
example/ paying attention isn@t something you stop doing when you start
holding $udgment. #or are the s-ills consistently weighed in importance. In
one conversation/ clarifying may ta-e much effort and timeC in another
conversation/ gaining clarity and understanding may be quic- and easy.B
2#2 Listening compre&ension pro*"ems
Defore we begin/ let=s ta-e a minute to discuss the term listening
comprehension. This s-ill can be observed when you read to the children.
,istening comprehension can be defined as 7the ability to recall
and understand information which is presented orally.: This information
might be presented through a boo-/ filmstrip/ video/ or felt board set.
,istening comprehension is a very important s-ill for a number of reasons.
.irstly/ being able to recall and understand information is an
important prereading s-ill. In order to be a strong reader later on/ a child
must be able to recall information when it is presented orally.
1econdly/ children who have strong listening comprehension s-ills
also tend to be good listeners overall. As adults we often spend too much
of our time tal-ing and not enough time listening. ,istening is a s-ill that a
child will use throughout hisEher entire life. Developing strong listening
comprehension s-ills early on will help each child become a better listener
for life.
And finally/ strong listening comprehension s-ills also promote
thin-ing and problem-solving s-ills. >hen listening to a story/ the children
begin to develop their own thoughts and ideas about the situations
presented in the story.
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2#2#1 Factors a((ecting "istening pro*"ems
There are a number of factors that affect listening and the ability of
the spea-er to spea- and the listener to listen. In particular/ in more
sensitive situations when attention and privacy are important/ then external
elements that distract or interrupt become increasingly significant.
Sensory factors
Any factors which affect the senses can either support or hinder listening.
In particular/ sudden changes in sensory factors create a contrasting effect
that can be very distracting.
Sig&ts
>hat you can see can be very distracting or otherwise. Anything moving
and people in particular are distracting/ even when we do not -now them.
1itting by a window can be both relaxing and also distracting when
interesting events are unfolding outside. Thus pupils who sit by the window
may be distracted enough not to listen to their teachers.
Soun)
A noisy room provides much distraction/ as sound is an important element
of listening. 'eople interrupting and as-ing questions or even tal-ing
nearby are a particular distraction and can put tal-ers off.
Sme""
The human nose is a very sensitive instrument and smells can be very
evocative and distracting. .or this reason/ listening in a cafeteria or
restaurant may or may not be a good idea. A good chat over dinner can be
very helpful/ but sitting in the school cafeteria whilst luncheon smells waft
past may be less desirable.
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Temperature an) &umi)ity
It is difficult to tal- comfortably if it is too hot/ too cold or too humid. If you
are sweating profusely it is not easy to tal- or listen.
'ecor
The decoration of a room can be relaxing/ with pastel shades and subdued
lighting/ or it can be fussy/ loud and generally distracting.
P&ysica" com(ort
The comfort of seating/ carpeting and other elements also helps with
encouraging tal-. This is particularly so if you are going to be tal-ing for a
while. Therefore in this case a comfortable environment can be important.
Physiological factors
'iscom(ort
If the listener is uncomfortable in any way then their discomfort acts as a
distraction and reduces their ability to tal- or listen. 'ain is an even more
extreme version of this/ and if somebody is hurting they will not be able to
tal- or listen for long.
I""ness
Felated to distraction is illness. 1omeone who is ill in some way may first
be more interested in getting better than tal-ing or listening. Illness also
may affect the mind and the ability to focus.
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Fatigue
>hen somebody is tired/ either after physical exercise or perhaps a hard
day@s wor-/ they will li-ely lac- the ability to concentrate on listening or be
less ready to tal-/ particularly about important topics.
Stress
Any form of stress is li-ely to put the person into a state where they are
less comfortable and are unwilling or unable to tal- or listen. 1tress should
thus be treated either by an initial winding down to reduce it or by putting
off the discussion until a place and time can be found that is less stressful.
2#2#2 Listening compre&ension pro*"ems
+&y some "earners (in) "istening )i((icu"t
1# T&ey are trying to un)erstan) e,ery or)
Despite the fact that we can cope with missing whole chun-s of speech
while having a conversation on a noisy street in our own language/ many
people don@t seem to be able to transfer that s-ill easily to a second
language. Gne method of tac-ling this is to show them how to identify the
important words that they need to listen out for. In 0nglish this is shown in
an easy-to-spot way by which words in the sentence are stressed 3spo-en
louder and longer6. Another is to give them one very easy tas- that you
-now they can do even if they do not get 4AH of what is being said to build
up their confidence/ such as identifying the name of a famous person or
spotting something that is mentioned many times.

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2# T&ey get "e(t *e&in) trying to or! out &at a pre,ious or)
meant
This is one aspect that all people spea-ing a foreign language have
experienced at one time or another. This often happens when you hear a
word you half remember and find you have completely lost the thread of
what was being said by the time you remember what it means. 1ometimes
this can also happen with words you are trying to wor- out that sound
similar to something in your language/ words you are trying to wor- out
from the context or words you have heard many times before and are
trying to guess the meaning of once and for all. In individual listening/ you
can cut down on this problem with pre-teaching vocabulary and by getting
learners to tal- about the same topic first to bring the relevant vocabulary
for that topic area nearer the front of their brain. Iou could also use a
listening that is in shorter segments or use the pause button to give their
brains a chance to catch up. Dut teaching them the s-ill of coping with the
multiple demands of listening and wor-ing out what words mean is not so
easy.
Gne training method is to get them to concentrate $ust on guessing
words from context. Another is to load up the tas-s even more by adding a
logic pu99le or listening and writing tas-/ so that $ust listening and trying to
remember words seems li-e an easier option. .inally/ spend a lot of time
revising vocabulary and doing s-ills wor- where they come into contact
with it and use it. 1how learners how to do the same in their own time/ so
that the amount of half remembered vocabulary is much less.

$# T&ey -ust )on.t !no t&e most important or)s
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Again/ pre-teaching vocabulary before each listening as a short term
solution and wor-ing on the s-ill of guessing vocabulary from context can
help/ but the teacher must ma-e sure that the learner practice this with
words that can actually be guessed from context 3a wea-ness of many
textboo-s6 and that you wor- on that with reading texts for a while to build
up to the much more difficult s-ill of guessing vocabulary and listening at
the same time. The other solution is simply to build up their vocabulary and
teach them how they can do the same in their own time with vocabulary
lists/ graded readers/ monolingual dictionary use and so on.

/# T&ey )on.t recognise t&e or)s t&at t&ey !no
If you have a well-graded textboo- for your class/ this is probably a more
common problem than not -nowing the vocabulary at all. Apart from $ust
being too busy thin-ing about other things and missing a word/ common
reasons why learners might not recognise a word include not
distinguishing between different sounds in 0nglish 3e.g. ElE and ErE in BledB
and BredB for many Asians6/ or conversely trying to listen for differences
that do not exist. .or example/ not -nowing words li-e BthereB/ BtheirB and
Bthey@reB are homophones. Gther reasons are problems with word stress/
sentence stress/ and sound changes when words are spo-en together in
natural speech such as wea- forms. >hat all this boils down to is that
sometimes pronunciation wor- is the most important part of listening
comprehension s-ills building.

0# T&ey &a,e pro*"ems it& )i((erent accents
In a modern textboo-/ students have to not only deal with a variety of
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
Dritish/ American and Australian accents/ but might also have Indian or
.rench thrown in. >hilst this is theoretically useful if or when they get a $ob
in a multinational company/ it might not be the additional challenge they
need right now- especially if they studied 0nglish as a second language at
school. In such cases/ it is better for teachers to record the conversation
before class/ reading all or part of the tapescript out in your 3hopefully
more familiar and therefore easier6 accent/ and giving them a listening tas-
where the written questions help out li-e gap fills.
1# T&ey "ac! "istening stamina2 t&ey get tire)
This is a problem with a second or foreign language. Iou can listen for
sometime until your brain seems to reach saturation point and from then
on nothing goes in until you escape to the toilet for "A minutes. The first
thing you@ll need to bear in mind is to build up the length of the texts you
use 3or the lengths between pauses6 over the course in exactly the same
way as you build up the difficulty of the texts and tas-s. Iou can ma-e the
first time they listen to a longer text a success and therefore a confidence
booster by doing it in a part of the lesson and part of the day when they are
most alert. Teachers should not overload their brains with new language
beforehand. Instead teachers should give them a brea- or easy activity
before they start. Iou can build up their stamina by also ma-ing the
spea-ing tas-s longer. They can practice the same thing outside class by
watching an 0nglish movie with subtitles and ta-ing the subtitles off for
longer and longer periods each time.

3# T&ey &a,e a menta" *"oc!
1ometimes a learner has to struggle with badly graded listening texts in
school/ examinations or self-study materials. This experience ma-e them
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feel that they are not able and will not be able to learn the language.
>hatever the reason/ before you can build up their s-ills they need their
confidence bac-. The easiest solution is $ust to use much easier texts/
perhaps using them mainly as a prompt for discussion or grammar
presentations to stop them feeling patroni9ed. Iou can disguise other easy
listening comprehension tas-s as pronunciation wor- on lin-ed speech and
so on.

4# T&ey are )istracte) *y *ac!groun) noise
Deing able to cope with bac-ground noise is another s-ill that does not
easily transfer from the first language. This has to be built up along with
learners@ listening and general language s-ills. 'lan listenings for when you
-now it will be quiet outside/ not during recess time or when the class next
door is also doing a listening session. <ut down on noise inside the
classroom by doing the first tas- with boo-s closed and pens down. Doost
their confidence by letting them do the same listening on headphones and
showing them how much easier it is. .inally/ when they start to get used to
it/ give them an additional challenge by using a recording with bac-ground
noise such as a conversation during a party.

5# T&ey can.t cope it& not &a,ing images
,earners find it difficult to cope without multimedia. Therefore teachers
have to set the scene with some photos of the people spea-ing. This can
help/ especially with tas-s where they put the pictures in order as they
listen. Using video also ma-es a nice change and is a good way of ma-ing
s-ills such as guessing vocabulary from context easier and more natural.
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16# T&ey &a,e &earing pro*"ems
Iou might also have learners who have problems hearing particular
frequencies or who have particular problems with bac-ground noise. In this
case teachers could try setting most listening tas-s as homewor- andE or
letting one or more learners read from the tapescript as they listen.

11# T&ey can.t te"" t&e )i((erence *eteen t&e )i((erent ,oices
%oices that are clearly distinct to a native spea-er can be completely
confusing for a non-native spea-er. Teachers can avoid these problems by
using texts with one woman and one man/ or you can practice them with
tas-s where the students only have to count how many times the spea-er
changes.

2#$ %ssessing Listening Compre&ension
There are two -inds of listening tests 8 tests that assess specific
aspects of listening/ li-e sound discrimination and tas- based tests
which test s-ills in accomplishing different types of listening tas-s
considered important for the learners being tested. >hen testing/ text
selection has to be carried out carefully. <ertain aspects need to be
considered. <hoose the -inds of listening tas-s that learners normally
have to do. In primary schools listening to classroom instruction and
listening to stories/ for example/ may be considered authentic tas-s.
The numner of spea-ers in a listening test needs to be considered.
Usually/ listening to one spea-er is easier than to several spea-ers.
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PKB 3105 ENGLISH LANGUAGE TEACHING
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A tal- or story which is read aloud is easier to understand than a
conversation or story that is told. This is because of the false starts and
irrelevant materials or interruptions that occur in conversations and
stories that are told.
The test can be presented live J that is the test administrators could
either read it aloud in front of the class or it can be taped. .or greater
reliability/ taping is recommended. This is particularly important if the
same test is to be administered several times to different classes.
Different people may read the text differently and even the same
person may not read the text in exactly the same way each time the
test is administered. This reduces test reliability. The best would be to
use a clear tape in a room with good acoustics. %ideo tapes are better
at the early stages than audio tapes. They are more li-e a live
presentation. They allow the listener to use facial expressions as clues
to meaning. Tapes also have the advantage in that they ma-e it
possible for the pupils to hear a variety of voices and ways of spea-ing.
Ideally/ a teacher should use real language/ real conversations/ tapes
or stories and so on. In practice/ this is not always suitable. Feal
conversations often ta-e place in noisy surroundings. This ma-es clear
taping very difficult. 1ometimes it is difficult to get the right length of
tape for a test. And most commercially produced tapes / except story
tapes/ are unsuitable for small children. This often means that a teacher
should ma-e his orf her own tapes. Usually/ a teacher does this by
reading aloud a written text. This is not a very good practice. >ritten
language is very different in the way it wor-s. It has to be edited to
ma-e it more li-e a spo-en text.
1ome listening comprehension tests are quitely easy to carry ou. As a
teacher you can hold these tests to determine what your pupils=
listening problem is thus enabling you to plan your teaching ob$ectives
and strategies accordingly.
2#$#1 Nouns
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PKB 3105 ENGLISH LANGUAGE TEACHING
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To determine if the pupil -nows the meaning of the word used
to label things. The easiest way to do this is for the teacher to
say the word and have the pupil point to a picture or ob$ect in
question. As an example/ to assess if a pupil has understood
the names of local fruits/ teacher place a few pictures of the
fruits/ then say mango. 2ave the pupil point to the correct
picture. The teacher can substitute pictures of fruits with
pictures of furniture/ vehicles/ buildings/ parts of the body and
so on. It will be good if the teacher can as- the pupils to point
to real ob$ects.
2#$#2 %)-ecti,es
To test for listening comprehension of ad$ectives/ the teacher
can show a picture of two similar ob$ects but with different
characteristics/ and as- the pupil to point to the ob$ect with
the named characteristics. .or example/ to find out whether
the pupil has understood the word =thic-=/ the teacher can
show a picture of two or more boo-s/ one of which is thic-er
than the other. The teacher then says/ ='oint to the thic-
boo-=. If the pupil understands/ he will point to the correct
picture.
2#$#$ 7er*s
To test a pupil=s comprehension of action words/ the teacher
can as- the pupil to either perform the action named/ or to
point to a picture showing the action.
.or example/ the teacher can say=Kump= and as- the pupil to
show the $umping action.
2#$#/ Preposition
To test the student=s understanding of words used to indicate
position/ the teacher can show pictures of similar ob$ects in
different positions. .or example/ the teacher can show three
pictures/ one of a boo- under the des-/ another of a boo- on
the des- and the third of a boo- beside the des-. The teacher
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PKB 3105 ENGLISH LANGUAGE TEACHING
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then says/ ='oint to the boo- which is under the des-=. And if
the pupil can do so/ it shows heEshe has understood the
preposition used.
2#$#0 Tenses
To test whether the pupil understands present action/
completed action and future action/ the teacher can again
use pictures. .or example/ the teacher can show three
pictures/ one of a boy -ic-ing a ball/ another of a boy wal-ing
towards the ball and the third of a boy about to -ic- the ball.
The teacher then says/ =1how me :The picture of a boy who
has -ic-ed the ball.:.If the pupil point to the correct picture/ it
shows heEshe has understood the tense used.
2#$#1 8n)erstan)ing )irection an) instruction
To test whether a pupil can understand instructions given by
the teacher/ the teacher concerned gives the instructions for
the pupil to perform the tas- given to carry out the
instructions. .or instance/ the teacher can say/ =>ipe your
mouth.= .If the pupil can carry out as instructed it shows
heEshe has understood the instruction.
2#$#3 8n)erstan)ing )iscourse
To test whether the pupil can understand connected text/ the
teacher can read from a text and then as- questions based
on the text.
2#/ Tec&ni9ues o( Teac&ing Listening Compre&ension in 'i((erent
Communicationa" Conte:ts
,istening is a difficult s-ill. Iou need to ma-e sure that pupils are
always motivated and one of the best ways of maintaining
motivation is to ensure a high degree of success. Duild up your
pupils= s-ills and self confidence by ma-ing sure pupils understand
clearly what they are expected to do before they start on any
activity. Iou should provide a context for listening. Tell them what
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-ind of text they are going to listen to/ either a tal- or a story and
where it ta-es place/ for example/ in a small town in 1abah. Iour
pupils can listen to the same listening input many times/ each time
for a different purpose. ?a-e sure that pupils -now what they are
listening each time. >hen pupils listen to the input for the first
time/set them some straightforward questions which will help them
get a grasp of the overall text. Iou can as- questions about the
main information content/ for example/ who the spea-ers are/ what
they are tal-ing about and so on.
'repare your pupils for the main listening tas- by doing
plenty of pre-listening tas-s which will help them succeed in
whatever -ind of listening tas- they are required to do. As-
questions or set tas-s that are appropriate for the level of
proficiency of the student and type of test. ,istening and writing at
the same time is difficult. Use formats that require minimun writing/
for example/ filling in gaps/ completing statements/ ?<L/
trueEfalse/ circle the best answers and so on.Arrange the questions
in the order in which the answer appear on the tape.Do not as-
questions in the order in which the answers appear on the
tape.Mive pupils a chance to read through the questions before
they listen to the tape. This will give them a purpose for listening
and cue them on what to loo- out for. It also saves them from
having to read the questions and listen to the tape at the same
time.
,istening is a difficult s-ill and grading input and activities to
the ability level of pupils is very important. Menerally we can grade
the inputs to match three groups of pipils namely/ the beginners/
imtermediate and advanced learners.
Deginning learners cannot distinguish an 0nglish speech
sound from the noises in the environment or the sounds of other
languages they do not -now. They have no idea where a word or
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PKB 3105 ENGLISH LANGUAGE TEACHING
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phrase begins and where it ends. They have no idea of the rules of
0nglish pronunciation or grammar.
Intermediate learners have a fairly good grasp of the
phonemic system of 0nglish but as most of the listening they did
at the beginners level comprised fully scripted texts/ they would
still have difficulty with authentic texts. They would not be able to
handle well such features as hesitations/ false starts/ bac-ground
noise/ and so on. Dut they would be able to remember longer
phrases and sentences.
Gn the other hand/ advanced pupils are very proficient in the
language. The pupil can process the language almost
automatically without paying conscious attention to it. 2is attention
can almost entirely be on the message content/ the interpersonal
relations between the spea-ers/his own emotional and intellectual
response to what he hears and so on. >hen the text is incomplete
or there is a lot of bac-ground noise/ the advanced learner is not
frustrated. 2e learns to use compensatory strategies. If he fails to
hear something/ he tries to infer what it could have been/ using
information in the rest of the tal- that he manage to hear.

The following are aspects of listening which you can teach and
some suggested activities8
8
2#/#1 8n)erstan)ing or)s an) concepts
". #ames of ob$ects J As far as possible/ use actual ob$ects
to teach the names.
. %erb meanings J perform the actions
!. 'ictures J ma-e use of pictures
&. <oncepts of attributes J use contrasting attributes/ such as
rough-smooth/ pretty-ugly/ long-short/ big-small
(. Development of concepts J teach concepts beyond the
ob$ect itself. .or example/ when teaching the word =chair=/
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help pupils understand that there could be many different
types of chair.
). <lasses of ob$ects J The teacher should also thin- of ways
to teach superordinates or category words li-e vehicle/
animals and fruits. These words are easy to teach but not
as easy to understand.
2#/#2 8n)erstan)ing sentences
". Directions J teachers should give simple directions in
sentences to provide the pupil with experience in
understanding sentences.
. Identifying the correct picture J teachers can line up
several pictures. Then the teacher say a sentence and as-
the pupil to point to the correct picture.
!. .unction words J function words are words li-e =the=/ =an=/
=behind=/ =and=/ =but= and so forth. These words cannot be
taught in isolation but should be taught in the context of a
situation
2#/#$ Listening compre&ension
". .ollowing directions J As an example/ teacher can read a
set of directions on ma-ing something. 2ave the materials
ready and as- the pupils to follow the directions step by step.
. 1equence of events J 'rovide the pupils with a series of
pictures that can be arranged in sequence to tell a story.
Fead the story and as- the pupil to arrange the pictures
according to the story.
!. ,istening to detail J Fead a story to the learner and as-
detailed questions about the story. 'hrase your question as
true or false statements and questions. Use the who/ what/
where and how questions.
&. Metting the main idea J Fead a short story to the student
and then as- him to ma-e up a good title for the story. The
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
teacher could also as- the learner to choose the main idea
from three choices.
(. ?a-ing inferences and drawing conclusions J Fead part of
a story that the learner does not -now. 1top at an exciting
point and as- the pupil to guess what will happen next. The
teacher could also read a story and as- the learner to provide
different endings to the story.
2#/#/ Critica" "istening
". Fecogni9ing absurdities J Tell a short story using a word
or phrase that does not fit the story. As- the pupil to find out
what is funny or absurd about the story. An example of such
a sentence is/ = I could not lift the toy car because it was too
heavy.=
. ,istening to advertisements J As- the pupil to listen to
advertisements and determine how the advertiser is trying to
persuade people to buy the products.
!. <orrect me J Deliberately ma-e some errors when telling a
story. ,et the pupil listen for the details and correct the
mista-es.
2#/#0 Story rea)ing
,istening to stories read by the teachers will help pupils to
develop their understanding of language/ improve their
grammar and learn the structure of stories. Teachers should
have frequent reading sessions with their pupils.
.or these reading sessions/ the teacher8
a. should involve all the children in the story by as-ing
appropriate questions
b. could ma-e use of predictable boo-s
c. should use well-illustrated boo-s
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
d. should reread favourite stories
e. should provide follow-up activities
E:ercise 2#
1# Pro)uce some tapes to teac& "istening (or un)erstan)ing or)s
an) concepts;un)erstan)ing sentences; "istening compre&ension;
critica" "istening an) story rea)ing#
2# <ase) on t&e in(ormation pro,i)e) on t&e assessment o( "istening
s!i""; create at "east t&ree )i((erent types o( tests# =a!e sure you &a,e
c"ear instructions (or a)ministering t&e tests# =a!e sure t&e pictures
you use are appropriate#

Ta-e a rest now so that you are fresh for the next topic.
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