RECEPTIVE SKILLS: LISTENNING AND SPEAKING

1. Definition and issues about listening

2. using a printed text with listen taks

3. Approaches to listening

4. Grammar and lexis of language understand a single word when it is spoken the issues students could find are: -people speak too fast to follow. -people pronounce words they just don´t recognise -they can´t pick out those parts that are most important for them to understand. -they can´t tell where wrds start and stop.

5. -Most students will probably work out anwers from the printed page -A task must demand listening, it mustn´t be a memory test, it should be realistic or useful, it must help to improve students´ listenning, it shouldn´t be threntening, it should help students to achieve specific results.

6. The question first technique -That reminds us that the activity shouls be more useful, realistic, more, motivating -Giving students the questions before the recording is playing. gives them a clear aims in mind -By giving a clear purpose, you aim the exercise from a memory test into a listening task.

7. CHOOSING THE RIGHT TASK *kinds of listenning: to get general overview of the main story or message of a conversation or the catch specific details such as name , addresses, etc. *some doubts recordings raise are that: In real life, we will be more interactive, and won´t be guided by tasks

8. definition and guidelines

9. test-feedback circle

10. -It is a basic working procedure for lessons on reading and listening skills -Grade the task, not the material. don´t worry about what student level the recording is suitable for, but make sure your task is set for the right level. -tasks first (then recording) -the goal is to work on listening itself

11. TASK SEQUENCE Is a general planning aid the task-feedback circle and the "big to small" task progression wil work well fro many standard coursebook and classroom recording. most tasks fall into one of these categories are: -answer questions -take a conversation- take notes on what you hear

12. TAKE INTO CONSIDERATION *Why someone might listen to such a text in real life and what kinds of skills or strategies they would use. *Students getting right answers is not the most important thing , because in trying to do it, they are stretching their powers of *Design tasks that either reflecr what they might need so do in real life or help them improve skills that will be useful to them in future.

13. SOME GUIDELINES FOR LISTENING SKILLS WORK -Play it a sufficient number of times. -Let students discuss together -Keep the recording short (two min) -Don´t cheat them by changing your requirements halfway.