Hamoc - Format of A Listening Lesson

F OR M AT O F A L I S T E N I N G
L E S S ON
IES IN TEAC HING L ISTE NING
TE R 1 -L E SSON 2 : STRAT E G
CHAP
FORMAT OF A LISTENING LESSON
• TEACHERS HAVE TO PROVIDE ACTIVITIES THAT SUPPLEMENT
COMPREHENSION GOALS WITH ACQUISITION GOALS.
• SUCCESSFUL LISTENERS ARE THOSE THAT CAN USE BOTH BOTTOM-UP AND
TOP-DOWN PROCESSES THUS, TEACHING-LEARNING ACTIVITIES SHOULD
PROVIDE STUDENTS THE OPPORTUNITY TO PRACTICE BOTH.
• THE THREE KEY STAGES IN LISTENING MAY BE USED AS AN OUTLINE IN

DESIGNING A LISTENING LESSON THAT ENSURES AN INTERACTIVE PROCESS
APPROACH IN TEACHING LISTENING.
PRE-LISTENING
• IDENTIFYING VOCABULARY/COMPREHENSION NEEDS.
AS LANGUAGE TEACHERS, YOU SHOULD HAVE
INFORMATION ON YOUR STUDENTS' LISTENING SKILLS
AS WELL AS THEIR VOCABULARY LEVEL. TEACHERS
SHOULD HELP STUDENTS BETTER UNDERSTAND THE
LISTENING OR ORAL TEXTS BY IDENTIFYING POSSIBLE
DIFFICULT WORDS OR PRESENTING SPECIFIC
VOCABULARY EXPRESSIONS WHICH STUDENTS WOULD
NEED WHILE LISTENING.
PRE-LISTENING
• ACTIVATING INTEREST. TEACHERS WOULD ALWAYS
START WITH MOTIVATIONAL ACTIVITIES TO SET THE
CLASSROOM MOOD. THE GOAL IS FOR STUDENTS TO BE
READY AND BE MOTIVATED TO LISTEN. FROM THIS, YOU
SHOULD DESIGN TASKS THAT WILL AROUSE YOUR
STUDENTS' INTEREST AND CURIOSITY. YOU MAY USE
VIDEO AND AUDIO SEGMENTS, SONGS, AND/OR STORIES
THAT STUDENTS FIND INTERESTING.
PRE-LISTENING
• PUTTING IT IN CONTEXT. TEACHERS SHOULD
CHOOSE ORAL AND LISTENING TEXTS THAT ARE
RELEVANT AND INTERESTING TO THE STUDENTS.
• ACCORDING TO VANDERGRIFT (N.D), TEACHERS
NEED TO HELP STUDENTS ORGANIZE THEIR
THOUGHTS, ACTIVATE APPROPRIATE BACKGROUND
KNOWLEDGE FOR UNDERSTANDING AND TO MAKE
PREDICTIONS TO PREPARE FOR LISTENING.
PRE-LISTENING
• SETTING THE PURPOSE. AT THE ONSET, THE
PURPOSE OF THE LISTENING ACTIVITY SHOULD
BE MADE CLEAR TO THE STUDENTS. THIS WILL
HELP THEM TO BE MORE PREPARED AT THE SAME
TIME KNOW THE LISTENING STRATEGIES THEY
WILL HAVE TO USE WHILE LISTENING. STUDENTS
WILL BETTER UNDERSTAND IF THEY KNOW WHY
ARE THEY MADE TO LISTEN IN THE FIRST PLACE.
WHILE-LISTENING
• LISTENINGAND RE-LISTENING. MOST STUDENTS MAY
NEED TO LISTEN TO A TEXT SEVERAL TIMES BEFORE
THEY CAN UNDERSTAND. LISTENING BECOMES MORE
CHALLENGING IF YOU'RE USING ADAPTED AUDIO TEXTS
FROM FOREIGN SPEAKERS. AS A TEACHER, YOU NEED
TO ASSESS HOW MUCH YOUR STUDENTS CAN TAKE AND
WHETHER LISTENING ONCE IS ENOUGH FOR THEM. IF
STUDENTS ARE LISTENING INDEPENDENTLY, THEY CAN
STOP THE AUDIO AND THINK OR LISTEN AGAIN AS
NEEDED.
WHILE-LISTENING
• GUIDED LISTENING AND SCAFFOLD NOTE-TAKING.
WHILE-LISTENING FOCUSES ON COMPREHENSION
THROUGH EXERCISES THAT REQUIRE SELECTIVE
LISTENING, GIST LISTENING, SEQUENCING, ETC. IF YOU
NEED YOUR STUDENTS TO COMPLETE SOMETHING
WHILE LISTENING, YOU HAVE TO MAKE SURE THAT THEY
HAVE PREVIEWED AND UNDERSTOOD THE WRITTEN
TASK FIRST BEFORE LISTENING BEGINS.
WHILE-LISTENING
•GUIDED LISTENING AND SCAFFOLD NOTE-TAKING.
YOU CAN PROVIDE LISTENING ORGANIZERS TO
HELP STUDENTS FOCUS ON IMPORTANT DETAILS
WHICH CAN HELP THEM DEEPEN THEIR
UNDERSTANDING OF THE LISTENING
MATERIAL/TASK. YOU CAN ALSO DIRECT THEM TO
FIND CLUES FROM THE LISTENING TEXT WHICH
WOULD HELP THEM UNDERSTAND BETTER.
WHILE-LISTENING
•THINKING SPACE'. JUST LIKE ANY CLASSROOM
ACTIVITY, STUDENTS NEED 'BREATHING' OR
'THINKING SPACE' BETWEEN AND AFTER
LISTENING ACTIVITIES. YOU MAY SUMMARIZE,
USE QUESTIONS, POINT OUT SIGNIFICANT
DETAILS SO THAT STUDENTS WILL BE ABLE TO
RECOGNIZE IMPORTANT PARTS OF THE
MESSAGE.
WHILE-LISTENING
•THINKING SPACE'. JUST LIKE ANY CLASSROOM
ACTIVITY, STUDENTS NEED 'BREATHING' OR
'THINKING SPACE' BETWEEN AND AFTER
LISTENING ACTIVITIES. YOU MAY SUMMARIZE,
USE QUESTIONS, POINT OUT SIGNIFICANT
DETAILS SO THAT STUDENTS WILL BE ABLE TO
RECOGNIZE IMPORTANT PARTS OF THE
MESSAGE.
WHILE-LISTENING
•THERE'S A LOTOF LISTENING TEXTS YOU CAN
USE IN YOUR CLASSROOM. HOWEVER,
PROVIDING STUDENTS WITH A "MORE REAL ACT
OF COMMUNICATION" THROUGH AUTHENTIC
LISTENING TEXTS PROVIDES A BETTER WAY FOR
STUDENTS TO UNDERSTAND THE LANGUAGE
WHEN USED IN THE REAL CONTEXT.
WHILE-LISTENING
YOUR LISTENING TEXTS MAY BE FROM ANY OF
THE FOLLOWING:
Spoken Poetry Video segments like TED
Radio programs (news, Talks, etc.
advertisements etc.) Tutorial videos
Song lyrics An anecdote, short stories
A lecture etc.
‘Recorded' announcements Podcasts and vodcasts
in airports, bus terminals etc.
POST-LISTENING
• RESPONDING TO THE TEXT. IT IS IMPORTANT THAT STUDENTS
SHARE THEIR REACTIONS TO THE CONTENT. YOU CAN
PROVIDE DISCUSSION QUESTIONS OR EVALUATIVE QUESTIONS
THAT WOULD GUIDE STUDENTS IN PROCESSING WHAT THEY
FEEL AND THE IDEAS THEY GOT AFTER LISTENING. YOU CAN
BETTER ENGAGE THEM BY PROVIDING POST-LISTENING TASKS
THAT WOULD LET STUDENTS CATEGORIZE, SYNTHESIZE, AND
CLARIFY IDEAS OR REFLECT UPON THE MESSAGE. YOU CAN
ENGAGE THEM IN SYNTHESIZING.
POST-LISTENING
•ANALYZING LINGUISTIC FEATURES OF THE TEXT.
DEPENDING ON THE GOAL OF YOUR LISTENING
TASK, YOU CAN ALSO ASK STUDENTS TO
ANALYZE LANGUAGE FORMS FROM THE SCRIPT.
YOU CAN ALSO USE THE LISTENING SCRIPT/TASK
AS A SPRINGBOARD IN TEACHING GRAMMATICAL
FUNCTIONS.
POST-LISTENING
• INTEGRATING SPEAKING AND WRITING. SINCE
LISTENING IS A RECEPTIVE SKILL, YOU MAY ALSO WANT
TO DESIGN TASKS THAT WOULD REQUIRE STUDENTS TO
USE THEIR PRODUCTIVE SKILLS. IN THIS CASE,
STUDENTS ARE ALLOWED TO USE THE LANGUAGE
CREATIVELY. THEY MAY WRITE DIALOGUES AND SHORT
COMPOSITIONS, ROLE-PLAY A CERTAIN SCENE, OR
EXPRESS THEIR APPRECIATION AND REACTION
THROUGH WRITTEN AND ORAL TASKS.
GENERIC FORMAT OF A LISTENING LESSON
•PRE-LISTENING
-IDENTIFY VOCABULARY NEEDS
-ACTIVATE INTEREST AND MOTIVATION
-PUT IN CONTEXT
-SET THE LISTENING PURPOSE
•WHILE-LISTENING
-PROVIDE OPPORTUNITY FOR STUDENTS TO
RE-LISTEN
-PROMOTE GUIDED LISTENING
-GIVE STUDENTS 'THINKING SPACE'
•POST-LISTENING. ACTIVITIES MAY FOCUS
ON:
-RESPONDING TO THE TEXT.
-ANALYZING LINGUISTIC FEATURES OF THE
TEXT.
-INTEGRATING SPEAKING AND WRITING.
THAN K Y O U F O R
LI S T E N I N G !
R: F ORRE ST ANGE L D . HAMOC
PRESENTE

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F OR M AT O F A L I S T E N I N G

• THE THREE KEY STAGES IN LISTENING MAY BE USED AS AN OUTLINE IN

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