3. Listening
- Teacher should provide student with sufficient listening practice to enable them to understand with reasonable ease both native and non-native speakers of English when they speak at normal speed in unstructured situations.
- Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated.
- A student will learn a great deal by listening to the teacher.
- The teacher is the most important model on which the student will base his/her own behaviour.
- It is important, therefore, that you speak English at a speed consistent with normal stress and rhythm and intonation patterns.
- It is simply not sufficient to expose the learners to those samples of spoken language which are, for example, the presentation of the unit.
- These samples are simplified to provide the students with models for oral production.
- Le. There are oral texts specified as a presentation of the unit, for specific practice, as reinforcement or even revision.
- A silent period is recommended for beginners.
- Together with a great deal of listening activities.
- The teacher provides comprehensible input.
- Use of CDs, video recordings, ICT based resources.
- Beginners may feel paralyzed when they do not understand.
- A single speaker with a clear voice is recommended in early listening tasks.
- When there are two or more speakers, their voices should be clearly distinguished.
- Children must begin by getting involved in the listening task.
- Following recorded directions with some descriptive clues is recommendable to improve the listening skill.
- If the task is easy to perform and the comprehensible input understood, an exchange of role is the next step.
- The more advanced pupils will adopt the leading role.
- Children will reproduce TPR techniques.
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