Слайд 2Listening
“People never listen without a purpose, except perhaps in a language class.”
(Gary
![Listening “People never listen without a purpose, except perhaps in a language class.” (Gary Buck)](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-1.jpg)
Buck)
Слайд 3Teach and practise strategies for dealing with not understanding
Sorry? / Pardon?
I
![Teach and practise strategies for dealing with not understanding Sorry? / Pardon?](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-2.jpg)
didn’t get that, what did you say?
Sorry I’m not sure what you mean.
I’m not with you.
Could you speak more slowly please?
Слайд 4Bottom-up strategies include:
•Listening for specific details
•Recognizing cognates
•Recognizing word-order patterns
![Bottom-up strategies include: •Listening for specific details •Recognizing cognates •Recognizing word-order patterns](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-3.jpg)
Слайд 5Possible activities:
•Identify the referents of pronouns used in a conversation
•Recognize if a
![Possible activities: •Identify the referents of pronouns used in a conversation •Recognize](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-4.jpg)
sentence is active or passive
•Identify major constituents in a sentence: subject, object, verb, adverb
•Recognize the word stress to mark the information focus of a sentence
•Distinguish between sentences containing similar sounding tenses
•Recognize the time reference of a sentence
•Distinguish between positive and negative statements
•Identify prepositions in rapid speech
•Distinguish between Yes/No and Wh-questions.
Слайд 6Top-down strategies include:
•Listening for the main idea
•Predicting
•Drawing inferences
•Summarizing
![Top-down strategies include: •Listening for the main idea •Predicting •Drawing inferences •Summarizing](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-5.jpg)
Слайд 7Possible activities:
•Listen and infer the topic of a conversation
•Listen to conversations and
![Possible activities: •Listen and infer the topic of a conversation •Listen to](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-6.jpg)
match them to the pictures
•Identify the setting
•Read a list of key points to be covered in a conversation, listen and put them in sequence
•Read the information about a topic, listen and check whether it was mentioned •Read one side of as telephone conversation and guess the other speaker’s responses; listen and check
•Look at the pictures of people speaking and guess what they might be saying or doing; listen and check
•Complete a story, then listen to how the story really ended
•Guess what news headlines might refer to, listen and check
Слайд 8Strategies//sub-skills:
-Decoding features of connected speech
-Understanding key words (understanding sentence stress)
-Retention
-Recognizing non-verbal signals
![Strategies//sub-skills: -Decoding features of connected speech -Understanding key words (understanding sentence stress) -Retention -Recognizing non-verbal signals](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-7.jpg)
Слайд 9How to teach:
Teach pronunciation! Drill=))
Analyse the language before they
![How to teach: Teach pronunciation! Drill=)) Analyse the language before they listen](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-8.jpg)
listen
Ensure repeated opportunities to hear the text
Use graded listening
Слайд 11vSkimming
vScanning
vIntensive reading: reading shorter texts, to extract specific info. This is
![vSkimming vScanning vIntensive reading: reading shorter texts, to extract specific info. This](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-10.jpg)
more an accuracy activity involving reading in detail.
vInferring
v Extensive reading: reading longer texts for pleasure. This is a fluency activity involving global understanding.
Слайд 12Reading Strategies//Sub-skills:
-Identifying the text structure (main idea - supporting details - examples)
-Distinguishing
![Reading Strategies//Sub-skills: -Identifying the text structure (main idea - supporting details -](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-11.jpg)
main info from less important info
-Inferring the topic from pics, titles, layout (Forming predictions)
-Inferring writer’s attitude
-Inferring the meaning of unknown words
-Note-taking
Слайд 13e.g.Text structure:
Teach ‘main idea - supporting detail - examples’
![e.g.Text structure: Teach ‘main idea - supporting detail - examples’](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-12.jpg)
Слайд 14e.g. Inferring words’ meanings from the context:
Teach the strategy of understandign key
![e.g. Inferring words’ meanings from the context: Teach the strategy of understandign key words, parts-of-speech back-up](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-13.jpg)
words, parts-of-speech back-up
Слайд 18Strategies//Sub-skills:
- getting the grammar right, spelling accurately
- having a range of vocabulary
-
![Strategies//Sub-skills: - getting the grammar right, spelling accurately - having a range](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-17.jpg)
punctuating meaningfully
- using the conventions of layout correctly, e.g., in letters
- using a range of sentence structures
- linking ideas and information to develop a topic
- developing and organizing the content clearly and convincingly.
Слайд 19How to teach:
-Make it active and purposeful
-Explain the strategies, do it explicitly,
![How to teach: -Make it active and purposeful -Explain the strategies, do](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-18.jpg)
not the case to avoid running commentary!=)
-Do genre or - process writing!
Слайд 20© Marina Mishcherikova, Delta Course 2019
![© Marina Mishcherikova, Delta Course 2019](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-19.jpg)
Слайд 29Strategies//Sub-skills:
-Turn-taking, interrupting
-Back-channeling
-Repair strategies
-Conversation management (opening, closing)
-Giving opinions (functional voc - a feature
![Strategies//Sub-skills: -Turn-taking, interrupting -Back-channeling -Repair strategies -Conversation management (opening, closing) -Giving opinions](/_ipx/f_webp&q_80&fit_contain&s_1440x1080/imagesDir/jpg/1063771/slide-28.jpg)
you want them to employ)
-etc.
Do move from fluency to accuracy!