discussed the reasons for using listening in the classroom. These include ■ the effect on the acquisition of good pronunciation and other speaking students’ habits. We also need to expose students to different varieties of English, and different kinds of listening. identified the difference between intensive (detailed) listening and ■ extensive listening, saying that in the case of extensive listening students should listen to things they can more or less understand, mostly for pleasure. talked about the difference between live listening and prerecorded ■ extracts, saying that whereas live listening allows students to interact with speakers, they cannot do this with speakers on audio tracks. Nevertheless, the latter provide ample opportunities for hearing speakers of different language varieties. said that students need to hear people speaking in different genres, and ■ that while we want them all to hear authentic English, at lower levels this may not be feasible; nevertheless, the language they hear should be as much like the ‘real as possible. thing’ discussed the fact that students need to be able to deploy different skills ■ for listening in order to understand general meaning or, alternatively, to get specific details. provided six principles for listening: listen as often and as much as ■ possible, preparation is vital, once may not be enough, students should be encouraged to respond to the content of the listening, not just the language, different listening stages demand different listening tasks, good teachers exploit listening texts to the full. looked at three listening sequences showing how preparation is a major ■ part of the sequence, and showing how listening leads on to follow-up tasks. offered a range of other listening genres and activities. ■
■ discussed the reasons for using listening in the classroom. These include the effect on the students’ acquisition of good pronunciation and other speaking habits. We also need to expose students to different varieties of English, and different kinds of listening. ■ identified the difference between intensive (detailed) listening and extensive listening, saying that in the case of extensive listening students should listen to things they can more or less understand, mostly for pleasure. ■ talked about the difference between live listening and prerecorded extracts, saying that whereas live listening allows students to interact with speakers, they cannot do this with speakers on audio tracks. Nevertheless, the latter provide ample opportunities for hearing speakers of different language varieties. ■ said that students need to hear people speaking in different genres, and that while we want them all to hear authentic English, at lower levels this may not be feasible; nevertheless, the language they hear should be as much like the ‘real thing’ as possible. ■ discussed the fact that students need to be able to deploy different skills for listening in order to understand general meaning or, alternatively, to get specific details. ■ provided six principles for listening: listen as often and as much as possible, preparation is vital, once may not be enough, students should be encouraged to respond to the content of the listening, not just the language, different listening stages demand different listening tasks, good teachers exploit listening texts to the full. ■ looked at three listening sequences showing how preparation is a major part of the sequence, and showing how listening leads on to follow-up tasks. ■ offered a range of other listening genres and activities.
379.HowToTeachEnglish.docx