Disediakan oleh : Sa rah Azwa bt Asli Aini Mardhiah bt Mohd Saod Nurf ashahah bt Mohamed Anawa Muhammad Amiru ddi n bin Ismai l Nor As hifa binti Md Nozmi
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Disediakan oleh :
Sarah Azwa bt Asli Aini Mardhiah bt Mohd SaodNurfashahah bt Mohamed AnawaMuhammad Amiruddin bin IsmailNor Ashifa binti Md Nozmi
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Principles for Teaching Listening
1. Expose students to different ways of
processing information
± Bottom-up vs. Top-down ± Interactive
2. Expose students to different types of
listening
3. Teach a variety of tasks
4. Consider text, difficulty, and authenticity
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Listening Strategies
Teach student how to listen
± Looking for keywords ± Looking for nonverbal cues to meaning
± Predicting a speaker¶s pur pose by the context of the spoken discourse
± Associating information with one¶s existingbackground knowledge (activating schema)
± Guessing meanings
± Seeking clarification ± Listening for the general gist ± For tests of listening comprehension, various test-
taking strategies
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Understanding
Words andConcepts
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Listening requires that children build up a listening
vocabulary of words that they understand.
They must know names of objects actions, qualities
and more abstract concepts.
This can be built into the preschool experience by
emphasizing the names of objects and continuously
repeating abstract concepts out loud as they are being
demonstrated.
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EXAMPLE 1:
pencil
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EXAMPLE 2:
car
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` Vicki L. Cohen, John E. Cowan, Literacy for
Children in an Information Age: Teaching
Reading, Writing, and Thinking
` http://accentsasia.org/3-2/matsuoka.pdf ` http://www.lotpublications.nl/publish/articles/00039
4/bookpart.pdf
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UnderstandingSentences
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Listening skills are essential for learning since theyenable students to acquire insights and information,
and to achieve success in communicating with others.
Poor listening can lead to unnecessary arguments andproblems.
Students¶ listening skills may be enhanced and testedby asking them questions about what they have heard.
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They may be given practice in note-taking and could beasked questions about the facts and inferences thatmay be made from their notes.
They can be taught to recognize the differencebetween the main points and incidental or less relevant
ideas and information.
Learners can also benefit from practice in recognizingthe pur pose of presentations and other information theyhear . It can be useful if they are taught to set goals for
what they want to learn from a presentation and tomonitor how well they accomplish their goals.
Students can be taught to listen selectively for specific
kinds of information, such as the main pur pose, thethemes, the details and any implications.
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In the classroom, students listen in order to repeatand to understand.
In listening to repeat, students imitate and memorizelinguistic items such as words, idioms, and sentence
patterns.
This is an important beginning task and focus of listening exercises.
Students listen to understand as part of using
English for communication pur poses.
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question-oriented response model
students are asked to listen to asentence, a dialogue, a
conversation, a passage, or alecture and they answer questions in
the form of yes/no statements,choice questions, and short
answers.
task-oriented response model
students are asked to listen to apassage and accomplish the taskdescribed in the passage through
interaction with others or bythemselves.
In listening to understand, students are involved in the question-oriented
response model of learning or in the task-oriented model of learning.
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` http://www.ibe.unesco.org/publications/Educationa
lPracticesSeriesPdf/PRATICE_14.pdf
` http://www.teachingenglish.org.uk/blogs/tausif79/t
eaching-listening` http://www.thasalesconsulting.com
`
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ME ANING
Listening comprehension isunderstanding speech- spoken
words
Comprehension refers to understanding
language in any of its forms, but in the
vernacular, it has come to be
synonymous with listening
comprehension. When people use the
term "language comprehension", they aretypically not referring to sign language,
written language, or symbols. Typically,
the term is reserved for describing
spoken language.
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Preferential Seating ± The student should sit close to and
face the speaker .
Reduce Distractions ± This should be done especially
when teaching new concepts or giving instruction
Clear Simple Directions ± The teacher should speak
slowly and with a minimum amount of words.
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Visual Aids ± Overheads, Videos, Pictures, GraphicOrganizers, etc. should be used.
Increased Student Response Time ± Allow the student to
have extended time to answer questions.
Have The Student Repeat the Instructions ± Have the
student repeat the directions aloud (fade to silently). Ask³What are you going to do?´
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ACTIVITIES TO
TE ACH LISTENINGSKILLS FOR KIDS
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cat tiger
SYLLABLE
clap out syllables innames and words
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NURSERY RHYMES
read nursery rhymes and
occasionally leave off the word
that is the rhyming element,
Students will fill in the rhyming
word
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NURSERY RYHME
Itsy bitsy spider,Climbed out the water spout,
Down came the rain and
washed the spider out
Out came the sun
And dried up all the rain
So the itsy-bitsy spider Climbed up the spout again!
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Itsy bitsy __________.
Climbed out the water spout,
Down came the _______ and
washed the spider out
Out came the ________.
And dried up all the rain
So the itsy-bitsy spider
Climbed up the ________ again!
rain sunspider spout
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SEQUENCE OF
EVENTS
Read a story and havestudents put pictures
from the story in the
correct sequence.
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In a field one summer's day a Grasshopper was
hopping about, chir ping and singing to its heart'scontent. An Ant passed by, bearing along with
great toil an ear of corn he was taking to the nest.
1
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"Why not come and chat with me," said the Grasshopper,
"instead of toiling and moiling in that way?³
"I am helping to lay up food for the winter," said the Ant,"and recommend you to do the same."
2
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"Why bother about winter?" said the Grasshopper;
"We have got plenty of food at present." But the
Ant went on its way and continued its toil.
3
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When the winter came the Grasshopper had no foodand found itself dying of hunger - while it saw theants distributing every day corn and grain from thestores they had collected in the summer . Then theGrasshopper knew: It is best to prepare for days of need.
4
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FIND THE PICTURE
line up several pictures,
describe one of thepictures and ask the
students to point to the
correct pictures.
1 2 3
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CriticalListening
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` Informative Listening
` Relationship Listening
` Appreciative Listening
` Critical Listening ` Discriminative Listening
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What is "critical listening?³
` Critical listening is a form of listening that if usually
not mentioned, since it involves analysis, critical
thinking and judgment. Making judgments duringlistening is often considered as a barrier to
understand a person, and there's a lot of truth in
that.
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` However, critical listening occurs when you still
want to understand what the other person is
saying, but also have some reason or
responsibility to evaluate what is being said to youand how it is being said
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` For example, if there's an upcoming election and
you need to decide who to vote for, you probably
use some form of critical listening when you watch
a televised debate. You listen, AND you evaluate.
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` While experts on learning and communication
almost universally demean the importance and
value of critical listening, when it comes to real life,
listening critically is used every day.
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` The key though, is to try to understand the other
person FIRST, before one evaluates.
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` http://www.au.af .mil/au/awc/awcgate/kline-
listen/b10ch4.htm
` http://www.berkleemusic.com/school/course?course _ item _ id=2141033&usca _p=t
` http://work911.com/communication/listencritically.h
tm
` http://mixonline.com/recording/mastering/audio _ critical _ listening/
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Sto
ryReading
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` A message that tells the particulars of an act or
occurrence or course of events; presented in
writing or drama or cinema or as a radio or
television program
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` The cognitive process of understanding a written
linguistic message
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` Read story is one technique in which teachers can
teach students with good listening skills.
` Teachers can convey stories in different
ways and styles for students to understand easily,especially for children with learning disabilities.
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` Long story
` Short story
` Stories with picture
` Poems
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` Long story have some
part contains some chapter of that the
child can understand it from one part to another
or some have no chapter of their story.` Example:
Fairyland
Ellen the Eagle Needs Glasses
When the Clock Got Sick
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` Short story is a
story that contains a short narrative and easily
understood by children.
` Example: The Teddy Bear
The Rabbit
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` Stories with pictures is one way that will make iteasier for children to understand thestory presented by teachers.
` Teachers just need to use a picture as the
teacher read the story and the images used mustbe compatible with the way the story.
` Example: The Two Cater pillars
The Hiccup Mouse Fantasy
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` Poetry can also be used as a way for teachers to
teach children to listen.
` The teacher can listen to poetry with a variety
of interesting tones that students can understandwant you talk about.
` Example: Mr . Goose
Weather watch
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` http://www.goodnightstories.com/read.htm
` http://www.audioenglish.net/dictionary/reading.htm
` http://www.audioenglish.net/dictionary/story.htm
` http://sites.google.com/site/slagoski/downloadpresentations