Exploratory task 2.11

Analyse the following “jig-saw” listening activity and arrange it in the three-phase framework in the space provided below. Jig-saw listening is an activity, in which the learners are divided into small groups and each group listens to a different text, all the texts being on the same topic. Later the groups exchange information to pool together a complete picture (After Rixon, Sh., 1986. Developing Listening Skills. Modern English Publications. P.120)

Phase	Procedure
	Teacher	Learners
Pre-listening
While-listening
Post-listening

Micro-teaching task

Develop a lesson material based on the activity given below. Run a ‘three-phase framework” lesson.

Doris is Asking for Advice

Doris has telephoned a radio “phone-in” programme for advice. Listen to what she says and decide if these statements are “True” or “False”.

Mark is unemployed.

Mark left school a year ago.

Mark is no longer the same boy.

Doris mentions three changes of character.

Doris does not like his friends.

Doris knows that Mark is taking drugs.

A television has disappeared from the home.

Mark likes listening to music.

9) Money isn’t safe in the home.

10) Mark’s father is away from home a lot.

“Mark is almost 18 and he hasn’t been able to find a job since he left school. Over the last few months he has changed quite a bit. He got depressed and withdrawn, moody and aggressive. I think he has started taking drugs. One minute he is depressed and the next minute he becomes very excited. Stuff has disappeared from the house. He has always been so keen on music. He does not look after himself. And also these strange smells in the house… You know, my husband is in the merchant navy, and you see I am alone most of the time. I can’t turn my own son to the police…”

Phase	Procedure Teacher Learners
· Pre-activity   · While-activity   · Post-activity

Integrated task

Do the integrated task according to the following plan:

· Give a clear teaching goal

· Describe your teaching situation (whom you are going to teach listening)

· Give a theoretical rationale for your teaching technique

· Present clearly your teaching technique in the three-phase framework

· Describe the procedure of teaching and give transcripts of the process

· Reflect on how the technique went on in teaching

· Draw conclusions

Answer keys

SAQ 1..1

A9 B1 C2 D8 E4 F7 G6 H3 I5

SAQ 2.1

1D 2D 3T 4F 5F 6T 7F

Exploratory task 1.3

The most difficult task for non-native speakers is to cope with the listening task with the noise interference)

Exploratory task 2.8

1E 2B 3D 4F 5C

Glossary

Active listening is perception of an oral language with the particular attention to the message.

Activities for teaching to listen are the acts of communicative language learning that are performed by the students

Bottom-up listening is an act of processing an oral message starting from the physical signal and ending up with the message

Decoding process is responsible for turning the verbal signal into the inferred message in the mind of the listener (or reader)

Echoic memory is a quick grasp and retention of the small incoming information chunks for further processing in the course of listening

Exercises for teaching to listen are the activities done with the purpose to reinforce listening skills

Extensive listening is the perception of the oral information with the search for the gist.

Hearing is an act of receiving an oral message

Ideational structure is the mental representation of the message a listener gets from hearing (or a reader gets from reading)

Intensive listening is perception of an oral message with the interpretation and inferences.

Jig-saw listening is an activity, during which the participants listen to the two (or more) different but related to each other pieces of language with the subsequent interactive work.

Listening is a communicative skill with the purpose of receiving, comprehending and interpreting an oral message

Listening role is the social function that a listener performs, such as a “witness”, a “participant in the conversation” etc while listening

Long-term memory storage of the heard or read information for future use

Principles of teaching to listen are the guiding rules that prompt the choice of the teaching tasks, techniques and activities.

Receptive skill is a communicative skill of receiving either an oral message (listening) or a written message (reading)

Short-term memory (also: processing memory) retains meaningful digest of the compressed information in the course of listening to provide for the consistent comprehension.

Tasks for teaching to listen are the teaching/learning assignments with a challenge for the learners

Techniques for teaching to listen are the ways to run teaching activities

Top-down listening is an act of processing an oral message starting with a presumption that can be corrected in the course of listening.

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