Презентація "Teaching listening skills"

Teaching listening skills at school                                             

Types of texts. Natural sound. A conversation A phone call. An announcement. A lecture. News. Music. A movie. A TV program. A talk show

Task types. Gap filling. Matching. True\false. Multiplechoice

Listening skills and strategies: For main idea (gist)For specific information. For details. For predicting. For inferring meaning. For opinion. For inferring relations. For recognizing context

Main difficulties. Pupils try to understand every word. Pupils don’t know the topical vocabulary. Different accents. Pupils don’t recognize the words they know. Lack of listening strategies. Making predictions. Guessing words. Recognizing main points. Difficult listening material

Active listening