Transcript There is too much butter on those trays_David_Farrow

Approaches to listening using WMP
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What challenges do teachers face giving a good
listening lesson?
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What problems do your students face when doing a
listening exercise?
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Think of a student who is good at listening exercises.
Why do you think s/he is good at it?
“Linguistic problems need linguistic
solutions. Teachers need to teach, and to
teach language.”
Jeff Stranks
Pre-listening
While-listening
Post-listening
Pre-listening
While listening
Language/ phonology development
Post listening
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As you listen to the recording, write down
the WMP number next to the answer in the
student book.
Students check answers in pairs.
Students listen again and write down the
WMP counter number next to their answers.
Don’t do the work for the students.
Avoid telling them the answer.
Ask students if they want to listen to the
recording again.
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Write the WMP number next to the answer.
Ex. 3
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14
23
42
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After completing coursebook listening task,
tell students to listen again and write down
the WMP number of 3 sentences or phrases
they did not understand.
Students exchange numbers with their
partner, listen again and write down the
phrase/sentence of their partners number.
Check the answers using the tapescript.
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Use pronunciation exercises to promote
speaking
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Can you think up any other activities using
WMP to aid listening?
Could the same approach be used with
videos?
Can you think of any drawbacks to this
approach?
1. Use listening lessons to work on language/
phonology.
2. Use WMP – not the IWB version.
3. Correcting answers/feedback is an
opportunity for learning.
4. Getting students used to using WMP will
make them more involved in the lesson.
5. Try it!
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