1. HOW TO TEACH
LISTENING BY:
FREY CARDENAS and
ROSIBEL FERNANDEZ

2. LISTENING
 Listening
is the ability to identify and understand
what others are saying. This involves
understanding a speaker's accent or
pronunciation, his grammar and his vocabulary,
and grasping his meaning.

3. LISTENING AUDIO SEGMENTS
 You can also teach listening skills through audio
segments of radio programs, online podcasts,
instructional lectures and other audio
messages.
 First, instruct students to prepare for listening by
considering anything that they will want to learn
from the content of the audio segment.
 Repeat this activity but instruct students to not
take notes until the completion of the audio
segment.
 Use shorter or longer audio segments.

4. LISTENING VIDEO SEGMENTS
 Anotherhelpful resource for teaching listening skills
are video segments, including short sketches, news
programs, documentary films, interview segments,
and dramatic and comedic material.
 Aswith audio segments, select the portion and
length of the video segment based on the skill
level of your students.
 Withyour students, first watch the segment without
any sound and discuss it together.

5. WHY TEACH LISTENING?
 Students hear different accents
and varieties.
 Listening helps students to
acquire language
subconsciously.
 Listening is a receptive skill.
 Education.
 Mass communication.

6. ‘Pre- listening…’
 During the pre- listening phase, teachers
need to recognize that all students bring
different backgrounds to the listening
experience.
 Beliefs, attitudes, and biases of the
listeners will affect the understanding of
the message.

7.  There are some strategies that students
and teachers can use to prepare for a
listening experience. They can:

8. 1 Activate Existing Knowledge: 4 Establish Purpose:
2 Build Prior Knowledge: TQLR
Pre- listening
3 Review Standards for listening: 5 Use a listening Guide:

9. T -- Tune in
Q -- Question TQLR
L – Listen
R -- Review

10.  WHILE LISTENING:
 Connect:
 Find Meaning:
 Question:
 Make and confirm predictions:
 Make inferences:
 Reflect and evaluate:

11.  Teachers can create listening guides to focus
students' attention on the content, organization, or
devices used by a speaker. The following is an
example:

12.  Sample listening Guide
Name of student: ______________________________
Nature of spoken presentation: ___________________
Where heard: ________________________________
Name of speaker: _____________________________
 Speaker’s expressed purpose:
 Qualifications of speaker:
 Main Idea(s) presented:
 Noteworthy features of presentation:
 In what ways was the talk effective?
Ineffective? Why?

13.  POST-LISTENING:
 Compare their notes in small groups.
 Encourage debates and answer questions.
 Write
a summary of the main points and then
compare.
 Make a list of any new vocabulary.

14. Students need to act upon what they have heard
to clarify meaning and extend their thinking. Some
examples follow.
 To begin with, students can ask questions of themselves and
the speaker to clarify their understanding and confirm their
assumptions.
 Students can review their notes and add information that
they did not have an opportunity to record during the
speech.
 Students can analyse and evaluate critically what they have
heard. Students can review their notes and add information
that they did not have an opportunity to record during the
speech.

15. REMEMBER!!!
 Try to use as many different sources of
listening material as you can:
advertisements, news programs, poetry,
songs, extracts from plays, speeches,
lectures, telephone conversations,
informal dialogues.

16. A SUCCESSFUL LISTENING
ACTIVITY
5 Ideas to make the best listening
activities ever!

17. 1
Reduce distractions and
noise during the
listening segment.

18. 2
 makesure the equipment produces
acceptable sound quality.

19. 3
 Read or play the text a total of 2-3 times.

20. 4
 Playa video clip with the sound off and
ask students to make predictions about it.

21. 5
 Give students a listening task to do
between classes.