University of East Sarajevo

Faculty in Bijeljina

SEMINAR WORK

LISTENING IN THE CLASSROOM

Mentor: Student:
Dr Ljiljana Jovkovic Vedrana Filipic

1
 Content

Content………………………………………………………2
Listening in the classroom…………………………………..3
Introduction………………………………………………….3
Pre-listening stage…………………………………………...6
Listening stage………………………………………………7
Post-listening stage………………………………………….8
Conclusion…………………………………………………..9
References………………………………………………….10

2
 LISTENING IN THE CLASSROOM

Introduction

The purpose of this paper is to show to what things learners should

pay attention to advance listening in the classroom.
Listening is good for our student’s pronunciation, in that the more
they hear and understand English being spoken, the more they absorb
appropriate intonation.
Listening texts are good pronunciation models, in other words, and
the more students listen, the better they get, not only at understanding
speech, but also at speaking themselves.
Anything we can do to make that easier will be useful for them.

3
The term live listening is used to refer to situations in which the
teacher brings visitor into the class, or if this is not possible, role
plays different characters for the students to talk and listen to.
A lot of listening is experienced from recorded extracts :on CD, tape
or MP3 players of some kind. But there is not reason why teacher
should not record their own listening materials, using themselves or
their friends.
When we are practicing listening in the classroom, it is helpful to
think about how we listen in real life.
We should try to:
 ask learners to do things in class which they would be likely to
do outside
 give them information they would have in the real world
 give them the opportunity to listen actively, and so on.

Listening activities can be planned in three stages:

>Pre-listening –activities which help your learners prepare for

what they will hear.
>Listening-activities which are usually a type of task, for example,
filling in a chart, answering questions, following route on a map,
etc.
>Post-listening- activities which are a chance to check learner’s
understanding of what they have been listening to.

4
 -Pre-listening stage-

This stage should help learners by focusing their attention on the

topic, making it clear to the learners what they have to do while
they listen, for example:

-discussing the topic or type of conversation with the learners

-giving learners information about the context, for example, who is

talking, where they are.

-getting the learners to predict what they will hear, and so on.

For example:
Think of three jobs. What are good and the bad aspects of each
job?
Now, you could consider the following questions:
Does the job have long hours?
Does the job have long holidays?
Is it stressful?
Is it boring?
Is it well paid?

5
 -Listening stage-

The more students listen, the better they get at listening-and the
better they get at understanding pronunciation.
Listening activities are about the learners finding the answers or
doing the task.
There are various types of activities, for example:

-answering questions, true or false?

-completing something: a form, grid, chart, picture, etc.

-folowing directions on a map

-doing something in response to what learners hear, for example

draw something.

Some listening activities require learners to listen to a text and

answer questions, while other activities require more interaction,
learners listen then respond or react.
Listen-Respond/React
But, to encourage active listening the learners should be given the
chance to ask for clarification, repetition, check they have
understood.
Listen-Ask for repetition-Listen-Ask for clarification-Listen….

6
 Students need to have phrases to help them such as: “I am sorry, I
don’t understand what it means.” Or, “Could you repeat what you
just said?”
Here are some examples of listening activities:
1. LISTEN AND DRAW
For example, describe a room to your learners, where the tables,
chairs and other furniture are, how many windows and doors there
are and tell your learners to draw the room as you describe it.

2. LISTEN AND MATCH:

Learners have a number of pictures of different people. You
describe each of these people, and the learners have to identify the
correct picture.
Example: she have long black hair, she is very tall girl, and so on.

3. LISTEN AND FOLLOW A ROUTE ON A MAP:

Learners listen to directions from point A to point B and then they
mark the route on a map.

4. LISTEN AND CORRECT:

The learners have a written text with details about a holiday. They
hear someone describing the holiday but with a number of factual
errors. Learners have to identify errors.

5. POETRY:
Poetry can be used in a number of ways. Learners can listen to
poem being read aloud and say what mood they convey or what
color they suggest to them.

7
6. LISTEN AND PHYSICALY RESPOND:
Good example is the game “Simon Says.” In this game learners
must only respond to the command given if it is preceded by
”Simon Says”.
If the words “Simon Says” are left out, then learners should not
obey the command, and anyone who does is out of the game.

For example:
Teacher: “Simon says put your hands on your head”
Learners do the acton

Teacher: “Simon says touch your toes”

Learners do the acton

Teacher: “Put your hands on your head”

Learners should not respond.

8
 -Post-listening stage-

Post-listening activities often move from listening practice to

practicing other skills. So, for example, after hearing about
someone’s job or family, learners might be asked to talk to each
other about their own family or job, or their could be asked to write
something about their own family or job.

Here are some post-listening activities:

 Speaking activities:
For example, after listening to a text about British education, you
can ask learners to consider how British schools are different from
their own schools.
Or, when learners listen to people telling stories, there are a
number of things we can have them do. Sometimes we can let
learners listen to a story but not tell them the end. They have to
quess what it is and then, perhaps we play them the full story.

>Writing activities:
Learners can be asked to write about the subject they have heard
about. Various monologues genres can be used for different
listening tasks. For example, after hearing about someone’s family
or job, you can ask learners to write a paragraph about their own
family or job.

9
 Conclusion

At the end we conclude that is very important for teachers to

use as much as possible listening in the classroom.
And at the other side learners have to understand what they
hear. In this paper we discussed the reasons for using listening
in the classroom. These include the effect on the learners
acquisition of good pronunciation and other speaking habits.
We also expose to different varies of English, and different
kinds of listening.

10
 References

1. Lindsay, C., Knight P. (2006): Learning and Teaching English,

University press, Oxford,
2. Harmer, J. (2007): How to teach English, Pearson Longman,
Edinburg.

11
12
13