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Listening skills

This guide explores effective strategies for enhancing listening skills in various scenarios. It emphasizes the importance of preparing before listening, actively engaging with the material during the activity, and reviewing answers post-listening. Key techniques include brainstorming vocabulary, identifying focus words, effective note-taking, and ensuring clarity in responses. We discuss different task types such as note-taking, labeling, and matching. Utilize these techniques to enhance comprehension and performance in listening assessments, whether in academic or practical contexts.

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Listening skills

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  1. Listening skills

  2. LISTENING – PRE- What you do here will determine your mark: • Examine the topic and situation. • What are you doing, why, and for whom? • Put yourself ‘in’ the situation. Imagine… • Look at the questions / tasks • Determine questions ‘types’ • Underline key words/concepts. Hear those words. • Label ALL diagrams, charts, photos, maps etc.

  3. PRE- • Read the Situation CAREFULLY • Vocabulary brainstorm • Highlight / underline / circle “focus” words • Label ALL diagrams, charts, photos, maps etc. • Prepare/Anticipate / Predict / Pre-empt • Answer any questions you can BEFORE you hear the tape • Vocabulary predictor

  4. LISTENING - MID ( 1 ) • Many of you are following the tape, but you do not ‘hear’ the dialogue. • Jot down everything you hear that you might be able to use. • Write quickly / efficiently / effectively • Follow the dialogue • Listen for the ‘R’s’! Repeat, Rephrase, Reiterate!

  5. LISTENING - MID ( 2 ) • Use abbreviations • Use phonics knowledge. • Use vocabulary ‘list’. • Don’t forget %, $, . , pm, @, etc.

  6. LISTENING –MID (3) • Key into ‘key words’ • Don’t fall too far behind • Be an ‘Active’ listener, not a passive one. • Listen for “repetition”, “rephrase”, “reiteration” - usually they will do this (refer to tape script) • ‘See’ the dialogue

  7. LISTENING – POST (after) • Work quickly & efficiently to “tidy up” your answers • Check the question – make sure the whole answer is given & that it makes sense • Ensure indicators are stated • The whole name i.e. ‘Betty Lam’ must be given when required

  8. LISTENING – POST (after) • Make sure the answers are ‘in the spaces provided’ (not in the margins!) • Check spelling/grammar * • Guess – answer every • question based on memory, • vocabulary knowledge, • and anticipation.

  9. TYPES OF ‘TASKS’ • Note-taking • Form-completion • Labeling • Matching • Value determination • Ordering • Map-reading

  10. TYPES OF ‘TASKS’ (2) • Picture identification • Identification of speakers’ feelings

  11. MARKERS • Intelligibility * • Other factors – • Grammar • Spelling • Horizontal marking (tables) • “Shot-gun” method X • Indicate clearly relevant answers • Write Clearly!

  12. *The End*

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