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Elt4 Answers Activity

The document discusses various aspects of preparing students for listening activities: 1) Asking questions before listening helps stimulate students' thinking and focus their attention on the topic. 2) The goal of pre-listening is to activate students' background knowledge and create expectations to improve comprehension. Teachers should provide only a brief overview without disclosing too many details. 3) It is generally not helpful to provide students with vocab lists or transcripts before or after listening, as this takes away opportunities for students to develop their own listening strategies.

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907 views

Elt4 Answers Activity

The document discusses various aspects of preparing students for listening activities: 1) Asking questions before listening helps stimulate students' thinking and focus their attention on the topic. 2) The goal of pre-listening is to activate students' background knowledge and create expectations to improve comprehension. Teachers should provide only a brief overview without disclosing too many details. 3) It is generally not helpful to provide students with vocab lists or transcripts before or after listening, as this takes away opportunities for students to develop their own listening strategies.

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Barangay Cato
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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1. Do you think asking questions help students prepare for listening? Why?

In my point of view, I think asking questions help students prepare for listening because they
are given hints on topics that they are expected to listen to. These hints will stimulate their
critical thinking and creativity alleviating confusion and improving their problem-solving
skills. So, the tendency is, that the student will be more acquainted with words and phrases
that will help them understand more what is being asked, and they will most likely focus and
be engaged in the discussion or activity. When learners’ interests are aroused, it builds
essential knowledge which paves way for a greater chance of learning to grow. However,
this is not only beneficial for learners but likewise for teachers, because by asking questions
from them, teachers can evaluate how deep their understanding of the topic or activity is.

2. What do we mean by pre-listening? What are the goals of this phase of the listening activity?

The word “pre” in pre-listening means “before” so basically it means, before listening. Pre-listening
is a stage wherein students are conditioned to prepare to listen. The teacher will give an
introduction about a certain topic or activity and this will activate the learners’ background
knowledge, generates interest, and build confidence which yields better comprehension.

Pre-listening activities are aimed at activating the learner's background, creating


expectations, and creating listening objectives. They are not intended to "give" students
vocabulary [unless they have the necessary "keywords" to understand the text] or to tell
students what the text is

3. How much information should the teacher provide during pre-listening?

For me, during pre-listening, the teacher should not disclose too much information to
students

because the tendency is, that you are spoon-feeding all the information which makes students
deprived to guess things from the context. There will always be one or two students who will give
you the answer and who understand the context on their own if we only dig deep enough and wait
long enough. I guess, the teacher just needs to give the gist of the topic so that learners will create
assumptions on what to expect in the context.

4. How important is it to provide students with a list of vocabulary included in the passage
before listening or to provide them with a transcription of the text to which they've
listened?

Providing the students with a list of vocabulary included in the passage after listening is very
important, but providing it before listening, is a bit off. I say so because we are depriving the
students to develop strategies to learn and guess the whole context of the passage on their own. If
there are one or two keywords that you are certain your students don’t know anything about, then
you can provide the meaning of those texts. But for you to be giving a list of vocabularies, say 15-20
vocabularies, is not good and it only goes to show that the text or the passage that you are giving
your students is not appropriate for their level of understanding and comprehension. By giving a list
of vocabularies, you are depriving your students to learn from each other without you preempting
what is the context all about. As Dr. Mahmoud Al-Batal, an Associate professor of Arabic in the
Department of Middle Eastern Studies at the University of Texas at Austin said that he is a firm
believer that developing listening skills comes through the ears and not through the eyes.

Task 4

1. Some tips to help teachers develop students’ listening skills were introduced above.
Which one do you think is the most useful? Why?

Provide opportunities for reflection and discussion. Of all the tips that were given, I think
providing opportunities for reflection and discussion is the most useful for the reason that
students are given the chance to share with the class what they have understood in the text.
They are encouraged to speak their mind as to what they have heard and the learnings that
they have gained through listening. Likewise, the teachers can also evaluate their students
on how far they have understood and how deep they have comprehended the text.

2. As a future educator, to what extent do you think you can utilize group work in doing
listening activities? How do you envision this? Isn't listening to an individual activity?

First of all, I think listening is not just an individual activity. We can also utilize group
work in doing listening activities as much as possible because we can learn from each
other. We have different ideas and what I have understood from the text might be
different from yours. So, this group activity will help students a lot in the learning
process of developing listening skills because they got to hear and deal with diverse
perspectives from their classmates which will help them hone their ability to weigh
things and come up with a more reasonable and logical comprehension about the text.

3. How important is it to engage students in a discussion of the strategies they or their


classmates utilize while listening? Why?

Students must be engaged in discussing the strategies their classmates utilized while
listening because the main reason is that it could help them learn methods and
techniques to better understand the text that they are listening to. we should not just
limit ourselves to our learnings but we should broaden our horizons by listening and
considering other people’s ideas for our growth and to enhance the development of our
listening skills.

4. What will you do with students who still don't get anything from a listening passage
after listening multiple times?
Sometimes, some students comprehend very little even after listening multiple times
and this is just a normal scenario since not everyone is the same. So, the first thing to
consider is that the teacher should be very patient in dealing with students like these so
they do not lose their confidence. The teacher should encourage these students to try a
little harder so that they will not give up. And then, the teacher should level the tasks
that she is giving to their level of comprehension so that these students could cope, and
will not feel inferior to other students.

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