Content not form: When the students are doing the activity, they must be concentrating on what they are saying not how they say it. They must have some 'message' that they want to communicate.
Variety of language: The activity must involve the students in using a variety of language, not just one specific language form. The students should feel to improvise, using whatever resources they choose.
Noteacher intervention: The activity must be designed to be done by the students working by themselves rather than with the teacher. The activity should not involve the teacher correcting or evaluating how the students do the activity, although it could involve some evaluation of the final 'product' of the activity when the activity is over. This assessment should be based on whether the students have achieved their communicative purpose, not whether the language they used was correct.
No materials control:The activity should not be designed to control what language the students should use. The choice about what language to use should rest with the students.
LECTURE 9 TEACHING LISTENING. Plan: Introduction to teaching listening.
2. An Interactive Model of Listening Comprehension 3. What Makes Listening Difficult? 4. Microskills of Listening Comprehension 5. Types of Classroom Listening Performance 6. Principles for Designing Listening Techniques
7. Designing Listening Materials for the classroom
8. Types of Listening Activities In language teaching, communication is usually divided into four main skills: listening, speaking, reading, and writing. Listening and reading are receptive skills, and speaking and writing are productive skills.
Receptive (perceptive) are those skills requiring the ability to receive communication but not to produce it. The productive skills are more “communicative” than the receptive skills and also that they are the basis of the learning process itself.
Let’s compare listening in real life and listening in the classroom.
Activity 1 Work in pairs and fill in the chart.