SELF - ASSESSMENT REFLECTION ON LISTENING

I introduce the learners to authentic or authentic-sounding texts which contain different registers, accents, fillers, emotional speech, unfamiliar rhythm and stress patterns, poor articulation, background noises.
I can select different text types with different text length appropriate to the learners' language level, needs and interests.
I can offer the learners purposeful listening guided by a variety of activities.
I can orient the learners towards the text in various ways.
I can help learners in understanding the listening text with different while-listening activities.
I can involve learners in post-listening activities which are related to the content to give personal views or tell about personal experience, or activities which specifically deal with the language use .
I am aware of listening problems and their reasons and can offer an appropriate strategy to resolve the problem.
I can use different listening techniques.
I give learners regular opportunities to evaluate both the text and the activities so that they learn to work out for themselves where their listening problems occur and what might be done to solve them.
I can help learners to assess their progress and set short term learning objectives and in this way promote learner’s autonomy.

(Explanation)

I can understand separate words, frequently used conversational phrases if people speak very slowly and clearly (e.g., greetings, politeness phrases).
I can understand simple information and questions about me and my family if they are pronounced slowly, and repeated if necessary.
I can understand short and clearly audible public announcements at a railway station, bus station, airport, shop, etc.
I can understand clearly pronounced numbers, prices and quantities.
I can understand phrases expressing time, names of days and months, and dates.

I can understand simple factual information about everyday or job-related topics, and I can grasp both the main idea and specific details.
I can understand conversations about topics that interest me, such as studies or work.
I can follow and understand the main points in a discussion if the subject matter is familiar and the presentation is simple and clearly structured.
I can understand the main points in TV or radio programs on familiar topics.
I can understand a simple telephone conversation about everyday topics.
I can understand simple practical information, e.g., about a job process and result, as well as job-related instructions.

Vocabulary – not knowing the meaning of individual words. Travelling - Task 1, Task 2, Task 3
Segmentation – not being able to hear the sounds of the language as sequence of words. Food - Task 1, Task 2, Task 3

Start listening with certain expectations about the given task.
Listen and identify the precise topic by discriminating key words supporting the topic.
Try to recognize as many words and phrases as possible connected with the topic.
Notice and understand parts of words as a way to determine meaning.
Don’t expect to understand every word. Try to get the general sense of what people are saying. Don’t panic if you “lose” the sense of what you hear – keep listening and try to pick it up again.
Pay attention to the speaker’s intonation.
Listen for stressed words when people speak. Don’t worry too much about the unstressed words (articles, prepositions, auxiliary verbs, etc.).
When you listen, pay special attention whenever the speaker emphasizes or repeats points.
Learn to understand incomplete sentences.
Learn to distinguish between the main idea and supporting details when listening to a speaker.
Try to create a coherent text in your mind using what you know about the topic on the one hand, and about the English language on the other.
Be aware that not all accents in English are the same.

Teacher plays the taped passage once, without preparation, asking the learners to listen for the main idea.
Teacher announces the topic of the passage, then asks class to brainstorm vocabulary they expect to hear in the passage, and tells the purpose of listening.
Teacher gives the class the text to read as they listen to the tape.
Teacher asks learners to draw something while listening.
Learners have done one listening task to get the main idea of a text. For the second time they listen for more detailed information.
Teacher plays a short passage, then orally asks learners basic comprehension questions.
Teacher plays the text several times, each time asking to listen for a different purpose.