Listening skills Aims

Activity 2
Distribute handout 1 and ask participants to do the given task.
1. Listening should not be considered a passive language skill in which the learner is simply receiving language input.
a. True
b. False
2. Listening comprehension is dependent on

1. 
   a top-down processing of input
   
2. 
   a bottom-up processing of input
   
3. 
   a high-level of speaking proficiency
   
4. 
   both a top-down and bottom-up processing
   

3. Authentic listening texts are appropriate for the upper levels of proficiency but not for lower levels of proficiency. Beginners are better served by listening to simplified texts that will not frustrate them.
a. True
b. False
4. Among the goals of pre-listening is
a. to provide a list of new vocabulary and expressions found in the text.
b. to create expectations about the content of the listening text.
c. to give students an outline of the main ideas in the text.
5. To facilitate listening during while-listening activities, the teacher should divide the listening text into segments and have the students listen to each segment one by one.
a. True
b. False
6. Intensive listening activities aim to

1. 
   develop bottom-up processing skills.
   
2. 
   learn the meaning of new vocabulary.
   
3. 
   transcribe the text for post-listening.
   

7. Post-listening activities should aim to provide further listening practice on the same topic outside class.
a. True
b. False

Activity 3. ( 15 min) Listen to a TV critic talking about the programme “That’ll Teach ‘Em” Chech your answers. Where you are surprised? https://youtu.be/ezxuef03Xv4 Copy and Past link to download the dialogue.
Mark the sentences T (true) or F ( false)





Activity 4 (15 min) In groups each choose one different topic from the list below . Decide if you agree or disagree and write down at least three reasons.