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Listening is the receptive aspect of oral language. We intend to bring students first to the level of comprehension, then use the language learned in listening for the later,
productive skill of speaking. It is recommended that the vocabulary/language used in the listening strategies be reinforced by use in the speaking portion of the lesson.

  

  
 

Listening for phrases, ͞chunks͟ of language
Listening to the world outside of class
Listen for comprehension:
Ô? Listening for ͞gist͟
Ô? Listening for transition words
Ô? Listening for instructions
Ô? Listening for context
Ô? Listening for key words
Ô? Listening for other specific items
Develop listening endurance/fitness
Audio only vs. video &audio
Interpreting non verbal cues
Listening for new vocabulary
Relaxation/physical reaction
Use mental pictures to remember new words
Listen for overall understanding
Ô? Listen for speaker intention
Ô? Listen for speaker feelings
Ô? Listen for speaker opinion

Teach students through video clips, playing music with appropriate lyrics and
phrasing.
Through field trips, or real world assignments
TPR, problem solving or following oral instructions like simple classroom instructions.
Assign tasks to students for each class session
Skills depending on the level: Have students listen for a specific piece of information,
have students listen for the ͞gist͟, have students listen for transition words
Students build on their time endurance listening to a lecture or radio without thinking
in native language; adding increasing amounts of time
Demonstrate the difference between listening to audio and video. Differentiate
strategies for learning from both means.
American culture and gestures for understanding
Listening for particular words in oral recordings and musical lyrics
Teach students how to relax during situations when they do not understand.
Language for clarification, deep breathing, hesitating and clarifying
Think about a picture of the new word which will help you remember it
Understand the speaker͛s plans
Understand the speaker͛s emotions
Understand the speaker͛s opinions on a subject
Ideas for listening activities and research can be found at www.about.com/esllistening

www.ICCB.org has published an entire program on how to use the ͞real world͟ outside the classroom, ͞English Beyond the Classroom͟

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Hesitation, clarification , giving opinion tips Instructor teaches basic clarification and hesitation phrases
Rehearsal (practice) Teach students how to practice at home, in car, in common daily situations.
Pronunciation
Stress
Minimal pairs

Conversation Small talk, fillers, rythmn of American conversation

Reading aloud Linking the sounds of ends of words to beginning sounds of next words
Reading script-then acting out a play
Seeking information Formal and informal language to use to seek information: role plays
Group problem solving Teach roles and group working strategies
Vocabulary building Using new words in our speech.
Telephone skills: leaving a message Assign students telephone message tasks
Intonation/Pronunciation
When asking questions
When reading aloud: linking Learn and practice the sounds at the end of one word to the beginning sound of the next
word
Fluency Singing-fast paced games which do not allow internal translation

www.ICCB.org has published an entire program on how to use the ͞real world͟ outside the classroom, ͞English Beyond the Classroom͟
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Some reading strategies Some ideas

Identify purpose What? Magazine, internet, memo, textbook͙ Why? To find
information, to enjoy͙
Skim before reading Don͛t read every word, use visual information
Apply to what student already knows KWL chart
Use context clues Look for transition words
Find main idea Topic sentence
Find details Photos, diagrams, charts
Use visuals Headings, bolded words, titles
Ask questions you may want answered Ask questions while you are reading, orally or in writing
Draw conclusions Compare your ideas with the author͛s, base conclusion on known
information
Form an opinion Decide if you agree with author
summarize Restate ideas in your own words; paraphrase
Predict Before reading make predictions using prior knowledge or context
clues
Make inferences Explicit versus implicit
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brainstorming As a class or listing
Graphic organizers Many options
Concept maps Bubbles, trees
drafts
proofreading For spelling, for grammar, for meaning, using computer checking
editing Individual, peer strategies
Classroom as supportive setting Teacher creates supportive environment, sets respect rules
listing
Free writing
journaling Many options
Learning to enjoy writing Relaxing music played during writing exercises

http://www. iteslj.org/links/ESL/writing
As teachers we are often telling our students to practice English outside of the classroom, however we often mistakenly assume they know how.
By teaching language learning strategies in the classroom, we are allowing students to learn how, and to pick from the strategies which work for
them. The strategies shared in these lists are only some ideas and should be tailored to the particular language level. Teachers are encouraged
to use online methods of research as there are many interesting language learning strategies being studied. The strategies in these charts may
help you with this research. You are encouraged to use other strategies not on this list! There are many other possibilities.