Developing Listening Skills* - Extensive Reading
Penguin ReadersTeacher’s Guideto Developing Listening SkillsThis guide offers English language teachers practical advice on how to use audio cassettes with gradedReaders. It contains a variety of suggestions for activities for use in the classroom, and includes 12photocopiable student’s Worksheets. The Worksheets are linked to specific Penguin Readers but can beadapted for use with any graded Reader.This Guide describes: the role of graded Readers in the learning of English and the main ways in which they can be used the advantages of using audio cassettes with graded Readers how the use of audio cassettes fits in with reading classes and the development of students’ listeningand reading skills a wide variety of activities and suggestions for using cassettes with a class Reader: before reading the book or sections of the book after reading sections of the book after reading the bookThe student’s Worksheets include the following activities: Who is who? Getting the picture What is the place like? What are the people like? Numbers What is the problem? Mind map Expand the sentences Who is talking? Working on pronunciation What makes them behave as they do? What can you remember?This Guide contains tapescripts from:Money to BurnFar from the Madding CrowdA Catskill EagleDead Man’s RiverRicky MartinThe Black Cat and Other StoriesPrincess DianaMen in BlackAnita’s Big Day0582 43484X0582 4301190582 4017630582 0585890582 3430460582 4016740582 4020340582 3739800582 275369For a free recording of these tapescripts visitwww.penguinreaders.com and go to theResources section or contact your localPearson Education office.ISBN 0-582-34423-9www.penguinreaders.com9 780582 344235Published and distributed by Pearson Education
FREEPenguin ReadersTeacher’s Guideto Developing Listening SkillsCarolyn Walker
Thebestchoice ofGradedReaderswww.penguinreaders.com
Penguin Longman PublishingPearson Education80 StrandLondon WC2R 0RLUK Pearson Education Limited 2001Designed by MackerelAll rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publishers, with the sole exception ofthose pages marked ‘photocopiable’, which may be photocopied by teachers for classes they teach.Published by Pearson Education Ltd. in association with Penguin Books Ltd.,both companies being subsidiaries of Pearson plc.ISBN 0 582 34423 9Free Teacher’s Resource MaterialsThe following additional free teacher’s resource materials are available for use with Penguin Readers:Penguin Readers FactsheetsPenguin Readers Factsheets have been developed for teachers using Penguin Readers with their class. Each Factsheet is basedon one Reader, and consists of: a summary of the book interesting information about the novel and novelist, including a section on the background and themes of the novel a glossary of new words a selection of lively supplementary activities for use with the Reader in classPenguin Readers Factsheets are available to download free from our website www.penguinreaders.comPenguin Readers Teacher’s GuidesPenguin Readers Teacher’s Guide to Using Graded ReadersISBN 0 582 400066Penguin Readers Teacher’s Guide: Placement TestsISBN 0 582 473802Penguin Readers Teacher’s Guide to Preparing for FCEISBN 0 582 400104Penguin Readers Teacher’s Guide to Using BestsellersISBN 0 582 469007Penguin Readers Teacher’s Guide to Using Film and TVISBN 0 582 400082NB: Penguin Readers Factsheets and Penguin Readers Teacher’s Guides contain photocopiable material. They are all availableon our website.www.penguindossiers.comAn innovative website offering new topical teaching articles every month – free of charge. Language is graded at PenguinReaders Level 3 and full teacher’s notes are provided.For a full list of Readers published in the Penguin Readers series, and for copies of the Penguin Longman catalogue, pleasecontact your local Pearson Education office, or:Elinor GarrawayPenguin Longman PublishingPearson Education80 StrandLondon WC2R 0RL UKTel: 0207 010 2810 Fax: 0207 010 6681E-mail: elinor.garraway@pearsoned-ema.comVisit our website atwww.penguinreaders.com
Contents1Introduction22Graded Readers: some preliminary comments23Advantages of using cassettes with Graded Readers24Teaching listening with cassettes and Graded Readers35Basic points when using cassettes in class4EquipmentTechniques for listeningHints on developing materials and activities444Using cassettes with a class Reader:some activities and suggestions467Using cassettes to preview the storyListening for key wordsListening for main ideasListening for detailed understandingListening and pronunciationListening and iable Worksheets123456789101112Who is who?Getting the pictureWhat is the place like?What are the people like?NumbersWhat is the problem?Mind mapExpand the sentencesWho is talking?Working on pronunciationWhat makes them behave as they do?What can you remember?* For a free recording of these tapescripts visit www.penguinreaders.com and go to theResources section or contact your local Pearson Education office.
1 IntroductionPenguin Readers Teacher’s Guide to Preparing for FCE(1999).The full texts of a large number of the Penguin Readershave been recorded on audio cassette to accompanyeach book. For the learner a cassette version of the storyis a highly useful addition to the written text, while forthe teacher the cassettes provide an extra, valuableresource for classroom activities. This Guide is intendedto provide some ideas for using audio cassettes inconjunction with Graded Readers in the classroom.3 Advantages of using cassetteswith Graded ReadersThe last few years have seen an enormous increase inthe number of books available on cassette. There arevarious uses for recordings of books depending on thetype of user. For the first language reader, cassettesprovide an alternative and pleasurable way ofexperiencing a book. From their earliest years, childrenlove listening to stories. Indeed, being read to, both athome and at school, forms a vitally important part ofyoung children’s early education. Enjoying listening tostories continues through to adult life, as can be seen bythe many books read aloud on radio, for example onBBC radio in the UK. Lots of people enjoy listening tostories while doing other things such as travelling,driving to work, or even doing the housework!For learners of English, a cassette of a Graded Readeroffers the advantages described above and more, as wewill see below.2 Graded Readers: somepreliminary commentsGraded Readers have a very important role to play inlearning English. Research has shown that reading a lotof interesting material at an appropriate level will helpstudents to: improve their reading skills and become faster andmore fluent readers improve their knowledge of grammar and vocabulary improve their spelling improve other language skills including writing,speaking and listening improve their general knowledge improve their confidence in reading and their attitudeto reading for pleasureGraded Readers are suitable for extensive readingbecause there are books for every level, from beginnerto advanced.There are three main ways in which Graded Readerscan be used: As a class Reader: the teacher, or the teacher togetherwith the students, chooses a book at the right levelfor the class, and everyone has a copy to read.Students can do the reading at home or in class,either individually or as shared or group reading.Exercises and activities for class work can be basedon the class Reader. In a class library: a selection of books at the rightlevel for the class is assembled. Each studentchooses a book on a regular basis. Students can readtheir books in class in a ‘quiet reading session’, orthey read the books at home for homework. Theteacher may wish to see each student individually todiscuss the book they are reading. There may also beactivity sheets and exercises to do when the book isfinished. As part of a school library: the school may have itsown library, or a reading section which is part of alarger self-access centre. Here, each student takes outa book appropriate for his or her level whenever theywish. The book may or may not have anaccompanying activity sheet. Teachers may askstudents to write ‘reading diaries’ so that a record ofthe reading is kept.Detailed suggestions and advice on using GradedReaders can be found in the Penguin Readers Teacher’sGuide to Using Graded Readers (1998). More ideas forthe classroom can also be found in the Penguin ReadersTeacher’s Guide to Using Film and TV (1999) and theListening practiceCassettes of Graded Readers provide ideal listeningpractice material for learners. A recording provides anopportunity for the learner to listen to a sample oflanguage which is clear and of a high quality, and isspoken by a native speaker of English. As the languageof a Graded Reader is carefully controlled, the story ortext will be well within the learner’s ability to understand.If they listen to the cassette while following the text inthe book, learners will be able to see exactly how thespeech stream is broken up into individual words. Theywill see how the letters are realized as sounds and hearthe pronunciation of the word in context, including itsstress pattern. This is important, as the pronunciation ofa word may undergo certain changes in differentphonetic contexts. The prosodic features of the spokentext will also help to indicate how the written language isdivided into phrases, clauses and sentences. Moreover,pronunciation is extremely important in reading:assigning sounds to the written words is a significantpart of the reading comprehension process.Comprehension skillsUsing a cassette and book together can help inimportant ways with both reading and listening skills.For example, listening to and understanding the tapebefore reading the book will help provide usefulbackground knowledge so that reading proceeds faster.Hearing the characters differentiated by the actors usingdifferent voices and accents will help students to formmental pictures of them when reading the book. Theintonation of the voices on tape can also provide cluesto the feelings and attitudes of the characters. Equally, ifstudents read the text before listening to the cassette,they will find it easy to achieve a reasonableunderstanding of the spoken version.In fact, there is some evidence to suggest that thedevelopment of listening and reading skills are closelyrelated. For example, Anderson and Lynch (1988) giveexamples of research which has found that the mental2
processes involved in reading and listening are in somerespects similar. In particular, readers and listenershave to be able to hold the overall content of a spokenor written text in mind. As they continue to read orlisten, they interpret new information in the light ofwhat they have already heard or read. Anderson andLynch conclude that improving listening skills is likelyto benefit reading skills. In addition, it is thought thatpractice in listening in this way also helps the speakingskill.It should be pointed out, however, that the listeningthat takes place with cassettes of Readers is differentfrom other types of listening that takes place in real life.In a conversation, for example, a listener can ask forclarification if he or she is uncertain of a message.Moreover, the cassette contains a particular type oflanguage, namely, written language read aloud. Writtenlanguage differs in many important ways fromunscripted spoken language. For example, informationin a written text is relatively ‘dense’, and syntacticpatterns may be quite different from those in a naturalconversation.In answer to these points, first, listening to a storygives important practice in listening to longer texts thanis usual in conversational interaction. Second, it is clearfrom the above, and will also be shown in what follows,that cassettes of Readers are an extremely valuableresource in the language classroom. But, in enablinglearners to develop their listening skills, teachers willclearly need to provide other genres of spoken materialin addition to cassettes of Readers.‘authentic English’. However, it is often difficult withauthentic, unsimplified texts, such as news broadcasts,TV programmes, films, or recordings of spontaneousconversations between native speakers, for students togo beyond a gist level of comprehension. Listening tocassettes of Graded Readers, on the other hand, offerslearners the chance to listen to language matched totheir level of knowledge of English. It is reasonable toexpect them to hear and recognize most of the wordsthey hear. In this sense, being able to listen and arrive ata full, meaningful interpretation of what they hear can besaid to give learners an ‘authentic’ listening experience.Independent studyKrashen has also pointed out that ‘When [secondlanguage learners] read for pleasure, they can continueto improve in their second language without classes,without teachers, without study and even withoutpeople to converse with’2. The benefits of extensivereading in a foreign language are well established and itis clear that Graded Readers are a very versatileresource for language learning. How much moreeffective they will be as a means for independent studyif the learner can use a cassette to practise listeningcomprehension, have access to the pronunciation andeven use the tape for his/her own pronunciationpractice!Classroom resourceLastly, and probably most importantly from theteacher’s point of view, the cassettes can also betreated as listening comprehension texts for whichlistening tasks are set. But more than this, it is possibleto create many exciting classroom activities based onthe use of the two media in conjunction with each other.This guide contains many ideas for doing just this.MotivationStephen Krashen has remarked that ‘Free voluntaryreading . is the missing ingredient in intermediatesecond and foreign language instruction.’1 However,fostering the reading habit, especially in a foreignlanguage, is not an easy task. Using a cassette of abook will help encourage students to read in the foreignlanguage as cassettes can bring a story to life in anexciting way. The actors dramatise the text and make itseem immediate and involving. The whole experiencewill increase motivation to read on!Equally, because learners are listening to adramatized, exciting story, their motivation to listen willbe heightened. In the process, their listening skills willbe enhanced through the concentrated attention whichoccurs when people are listening to a good, involvingstory.4 Teaching listening withcassettes and GradedReadersAs we have said above, cassettes of Graded Readerscan be used to help practise and develop listeningskills. A very useful aspect is the fact that the bookexactly matches the tape. It can operate as a tapescript,which means that learners can look quickly and easilyto check what they have heard.By working with cassettes and Readers, some of theaspects of listening that can be worked on are: matching letters and sounds: recognizing spokenwords previously read and recognizing written wordspreviously heard identifying stress patterns in words and how theseaffect the pronunciation identifying word boundaries in the spoken language identifying stress and intonation in sentences assigning the correct meanings to the words heard using background knowledge (from what is knownabout the story, from pictures, and/or from soundeffects) to fill in gaps in understanding the spokenmessage using background knowledge to make predictions listening for specific facts or ideasAuthenticityListening to stories is a recreational activity. Manypeople like to listen for relaxation and pleasure outsidethe classroom. Listening to a Graded Reader oncassette is therefore an authentic type of languageactivity as well as being a useful one. For this reason, itmay not be necessary to ask students to do more thansimply listen and enjoy the story – to listen and react.The cassettes can be treated as ‘talking books’ – aninstalment of the tape can be played for a few minutesevery lesson as a warm-up, for example. This is aperfectly justifiable use of the cassettes.It may be argued that since Graded Readers usesimplified language, learners are not being exposed toThe Power of Reading page 84.The Power of Reading page 84.123
monitoring the success of comprehensionarriving at an adequate interpretation of the wholemessageremembering and recounting or re-using what hasbeen heardNote that even with native speakers it is difficult to talkabout 100% comprehension of a text, since people willalways focus on different aspects of a spoken message,depending on factors such as their own personalinterests, their background knowledge, their level ofconcentration, etc. Therefore, expecting 100%absorption of a spoken message is unrealistic. However,the differences in what students understand from whatthey hear can form the basis of interesting classroomdiscussions and activities. listen with headphones, which gives a better soundquality. Students also have their own volume control,which is an advantage. An added feature of manylanguage laboratories is recap or repeat. This allows avery short stretch of speech to be replayed severaltimes.An alternative is to pre-record the listening text ontothe students’ machines. Then students have controlover their own machines and can listen, pause orrepeat to suit their own requirements.One or more tape recorders with headphonesIf you have a set of headphones, or better still a junctionbox into which several headphones can be plugged, youcan set up a ‘listening corner’ in your classroom. Thenyou can ask some students to listen while others areengaged in a different activity. You can use thisarrangement to set up information-gap activities orgroupwork. If you have more than one tape recorder,one or more students can listen to different tapes.5 Basic points when usingcassettes in class5.1 EquipmentIf you have not used a tape recorder in the classroombefore, you may find these tips useful.Before the class: make a copy of the cassette for use in class and keepthe original somewhere safe. Cassettes are expensiveto replace if lost or damaged. familiarize yourself with the tape recorder. Make surethat you know how to operate the controls. Practise ifnecessary. make sure that the power is switched on and that thetape recorder is working properly. put in the cassette and play a part of the tape tocheck that the sound is clear and of good quality. Ifthe sound is not clear, check that the heads on thetape recorder are clean. If the tape itself is poorquality, do not use it. Students will not enjoy unclearrecordings. adjust the volume control. Go to the back of the roomand check that the sound is clearly audible. finally, find the right place on the tape to begin yourextract. Then set the counter on the tape recorder tozero so that you can easily rewind to repeat the extract.5.2 Techniques for listeningA single tape recorder5.3 Hints on developing materials andactivitiesSome things to bear in mind when developing materialsfor the use of cassettes with Graded Readers are: Choose very short sections of the tape (maximum 10minutes) for class work. It is difficult to maintaininterest or to exploit longer extracts for teachingpurposes. For some activities, it is useful to make a second tapeof extracts from the main tape. Do this with atape-to-tape copying facility, using the pause buttonsto edit out any text that you do not want. It is possible to make use of both media at the sametime: some students can be asked to read whileothers listen to the same piece of text. Interestingactivities can be based on the natural ‘informationgaps’ which occur.6 Using cassettes with a classReader: some activities andsuggestionsWorking with cassettes is a good way to maintainstudents’ interest in a book and at the same timedevelop students’ listening abilities. But how does theuse of cassettes fit in with reading classes and thedevelopment of reading?This guide assumes three broad stages in the readinglesson, namely ‘Before reading’, ‘While reading’ and‘After reading’. It is generally accepted that the ‘Beforereading’ stage is used to build motivation, specifyreading purposes, establish what is already known aboutthe topic, make predictions or pre-teach key vocabulary.During the ‘While reading’ stage, the text is read andvarious reading skills are practised and developed.Finally, after having read the text, learners may thenwork to develop their understanding, and theirexperience of the text is extended through activities suchas discussion, interpretation, or the reformulation of theideas in a different form. If you are using a class Reader,short sections of the cassettes can be used in readinglessons at all of these three stages in the reading lesson.In the sections which follow, ideas for using audioYou control the tape recorder which is placed at thefront of the class. You can: play the tape: all the students listen simultaneously. use the pause button: pause and ask students to saywhat they have heard or what they think they willhear, or give them time to complete a task; studentscan be asked to tell the teacher to pause the tapewhen they hear a specific item. rewind: repeat the listening, asking students to checkwhat they have heard or to listen for somethingdifferent.Alternatively, allow students to control the tape recorder.Language laboratoryIf the listening is done in a language laboratory: You can proceed in the same way as above. Students4
cassettes with a class Reader are organized forconvenience into sections which focus first on differentaspects of listening. These sections are furthersubdivided to show how these aspects of listening canbe practised before reading, while reading and afterreading.In the Before reading exercises, the emphasis isperhaps more on developing listening comprehensionskills and on using the listening text as a preparationfor reading.In the While reading exercises, students listen to thetape at the same time as they look at the text. Thisenables them to become familiar with the way in whichthe spoken form relates to the written form.In the After reading exercises, listening skills arepractised but in such a way that a greaterunderstanding of the written text is achieved. Using atape after reading can help to develop opinions andreactions to the story, the characters and the themes inthe book.Note, however, that this division is not absolute:certain exercises in one section could equally well beused at a different stage in the reading lesson.Worksheets containing examples of the activitiesdescribed can be found at the back of the Guide. Formost of the Worksheets, worked examples for certainbooks are given in sections 6.1– 6.6.3. Tapescripts froma selection of Penguin Readers can be found on pages14 –18. The intention in providing these workedexamples is to provide a model which can be used forother cassettes or books.Of course, audio cassettes can also be used for selfstudy. Your school may have a library or study centre.Some study centres provide books and tapes forborrowing, and some also have facilities for students tolisten to tapes on their own. In either case, it is a goodidea to have a library of audio cassettes which go withthe Graded Readers so that students may readindividually and borrow the cassette of their book. Theymay find some of the Worksheets in this Guide usefulto use at the same time.Nameage/sexother information1 Jonas Clark2 Hetty Gray3 Mr Gray4 Old Harry5 Bernie6 Pete2 If necessary give students the words you want them to use, ie young,old, man, woman. Play the tape while students listen and complete the‘age/sex’ column.3 Play the tape a second time. Ask them to complete as much as they canof the ‘other information’ column while listening.4 Elicit answers from the students and write them in on the table on theboard. A suggested answer is given below:Nameage/sexother information1 Jonas Clark2 Hetty Grayyoung manwants to marry Hettyyoung womanworks in a bankmanold manmanmanHetty’s fatherhas a bag of goldis bigis little3456Mr GrayOld HarryBerniePeteNote that a number of answers are possible for the ‘other information’column.5 An alternative would be to give students only the ‘other information’and ask students to fill in the names. Or you could give different itemsfor each character. It would also be possible for students to completethe whole table from listening to the tape.6 Finally ask students to say what they think will happen in the story.Then start reading! 6.1 Using cassettes to preview the storyThis section contains ideas for activities to be donebefore students read the text, either the whole book oreach new part of the book. Use these activities to helpstudents prepare for comprehension of the written text.The activities will activate students’ backgroundknowledge, establish a few key concepts in the storyand encourage predictions. Play a few short sequences from the beginning,middle and towards the end of the tape. Discusswhat type of story it is, and what events studentsmight expect. Use the tape to establish the main characters andhelp students get a mental picture of who is whoearly in the book. The different voices used by theactors on the tape will help to do this. Here is anexample of how this can be done using Worksheet 1.This example is based on Dead Man’s River(Easystart) pages 1–3. (See page 15 of this Guide fortapescript.) Many readers have pictures. You can combine thesepictures with a sequence from the cassette topreview the book, chapter or section which studentsare about to read. Worksheet 2 can be used for this.Play the tape of the last paragraph or last fewsentences of the book. Ask students to say what theythink happened in the story. If there are words like‘it’, ‘he’, ‘she’ or ‘that’, etc. which are not explained,ask students to say what they think the words couldrefer to.If you are introducing a new chapter in the book,play a short sequence from the beginning of thechapter and then pause the tape. Ask students to saywhat is happening, and what has just happened. Askthem to say, or act out, what they think will happennext. What is X going to say next? What is X goingto do next?Give a short summary of the part of the text you aregoing to read. Ask students to write down the exactwords that they think the characters will say to eachother. Listen to the tape. Are they right?Play a short section. Ask students to work in pairs orgroups and write the next paragraph. Then read thesection.6.2 Listening for key wordsUse a cassette to help with the pre-teaching orpractising of key vocabulary in the written text.6.2.1 Before reading 1 Draw this table on the board and write in the names as below. Askstudents to copy the names onto their table.5Worksheet 3 will enable students to learn or reviseany key vocabulary they will need for the setting andvisual details in the story. A suggested procedure isas follows:
1 Choose a section of the book that you wish to focus on and find theappropriate place on the tape.2 Ask students to look at questions 1 and 2 on the Worksheet andcomplete the answers while they listen. Play the tape once. Check theanswers. Note that there may be more than one possibility forquestion 1.3 Ask students to look at question 3 on the Worksheet. Which of thecategories are important for this story? Can they remember any wordsused for the different categories? Ask them to listen again and writewords or phrases in the appropriate shapes on the Worksheet.4 Students can compare their answers for question 3 in pairs. Thendiscuss the answers with the class. Discuss whether there are otherimportant words which describe the setting. These will be words thatare also important but are not covered by the categories on theWorksheet. paragraphs. Photocopy the text and using Tippex orsomething similar, take out the words you want tofocus on. Do not remove more than about one word inevery 5–7 words. Alternatively write the piece of textout again, leaving spaces to show where the missingwords are. You may want to include a picture if itrelates to the text. Give each student a copy of thegapped text.Using a cloze passage1 Ask students to read the passage and try to decidewhat they think the missing words are.2 Play the tape. Students write in the missing wordswhile listening.3 Check the answers.Tell students what kind of place the story takes placein. In pairs, students make a list of the words theythink will be used to describe the place. Play the tapewhile students tick the words on their list that theyhear on the tape.Use the tape to pre-teach words used for character.Make a list of words or phrases from the bookdescribing character traits, physical features or otherimportant facts about the characters. Play shortsections of the tape and ask students to match thesets of words with each character. Worksheet 4 canbe used for this as follows:If you have one or more tape recorders with headphones, one (or more) students can listen to the tapefirst. Then they can work with other students, dictatingthe text so that the other students can fill in the gaps inthe cloze text.Pairs clozeMake two versions of the cloze passage – passage Aand passage B – deleting different words in eachversion. Put students in pairs. Give passage A tostudent A and passage B to student B. Play the tapeonce only while students fill in the missing words. Inpairs, students take turns to read out the text so thatthey can check their answers.1 Make a selection of words and phrases from the text. Write theseon the board or dictate them to the students. Students write thewords in the bubbles as below. Check that studen
Penguin Readers Factsheets are available to download free from our website www.penguinreaders.com Penguin Readers Teacher’s Guides Penguin Readers Teacher’s Guide to Using Graded Readers ISBN 0 582 400066 Penguin Readers Teacher’s Guide: Placement Tests ISBN 0 582 473802 Penguin Readers
TOEFL Listening Lecture 35 184 TOEFL Listening Lecture 36 189 TOEFL Listening Lecture 37 194 TOEFL Listening Lecture 38 199 TOEFL Listening Lecture 39 204 TOEFL Listening Lecture 40 209 TOEFL Listening Lecture 41 214 TOEFL Listening Lecture 42 219 TOEFL Listening Lecture 43 225 COPYRIGHT 2016
Recent studies have suggested that reading-while-listening can assist in fostering reading skills. For example, Chang and Millet (2015) evidenced a superior rate of reading, and level of reading comprehension, for audio-assisted reading (reading-while-listening) over silent reading.
Listening skills is an important part of communication. This is not just an innate ability. It can be developed through practice and mindfulness. . CRITICAL LISTENING: Listening with the intention of analyzing and giving a feedback. COMPREHENSIVE LISTENING: Listening to simply understand a message,
Acknowledging the importance of teaching listening skills, yet recognizing educational time constraints, this listening tool aligns listening standards with a scope of listening skills sequenced . Chart the types of reading material they've listened to. Intermediate Skills Identify and define new words and concepts. Identify the main .
TED Talks as an Extensive Listening Resource for EAP Students 1 Asako Takaesu International Christian University, Tokyo, Japan Abstract This study examines how TED (Technology, Entertainment and Design) Talks, used as an extensive listening material, affected college students’ listening skills,
listening; however, the focus, the materials used, and the speed of listening can be somewhat different. In LWR, reading is the goal, so reading is assisted through listening to the oral rendition of written texts at a faster speed than in RWL because reading speed is normally faster than speech.
The aim of this book is to introduce the idea of Extensive Reading by using Graded Readers, and to show how it should fit into an overall reading program. This booklet will: explain why Extensive Reading is so important and necessary for all language learners show how and why Extensive Reading works show teachers how to start an Extensive Reading Program suggest a balanced reading approach for .
of Effective Listening Skills. The three modes, or manners, of listening are Attentive, Responsive, and Active. The four levels of listening are Factual, Perceptive, Emotional, and Mixed. We’ll highlight each area to help increase your listening accuracy and reduce the opportunity for misunderstanding.
