Course Title: Listening 1
Course Code: Eng. 101
Number of credit hours: 3 hrs.
I- Course Description:
This course is designed for students at the High Beginning to Low Intermediate level. It offers a wide variety of listening opportunities, such as conversations, radio broadcasts and presentations. It focuses on the rhythm and intonation of natural language, while gradually introducing students to skills that will become valuable later when listening to academic English. All chapters teach a variety of listening skills, including listening for main ideas and specific information.
Students need working knowledge of a language before they can start learning the grammar of that language. The listening stage is the first one that needs to be followed in acquiring that knowledge, followed by the speech stage, the reading stage, the writing stage and finally the stage of grammar laws. Hence, listening may be classified as the fundamental stage upon which all other stages of language learning are built. Students in this first stage will subconsciously acquire the English sentences, sounds and meaning which, in turn, will make it easier to teach them to speak the words and sentences they have already heard many times.
By the end of this course, English majors are expected to be able to:
- Listen for main ideas and take notes on them
- Listen for specific information and take notes on them.
- Identify stressed words and reductions
- Summarize main ideas
- Get meaning from context
- Distinguish between –s endings.
- Listen to telephone messages and take simple notes on them
- Distinguish between can and can’t
- Listen for temperatures and the weather forecast
- Distinguish between “teens” and “tens”.
- Follow directions on a city map
- Distinguish between ed-endings
- Follow moving instructions
- Follow directions for setting a table
- Distinguish whether the speaker is asking a “real question” or just “making conversation”
- Identify the pronunciation of the “American /t/”
- Listen and follow simple technology instructions
Interactions 1 Listening/Speaking Middle East edition by Judith Tanka, Paul Most and Linda R Baker
VII- Instructional Procedures:
- Students make groups of four and choose a group leader. Each group contains students of varied ability levels so that the stronger student may help the weaker one.
- Group leaders allocate tasks to each group member-example: “note-taker” and “presenter” (presents group summaries/answers to the entire class).
- The teacher circulates around the class and makes sure that each group member is participating in the group activity he/she has assigned for the class. The teacher answers any questions students may have and corrects mistakes they may have made. A selected member from each group then presents his answers to the class.
- The teacher encourages students to take turns answering questions if the activity is individual.
- For some activities, pair work is used where students are involved in helping each other learn.
- The teacher makes sure that all three types of interaction are prevalent in the class: teacher-student, student-teacher, student-student.
- The teacher sometimes breaks classroom routine to play language games to liven the class.
- The teacher lets advanced students answer first so as to encourage weaker students to participate.
- The teacher tries his best to let the entire class benefit from student errors. The teacher sees error correction as a positive tool for learning, always providing encouragement to the students.
- The teacher acts as a guide and a facilitator and not as a lecturer