READINGS:
Omaggio: Chapter Chapter 4; pp. 176-203

Research Within Reach II: Chapter 5

COURSEPACK:
1. Glisan, Eileen. "A Plan for Teaching Listening Comprehension:
"Adaptation of an Instructional Reading Model". Foreign
Language Annals, 21, No. 1, 1998: 9-16.
2. "Designing a Listening Activity"
3. "Listening Strategies: Development and Implementation"
4. "Techniques for Teaching Listening Skills"
5. "Listening at the Novice-Inter-Adv Levels"
6. "Evaluation of Micro-Lesson on Listening Comprehension"

DISCUSSION

1. What is the function of pre-listening activities and why are they important?

2. Why is it better to use several listening passages rather than a single passage in any test of listening comprehension?

3. Many methodologists recommend using "authentic materials", such as unmodified authentic discourse (language that occurred originally as a genuine act of communication, such as, conversations between native speakers, radio broadcasts, films, etc.) or simulated authentic discourse (language produced for pedagogical purposes, which exhibits features with high probability of occurance in genuine acts of communication, but with lower density of vocabulary, and high redundancy of content, such as, teacher talk). Where can the average teacher locate such listening texts? List some possible sources. Include on your list some sources available to teachers who cannot travel abroad.

F 9/7: MICRO-LESSON (ALL STUDENTS): To be handed in and taught.
STANDARD 6, INDICATOR 5:
Standard 6: Teachers create and manage a classroom environment conducive to second language learning.
Indicator 5: Teachers provide exposure to native speakers, including peer models, in person and/or through multimedia sources.

LISTENING MICRO-LESSON/ACTIVITY

1. Design a complete, original listening comprehension activity appropriate to one of the following levels: K-5, 6-8, 9-12. BE SURE TO INDICATE WHICH LEVEL YOU ARE TEACHING WITH THIS ACTIVITY. You may tie the activity to a chapter in the text you will using during student teaching. (N.B. Complete means that EACH of the steps in the "Listening Plan" outlined by Glisan must be included.)

2. Your listening activity must involve a visual aid, unmodified authentic discourse, or both. (See # 3 above for definition.) The listening task should be relevant to "real life", e.g., listening for the gate # of your departing airplane, listening to a weather report, etc.

3. NOTE: This is only one activity, not an entire lesson. However, you must explain where this activity fits into your unit and your day's lesson. Cite the STANDARD(s) targeted.
Be sure to include the following in your plan:
a. Level, e.g., Level I High School or FLES Grade 3, 2nd year, etc.
b. DEMONSTRABLE learning objective
c. Text/Passage (written out)
d. Prelistening activity
e. Skimming/Scanning activity
f. Comprehension Check
g. Transferable/Integrative Stage activity (include a rubric to evaluate this
activity)

4. Micro-teach your activity. You may take no more than 5 minutes although your activity may be planned for longer. You will walk us through the rest of the lesson plan