LISTENING The Members of G 3 Kate Yoko

LISTENING The Members of G 3： Kate Yoko

TOPIC：Listening Comprehension PURPOSE--（1）To develop, discuss, practice listening skill in English by watching the movie. （2）To provide the opportunity for students to develop their spoken ability by playing one section of the movie. SKILL INVOLVED--Listening, writing, speaking STUDENTS BACKGROUD--8 th grades students in junior high school

u THE MOVIE STARTS Please turn off your cell phone and be silent. Thanks!!

It’s a Show Time

Answers Of Listening Kate Michelle Yoko

First Part u u u u u Dad: I’ll. Mom: You did them last night. Dad: For you, . That way, I don’t have to. Mom: She just. I’ll just… Frederick！ Dad: What？ Mom: My ring. It’s gone. Dad: What do you mean， It’s gone？ Mom: What do you mean，

First Part u u u u u Dad: I’ll do the dishes. Mom: You did them last night. Dad: For you, . That way, I don’t have to. Mom: She just. I’ll just… Frederick！ Dad: What？ Mom: My ring. It’s gone. Dad: What do you mean， It’s gone？ Mom: What do you mean，

First Part u u u u u Dad: I’ll do the dishes. Mom: You did them last night. Dad: For you, I’d do the dishes every night. That way, I don’t have to. Mom: She just. I’ll just… Frederick！ Dad: What？ Mom: My ring. It’s gone. Dad: What do you mean， It’s gone？ Mom: What do you mean，

First Part u u u u u Dad: I’ll do the dishes. Mom: You did them last night. Dad: For you, I’d do the dishes every night. That way, I don’t have to change the baby. Mom: She just. I’ll just… Frederick！ Dad: What？ Mom: My ring. It’s gone. Dad: What do you mean， It’s gone？ Mom: What do you mean，

First Part u u u u u Dad: I’ll do the dishes. Mom: You did them last night. Dad: For you, I’d do the dishes every night. That way, I don’t have to change the baby. Mom: She just dropped her dolly. I’ll just… Frederick！ Dad: What？ Mom: My ring. It’s gone. Dad: What do you mean， It’s gone？ Mom: What do you mean，

Second Part u u u u u Dad: Are you absolutely… Mom: Positives！ Unless… ！ George：What’s going on? Dad: Mon’s ring went down the. . Stuart: Hey! what about me? I can do it. let me go, Dad！ Dad: Go where ? Stuart: .

Second Part u u u u u Dad: Are you absolutely… Mom: Positives！ Unless… I’ll call the plumber ！ George：What’s going on? Dad: Mon’s ring went down the. . Stuart: Hey! what about me? I can do it. let me go, Dad！ Dad: Go where ? Stuart: .

Second Part u u u u u Dad: Are you absolutely… Mom: Positives！ Unless… I’ll call the plumber ！ George：What’s going on? Dad: Mon’s ring went down the drain. . Stuart: Hey! what about me? I can do it. let me go, Dad！ Dad: Go where ? Stuart: .

Second Part u u u u u Dad: Are you absolutely… Mom: Positives！ Unless… I’ll call the plumber ！ George：What’s going on? Dad: Mon’s ring went down the drain. I can’t reach it. Stuart: Hey! what about me? I can do it. let me go, Dad！ Dad: Go where ? Stuart: .

Second Part u u u u u Dad: Are you absolutely… Mom: Positives！ Unless… I’ll call the plumber ！ George：What’s going on? Dad: Mon’s ring went down the drain. I can’t reach it. Stuart: Hey! what about me? I can do it. let me go, Dad！ Dad: Go where ? Stuart: Down the drain.

Third Part u u u u Stuart : I can bring it back up. . Dad: I don’t know. It’s down there. George: And. Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too … You just tell us. Stuart：Don’t worry, Dad. .

Third Part u u u u Stuart : I can bring it back up. It’s an adventure. Dad: I don’t know. It’s down there. George: And. Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too … You just tell us. Stuart：Don’t worry, Dad. .

Third Part u u u u Stuart : I can bring it back up. It’s an adventure. Dad: I don’t know. It’s awfully dark down there. George: And. Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too … You just tell us. Stuart：Don’t worry, Dad. .

Third Part u u u u Stuart : I can bring it back up. It’s an adventure. Dad: I don’t know. It’s awfully dark down there. George: And smelly. And cold. Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too … You just tell us. Stuart：Don’t worry, Dad. .

Third Part u u u u Stuart : I can bring it back up. It’s an adventure. Dad: I don’t know. It’s awfully dark down there. George: And smelly. And cold. Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too scary … You just tell us. Stuart：Don’t worry, Dad. .

Third Part u u u u Stuart : I can bring it back up. It’s an adventure. Dad: I don’t know. It’s awfully dark down there. George: And smelly. And cold. Stuart: But it’s Mon’s ring. She loves that ring. Come on, Dad. Let me try. Dad: Now, if it gets too cold, or too scary … You just tell us. Stuart：Don’t worry, Dad. I can handle it.

Forth Part u u u u Stuart : Will do. Dad : ? Stuart : . There’s a lot of all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the yet? Stuart: NO, just more.

Forth Part u u u u Stuart : Will do. Dad : How’s it so far ? Stuart : . There’s a lot of all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the yet? Stuart: NO, just more.

Forth Part u u u u Stuart : Will do. Dad : How’s it so far ? Stuart : Wet. There’s a lot of all over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the yet? Stuart: NO, just more.

Forth Part u u u u Stuart : Will do. Dad : How’s it so far ? Stuart : Wet. There’s a lot of slimy stuff over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the yet? Stuart: NO, just more. all

Forth Part u u u u Stuart : Will do. Dad : How’s it so far ? Stuart : Wet. There’s a lot of slimy stuff over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the bottom yet? Stuart: NO, just more. all

Forth Part u u u u Stuart : Will do. Dad : How’s it so far ? Stuart : Wet. There’s a lot of slimy stuff over the walls. George: What does it look like? Stuart: Like the inside of your nose. Dad: Can you see the bottom yet? Stuart: NO, just more pipe. all

Fifth Part u Mom: Well, the said… u u u u ? Dad: Is that a new top? You know, you have such taste. Simple is what I call it. Mom: What’s on the other end of that ? Dad: This ? Mom: Yes.

Fifth Part u Mom: Well, the plumber said… u u u u ? Dad: Is that a new top? You know, you have such taste. Simple is what I call it. Mom: What’s on the other end of that ? Dad: This ? Mom: Yes.

Fifth Part u u u u Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple is what I call it. Mom: What’s on the other end of that ? Dad: This ? Mom: Yes.

Fifth Part u u u u Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple elegance is what I call it. Mom: What’s on the other end of that ? Dad: This ? Mom: Yes.

Fifth Part u u u u Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple elegance is what I call it. Mom: What’s on the other end of that string ? Dad: This ? Mom: Yes.

Fifth Part u u u u Mom: Well, the plumber said… What’s going on ? Dad: Is that a new top? You know, you have such taste. Simple elegance is what I call it. Mom: What’s on the other end of that string ? Dad: This string ? Mom: Yes.

Sixth Part u u u u has to go down the drain to get your ring. Mom: Stuart? George: Good guess, Mon Mom: Stuart！ You let our son go down the kitchen drain? Dad: Now, Eleanor, don’t be. It’s been well thought out. If there’s a problem, I pull on the string and….

Sixth Part u u u u has volunteered to go down the drain to get your ring. Mom: Stuart? George: Good guess, Mon Mom: Stuart！ You let our son go down the kitchen drain? Dad: Now, Eleanor, don’t be. It’s been well thought out. If there’s a problem, I pull on the string and….

Sixth Part u u u u has volunteered to go down the drain to get your ring. Mom: Stuart? George: Good guess, Mon Mom: Stuart！ You let our son go down the kitchen drain? Dad: Now, Eleanor, don’t be upset. It’s been well thought out. If there’s a problem, I pull on the string and….

Sixth Part u u u u has volunteered to go down the drain to get your ring. Mom: Stuart? George: Good guess, Mon Mom: Stuart！ You let our son go down the kitchen drain? Dad: Now, Eleanor, don’t be upset. It’s been well thought out. If there’s a problem, I pull on the string and… Now you can be upset.

Pre- listening activities & Listening lesson framework & Making Listening an authentic experience Kate Michelle Yoko

Main Menu of Pre- listening activities u Why do pre-listening tasks? u Aims and types of pre-listening tasks u Selection criteria u Online resources

Why do pre-listening tasks? u Providing some pre-knowledge u Making learners familiar with sounds, words, and structure u Build up learners’ confidence & Generate learners’ interest & Facilitate comprehension

Aims and types of pre-listening tasks u Setting the context – the most important thing to do – Generating interest – personalization activities: a pair-work u Activating current knowledge – what do you know about u Acquiring knowledge – getting a related text to read, a little more fun quiz u Activating vocabulary/language – knowledge-based activities

Aims and types of pre-listening tasks u Predicting vocabulary – give students a choice of things they may or may not expect to hear u Pre-learning vocabulary – select some vocabularies to study before listening u Checking/Understanding tasks the listening – give them enough time to understand the task

Selection criteria u Factors when preparing the prelistening tasks —the time available —the material available —the interests of the class —the nature and content of the listening text

Selection criteria u the choice of pre-listening task —the more extensive is the better —grade the lesson for different abilities u the proportion of the lesson to the pre-listening task Ex: ecological campaigner will be more extensive than airport

Online resources u Live ABC 互動電影院 http: //www. liveabc. com/index. asp u BBC Learning English http: //www. bbc. co. uk/worldservice/learni ngenglish/multimedia/

Main Menu of Listening lesson framework u The basic framework - Pre listening： prepare to listen - While listening： focus their attention and guide the development of student’s understanding - Post listening： integrate what they learned into their existing knowledge

Per-listening u u u Motivation - select a text that they will find interesting and design tasks that will arouse your students’ interest and curiosity Contextualization - design tasks that will help students to contextualize the listening and access their existing knowledge and expectations to help them understand the text Preparation - to do the task we set students while they listen there could be specific vocabulary or expressions that students will need

While listening u For our students to really develop their listening skills they will need to listen a number of times - three or four usually works quite well.

While listening u u u First time - the first listening task they do is quite easy and helps them to get a general understanding of the text Second time - the second task for the second time students listen should demand a greater and more detailed understanding of the text Third time - The third listening task could just be a matter of checking their own answers from the second task or could lead students towards some more subtle interpretations of the text

Post-listening u Reaction to the text - Because we listen for a reason, there is generally a following reaction. This could be discussion as a response to what we've heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of reuse of the information they have heard

Post-listening u Analysis of language - The second of these two postlistening task types involves focusing students on linguistic features of the text. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work

Main Menu of Making Listening an authentic experience u Types of listening tasks u Preparing students for listening u Making listening more authentic u An authentic approach u Some problems with an authentic approach u Conclusion

Types of listening tasks u Comprehension check → – Multiple choice questions – True false statements – Open W/H questions （）developing the students’ abilities to understand process what they’ve heard in any meaningful kind of way.

Preparing students for listening Pre-teach all possible unknown words. u Check that the students understood the context of the listening. u Make sure that they had predicted the possible answers to all the questions. u u （）Controlling the students over the range of vocabulary they may encounter or the kind of things they will hear or need to respond to in the real world. u

Making listening more authentic u Solution of these problems above is making listening more “authentic[1]”. u The purpose －Develop our students’ abilities to understand process what they u hear rather than just achieving a score. u [1] The real tasks that real native speakers would of if they were listening to a similar text.

Example Listening text Purpose A lecture Gather information Possible task Take notes and produce an essay/ summary Entertainment Decide if you believe it Fictional story Directions Ton find a destination An anecdote Social Music entertainment Draw / follow a map Give advice Decide if you like it

An authentic approach Teachers need to do less pre-teaching and more developmental and post listening work so that the students’ first listening to a text is as close as possible to an “authentic” experience. u We can then use this first listening experience diagnostically to assess the problems that they are having and what we need to do to overcome those problems. u As a result, students need to be challenged and to struggle to fine meaning for themselves, with our guidance and support, in order to develop this ability. u

Some problems with an authentic approach u Students can easily be demotivated when faced by task that are very challenging, particularly the first few times, but if you show them that you will gradually lead them to an understanding of the text, they will gradually start to relax more about dealing with more difficult texts. And once you have shown them a few times that they can gradually understand a challenging text, then dealing with challenging situations in the real world.

Conclusion u If as teachers we are prepared to persevere, in the long time I have fond that the students do understand, appreciate and benefit from a more authentic listening experience.