Active listening / Michael Rost and JJ Wilson.

Includes bibliographical references.

Section 1: From Research to Implications Theoretical Framework The Five findings Implications Top Down Frame Key research findings Implications Bottom Up Frame Key research findings Implications Interactive Frame Key research findings Implications Autonomous Frame Key research findings Implications Section 2: From Implications to Application Frame 1: Affective frameIntroductionTen Illustrative Activities A New Skilllearning a skill through listening Fly Swatterlistening to select the correct word and 'swat' itPinch and Ouchusing drama techniques to focus on soundsPhoto Albumlistening to personal stories using picture cuesEmotional Scenes tuning in to the emotions of characters Guided Journeyusing visualization to develop listening and motivationListening Circlesgiving supportive feedback to classmatesWrong Wordslistening for mistakes in transcriptions of song lyrics Finish the Storyusing imagination to complete a storyPunchlineunderstanding and evaluating jokes Frame 2: Top Down frameIntroductionTen Illustrative Activities Guiding Objects making predictions based on objectsTop Ten Listpracticing guided note-takingMemories reconstructing a narrative based on partial information KWL anticipating content using a chart Keep Doodlingcreating a visual structure for a piece of listening input2-20-2 Picturesusing visuals to stimulate guesses about storiesThe Right Thing using multiple perspectives to understand a story Good Questionusing advance organizer questions to understand a lectureSplit Notespracticing note-taking in an interactive mannerFalse Anecdotelistening for a lie in autobiographical stories Frame 3: Bottom Up frameIntroductionTen Illustrative Activities Word Grab listening to recognize specific words and phrases Shadowing practicing close listening and giving feedbackRace to the Walllistening for key words and moving to the right placeAction Skits listening for details in sequences of action Total Recalllistening for specific details in a story Bucket List Bingolistening for specific phrasesMap Readers following a route on a map Details, detailslistening for specific facts What's the line?hearing 'fast speech', learning phonological rulesPause and Predict predicting the next word in a story Frame 4: Interactive frameIntroductionTen Illustrative Activities Photoshopfinding differences in a photo-shopped pictureWhisper Dictation listening carefully in difficult circumstances Interrupted Storyinteracting with a speaker to get a story straightInteractive Quizinteracting through teacher-student questions Blind Forgerydrawing based on descriptions of artworksMilestones group sharing of autobiographical material My Turn/Your Turn reconstructing an extract in pairsGuest Speakerinteracting with guest lecturersParaphrase paraphrasing as a form of feedbackPecha-Kucha presenting in front of an active audience Frame 5: Autonomous frameIntroductionTen Illustrative Activities Transcripts working with audio scripts and subtitlesCloud Discussions using online platforms to interact with peers Listening Games using web resources/apps for listening practice News Houndsummarizing news stories Vox Pops talking to English speakers outside class Webquestdoing an interactive research projectMy Listening Library Developing a bank of useful resources Learn Something New structuring and sharing new learning Film Reviewsharing and comparing film reviewsConversation Cornerstarting and maintaining a chat center Section 3: From Application to Implementation Part 1: Choosing the content of the listening curriculumWhat is the role of listening in the language curriculum? How can I help students learn language through listening?What is the role of teacher-talk in listening? What are the advantages of teacher-talk?Are there any drawbacks to using teacher-talk exclusively? Should the teacher speak to the students in the target language all the time? Which type of listening should make up the bulk of the curriculum? Is it important to teach listening strategies? Part 2: Organizing the listening curriculumHow should the listening content be organized?What are the advantages of a topic-based curriculum? Are there any disadvantages to a topic-based curriculum? Can a listening program be organized by genre?What are the advantages of a genre-based course?Are there any disadvantages to a genre-based curriculum?Are there any other ways to organize a listening curriculum?How much listening is 'enough'? Part 3: Integrating listening with other skillsIs it better to integrate active listening with other skills or to focus exclusively on listening?What are the advantages of the integrated skills approach? What are the advantages of a 'listening only' approach?How can we combine active listening with the other skills? Part 4: Adapting the listening curriculum: institutional constraints and opportunities How can a listening curriculum be adapted for schools with little equipment?How can an active listening curriculum be adapted for schools with tightly controlled curricula?How can an active listening curriculum be adapted for different institutional philosophies?How can an active listening curriculum be adapted to make the most of affordances and opportunities provided by the institutional context?How can a listening curriculum be adapted for very large classes? How can a listening curriculum be adapted for very small classes? Part 5: Adapting the listening curriculum: different student populationsHow can a listening curriculum be adapted for students of different ages?H