Here is a brief summary of the chapters. I'm sure I'll be posting a few more teasers soon.
Chapter 1 How do we listen?
We
describe how listening works, referring to top-down and bottom-up processing
skills, the five phases of listening as described by one scholar, John Field;
the issues of priming and chunking; the key role of comprehensible input and the need to
integrate listening with the other skills of speaking, reading and writing.
We’ll show that the listening lesson is about much more than listening!
Chapter 2 The principles of
Listening-as-Modelling.
We
lay out the concept of Listening as Modelling
(LAM) which underpins much of the approach we describe. We look at aspects such
as input-flooding, thorough and extensive processing, scaffolding and interpersonal listening.
Chapter 3 Teaching sounds: fun
with phonology
We
set out a framework for ear training. How can we sensitise students to sound
and help them break up the stream of sound? We set out a wide range of engaging,
low-preparation activities based on phonology and phonics, and suggest how
these can be woven into lessons.
Chapter 4 Teaching lexical
retrieval through listening
We
focus on the vital role of vocabulary. How is vocabulary best acquired? What
does it mean to know words and phrases? How can we use listening as a means to
build vocabulary knowledge and skill? We suggest lots of vocabulary-based activities
which help students retrieve lexis during listening.
Chapter 5 Teaching parsing, grammar and lexicogrammar
How
can we develop students’ ability to parse
utterances, i.e. use their knowledge of grammar to make sense of utterances
and thus make meaning? We describe a rationale for teaching grammar and lexicogrammar
through listening, suggesting numerous examples of easy activities with grammar
at their core.
Chapter 6 Interpersonal
listening
We
look at how we can build a more communicative, interpersonal approach into
listening lessons, while keeping a focus on listening as modelling, not
testing. We’ll explore the role of questioning and other interactions, how to
make language comprehensible and provide examples of practical lesson ideas,
some teacher-led, some student-led.
Chapter 7 Task-based listening
We
examine the thinking behind task-based teaching and listening, then provide a
range of examples of how communicative tasks with a purpose, including games,
can be built into lessons as part of a listening programme.
Chapter 8 LAM in action: three
sample teaching sequenecs
We walk
the reader through three detailed sample teaching sequences illustrating the
Listening-as-Modelling approach and how the other language skills can be
integrated into listening-focused lessons.
Chapter 9 Making the most of
songs
This
is specifically devoted to how we can exploit songs in the classroom in support
of listening skill. We set out a detailed list of ways to make the most of a
song, along with examples of songs which teachers recommend for French, German
and Spanish.
Chapter 10 Assessment and
preparing for exams
We
look at assessing listening and how to help students prepare for exams.
Principles of effective assessment are provided together with what that means
for the classroom. We offer specific tips and advice to help teachers and
students prepare for exams.
Chapter 11 Cognitive and metacognitive strategies
Chapter
12 Planning for improvement
We put forward ideas to help teachers and
departments plot a way forward if they wish to improve their students’
listening performance.
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