Workbook 6 - Teach listening v220530

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© Language Training Institute (LTi) | Page 2 of 15 © Language Training Institute (LTi) v220701 | Page 2 of 15 Introduction NAT11020006 - Teach listening focuses on the different ways in which we listen to different types of texts, and on practical techniques for developing these listening skills. It looks at the social purpose and communicative nature of language use. It includes the skills to plan and deliver a listening lesson which incorporates practical techniques for developing the English listening skills of ESL learners. It develops the ability to assist ESL learners in the development of a range of listening strategies. Learning objectives:  Identify and respond to students' listening needs and curriculum requirements  Identify qualities that make listening texts appropriate for use in an ESL classroom  Plan and implement a listening lesson  Observe, monitor and analyse ESL students’ progress  Develop strategies to overcome learner difficulties  Implement extension activities as required  Provide appropriate feedback and correction to student  Review and evaluate your teaching To complete this unit Read Chapter 6 of TESOL Made Practical for All Situtations Complete the Workbook tasks in this document. If working electronically, remember to save your document regularly! Submit your completed workbook once you are happy with your answers. During your Practical Placement you must complete Practice Teaching Task (PTT) 6 . See the Practical Placement Guide for more infromation. This unit is assessed holistically. This means that some of the requirements of this unit are assessed by tasks in other units. In order to fully complete this unit, you will also need to complete the assessment for the other core units of the Course.

© Language Training Institute (LTi) | Page 3 of 15 © Language Training Institute (LTi) v220701 | Page 3 of 15 Assessment Method and Description The assessment is competency based. This means that you will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit. You need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit in order to be deemed ‘competent’ for the unit. If a you are graded ‘not yet satisfactory’ or ‘not yet competent’ you will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. All students have the right to appeal any assessment decision. See your Registered Training Organisation (RTO) for more information on appeals. All assessment tasks will be retained by your RTO. If you wish to keep a copy of the assessment task then make sure to keep a copy for your records. You must provide clear, concise and reasonable answers / submissions for all of the assessment tasks within a unit. The purpose of the assessment is to see that you:  can communicate understanding and knowledge of unit the content  can apply knowledge and skills you have learnt  can demonstrate that you meet the requirements of the unit (see mapping at the end of this document) Assessment Declaration – Student to complete By signing or typing your name below and submitting your completed Workbook to your Trainer, you agree that:  you understand how the assessment will be conducted (as described above)  you understand that you can discuss any individual needs or difficulties that you have in relation to the assessment with your Trainer or the RTO at any time;  you declare that the assessment tasks you are submitting are entirely your own work. Student Name: Signature*: Date: *Typed name may be used in place of your signature if you use your own account / login details for submission.

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© Language Training Institute (LTi) | Page 4 of 15 © Language Training Institute (LTi) v220701 | Page 4 of 15 Assessment Record – Trainer to complete This section is used by the Trainer to show how a student has met the unit requirements. Each of the tasks in this unit has been mapped to the course requirements (see mapping at the end of this Workbook). When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome. This unit is holistically assessed with other units (see TESOL Study Guide for more information). ASSESSMENT OUTCOME Note : Trainer to add rows if a task is assessed more than once (i.e. if it is assessed as NYS and resubmitted). NYS = Not Yet Satisfactory S = Satisfactory Task Date assessed: Assessment Outcome: i.e. Satisfactory or Not Yet Satisfactory Feedback to Student: Workbook Task 6.1 Workbook Task 6.2 Workbook Task 6.3 General Feedback / Comments to Student: (e.g. Gaps in performance, reinforcement of good performance, strategies for further improvement) Overall Assessment Outcome: (Satisfactory or Not Yet Satisfactory) Assessor Name: Assessor Signature*: Date of Assessment: * Typed name may be used in place of your signature if you use your own account / login details for storing this document.

© Language Training Institute (LTi) | Page 5 of 15 © Language Training Institute (LTi) v220701 | Page 5 of 15 Workbook Tasks – Student to complete Determine listening needs Task 6.1 Read the below case study notes and answer the following questions. CASE STUDY Yuan is a 35 year old businessman from Taiwan. He has bought a tourist park (combination of camping sites, on-site caravans and cabin accommodation) on the south coast. Yuan’s spoken English is quite good on a limited range of topics, but developing quickly, especially in relation to running the tourist park where he interacts with English speakers seven days a week. He speaks with guests of the park every day, chatting, giving advice on places to go and things to do, giving instructions regarding the park amenities and responding to a multitude of requests. He also deals with a large number of service providers, from cleaning staff, tradesmen, suppliers for the gift shop, cafe and cleaning materials. He also networks with the proprietors of local attractions. Yuan would like to continue to expand his repertoire of conversation topics, especially those that interest tourists from other parts of Australia and overseas. He also recognises that doing business with suppliers would be easier and smoother if he had a better grasp on the ways of doing business in Australia. a. After reading the case study notes, list five different listening situations that would fall within the scope of Yuan’s routine he encounters in his job described above. 1. 2. 3. 4. 5. The listening skill b. Choose two (2) of the listening situations you listed above as part of Yuan’s routine, and analyse them in terms of what listening skill is taking place; e.g. listening for details, listening for pleasure, listening for affect and/or attitude, etc. Listening situation:

© Language Training Institute (LTi) | Page 6 of 15 © Language Training Institute (LTi) v220701 | Page 6 of 15 Listening skill: Listening situation: Listening skill: Listening texts c. Thinking of Yuan and the skills you have selected in question (b) above, name a real life (authentic) text you would use to help him develop each of those listening skills and for each text, note whether you would make your own recording, or look for a published resource. Tip: transfer the listening skill from part b) to this task Listening skill: Real life (authentic) text: Choose one: ☐ Recording or ☐ Published resource Listening skill: Real life (authentic) text: Choose one: ☐ Recording or ☐ Published resource Monitor ESL students’ listening d. Using the texts you have chosen in question (c) above, describe tasks you would ask Yuan to perform (i.e. actions that he will complete) that will demonstrate whether or not he has understood the listening text. Real life (authentic) text: Task:

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© Language Training Institute (LTi) | Page 7 of 15 © Language Training Institute (LTi) v220701 | Page 7 of 15 Real life (authentic) text: Task: Difficulties faced by ESL learners/ Listening strategies Task 6.2 When teaching English, there will be times when your ESL students may experience difficulties in a lesson with a listening focus. There are a variety of reasons for this. Reasons include:  Because of your students’ culture and language background they may be unable to distinguish particular sounds;  The student/s may not be able to listen selectively for particular words or phrases. They may have difficulty in disregarding unnecessary sounds and/or words;  Student/s may not understand the cultural cues in a listening activity designed to identify listening for attitude;  The text you may have chosen is too difficult for your student’s listening proficiency;  The activity you have designed for your students to complete may be too difficult for their listening proficiency. Choose two (2) of the reasons listed above. For each reason, explain what strategies you would use to overcome these listening problems in your classroom (maximum of 100 words per strategy). Reason 1:

© Language Training Institute (LTi) | Page 8 of 15 © Language Training Institute (LTi) v220701 | Page 8 of 15 Strategy: Reason 2: Strategy: Plan a Listening lesson Task 6.3 The table on the following page shows a section of a detailed lesson plan for teaching listening that follows the curriculum cycle. Following on from your previous answers, use as much information from them as you can, to answer the following question to plan a listening lesson. Tip: Refer to Chapter 6, Teach Listening, A procedure for listening activities.

© Language Training Institute (LTi) | Page 9 of 15 © Language Training Institute (LTi) v220701 | Page 9 of 15 a. Based on the case study of Yuan, note a relevant learning outcome for the following lesson plan. Fill in relevant activities and estimation of time for each of the activities outlined below. Allow around 60 minutes total for your lesson.

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© Language Training Institute (LTi) | Page 10 of 15 © Language Training Institute (LTi) v220701 | Page 10 of 15 Chosen Learning Outcome: ( Students will be able to…) Stage Features of the Stage Activities Time Build knowledge of field Introduce Topic e.g. Class listens to audio. e.g. 2 mins. Build vocabulary range Give guiding questions Listen to model text First listening Check comprehensio n Production stage 1 Give instructions for what needs to be produced after listening Listen to model text Second and subsequent listening Production stage 2 Check understanding of instructions/ begin task Check comprehension Check the students' work Students read text/transcript Students check own work Production stage 3 Take parts in the dialogue Role play Grammar Analyse transcript Evaluation of student performance

© Language Training Institute (LTi) | Page 11 of 15 © Language Training Institute (LTi) v220701 | Page 11 of 15 b. Complete the listening lesson plan below. Add your learning outcome, activities and time elements from part (a). Add the discussion points for each stage (i.e. what you would say to Yuan at each stage). An example discussion point has been added to help you. Tip: Picture yourself sitting down with Yuan, one on one. What would you actually say to him? The first example is done for you. Example: first listening - "Yuan, I have a short video here of a tourist making a booking at a tourist park. What I want you to do is..." Chosen Learning outcome: Stage Features of the stage Activities Discussion points Time Build knowledge of field Introduce Topic e.g. Class listens to audio. e.g. 2 mins. Build vocabulary range Give guiding questions Listen to model text First listening Eg. Listening to main idea only Overview of short video of a tourist making a booking What I want you to listen for is: What is the tourist hoping to book? When does the tourist want to make the booking for? What information does the booking clerk give to the tourist about meeting for his tour (e.g. time and place)? Check comprehensi on

© Language Training Institute (LTi) | Page 12 of 15 © Language Training Institute (LTi) v220701 | Page 12 of 15 Production stage 1 Give instructions for what needs to be produced after listening Listen to model text Second and subsequent listening Production stage 2 Check understandin g of instructions/ Begin task Check comprehensio n Check the students' work Students read text/transcrip t Students check own work Production stage 3 Take parts in the dialogue Role play Grammar Analyse transcript Evaluation of student performance

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© Language Training Institute (LTi) | Page 13 of 15 © Language Training Institute (LTi) v220701 | Page 13 of 15 Assessment Mapping Unit Code & Name: NAT11020006 – Teach listening WBT = Workbook Task PTT = Practice Teaching Task Element Performance criteria Assessed by: 1. Identify and evaluate listening text/s to meet students’ listening needs 1.1 Identify students’ learning goals and listening needs WBT 4.6, 4.8 & 6.1 + PTT 6 1.2 Select a genre appropriate to student needs WBT 4.8, 6.1 + PTT 6 1.3 Identify or create authentic texts or simulated texts that model selected genre WBT 4.8, 6.1 + PTT 6 1.4 Identify the text structure, language features and social purpose of authentic or simulated listening texts PTT 6 1.5 Identify listening strategies required to meet listening needs WBT 6.2 + PTT 6 2. Plan a listening lesson 2.1 Identify learning outcome/s for the listening lesson WBT 6.3 + PTT 6 2.2 Identify vocabulary required for the lesson WBT 6.3 + PTT 6 2.3 Identify and implement listening strategies to practise controlled activities for accuracy WBT 4.8, 6.1 & 6.3 + PTT 6 2.4 Identify and implement strategies to practise communicative activities to for fluency 2.5 Sequence activities from controlled for accuracy to uncontrolled for fluency 2.6 Allocate a timeframe for each part of the lesson WBT 6.3 & PTT 6 2.7 Identify and implement extension activities with students who finish early or with more advanced students PTT 6 2.8 Create a list of resources required for the lesson WBT 4.8 & 6.1 + PTT 6 3. Implement a listening lesson 3.1 Give clear instructions to ESL students WBT 4.8 & 6.3 + PTT 6 3.2 Seat or group students in a way that enables delivery of the lesson and student participation in activities PTT 4B & PTT 6 3.3 Ensure that all students are engaged or on task 3.4 Observe, monitor and analyse ESL language use, for feedback and correction 3.5 Apply and ensure safe operating procedures with all equipment PTT 4B & 6 4. Observe, monitor and analyse ESL student’s progress 4.1 Evaluate student performance WBT 6.1 + PTT 6 4.2 Give clear feedback on performance to ESL students PTT 6 4.3 Provide strategies to strengthen student performance or overcome learner difficulties identified during student evaluation WBT 6.2 + PTT 6 5. Review and evaluate own 5.1 Review own teaching and document the key features and areas requiring improvement PTT 6

© Language Training Institute (LTi) | Page 14 of 15 © Language Training Institute (LTi) v220701 | Page 14 of 15 teaching 5.2 Evaluate all feedback and identify adjustments where necessary to ensure effectiveness of lesson delivery Performance Evidence Assessed by: The learner must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit within an ESL context. There must be demonstrated evidence that the learner has completed the following tasks:  analysed at least one student and determined the following: o learning goals o listening needs o genres to meet listening needs and learning goals o listening strategies to meet listening needs WBT4.6, 4.8, 6.1 & 6.2 + PTT 6  analysed at least one listening text and correctly identified the text structure; language features and social purpose PTT 6  planned and delivered at least one lesson which taught listening, had a minimum lesson duration of 40 minutes, and included the following: o identified learning outcomes o identified vocabulary requirements o identified and implemented at least one controlled activity for accuracy which addressed at least one of the learning outcomes o identified and implemented at least one communicative activity for fluency which addressed at least one of the learning outcomes o listed resources for the lesson PTT 6  clearly communicated information and instructions to students on at least one occasion WBT 6.3 + PTT 6  applied the following classroom management strategies on at least one occasion PTT 6 o sequenced activities from controlled to uncontrolled and allocated timeframes o seated or grouped students in a way that allowed for the delivery of the lesson and student participation in activities o ensured that all students were engaged or on task o implemented extension activities with students who finished early or were more advanced o applied safe operating procedures with all equipment WBT 6.3 + PTT 4B & PTT 6  evaluated at least one student’s performance and provided clear feedback PTT 4B & PTT 6  identified at least one strategy which could be used to strengthen student performance WBT 6.2 + PTT 4B & PTT

© Language Training Institute (LTi) | Page 15 of 15 © Language Training Institute (LTi) v220701 | Page 15 of 15 6  reviewed own performance on at least one occasion and identified areas for improvement PTT 4B & PTT 6 Knowledge Evidence Assessed by: The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in the elements and performance criteria of this unit within an ESL context. This includes knowledge of:  common ESL learning goals and listening needs WBT4.6, 4.8 & 6.1  basic listening strategies WBT4.6, 4.8 & 6.2  the genre approach WBT 2/3.2, 2/3.3 & 6.3  basic text structure, language features and social purpose WBT 2/3.2, 2/3.12 – 2/3.14, 6.1 & 6.2  lesson planning and delivery strategies WBT 5.4 & 6.3 + PTT 4B, PTT 5 & PTT 6  classroom management strategies WBT 1.6, 4.8 + PTT 4B & PTT 6 Assessment Conditions The learner must be assessed in accordance with the elements and performance criteria of this unit. Assessment must include (but not be limited to):  portfolio compilation, including: o lesson plan o sample learning materials and activities  written assessment  practical assessment Where practical assessment occurs, it must occur within an authentic English as a Second Language (ESL) learning environment. A minimum of 5 learners must be present during practical assessment. Additional assessment methods other than those listed above may also be used to ensure that the learner demonstrates the knowledge and skills to complete tasks outlined in the elements and performance criteria of this unit, within an ESL context. All assessment must be completed in English. Assessor Requirements:  No specialist vocational competency requirements for Assessors apply to this unit .

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