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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 62, VIDEO is an extremely useful resource for listening, especially now that we can share FILM CLIPS on sites such as You Tube and Vinzeo. But students can also watch video clips from DVDS, COMPUTERS or MOBILE DEVICES and IWBS, for example (85) as We can play a video clip so that the students hear the sound but don't see the picture. They have to say where the speakers/participants are and what is going on, VIDEO is an extremely useful resource for listening, especially now that we can share FILM CLIPS on sites such as You Tube and Vinzeo. But students can also watch video clips from DVDS, COMPUTERS or MOBILE DEVICES and IWBS, for example (85) as Students are given a list of the VERBS (4) [or NOUNS (12), etc.] from a video clip. They have to watch the clip and put them in the right order., Want to improve their English [especially their PRONUNCIATION (23-29) and speaking (51-53)], they should listen to as much spoken English as possible as Students can listen to English-speaking radio online., Have listened to a live speaker or an audio recording for the first time, we can ask them to listen again and do a variety of tasks as When the students hear a NEWS BROADCAST or a story, we can ask them to retell it as if they were one of the people in it., Want to improve their English [especially their PRONUNCIATION (23-29) and speaking (51-53)], they should listen to as much spoken English as possible as Students can access the wide range of freely available VIDEO CLIPS on sites such as YouTube, Vimeo and Videojug., Have listened to a live speaker or an audio recording for the first time, we can ask them to listen again and do a variety of tasks as Students can act out the roles of people from the original audio recording., Have listened to a live speaker or an audio recording for the first time, we can ask them to listen again and do a variety of tasks as Students have to retell what they have just heard, making one (or more) rnistake(s). Can their colleagues find the rnistake(s)?, Want to improve their English [especially their PRONUNCIATION (23-29) and speaking (51-53)], they should listen to as much spoken English as possible as EXTENSIVE LISTENING means listening for pleasure, usually outside the classroom. Most audio material can be heard on CDs, MP3 players or online via COMPUTERS and MOBILE DEVICES., Have listened to a live speaker or an audio recording for the first time, we can ask them to listen again and do a variety of tasks as We can ask them to listen again to try to dentify more detailed information, such as names, facts, numbers, times and dates., Using video as VIDEO is an extremely useful resource for listening, especially now that we can share FILM CLIPS on sites such as You Tube and Vinzeo. But students can also watch video clips from DVDS, COMPUTERS or MOBILE DEVICES and IWBS, for example (85), Have listened to a live speaker or an audio recording for the first time, we can ask them to listen again and do a variety of tasks as We can ask them to listen again and transfer the information in the audio recording (or what a live speaker has told them) to a different genre. For example, if they hear a story, they have to rewrite it as a newspaper article., VIDEO is an extremely useful resource for listening, especially now that we can share FILM CLIPS on sites such as You Tube and Vinzeo. But students can also watch video clips from DVDS, COMPUTERS or MOBILE DEVICES and IWBS, for example (85) as If we are using a DVD, we can fast forward a video clip. Students then discuss what they have seen and try to work out what happened and what the people in the video said. Then we play the video clip at normal speed, Want to improve their English [especially their PRONUNCIATION (23-29) and speaking (51-53)], they should listen to as much spoken English as possible as We can ask our students to keep a record of what they have listened to, including language that they have found interesting or puzzling. We can ask them to recommend good listening material to other members of the class., Students are given a section of the written TRANSCRIPTwith blanks in it. They have to complete the blanks and then listen again to check if they were correct. so The teacher and the students MINE (46) the listening for interesting language., Students are given a section of the written TRANSCRIPTwith blanks in it. They have to complete the blanks and then listen again to check if they were correct. so We give the students a WORKSHEET with excerpts from the listening. They do a language exercise. They then have to use the language in sentences of their own., 62. TEACHING LISTENING 3 so Listening again: language matters, Want to improve their English [especially their PRONUNCIATION (23-29) and speaking (51-53)], they should listen to as much spoken English as possible as Extensive listening is most successful if the students choose what TOPICS they want to listen to and the level they want to listen (or feel comfortable listening) at., Students are given a section of the written TRANSCRIPTwith blanks in it. They have to complete the blanks and then listen again to check if they were correct. so Ask students to listen (again) in order to study language., 62. TEACHING LISTENING 3 so Listening again, VIDEO is an extremely useful resource for listening, especially now that we can share FILM CLIPS on sites such as You Tube and Vinzeo. But students can also watch video clips from DVDS, COMPUTERS or MOBILE DEVICES and IWBS, for example (85) as We can play the students a video clip and then stop it so that they have to guess what happens next. They can do this in PAIRS or GROUPS. When they have discussed their predictions, we show them the end of the video