Listening in the Classroom



Guide for Metacognitive Listening in the Classroom


You can download this form (number 00)

A. Write down five main ideas that you think will be
mentioned in the text:

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B. Discuss your prediction with a partner and then write down at least two more ideas that your partner included in his/her list of predictions and that you consider logical possibilities:

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C. Listen (first listening) to the text. Place a check mark beside the ideas that you (A) and your partner (B) predicted and that were in fact mentioned in the texted.
And write down any other ideas that you had not predicted but were mentioned.

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D. After verifying your predictions and discussing your listening results with your partner, listen (second listening) to the text again to check your results and to resolve any discrepancies in comprehension between you and your partner. Add any further points and important details that you may not have understood during the first listen:

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E. Listen to the text a third time to verify comprehension after a class discussion of the content of the text or a reading of the text transcript. Try to apply a “Critical Listening” when you listen by thinking of what, why, how, when and where?

Reflection and Goal-Setting

I was successful in anticipating (----?---) ideas :

What surprised me?

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What I will do next time?

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Ahmed El-Shareif (MA)
(Source: Teaching and Learning Second Language Listening Vandergrift & Goh , 2012, p. 113)




5 Apr 2012

Lesson OverViewصحة القلب

Lesson OverView click here

This research hopes to identify the metacognitive strategies employed by adults ‎learning Arabic as FL/L2 while listening to oral Arabic text. In addition, identify the ‎obstacles they encounter which prevent them from adequately understanding oral ‎Arabic text.

Lesson 6 level 2+
objective :Understand the main idea and details in a video about the latest procedure to treat heart failure, while analyzing characteristics of spontaneous speech embedded in the video
Describtion :
  • Brainstorm relevant keywords and phrases related to a muted video clip.
  • Identify the overall focus of the audio passage.
  • Examine a variety of lexical structures commonly found in scientific reports.
  • Analyze the supporting facts and details of the video.
  • Study characteristics of Arabic spontaneous speech as they are embedded with formal reporting.
  • Wrap up the lesson by reviewing the key events that are reported in the video


Ref: Global Language.صحة القلب

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