Taller

Classroom language when doing listenings
Useful classroom language for teachers for doing listenings
 
Useful vocabulary for/ about doing listenings
Parts of the equipment
Play (button)
Fast forward (button)
Rewind (button)
Tone control
Speed control
Volume (control)
Counter
Speakers
Speaker cables
Lead
The original
A copy
Cassette/ tape
Cassette box
(Student/ class/ workbook)CD
CD box
Track listing
 
Things you can do with a CD/ cassette/ audio file
Press play/ fast forward etc
Start the CD/ cassette/ track/ recording
Skip (to the next track)
Reset (the counter)
Read the counter
Change/ adjust the volume/ Turn the volume up/ turn the volume down
Cue the tape/ Find your place on the tape
Pause
Stop
Insert the CD/ cassette/ the CD ROM
Eject/ Take out theCD etc
Change the CD/ cassette
Open Windows Media Player/ Real Player
Click on the MP3/ audio track
Plug the CD player/ cassette recorder in
Turn it on/ Push the power button
Chew up the cassette
Scratch the CD
Clean the CD
Label the cassette/ CD
Make a back up copy
Reasons for not understanding
Abbreviations
Elision
Weak forms
Homophones
False friends
Minimal pairs
Contractions 
Names of different question types
Multiple choice
True/ false
True/ false/ not stated
Gap fill
Sentence completion
Matching
 
Different kinds of listening texts
Monologues
Guided tours
Stories
Poems
Lectures
Speeches (e.g. political speeches)
Anecdotes
Public announcements

Dialogues
Debates
Chat shows
Situational dialogues (shopping etc)
Conversations
Business meetingsInterviews

Others
Songs
Radio plays
 
Other useful vocabulary
Tapescript
Answer key
Hissing/ noise
Buzzing/ interference
Background noise
 
Useful gestures to use when doing listenings
Cupping your hand around your ear ("Listen")
Cupping your hand around your ear and leaning in more towards the speaker ("Listen more carefully")
Cupping your hand around your ear whilst lookingquizzical or a little annoyed ("I can't hear the tape because other people are making noise"/ "I can hear something I shouldn't be hearing")
Putting your right index finger vertically in front of your sealed lips ("Shh"/ "Be quiet so other people can hear the tape")
Putting the tip of your right thumb and right index finger together, touching the left corner of your mouth with them, and thenpulling them across your tightly closed lips ("Shut up!"/ "Zip it!")
Put your right index finger out in front of you parallel to your chest and turn it to make a circle at right angles to your body in the air with the tip of your finger ("One more time"/ "I'm going to play it one more time"/ "Do you want me to play it one more time?")
Pointing at the speakers/ CD player/ cassette recorder/ computer("We are going to list to a recording")
 



Useful classroom language for the teacher to use at different stages of doing a listening
Getting the equipment set up
"Does anyone know where I can plug this in?"/ "Where is the socket in this room?"/ "Can someone plug this in for me?"/ "Whose turn is it to get the cassette recorder set up this week?"
"Where's the on switch, I wonder?"
"Doesanyone know what this flashing light means?"
 
Lead in
"What do you think the two people in the photo are saying to each other?... We are going to listen to the real conversation. The first time you listen, just check if they say anything that we predicted"
"Match the questions and answers in your book, and then we'll listen and check."
"Which statements (about the Coliseum) do you think aretrue? Let's listen to a university lecture on Italian history and check our answers"
 
Explaining the task before you start
"Don't write anything the first time you listen"
"You don't need to write full sentences, just take notes"
"Put the sentences/ paragraphs/ photos in order"
"We'll do the first question together, then I'll play the rest through without stopping"
"I won't stop the tape,...