<h1><b>Talking about listening both the teachers and the students feel scared, fearful and tough. </b></h1><h1><b>Firstly Ailsa asked us to do a listening log so that we could find out the obstacles we would meet with in a listening task. After discussion we got the answers. There were so many. And she also asked us to listen to a monologue about this topic. <span style="color: rgb(22, 126, 251);">What really mattered were her instructions before listening.</span></b></h1><h1><b style="color: rgb(22, 126, 251);">1.She told us we could listen to it for not only once. If necessary, she could play it again.</b></h1><h1><b><span style="color: rgb(22, 126, 251);">2. She told us to check answers or discuss in pairs after our first listening</span><span style="color: rgb(237, 35, 8);">.</span></b></h1><h1><b>The two instructions surely relieved or motivated or encouraged us! We no longer felt it was a torture to listen! We no longer felt hopeless !</b></h1><h1><b>So that’s where I should reflect on—I always ask my students to answer questions individually in order to put stress on them as I fear they will not pay much attention to the tasks. I now realized I was totally wrong because that’ll only make them frightened and even embarrassed if they give wrong answers. Sorry to my students! Never again! I will create a relaxing atmosphere to decrease your anxiety and build up your confidence.</b></h1><h1><b style="color: rgb(237, 35, 8);">The second point touching me deeply was that Ailsa said our teaching aim was to enhance students’ listening skills and then they can apply them to practice rather than improve their test skills! </b><b>It’s our job to make the listening tasks easier to help our students. Remember confidence is the key. We need to help students believe in themselves.</b></h1><h1><b><br /></b></h1> <h1><b>So what is the scientific way of organizing a listening class ?</b></h1><h1><b>There are 3 guidelines for it and they are the key to communicative teaching. The first one means we should grade the tasks into different levels usually from the easier ones to the complex ones. I think again it demands us to build up students’s confidence. The second asks us to give students enough time to go though the tasks before we play the tape. Just as the last one says: our class should focus on students’s processing stage of knowledge or skills but not the production period. All in all we need to help students to become effective listeners.</b></h1> <h1><b>Pre-listening</b></h1><h1><b>It’s better if we prepare some pre-listening activities such as predicting from the title or eliciting related vocabularies about the topic. Students can easily reach what they will listen to.</b></h1><h1><b>While-listening</b></h1><h1><b>Pay attention to the top-down approach! So first listen for the gist or the general idea of the text then goes to the details! Don’t foget peer work! If necessary give them another chance to listen again! We should also </b><b>give feedback to their answers. Again we can ask them directly if they need to listen to the text once more or we can just be a good observer to make a correct choice.</b></h1><h1><b>Post-listening</b></h1><h1><b>It’s the right time to work on some language points or grammatical structures. After that we can also set up some activities to summarize or make some extension and feedback is also needed to make sure they are achievable for the students.</b></h1><h1><b><br /></b></h1><h1><b><br /></b></h1> <h1><b>A Rugby match-</b></h1><h1><b>Look at the players! Don’t forget it’s winter. And it just rained heavily before their game. So,muddy men, athletic men, cool men!</b></h1><h1><b><br /></b></h1>