92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

Listening content standards
The guidelines take the listening content standards as an indication of what all learners at this level should
know, understand and be able to do while listening to spoken texts 10 . Below is a list of the listening content
standards that are the foci of Level Four, for instance:
• Listening content standard 1: learners will be able to demonstrate awareness of the communication
process;
• Listening content standard 2: learners will be able to listen to various types of texts for a variety of
purposes;
• Listening content standard 3: learners will be able to use skills and strategies to enhance listening;
• Listening content standard 4: learners will be able to identify, analyze and evaluate a variety of
spoken texts.
Listening performance standards
Standards for the teaching of listening in the Second Year Baccalaureate (See syllabi) should be conceived as
inter-dependent and be dealt with as one-leading-to-the-other process. The following listening strategies are
crucial to the attainment of the above standards (1- 4):
• being aware of the various components of the process of communication; namely the message,
sender, receiver, shared knowledge, channel, feedback, and inference;
• using high-order skills (selecting, analyzing, organizing, categorizing, evaluating, etc.) to understand
spoken texts;
• interacting communicatively with spoken discourse to decipher the literal and implied meanings (i.e.
implicature);
• using listening skills to identify what is culturally appropriate or inappropriate.
• Listening and note-taking.
Helping learners meet the listening standards
There are a lot of tasks 11 that teachers might use to reach the overall aims laid down for the teaching of
listening in the upper secondary schools. Teachers; for example, can help learners meet the standards for
listening if they manage to involve them in active listening. Tasks and activities which involve learners in
listening actively help them gain confidence and become autonomous, transferring their ‘know-how’ to reallife
situations; e.g. listening to the radio, viewing a film or watching a play in the target language. In order to
meet this aim, the following points are in order:
• Much of teacher time needs to be spent on helping learners on the effective development of listening
strategies; i.e. top-down and bottom-up strategies;
10 Characteristics of spoken discourse are dealt with in the speaking section.
11 A series of listening activities and tasks are in appendix A.
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التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007