" If students do not learn the way we teach, then let us teach the way they learn."

Kenneth Dunn

LISTENING

SPEAKING

ReceptiveSkill

ProductiveSkill

LISTENING AND SPEAKING

LISTENING

Listening is making sense of oral language.

Listening is the first language mode that children acquire and it provides the basis for the other language skills .

It is one of the most basic and most used of the language arts (Tompkins, Bright, Pillard, & Winso, 1999,).

REASONS WHY LEARNERS MAY FIND LISTENING DIFFICULT

Learners try to listen and understand word by word.

The listener has only one chance to catch the meaning of a word or phrase.

Learners do not have idea of the listening context Learners are not conscious of features of

connected speech, word stress, or speed of speech.

Learners are not aware of the listening strategies.Lack of vocabularies/meaning

Listening Demands

G OOD PRONUNCIATION SKILLS

TEACH PRONUNCIATION SINCE THE VERY BEGINNING

LISTENER ENGAGEMENT PRE TEACH / WARM UP

Successful Listening Activities• Purpose for Listening – A form of response (doing,

choosing, answering, transferring, extending, conversing)

• Repetition depends on objectives and students’

level

• A motivating listening text is authentic and relates to students’ interests and needs

• Have the skills integrated

• Stages: Pre-task , While-task, Post-task

-Brainstorming- Match speech to visuals- Think-

Pair-Share

-Word Webbing/-Mind Mapping

- Team Interview

Steps for Developing Listening Lessons

preparing the

students

Task while listening

-Obeying Instructions-Comparing

-Filling in gaps-Ticking of Items

- Detecting Differences

-Sequencing-Matching-Information Transfer

Steps for Developing Listening Lessons

Use of Information

-Answering to show comprehension

-Sumarizing

- Jigsaw Listening

-Writing Follow up-Speaking as follow

up

Steps for Developing Listening Lessons

Listening Strategies

• Teach students how to listen

Looking for keywords

Looking for nonverbal cues to meaning

Predicting a speaker’s purpose by the context of the spoken discourse

Associating information with one’s existing background knowledge (activating schema)

Guessing meanings

Seeking clarification

Listening for the general gist

For tests of listening comprehension, various test- taking strategies

When developing students' listening skills and strategies, consider the following

guidelines. 1. Provide many opportunities for students

to listen and respond to what they hear.

context of meaningful oral language experiences

Teachers should engage students in listening with a purpose, and support and encourage them to do this /incorporated into daily classroom language experiences.

Reading Aloud: Read aloud every day to students. It is an important means of teaching listening and a powerful means of developing and expanding students' language repertoire and vocabulary. It is also important for modeling reading strategies (Trelease, 1996).

2. Give students guidance and explicit instruction that develop active listening skills and strategies. Balance direct instruction, guided listening, and independent

listening.

3. Model and discuss effective listening behaviours and strategies.

4. Help students develop listening strategies.

Charts for posting can be developed with the class:

 

When I listen, I:

pay attention to the speaker or reader concentrate make pictures in my head think of questions to ask

When I work with a partner, I: listen to my partner think of questions to ask take my turn talking think about my partner's ideas.  

Before ListeningWhat is the speaker's purpose?

What is my purpose for listening?

Will I need to make notes?

Which strategies could I use?

Which one would work best?

During ListeningIs my strategy still working?

Am I putting information into categories?

Is the speaker giving me clues about the organization of the message?

Is the speaker giving me non-verbal cues such as gesture and facial expressions?

Is the speaker's voice giving me other cues?

After ListeningDo I have questions for the speaker?

Was any part of the message unclear?

Are my notes complete?

Did I make a good choice of strategies? Why or why not?

(from Hoskisson & Tompkins, 1987)

TEACHING SPEAKING

TRUE OR FALSESTATEMENT TRUE FALS

E

1. Young children are usually less self –

conscious than older children

2. Children don’t like speaking English in class

3. Speaking activities can only be done in small classes

4. Speaking activities are difficult to set up and manage

5.Listening and repeating the target language before a speaking activity helps children speak English during the activity

1.True

Children are usually less self – conscious than older children. Not being afraid to try out new language or make mistakes is an important and natural part of learning a language

2. FalseChildren have a powerful desire to communicate

and

this carries over into foreign language learning. If

children are engaged in an interesting and motivating

activity, they will communicate entusiastically.

3. FalseIf a speaking activity is well thought out ,

well prepared and set up correctly, it can be done with a large class.

4. FalseSpeaking activity can be challenging to set

up and manage but this is often because the learners

have not been adequetely prepared for the activity and

don’t know what is expected of them.

5. TrueDrilling words or phrases helps children

practice producing the sound of the target language. This prepare children to carry out speaking activities.

Pre-Production Early Speech Speech Emergence Intermediate

Production Fluency

Comprehension Stage

Beginning to learn language

Development of BICS-Basic interpersonal communication skills (survival)

90% teacher -talk

Able to produce a few words

Teach through meaning

BICS

50-60% teacher-talk

Extending Production stage

Able to use Simple sentences

BICS

40-50 % teacher -talk

Fuller Production Stage

Nearing proficiency

CALP:cognitive application language proficiency

10% teacher-talk.

~Terrell's Four Stages of SPEAKING~   

What Makes Speaking Difficult?• Redundancy • Reduced forms • Performance variables • Colloquial language • Rate of delivery • Stress, rhythm & intonation • Interaction

STRATEGIES

ALWAYS take into consideration the student’s proficiency level  

Simplify your sentences. Use shorter words opposed to longer words that one may not understand.

 

Utilize pictures , charts, graphs, and other visual supplements to facilitate comprehension.

Pair students with other students particularly those  who may speak the same language.

When reading paragraphs highlight important key terms. Bold key items for students when giving a handout.

 Present instructions clearly and speak at a pace one will be able to understand.

Model for students what is expected. If possible, use gestures and demonstrate with concrete examples.

Incorporate a child’s culture into the classroom allowing them to build their self-esteem and others to gain knowledge , respect ,and understanding of his or her way of life.

Teach important study skills such as graphic organizers, Venn diagrams, word webbing, and

mind mapping.

Listening and speaking are essential to sharing ideas and

communicating in the classroom, and are the basis of students' learning and thinking (Barnes, 1993; Watson, 1988).

English Language Curriculum Guide (Primary 1-6) (2004), p.120

THE ROLES OF AN ENGLISH PANEL CHAIRPERSON

Build a language-rich environment

Lead curriculum & instructional changes

Facilitate professional development

Manage resources

Commend success and provide appropriate feedback

Keep abreast of latest developments and changes

Collect and analyse evidence of learning

Creating a Rich Language Learning Environment

Encourage the use of English in all English lessons

Encourage students to interact with teachers and one another in English outside the classroom

Display target language items and vocabulary as well as students’ work on the learning wall in the classroom

Display print materials in English (e.g. posters, signs, notices) all around the school

Set up a well-stocked library with reading materials of a wide range of subject content and text types

Provide easy access to reading materials in different parts of the school

Creating a Rich Language Learning Environment

Establish a lively and encouraging school and classroom atmosphere through daily routines or practices (e.g. morning reading time, reciting during assembly, show-and-tell activities, Campus TV)

Organise English learning activities (e.g. English Days, English Camps, drama performances)

The 14 Teacher’s Principles

1)  A Teacher's Principles: "The most important aspect of a school is the quality of the human relationships within that school." RL (9/1968)

2)  A Teacher's Principles: "We must accept and value the child for what s/he is and has become as well as for what s/he can and will become." RL (9/1968)

3)  A Teacher's Principles: "Trust, caring, concern and respect are all qualities which we should foster within our school." RL (9/1968)

4)  A Teacher's Principles: "Schools should be vital places in which children live, learn and grow." RL (9/1968)

5)  A Teacher's Principles: "We should emphasize learning rather than teaching, and living, which is experiencing." RL (9/1968)

6)  A Teacher's Principles: "Respect & caring for each child, teacher and parent are paramount—the foundation of everything else that transpires in a school."

7)  A Teacher's Principles: "Teaching, like parenting, is first and foremost an act of love."

10) A Teacher's Principles: "The 21st century school is a Caring Learning Community."

8)  A Teacher's Principles: "Teaching must be based in the heart, not in piles of data!"

9)  A Teacher's Principles: "A supportive, cooperative school culture where children thrive can be lovingly created given time and trust."

11) A Teacher's Principles: "Parents are public education's greatest untapped supporters. Welcome & engage them as partners in their children's schools."

12) A Teacher's Principles: "Positive and supportive attitudes of teachers and staff towards kids & learning make schools great!"

13) A Teacher's Principles: "Be a generous listener."

14) A Teacher's Principles: "Focus on ENCOURAGEMENT and EMPOWERMENT and you can help shape a loving future."

Richard LakinAugust 7, 2010

THANK YOU