TSL 3105Technique for Teaching Listening and Speaking

Skills (W5)

TESL 4 PISMP JAN 2015Muhammad Yazid bin Ghazali

Nur Arif bin KamalSiti Nazirah binti Mohamad Haris

Siti Saidah binti Abd. Rahman

What YOU should know/do first??

• Integration of skills (listening and speaking).

• Plan for the listening and speaking task.o Purpose/objectives.o Lesson plan.

• Think about what you say in class.o E.g. : Instill the skills in the activity.

• How your language more accessible.• How to make listening fun and easy, not

hard and boring.• The communication process.

Technique for teaching Listening skills

Before Listening/Pre-listening

Plan for the listening task:• Set a purpose for listening.

o (e.g: to gain information)

• Prepare the background knowledge.o Add up if not enough (e.g: topic, skills).

• Determine the process:o top down (attend to the overall meaning) o bottom up (focus on the words and phrases)

• Introduce topic and assessing students’ background knowledge of the topic.o E.g.: commenting picture, discussion.

During listeningMonitor comprehension• Verify predictions and check for inaccurate

guesses.o Ask the students on the sequence.

• Decide what is important to understand.o Stress on the main points to the listeners.

• Listen/view again to check comprehension.• Use authentic language.

After listeningEvaluate comprehension and strategy use.

• Evaluate comprehension of the students.• Evaluate overall progress or strategy used.

o By the response and feedback.o By activity (e.g.: arrange the sentence strips, write after listen)

• Decide if the strategies used were appropriate for the purpose and for the task.

• Modify strategies if necessary.

6 Ways to Check Listening Comprehension1. Doing (listener respond to command).2. Transferring (listener draw picture of what

have heard).3. Answering (answer about the message).4. Condensing (outline/take notes).5. Extending (listeners provide/predict the

ending of story heard).6. Duplicating (translating/repeat).

Factors on Affective Listening Activity

• Noiseo Reduce distractions and noise during the

listening segment.o E.g.: close doors and window, ask the student

to be quiet for a few minutes.

• Equipmento Acceptable sound quality. o Be prepared e.g. bring extra batteries

or an extension cord.

• Repetitiono 2-3 timeso Tell the students they’re going to repeat

(reducing anxiety).

Examples of Activity• Using Video

1. Play a video clip with the sound off.2. Ask students to make predictions about what dialog is taking place. 3. Play it again with sound.4. Discuss why they were right or wrong in their predictions.

You can also play the sound without the video first, and show the video after students have guessed what is going on.

Speaking skill

Speaking involves three areas of knowledge

• Mechanics (pronunciation, grammar, and vocabulary)

• Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)

• Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants.

Activity to promote speaking

• Discussions• Role-play• Brainstorming• Story telling• Story completion

Technique to teach speaking

1. Provide maximum opportunity to students to speak the target language.

2. Try to involve each student in every speaking activity.

3. Indicate positive signs when commenting on a student's response.

4. Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.

5. Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.

6. Provide the vocabulary beforehand that students need in speaking activities.

7. Diagnose problems faced by students who have difficulty in expressing themselves in the target language .

8. Content should be practical and usable in real-life situations. Avoid too much new vocabulary or grammar, and focus on speaking with the language the students have.

9. Address both interactive fluency and accuracy, striving foremost for communication. Get to know each learner's personality and encourage the quieter ones to take more risks.

Referenceshttp://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/listening.html

http://www.slideshare.net/samuraitheologian/hd-browns-principles-for-teaching-listening-skills

http://www.toddmat34.com/uploads/1/9/1/7/1917706/teaching_speaking.pdf

http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html

http://writing.colostate.edu/guides/teaching/esl/speaking.cfm

References• http://

www.nclrc.org/essentials/listening/goalslisten.htm• http://

www.slideshare.net/nasza08/principles-of-teaching-listening-and-speaking-skills

• http://www.slideshare.net/samuraitheologian/hd-browns-principles-for-teaching-listening-skills

• http://writing.colostate.edu/guides/teaching/esl/listening.cfm