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