How to Teach Listening and Speaking

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Transcript of How to Teach Listening and Speaking

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    Language is best

    learned if it is used in

    meaningful communication.

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    45% on listening

    30% on speaking16% on reading

    9% on writing

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    LISTENING

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    SPEAKING

    give emphasis onnatural, conversational

    language

    provide speaking

    opportunities thatsystematically build oral

    fluency

    offer fun, personalizedspeaking practice and

    opportunities to share

    opinions

    LISTENING

    develop a wide varietyof receptive skills

    - listening for gist

    - listening for details- inferring meaning

    from the context

    extract main ideas

    or information

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    SPEAKING EXERCISES LISTENING EXERCISES

    CONVERSATION

    FLUENCY ACTIVITIES

    PRONUNCIATION LISTENING

    WORD POWER

    SNAPSHOT

    INTERCHANGE

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    CONVERSATION

    designed to introduce new grammar in a context

    STEPS:

    1. Set the scene. Set focus questions.

    2. Books closed. Students listen once

    or twice to the audio program.

    3. Check students comprehension.

    4. Books open. Students read silently

    as they listen once more.

    5. Students practice the conversation.

    (Look Up and Say Technique)

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    FLUENCY ACTIVITIES

    pair-work, group-work, role playing, and classactivity

    practice the new structures, functions, and topics

    STEPS:

    1. Set the scene and review the model.

    2. Explain and model the task.

    3. Divide the class into pairs or groups.

    4. Students complete the task.

    5. Give students feedback.

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    PRONUNCIATION

    Focus on stress, intonation, contraction,

    and linked sound

    Practice pronunciation on regular basis

    STEPS:

    1. Play the audio program.

    2. Play the audio program again.

    Students practice by repeating

    the words or sentences.

    3. Give additional examples on the board.

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    SNAPSHOT introduce the topic of the unit

    STEPS:

    1. Books closed. Introduce the new topic.

    2. Books open. Lead the students through

    the information in the Snapshot.

    3. Do the follow-up questions as a class

    or in groups.

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    WORD POWER

    present vocabulary related to the topic of a unit

    STEPS:

    1. Introduce the new topic and elicit

    associated vocabulary.

    2. Model the pronunciation of new words.

    3. Explain and model the task.

    4. Students complete the task.

    5. Check answers with the class.

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    INTERCHANGE ACTIVITIES

    practice everything they have learned in the unit inthe form of information gaps, surveys, and role

    plays

    STEPS:

    1. Set the scene.

    2. Assign roles and explain the task.

    3. Review the information on the page with

    students.

    4. Model the task.

    5. Students complete the task.

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    LISTENING

    Incorporates both the top-down and bottom-up

    processing skillsSTEPS:

    1. Set the scene.

    2. Books closed. Set focus questionsand play the audio once.

    3. Books open and explain the task.

    4. Play the audio program once or

    twice more as students complete the

    task.

    5. Check answers with the class.

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    1. Remind the students that in

    most listening situations, the

    aim is not to remember the

    specific words or phrases usedbut to extract the main ideas or

    information.

    2. Prepare the students for the

    task through pre-listeningactivities.

    GUIDELINES IN TEACHING LISTENING

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    1. Set up pairs or groups sothat students of different

    levels can work together.

    2. Vary the pair or grouparrangements so that

    students do not work with the

    same classmates.

    3. Discourage students from

    using native language when

    doing an activity.

    GUIDELINES IN TEACHING SPEAKING

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