How to teachHow to teach listeninglistening, , speakingspeaking,, readingreading & & writingwriting

Designed by Tense

Listening

To help students for different accents To help students to acquire language

subconsciously One of the four important skillsTo examine the reasons why listening is

different from reading and writing. The fact is that speech goes at the speaker’s, not the listener’s speed

ListeningListening

II. How to be a good listenerII. How to be a good listener

Engage in critical thinkingKnow it is not passiveKnow the difference between

listening and hearingListen for meaningListen to interpretMake predictions

III. How to teach listeningIII. How to teach listening

Be clear about the students’ needs, levels and interests. Understand principles for listening

– 1)      The tape recorder is just as important as the tape – 2)      Preparation is vital.– 3)      Once will not be enough.– 4)    Students should be encouraged to respond to the

content of a listening, not just to the language.– 5)   Different listening stages demand different

listening.– 6) Good teachers exploit listening texts to the full.

IV. How to teach listeningIV. How to teach listening

Be familiar with video techniques– 1)    Playing the tape without sound– 2)    Playing the tape by covering the

picture– 3)     Freezing the picture– 4) Dividing the class in half

 

MethodsMethods

Listening to tapesListening in a real situation (face-

to face listening)Listening to storiesListening for instructions

Speaking

SpeakingSpeaking  I.       Importance      One of the four language skills

         Listening and speaking before reading and writing          Main way of social intercourse

II.     Difficulties          Ss reluctant to speak          Dull materials          Improper activities          Lack of real situation

          What should teacher do

Getting Ss to participate fully and actively

   Setting up proper teaching activities

role-playing,pair-work,group-work, discussion, problem-solving

Givingsympathetic and useful feedback

Following methodologies and materials are involved in our lessons at WITT.

 1. Tongue twisters (Sometimes allilerative

rhyme). Each should be said three times. Keep it

clear in thought as well as in speech.

2. A game “Find a person who…”  write the person’s name on the line Present tense: 1)      hates spiders __________Do you hate spiders?Past tense 2)      has met a famous person _______who has met a famous person?

 

3.Dream sequences Ss tell stories from their dreams according to

different pictures they get. The number of the pictures can be around 20. A long story is based on each short one. It can be a pair work or group work.

 

4. Conversation practice How to have a good conversation? English conversation usually has a special

pattern. Each person usually says about two things, and then passes the conversation to the next person like a volleyball. For a good conversation, questions and answers are not enough.

The 1+2+2 conversation pattern A says 1 thing: a question/or an idea/or a fact

B says 2 things: (1) reacts to A’s remark

(2) adds a question/or an idea/or a fact

A says 2 things: (1) reacts to B’s remarks

(2) adds a question/or an idea /or a fact

B says 2 things: (1) reacts to A’s remarks

(2) adds a question /or an idea /or a fact (etc…)

Example: Starters: “I love hamburgers.”

“It’s so cold today.”

“What sort of job do you want?”

Reacting: Show your feelings when you listen.

React with words: “I see!” “Really?” “Wow!”

React with little noises: “Uh, huh.” “Mm.” “Oh!” “Oh?”

React with your eyes and face. Show your feelings: smile or frown.

When you don’t know what to say, say “What can I say?”

Use the 1+2+2 pattern, and keep talking as long as you can.

5. The six thinking hats This is the simple but powerful framework which allows the

thinker to do one thing at a time and do it thoroughly. It is very easy to learn and to use.

Take an issue or idea and ask the students to apply each thinking hat. This is best done in small groups using the roles of Recorder, Spokesperson, Time manager, and coordinator. Each hat focuses on one aspect of the issue as follow.

Red hat--------------emotional reactions Yellow hat-----------the logical positive hat Black hat------------identifying concerns Green hat-----------creative improvement White hat-----------information collection Blue hat-------------reflecting on the process metacognition

Some possible topics for discussionMobile phonesPhone cardsZoosMigrationE-mailArranged marriagesPesticidesCensorshipBody piercingSpace exploration

6. Communicative language teaching This activity requires listening, speaking,

sharing ideas, agreeing and disagreeing as well as making collective decisions.

The stepsEngage1)Think about the questionse.g. What do

you know about New Zealand?

Activate2)Ss work in small groups to answer the questions

(the question might be given –one at a time orally by the teacher, or written on the board, or photocopied)

As a variation the photocopied questions can be put on the door and one student in the group is the runner. The runner goes to the door and memorizes the question and returns to the group. They decide on an answer.

Set a time limit.3) The teacher elicits the answers from each group.

(Use key words for each question and write up the group responses.)

Study

4)Give out the text and ask the Ss to read it then ask “Were you right? Or nearly right?”

ReadingReading

I. Reasons For Teaching ReadingI. Reasons For Teaching Reading

1.    Reading for careers or study

2.    Reading for information

3.    Reading for pleasure

4.    Reading for knowledge

5. Reading for writing

II.II. Six reading principles:Six reading principles: 1. Reading is not a passive skill2. Ss should be engaged with what they are

reading.3. Ss should be encouraged to respond to the

content of a reading text, not just to the language.

4. prediction is a major factor in reading.5. Match the task to the topic.6. Good teachers exploit fully the reading texts.

III. Methods for teaching III. Methods for teaching readingreading

1. Presenting a text

2. Developing the reading lesson.

3. Follow-up

1. Presenting a text1. Presenting a text a)    Ss’ interest & attention b)    Vocabulary c) Reason for readingMore suggestions:         Use a picture         Use other senses where relevant         Ask pre-reading questions         Set a problem         Information grid         Listening exercisePreview a text

2. Developing the reading 2. Developing the reading lesson.lesson.

a) practise plain sense and deductive

reading skills

b)   developing vocabulary

c) developing critical, projective,

reading skills

3. Follow-up 3. Follow-up

Reading exercise involves integrating the

language skills esp. speaking and writing.

In this way reading & the other aspects of

the syllabus are mutually reinforcing.

IV. Reading strategies IV. Reading strategies

1.     Understanding the nature of reading

2.     Anticipating information in the text

3.     Looking at the title

4.     Looking at illustrations

5.     Considering text organization

6. Looking for discourse markers

7.  Keeping on reading   

8.  Settling for approximate meaning of

words.     

9. Looking at the “big” picture

10. Looking out for words that refer to other

words

11.  Reading regularly

12. Finding materials at the right level of

difficulty

V. Real-life reading skills V. Real-life reading skills

1. Skimming: reading for gist

2. Scanning: reading for detailed information

3. Reviewing the text: reading for study

4.  P3RU

a) P-------Preview

b) 3R-------Read, Record and Review

c) Use

5.   Reading between lines

6. Reading beyond lines

VI. Reading Activities VI. Reading Activities

1.   Captions2.   Search3.   Scavenger Hunt4.   Headlines

5. World Map

VII. Reading materials VII. Reading materials 1.     textbook 2.     fairy tales 3.     lyrics 4.     poster 5.     newspaper 6.     advertisement 7.     instruction 8.     poem 9.     fiction 10. recipe

VIII.VIII.    Reading sequenceReading sequence

Engage

Study

Activate

Engage-----Study-----Activate

Writing

WritingWriting

Why should we teach writing?

     To reinforce language in a visual way

     To aid language development

    To give the learner time to think and reflect

    One of the four basic language skills

        What kind of writing should What kind of writing should students do?students do?

   types of writing we get Ss to do will depend on their age, interest and level

• styles: postcards, letters, forms, narratives, reports, articles,etc.

    How to get Ss involvedHow to get Ss involved

• Make writing tasks as interesting

and relevant as possible.• Don’t make Ss do their writings in the

same way for a long time.

For example

Example 1.

After Ss have read a story or fable, ask Ss to imagine “What if…?” and make up anew story.

e.g. When Ss have read the story “Cinderella”, tell Ss to write a new story according to the following:– What if…?

1)     Cinderella had 2 brothers, not sisters?2)   Cinderella never got to the ball. Instead, her

coach was set upon by kidnappers, hired by her step sisters. The Fairy God mother had to act quickly….

3)   …the Prince was not the wonderful person he appeared to be?

4)    The story was set in the 21st century?5)    …the ugly sister’s foot fitted into the glass

slipper?

• Example 1

• School• Long, hard • Studying, working, learning

• Lessons, homework, freedom, leisure• Relaxing, playing, resting• Short, delightful• Holiday

Example 2 Writing storms Provide Ss some relevant topics as follows to

write about: The best/worst thing to happen to me today Something funny that happened to me this week What I really hate/like My favorite thing A surprise I had A memory from my childhood A football(basketball,volleyball) match(Ss have

participated it or watched it the day before)

Example 3 After Ss have read a story, get them to add

an end to it.

Example 4 After Ss have read a news item, get Ss to

write a letter to the editor of the newspaper giving their opinion on the news.

Example 5

Ask Ss to listen to a piece of music. After listening, get Ss to write a short passage on what they have feel and imagine while and after listening to the music

Example 6 Present some interesting pictures to Ss. Get

Ss to write a passage on what they think and feel about these pictures.

Example 7 Give students some key words, ask them

to make up a story using these words.

How should teachers correct How should teachers correct writing ?writing ?

1) Only correct mistakes of punctuation, or spelling, or grammar(correct one type of mistakes at a time)

(a)    To make Ss concentrate on that particular aspect at a particular time

(b) Not to lessen Ss’ confidence in writing (c)    Cut down teacher’s work on the correction

2)  Agree on a list of written symbols (S=spelling WO=word order ,etc)

3)   Write a comment at the end of a piece of written work

 

Problems 1.   Time-consuming and frustrating 2.  Worthless if Ss put their corrected writing

away and never look at it again

 Solution 1.    Common sense and talking to Ss about it 2.     Ensure that Ss understand the problem and

redraft the passage correctly

About handwriting?

Neatness

Legibility (especially in exams)

goodbye