Teach listening and speaking

1. Teaching
Teaching
Listening And
Listening And
Speaking
Speaking
Integration of oral skills
Integration of oral skills
in teaching English
in teaching English

2. Understanding of Listening and
Understanding of Listening and
Speaking Interrelation
Speaking Interrelation
• Activity1.The partners sit back to
back. T1 draws the tree and explains
T2 how to make its copy. T2 follows
his directions on drawing. The
pictures are compared.
(Listening development)

3. Understanding of Listening and
Understanding of Listening and
Speaking Interrelation(contin.)
Speaking Interrelation(contin.)
Activity2. The partners sit back to
back. T1 draws the tree and explains
T2 how to make its copy. T2 follows
his directions on drawing and asks
the questions for better
understanding how to make the tree
look more similar. The pictures are
compared.
( Listening and speaking integration)

4. Listening and speaking
Listening and speaking
overlapping
overlapping
• Learning to speak a language is very
largely a task of learning to hear it.

5. Listening vs. speaking
Listening vs. speaking
• We were given two ears but only one
mouth. This is because…
…God knew that listening was twice as
hard as talking.

6. Listening and Speaking are used a
Listening and Speaking are used a
lot…
lot…
9%
16%
30%
45%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Writing Reading Speaking Listening

7. Hearing vs. Listening*
Hearing vs. Listening*
• Hearing: physiological, sensory process whereby
auditory sensations are received by the ear and
transmitted to the brain.
• Listening: psychological process of interpreting
and understanding the content of the hearing
experience.
• *M. Markel, Technical Communication Situations
and Strategies, New York: St. Martin’s Press,
1998.

8. Types of listening
Types of listening
• Listening for gist-to get the general
idea or meaning, ignoring the detail.
• Listening for detail-to get the specific
facts.

9. Listening stages
Listening stages
•Pre
•During
•Post

10. Pre
Pre
•Students did not choose the text
•Students need to develop an interest
to listen to the text
•They need to know why they are
going to listen to it. “The teacher told
me,” is not a good reason.

11. Typical Pre Tasks
Typical Pre Tasks
•Word splash
•Predict from the headline
•Talk about the main topic
•Prediction
•Arrange pictures/texts

12. During
During
•Students need to know why they are
listening.
•They need tasks that focus them and
help them understand the text.
•They need to practice the skill of
listening.

13. Typical Practice Activities
Typical Practice Activities
•Listen and Draw
•Answer gist questions
•Arrange according to text
•Find mistakes
•Answer detail questions

14. Post
Post
•Students need a chance to compare
their results of the During task.
•Students need to learn if they were
able to do the task
•After the during tasks, student need
a chance to talk about the text and
discuss related topics. They might
also focus on the language in the
text.

15. Typical Post Activities
Typical Post Activities
•Discussion questions
•Role-plays
•Projects
•Make a story
•Discuss a topic
•Noticing tasks

19. Tips for teaching listening to
Tips for teaching listening to
young learners
young learners
• Keep sentences short and grammatically
simple
• Use exaggerated intonation to hold the
child's attention
• Emphasize key words
• Limiting the topics talked about to what is
familiar to the child
• Frequently repeating and paraphrasing

20. TEYL participants’ tips for
TEYL participants’ tips for
teaching speaking
teaching speaking
• We can improve speaking by using reproductive activities
at an early age, such as reciting poems, chants, rhyming
. (Tea Horvatic, Croatia)
• Using songs in the classroom enhances speaking for the
diverse reasons: learners express their ideas freely and
interact more with one another.(Shamali Faisal, Jordan)
• One way to improve speaking skills is by doing different
kinds of activities such as conversations, pair work,
group work and role plays. (Ajsel Huseini, Macedonia)
• The most practical activities that can be used to practice
the oral skills are games, story telling, interviews.
(Mona Alnamoora, West Bank)
• Even watching cartoons or movies can improve the
students' speaking skills(Arevhat Simonyants, Uzbekistan)

21. Fluency vs. accuracy in
Fluency vs. accuracy in
speaking
speaking
• When fluency comes first accuracy
will follow. Anyway nobody will
notice your accuracy when you
are not fluent.
(Abra Alueku Sewonu , Togo, TEYL
participant)

22. Methods for teaching oral
Methods for teaching oral
skills
skills
• Activity 3.Give agree-disagree comments on the following
TEYL participants’ ideas.
• By focusing more on reading and writing through GTM and
less on listening and speaking, you become more of a
language system teacher and less of language function/use
inculcating/developing teacher.(Muhammad Saboor
Hussain, Pakistan)
• GTM focuses on accuracy more than fluency, but I think
that Direct method in away tries to promote fluency in
language. It is not completely accuracy structured.( Ahmad
Mallah, Syria)
• I can't totally reject the contribution of GTM to the
successful TEFL.The developing teacher can't be
dogmatically obsessed with the only one teaching method,
even the newest one.(Tetyana Pavlenko, Ukraine)

23. Listening +Speaking
Listening +Speaking
• Through listening the students can
build an awareness of the
interworkings of language systems at
various levels and thus establish a
base for more fluent productive skill-
speaking.

24. Story Telling
Story Telling
• Activity4
Skills For the Dream
by Arevhat Simonyants, Uzbekistan
• Once many frogs decided to go from their home
place, which was a dirty pond to another beautiful
lake. They all tried hard and hopped as fast as
possible. Soon they all were very tired and they
tried to tell one of the frogs to stop. These frogs
did not believe in a beautiful lake anymore. So
they left their dream! However this stubborn frog
continued her way. As a result she came to her
dream lake! Do you know why?
• She simply was mute and deaf!

25. Story Telling Part2
Story Telling Part2
• In spring this Mister Frog met a Princess frog. She was
called Princess, because she was the most talkative frog in
this lake, she could even talk to mute and deaf frogs,
because she learned the sign language. When she met
Mister Frog, she really liked him, because he could listen to
her without interruption. Thus they got married and lived
together happily in this beautiful lake.
• However, Mister Frog missed his family and friends from
the dirty pond and Princess Frog suggested to return to his
brothers and sisters and tell them the truth about that
beautiful lake. So when they came back to his native
places, Princess Frog was his ears and mouth. She told
about Mister Frog's new home and after her description all
the frogs from the dirty pond were inspired and started
moving to their dream lake! They all came to this wonderful
lake and lived there happily for a long, long time!

26. Exploring the fable
Exploring the fable
• Questions for discussion.
• How many parts can the story logically fall into?
What are the identifications of the each part
development?
• How are the marked words in the fable related?
• What skills were cultivated within the process of
the story?
• How can listening and speaking skills be taught in
the context of “deaf and mute”?
• Why did listening and speaking integration make
the dream become true?
• Develop the plot of the fable with the further
focus on reading and writing skills cultivation.

27. Teaching to reaching
Teaching to reaching
• All the materials were
compiled on the bases of
fruitful cooperation of the
international participants
of TEYL 8030.Ideas from
DB, Unit 6 were applied
into the presentation.
Slides 5-7 were borrowed
from Muhammad Saboor
Hussain’s PPP on his kind
agreement.
• Good luck in teaching!
Tetyana Pavlenko, Ukraine.