Teaching listening and speaking

1
Teaching listening and speaking
?????????? ??? alicecas163.com

2
??????????????
3
How to teach listening Why teach listening? What
kind of listening should students do? What's
special about listening? . What are the
principles behind the
teaching of listening?
4
Elements in teaching listening

• ?
• ?
• ?

5
What makes a good lesson?

• ?
• ?
• ?

6
Three elements

• E
• S
• A

7
E

• this is the point in a teaching sequence where
  teachers try to arouse the students' interest,
  thus involving their emotions.
• In good lessons, students are amused, moved,
  stimulated or challenged. It seems quite clear
  that those lessons involve not only more 'fun',
  but also better learning.

8
How ?

• Activities and materials include
• games (depending on age and type),
• music,
• discussions (when handled challengingly),
• stimulating pictures,
• dramatic stories,
• amusing anecdotes etc.

9

• Eg.
• 1. Ask students
• to think about the topic before listening.
• to guess what the material is about before
  listening
• 2. Dress surprisingly formally or casually
• 3. Moves around the room with unaccustomed
  expressions or behavior

10
S

• activities where the students are asked to focus
  in on language or information and how it is
  constructed. They range from the study and
  practice of a single sound to an investigation of
  how a speaker achieves a particular effect in the
  long talk from an examination and practice of a
  verb tense to the study of a transcript of
  informal speech to discuss spoken style.

11
A

• exercises and activities which are designed to
  get students using language as freely and
  'communicatively' as they can.
• The objective for the students is not to focus on
  language construction and /or practise specific
  bits of language (grammar patterns, particular
  vocabulary items or functions) but for them to
  use all and any language which may be appropriate
  for a given situation or topic.

12

• Activate exercises offer students a chance to try
  out real language use with little or no limit --
  a kind of rehearsal for the real world.

13

• Typical Activate exercises include role-plays,
  advertisement design, debates and discussions,
  'Describe and Draw', story and poem writing,
  writing in groups etc.

14
Activate

• If students do not have a chance to Activate
  their knowledge in the safety of a classroom,
  they may find it a big problem to transfer
  language acquisition and study into language use
  in the real world

15

meaning
interest
A
S
E
(situation)
form
16
How does listening fit into ESA?

• Pre-listening
• While-listening
• Post-listening

17
Whats special about listening?
1. 2. 3.
18

• Because of its special characteristics,
  teachers need to ensure that students are well
  prepared for listening and that they are clearly
  able to hear what they listen to.

19
Comprehension improves when

• 1. 
• 2. 
• 3.
• 4.
• 5.

20
Be aware that

• Learners who are anxious about the understanding
  spoken English seem to experience the greatest
  difficulty

21
In a listening class the teacher may

• 1.   arouse interest in the materials
• 2. provide practice in listening for enjoyment
• 3.  provide clear instructions and realistic
  tasks
• 4. Use tasks which focus clearly on practicing
  and developing specific listening strategies  

22
In a listening class the teacher may

• 5. try to stretch students by providing
  more difficult materials and tasks
• 6. take care to present natural models of
  language when focusing on grammar and
  vocabulary

23
In a listening class the teacher may

• 7. allow students to discuss their answers to
  questions or tasks in small groups so that no
  one is put on the spot to answer questions
• 8. discuss listening processes and strategies
  with the class

24
Six principles in teaching listening

• The tape recorder is just as important as the
  tape.
• Preparation is vital.
• Once will not be enough.

25
Six principles in teaching listening

• 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 tasks.
• 6. Good teachers exploit listening texts to the
  full.

26
How to exploit the textbook

• Follow the activities if possible
• Change what you have to for your students

27
What kind of speaking should students do? Why
encourage students to do speaking tasks? What do
speaking activities look like? How should
teachers correct speaking? What else should
teachers do during a speaking
activity? How do speaking activities fit into
ESA1 More speaking suggestions
28
How do speaking activities fit into ESA?

• The speaking activities follow the same
  basic pattern E-A-S that is, the teacher gets
  students interested in the topic, the students do
  the task while the teacher watches and listens
  and they then study any language issues that the
  teacher has identified as being problems.

29

• It is important for teachers to correct
  mistakes made during speaking activities in a
  different way from the mistakes made during a
  Study exercise.

30
Speaking activity 1

• information gaps

31
surveys
32
A simple student questionnaire might end up
looking like this
33
More speaking suggestions

• 1.
• 2.
• 3.
• 4.
• 5.
• 6.
• 7.

34
problems

• The problem of students using their own language
  when we want them to be using English.

35
problems

• the problem of students who are reluctant to
  speak.

36
problems

• the problem of students who finish before
  everybody else

37
??

• ??
• ?????? ??????
• ???????
• ????????????????????

38
??

• ?????? ????????
• ?????????
• How to teach English
• Jeremy Harmer

39
???????????!