Teaching Teaching Listening And Listening And

SpeakingSpeaking

Integration of oral skills Integration of oral skills in teaching Englishin teaching English

Understanding of Listening and Understanding of Listening and Speaking InterrelationSpeaking 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)

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)

Listening and speaking Listening and speaking overlappingoverlapping

• Learning to speak a language is very largely a task of learning to hear it.

Listening vs. speakingListening vs. speaking• We were given two ears but only one

mouth. This is because…

…God knew that listening was twice as hard as talking.

Listening and Speaking are used a Listening and Speaking are used a lot…lot…

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Writing Reading Speaking Listening

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.

Types of listeningTypes of listening• Listening for gist-to get the general

idea or meaning, ignoring the detail.

• Listening for detail-to get the specific facts.

Listening stagesListening stages

•Pre•During•Post

PrePre•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.

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

DuringDuring•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.

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

PostPost•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.

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

Tips for teaching listening to Tips for teaching listening to young learnersyoung 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

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)

Fluency vs. accuracy in Fluency vs. accuracy in speakingspeaking

• When fluency comes first accuracy will follow. Anyway nobody will notice your accuracy when you are not fluent.

(Abra Alueku Sewonu , Togo, TEYL participant)

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)

Listening +SpeakingListening +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.

Story TellingStory 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!

Story Telling Part2Story 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!

Exploring the fableExploring 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.

Teaching to reachingTeaching 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.