Open UniversityModern Methodology for Language Teaching
TEACHINGLISTENING AND
READINGSKILLS
Group 2:1. Đoàn Nguyễn Phương Thái2. Trương Nguyễn Ngọc Thy
3. Trần Nguyên Bảo Trang4. Nguyễn Thị Thanh Tú
Lecturer: Dương Thị Hoàng Oanh, Ph.D
Đoàn Nguyễn Phương Thái
Are your students having
problems with
listening skill?
If you want to knowHOW LANGUAGE IS BEST LEARNT
You will have to knowHOW LANGUAGE IS TAUGHT
LISTENING TASKS - IN CLASS LISTENING - IN REAL LIFE
FormalCarefully and well-prepared
InformalColloquial styles
From written texts read aloud in records Not written before hand
Audio-recordings See real speakers (except on the phone)
With questions to be answered later In real time, now rather than later
Students have to understand everything Just specific information
(Ur, 2012, pp. 101-102)
InformalStyle
1. Brevity
2. Pronunciation
3. Vocabulary
4. Grammar
5. Noise
6. Redundancy
7. Varied
accents
8. Face & Body
At home
C ya
RainCatsAndDogs
Yes, I will
???
understand
I mean
That is to say
(Ur, 2012, pp. 101-102)
TEACHING LISTENING IN VIETNAM
Language Centers
Public Schools
Universities
Language Centers
• Phúc (my fiend): found no places in VN that teach listening effectively real communication, videos, movies, youtube should teach listening+speaking first of all the four skills
• Linh (NNES teacher): mainly use books and CD, short time with NES teachers more interaction with NES
• Đăng (OLS): not pay attention, just a small part of the syllabus, not authentic teach useful expression
• Nghĩa (NNES student): just need ielts certificate listening for real life is not neccessary
Public Schools
• Đức (my classmate): not focus on listening, just teach grammar for the EXAM put listening skill into tests and exams
• Thảo (my friend): content of listening texts are not varied and unfamiliar (silly) more real situations no need to teach different accents
• Dung (grade 10): not focus, despite lab room not effective because of boring content
Universities
Teaching listening at Văn Lang University
Trâm Anh (a student): listening to foreigners is easer than listening to recorders Listening texts should be more interactive
Thanh Thanh (lecturer): real converstion style is too much different from the style from books and listening texts, students even can not listen to movies
Use movies to teach, more outdoor activites to meet with NES
It remains TRUE thatIf you want your students function easily in REAL-LIFE situation, you need to provide many OPPORTUNITIES for them to hear INFORMAL speech.
1. Should we teach listening with different spoken accents? Why or why not?
2. If we use informal styles, certainly they will have some positive effects on listening and speaking, but do you think they will have negative effects on writing? Why?
Teach different accents
NoYes
Trương Nguyễn Ngọc Thy
Student •Real-life natural listening situations
Teacher •Practical, easy to present & manage
1. CRITERIA FOR DESIGNING LISTENING TASKS
Expections
Purposes
Selective learning
Listener responses
Interests
2. A SUCCESSFUL LISTENING TASK
3. EXCEPTION
NO TASKNO FOCUS GOAL NO PREPARATION
IF THE TEXT IS SO INTERESTING AND EASY TO UNDERSTAND
CHALLENGE STUDENTS
4. PRACTICAL TIPS
1 •DON’T OVERLOAD
2 •TRY IT OUT
3 •DON’T PRE-TEACH
5. TYPES OF ACTIVITIES
No overt response
Short response
Longer response
Extended response
Facial expressionBody language
True/ FalseCloze
Problem solvingAnswering questionsSummarizing
Trần Nguyên Bảo Trang
TEACHING READING
• Reading = read + understand the texts• Decoding • Cognitive elements
Reading is an important skill that need to be paid much attention in
language teaching and learning process.
BEGINNING READING
• Phonemic awareness students differentiate between the different sounds/phonemes.• Practical principles • Reading tasks + Letters in words+ Phrases and short sentences
SUGGESTIONS
- Choose authentic texts. (Nguyen, 2000)
- Choose good books. (Dyson & genishi, 1994)
- Use technology in teaching reading ( NRP, 2000)
- “encourage students to read silently rather than reading aloud” (Ur, 2012, p.136)
USING TECHOLOGY IN TEACHING READING
Pre-reading Post-reading
While-reading
(NRP, 2000)
IMPLICATIONSREADING ALOUD
• Helps students build foundational skills
• Allows teachers monitor how students learn sounds
Be USEFUL at the EARLY STAGE of learning letters ( Brekekamp et at, 2000)
READING SILENTLY• Allows students study
the text at their own pace.
• Encourages students to focus on meaning
Be USEFUL for ADVANCED READING
(Fountas & Pinnell, 1996)
Nguyễn Thị Thanh Tú
FLUENT READING
In order to understand a text, readers need to be able to understand between 95% and 98% of its words (Schmitt, 2008)
CHARACTERISTICS
Language level
Content
Speed
Selective attention
Unknown vocabularyPrediction
Motivation
Purpose
Different strategies
IMPLICATIONS FOR TEACHING
T: Providing comprehensible contents to readersS: Understanding 95%-98% of a text’s words
T: providing familiar information/ world knowledgeT: Using various pre-reading strategies to supply the missing information.
T: Provision of a large amount of experience of successful readingT: Giving readers tips as to reading strategies
S: Paying more attention to key informationT: Providing ‘scanning’ or ‘skimming’ tasksS: Summarizing the main points
S: Inferencing the meaning of a word from a text.S: Skipping ‘redundant’ words or a new word if the general meaning is clear.
S: ‘remember to predict as you read’S: Be encouraged prediction – answering: what will happen next?,…
T: Selecting reader interest topics/ partially familiar topics to readersT: Choosing a stimulating task for a boring text
S: Having a purpose in reading when reading a story, a very interesting or entertaining text (no actual task)S: Finding out a specific piece of information; summarizing the main points,…
2 procedures of combining a series of strategies
KWL
Know Want to know learnt
2 procedures of combining a series of strategies
SQ3R
Survey
Question
Read Recall
review
EXTENSIVE READING
Silent reading
‘Reading for pleasure’
‘Sustained silent reading’
fluency confidence Enjoyment/ interest
Easy texts
Skipping words
Reading independently
Thank you for your attention!
• Comments• Q and A
References
Scrivener, J. (2010). Learning teaching: The essential guide to English Language teaching (3rd edt.) Macmillan.
Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge university press