Approaches in teaching listening

and speaking.

The Natural Approaches (subconcious learning > direct

classroom)

1. Comprehensible input.- learn sth slighty above student's level.

2. Low affective filter.-Relaxing environment, low anxiety.

-Supportive and warm classroom.

3. The monitor.-Need to be balanced out (accuracy vs

fluency)

4. Meaningful communication.-enters long-term memory

-relatable (authentic)

Tota

l phy

sica

l res

pons

e (T

PR)

(Stu

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s re

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com

man

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ith a

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ns)

1. Setting up-situation appropriate to the age level.Eg: making salad, drawing pictures,

building legos

2. Demonstration -teacher demonstrates-students pay attention

3. Group live action -acts out by commands given -repeated before oral production

4. Written copy Input are written on the board for students to copy.

5. Oral repition and question -Repeat each lines after the theacer-Questions are allowed on language

6. Demonstration by the students

-Students are given the chance to perform.

-Teacher checks on comprehension and prompt as needed.

7. Pairwork -Group of 2 or 3-One command, one do action

Crown's Effective

Group Discussion Activities

Pair talk

Carousel

Pairs to four

Listening triads

Envoys

Snowball

Rainbow groups

JigsawFor participation, recall lesson

In sections, each will have one section and collect together.

Once a pair discussed, give colour and then

gather

From one pair, ideas gathered and

doubled until 8, and form a debated with

another 8

Once discussed, envoy move to

other and explain.

Group of 3, talker and questioner talks, recorder records.

In pairs, join another and share ideas

Inner and outer, engage together

Giving feedback

Rotate students feedback

(Rotate group interest for

feedback each time) Comment >

Correct(Feedback as hints, students correct by

themselves.)

Keep in suspense(Hold the final evaluation, let

students fix based on feedback.)

Feedback note-taking

(make the students to write the

feedback given so they will learn)

Reciprocal feedback

(Let the students give their

feedbacks to you)

Focus on one skill(greater impact

and less defeating on one concern >

many)

Activity 1: Act it out (helps students what to do in different situations).

Students divided in groups with different situation cards.

Teacher decides before, during or after for each sitation.

Students will try to make sense, where else they can listen to this conversation, where they could speak as acted out, etc

Eg: Mary throwing a block, knocked over a cartoon of milk, no towel in bathroom.

Activity 2: People I talk to, People I listen to

(Opportunity for the pupils to discuss)

Show pictures of [police, nurse, fireman...]

Ask when do we talk to [police], where and why?

Repeat with different occupations

Applying TPR in ESL Listening and

Speaking Classroom

Fun learning style, involves in

movements.

Flexible

Hassle-free preparation.

Live up the mood in the classroom and make the

students active.Suitable for young

learners.

Materials are not necessarily needed, only

need competency and rehearsal

Works well with classroom with mixed-abilities

students