TSL3103 WEEK 2 TUTORIAL

TSL3103 WEEK 2 TUTORIALLISTENINGListening is the ability to identify and understand what others are saying. This involves understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning (Howatt and Dakin). An able listener is capable of doing these four things simultaneously.

WHY TEACH LISTENING?Students hear different accents and varieties.Listening helps students to acquire language subconsciously. Listening is a receptive skill.Education. Mass communication.

WHAT A DIFFICULT TASKTeaching listening skills is one of the most difficult tasks for any ESL teacher. Sometimes students feel frustrated because they find listening difficult Why?

DIFFICULTIESStudents are trying to understand every word.Students go back trying to understand what a previous word meant.Students just dont know the most important words.Students dont recognize the words they know.Students have problems with different accents.Students get tired.Students have mental block.Students are distracted.Students cannot cope without images.Students have hearing problems.

PRE- LISTENING:

Tell your students DONT WORRY

Make sure students know what they are listening for before you start listening

Give questions to check students comprehension

Check for any words that your students may not knowTOP TIPSCheck for any words that your students may not know

Short listening

Stop the recording

WHILE LISTENING:

Try to play the recording once for overall comprehension and then for specific details.

Take notes ( dates, places, people)

Repeat the recording especially in the difficult parts

POST-LISTENING:

Compare their notes in small groups.

Encourage debates and answer questions.

Write a summary of the main points and then compare.

Make a list of any new vocabulary.

Try to use as many different sources of listening material as you can:

advertisements, news programs, poetry, songs, extracts from plays, speeches, lectures, telephone conversations, informal dialogues.

REMEMBER!!!

PRINCIPLES FOR DESIGNING SPEAKING TECHNIQUESUse techniques that cover the spectrum of learner needs, from language usage to language use.Provide intrinsically motivating techniques.Encourage the use of authentic language in meaningful contexts.Provide appropriate feedback and correction.PRINCIPLES FOR DESIGNING SPEAKING TECHNIQUES5. Integrate speaking and listening.6. Give students opportunities to initiate oral communication.7. Encourage the development of speaking strategies.SPEAKING STRATEGIESAsking for clarificationAsking someone to repeat somethingUsing fillers (well, I mean, etc) in order to gain time to processUsing conversation maintenance cues (right, yeah, okay, hm, etc)Using paraphrases for structures one cant produce.Using mime and nonverbal expressions to clarify meaningCOMMUNICATIVE ACTIVITIESThe motivation of the activity is to achieve some outcome, using language;Achieving the outcome requires the participants to interact, i.e. to listen as well as speak;The outcome is not 100% predictable;There is no restriction on the language used.TECHNIQUES FOR TEACHING SPEAKINGQuestions and answers (dialogues)ImprovisationsPlaysReadingsSpeechesSmall-group discussionsGamesDebatesGroup projectsField tripsFive Components of Reading InstructionPhonological AwarenessPhonicsFluencyVocabularyComprehension

16Effective research-based reading instruction is made up of five components...Phonological Awareness TrainingPhonological awareness- manipulating and identifying parts of spoken language (i.e. words, syllables, onsets and rimes, and phonemes)Phonemic awareness- conscious awareness that spoken language is made up of individual sounds (i.e. phonemes)17phonemic awareness training is a necessary, but not sufficient condition for learning to read.The ability to read and comprehend depends on parid and automatic recognition and decoding of single words, which is dependent on the ability to segment words and syllables into phonemes.

Enhancing effectiveness Focus first on auditory features of wordsMove from explicit, natural segments of language to the more implicit and complex.Use of phonological properties and dimensions of words to enhance performance.Scaffold, blending and segmenting through explicit modeling.Integrate letter-sound correspondence once learners are proficient with auditory tasks.181. without alphabetic symbols2. proceed from segmenting sentences into words, words into syllables, and syllables into phonemes.3. use words with fewer phonemes and words with CV or VC patters and discrete words without ending blending (i.e. rug) and continuous sounds (i.e. sun)4. modeled by teacher and practiced5. blending and segmenting applied to realistic reading, writing and spelling situations.