teaching reading & listening

Teaching Reading & ListeningGroup 41. Bertha Resivia Intan Gayatri (16716251018)2. Ayu Triworo Andayani (16716251023)3. Djihad Bouaoune (16716254001)

The Outline

Teaching ReadingTeaching Listening

The Applicati

on

• Principles of Reading

• Teaching Vocabulary

• Principles of Listening

• RBL in Reading and Listening

• Classroom Activities

The Introduction

Language Skills

Reading

Listening

Speaking

Writing

The Purpose of reading

Based on Williams (1984) in Nation (2010) classifies the pupose of reading into

Getting general information from a text Getting specific information from a textFor pleasure or for interest

Reading Materials

TextbookNewspapersLettersLeafletsLabelsAdvertisementsMagazinesBooks EmailsNewsOnline storySoon

The role of the teacher in teaching reading

OrganizerObserverPrompter Controller

Reading Schema Theory

Nunan (1999: 256) writes, ‘We interpret what we read in terms of what we already know, and we integrate what we already know with the content of what we are reading’.

Contentconsist what we know about people, the world, culture, and the universe in order to prerequisite in understanding text or to predict what may happen.

Formalconsist our knowledge about discourse structure to reveal some implied connection in text.

Example

A 15 years old boy got up the nerve one day to try out for the school chorus, despite the potential ridicule from his classmates. His audition time made him a good 15 minutes late to the next class. His hall permit clutched nervously in hand, he nevertheless trued surreptitiously to slip into his seat, but his entrance did not go unnoticed.“and.. Where were you?” bellowed the teacher.Caught off guard by the sudden attention, a red-faced Harold replied meekly, “Oh, uh er, somewhere between tenor and bass, sir”.

AnalysisContent

◦ 15 years old boys might be embrassed about singung in a choir◦ Hall permits allow students to be outside a classroom during

the class hour◦ Teenagers often find it embrassing to be singled out in a class◦ Something about voice ranges◦ 15 years old boy voices are often “breaking”

Formal◦ The chorus tryout was the cause of potential ridicule◦ The audition occured just before the class period◦ Continuing to “clutch” the permit means he did not give it to

the teacher◦ The teacher did indeed notice his entry◦ The teacher’s question referred to location, not musical part

Further explanation

Grabe (2002: 282) warns that ‘schema theory is hardly a theory, and there is very little research which actually explores what a schema is and how it would work for reading comprehension’.

The influence Schema Theory to top-down and bottom – up processing

The bottom-up approachThe top-down approach

Comprehension

Bottom-Up Top-Down

Analysis Text “Paying to Learn: Is It Snobbery?”The argument develops at various

stages in the text itself The approval and disapproval to

various types of parentThe British Empire The class systemAn understanding of the background

to the British education systemThe state vs privateeducation debate

Types of classroom reading performance

Based on Brown (2001), in classroom reading performance, the type of reading activities are divided into 2, there are:

OralSilent

◦Intensive reading◦Extensive reading

Classroom Practise and Procedures

R. V. White (1981) in Nation (2010) suggest that the stages and procedure of a reading lesson that may help us to put the skill into a classroom context, and to see some of its possible relationships with the other language skills.

Readiness Experiential

Intake Response

Development

Input Response

Designing reading courseNunan (1999) considers five essential steps involved in designing reading courses:

Decide the overall purpose of the reading course within a wider pedagogical framework.

Identify the types of texts and tasks that the course requires.

Identify the linguistic elements to be.Integrate texts and tasks into class-

based work units.

Strategies for Reading comprehensionIdentify the purpose of readingUse graphemic rules and patterns to

aid bottom-up decodingUse efficient silent reading techniques

for relatively rapid comprehensionSkim the text for main ideasScan the text for specific informationUse semantic mapping or clusteringGuess when you are not certain

Feedback to LearnersKind of Questions

◦Written ◦Spoken

Form of Questions◦yes/no◦true/false◦multiple choice◦open-ended question

Teaching vocabulary in relation with reading and listening comprehension

Vocabulary

ReadingListening

The Relationship between Listening and Reading

Listening as well as reading is viewed as ‘passive ‘ due to the misleading and incorrect (Mc Donough, 2013).

Rost in Mc Donough (2013) states that listening consists of three basic processing phases that are simultaneous and parallel: decoding, comprehension, interpretation.

These skills are differed from the mediumand the nature the skill.

Problems in Listening

Brown (2001) mentions some problems in listening that can make listening difficult: Clustering/chunking, breaking down speech into smaller group or words. Redundancy Reduced forms, which can be phonological, morphological, syntactic

and pragmatic. Performance variables Colloquial language Rate of delivery Stress, rhythm and intonation Interaction

Types of Listening

• to facilitate understanding of spoken discourse

• the most common way of teaching listening

Listening as comprehens

ion

• to extract meaning from messages

• can help make learners more effective listeners

Listening as acquisition

The Microskills of Listening Comprehension

The Nature of Listening Comprehension

Product and

process

The micro skills of listening

Processing sound

Processing

meaning

Characteristics of Spoken Discourse

plan

unplanned

monologue Interperso

nal(familiar & unfamiliarTransactional(familiar & unfamiliar)

dialogue

Spoken discourse may have different accents, from standard or non-standard, regional, non-native and so on. Additionally, Brown (2001) adapted the types of oral language from Nunan (1991b: 201-21), as follows:

Therefore, Richards (2008) mentions some kinds of process involved in understanding spoken discourse.

1) Bottom-Up ProcessingIt refers to using the incoming input as the basis for understanding the mesaage. It processes from language to meaning.The exercises that develop this processing are such as dictation, cloze listening, the use of multiple choice questions after a text, and similar activities that require close and detailed recognition, and processing the input.

2) Top-Down ProcessingThis process refers to the use of background knowledge in understanding the meaning of a message. It goes from meaning to language. The activities that apply top-down processing are as follows: Students generate a set of questions they expect to hear about the topic Students generate a list of things they already know about a topic Students listen to part of a story, complete the story ending, then listen and

compare endings. Etc.

3) Combining the two ProcessingField (1998) in Richards explained that a typical lesson in current teaching materials involves a three part sequence consisting of a pre-listening, while listening, and post-listening and contains activities that link bottom-up and top-down listening. Wilson (2008) in McDonough (2013) provides a lot of hands-on examples for each stage that can be the following:

Pre-listening activities, the purpose is to establish a framework for listening so that learners do not approach listening practice with no points of reference. The activities include: ◦ A short reading passage on similar topic◦ Predicting content from the title◦ Commenting on a picture or photograph

While/Listening activities, the tasks carried out during or after listening that directly require comprehension of the spoken materials.◦ Extensive listening, mainly concerned to promote overall global

comprehension and encourages learners not to worry if they do not grasp every word. The following activities are: following directions on a map, predicting what comes next, constructing a coherent set of notes, etc.

◦ Intensive listening, it deals with specific items of language, sound or factual detail within the meaning framework already established. The activities can be as follows: filling gaps with missing words, identifying numbers and letters, picking out particular facts, etc.

Post-listening activities, it provides an oportunity for learners to follow up work- thematic, lexical, grammatical, skills developmental and so on. The examples are using notes as the summary, reading a related text, doing a role play and practising pronunciation.

Listening Strategies

Buck (2001) in Richards (2008) divides two kinds listening strategies: Cognitive strategies: mental activities related to comprehending and

storing input in working memory or long term memory for later retrieval. This includes comprehension processes-storing and memory processes-using and retrieval processes.

Metacognitive startegies: those conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies. The strategies include assessing the situation, monitoring, self-evaluating, and self-testing.

Principles for Designing Listening Techniques

Brown (2001) summarizes some principles for designing listening in which some are the application of the technique and the others are more germane to listening. In an interactive, four skills curriculum, make sure that you don’t

overlook the importance of techniques that specifically develop listening comprehension competence.

Use intrinsically motivating techniques Utilize authentic language and context Consider the form of listeners’ responses carefully Encourage the development of listening strategies Include bottom-up and top-down listening techniques

Various Media for Teaching Listening

Music

Movies

Podcast (ipod and broadcasting)

Others (audio monologue or dialogue, English TV

program or radio, silent movie)

The Application of RBL in Teaching Listening and Reading

The topic: Holidays.Level: Intermediate (young adults and adults)The procedures: • The students will be introduced to

different resources concerning the topic (holidays).

• The resources are: Different types of printed texts taken from newspapers, magazines, books, and websites.Video documentary (Holidays to Sri Lanka) https://youtu.be/AtkmTw14hq8

•Records

The Unit Outlines:

https://youtu.be/AtkmTw14hq8

• Students will have the opportunity of having an authentic conversation with a tour guide, who will explain to them how to plan trips.

Scaffolding: Students will be given some titles of

books to search and read in the library as extensive reading activities, while some websites will be given to be used for planning the field trip.

Activities: This unit consists of three reading and

listening sections, in each section, students will be introduced to different resources that adress their interests.

• Using the knowledge gained from the activities and authentic conversation with the tour guide to plan a field trip.

Designing a field trip report using the multimedia templates application Glogster.

The templates should be submitted at the end of the unit.

Reading ActivitiesReadiness activities:Stage 01:Activity 01

While-Reading Activities or Experiential Activities:Stage 02:

Source: Roberts, R., Clare, A., Wilson, JJ. (2011). Total English: student’s book. Slovakia: Pearson Education Limited

Activity 03: Aim: Skim main ideas

Read quickly the extract from Travels Across Africa by Sophie Van Ranst, and answer the questions:

Where are Sophie and Daniel?

Do they experience the things you talked about in exercise 2?

How do they like to remember their travels?


Activity 04:Aim: Scan to locate specific information

Read the extract again. Write True (T) or False (F) or not given (NG)

1. They drove slowly through the busy desert.2. Sophie wrote about her experiences in a note

book.3. Daniel took fotos of the Victoria Falls.4. They had seen a lot of things.5. Daniel was driving when they saw the horses.6. Sophie woke Daniel so that he could take

photos.Source: Roberts, R., Clare, A., Wilson, JJ. (2011). Total English: student’s book. Slovakia: Pearson Education Limited

Post-reading activities:Stage 03, 04 and 05.Activity 05A. Work in pairs and answer the following questions:1. What do you think will happen if Daniel was not sleeping when Sophie saw the horses?2. Why do you think Sophie could not remember how long the horses had been there?3. Work in pairs and retell what happened to Sophie and Daniel in their trip.4. Write down the discourse of your retelling in a form of a short text.


Activity 06Extensive reading:Read two other texts concerning travelling at home. You will be asked to tell it to the class at the next lesson. If you like this kind of texts, they are all on the web. The following websites can be used:http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/adventure-travelhttp://www.allthingstopics.com/travel.htmlhttps://en.islcollective.com/resources/printables/worksheets_doc_docx/reading_comprehension_activity_tourism/present-simple-travel/14371

http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/adventure-travel



http://www.allthingstopics.com/travel.html

http://www.allthingstopics.com/travel.html

https://en.islcollective.com/resources/printables/worksheets_doc_docx/reading_comprehension_activity_tourism/present-simple-travel/14371





Language focus: Descriptive language Look at the descriptive language from the extract, choose the correct words in italics and answer the questions:1. Roaring of the water (line 9)This means the water makes a loud noise/ is quiet.What animal normally roars?2. quietness fell over us (line 14-15)This means that as they drove they had a small accident/ it became silentGive some every day examples of things that fall3. Slept the sleep of dead. (line 34-35)This means that they slept very well/ very badly.


PRE-LISTENING ACTIVITIES:ACTIVITY 01:

Aim: Establish a framework for listening. Work in pairs. Look at the photos and answer the questions.1. What can you see in the

photos?2. Where do you think the

photos might have been taken?

3. What do you think the people who took the photos had done earlier that day?

4. How do you think they are feeling?


While-listening ActivitiesActivity 02:

a. Extensive listening. Listen to three people describing the photos. Match the speakers, Helen, Matthew and Tracy with the photos (A-C).

b. Intensive listening. Listen again. For each speaker makes notes about…….

• Where they took the photo.• What the weather was like.• What else they had done that day.c. Look at the How to……...box. Then listen

again and tick (x) the phrases you hear

POST-LISTENING ACTIVITIES:ACTIVITY 03:

Aim: Skills developmental.• Think of favourite photo.

Using the phrases in the how to…box, write a short descriptive text.

• Work in pairs and play the role of one of the speakers and describe one photo to your partner using the short text you have produced.


References:

Brown, H., D. (2001). Teaching by principles: An interactive approach to language pedagogy 2nd edition. San Fransisco: Longman.

Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.

McDonough, J., Shaw, C., & Masuhara, H., (2013). Material and Methods in ELT. West Sussex. UK: John wiley & Sons.

Richards, J., C. (2008). Teaching listening and speaking. From theory to practice. New York: Cambridge University Press.

Roberts, R., Clare, A., Wilson, JJ. (2011). Total English: student’s book. Slovakia: Pearson Education Limited.