How to Teach Listening and Speaking

Category: Education

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How to Teach Listening and Speaking

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Language is best learned if it is used in meaningful communication.

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45% on listening 30% on speaking 16% on reading 9% on writing

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SPEAKING give emphasis on natural, conversational language provide speaking opportunities that systematically build oral fluency offer fun, personalized speaking practice and opportunities to share opinions LISTENING develop a wide variety of receptive skills - listening for gist - listening for details - inferring meaning from the context extract main ideas or information

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CONVERSATION designed to introduce new grammar in a context STEPS: Set the scene. Set focus questions. Books closed. Students listen once or twice to the audio program. 3. Check students’ comprehension. 4. Books open. Students read silently as they listen once more. 5. Students practice the conversation. (Look Up and Say Technique)

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FLUENCY ACTIVITIES pair-work, group-work, role playing, and class activity practice the new structures, functions, and topics STEPS: Set the scene and review the model. Explain and model the task. 3. Divide the class into pairs or groups. 4. Students complete the task. 5. Give students feedback.

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PRONUNCIATION Focus on stress, intonation, contraction, and linked sound Practice pronunciation on regular basis STEPS: Play the audio program. Play the audio program again. Students practice by repeating the words or sentences. 3. Give additional examples on the board.

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SNAPSHOT introduce the topic of the unit STEPS: 1. Books closed. Introduce the new topic. 2. Books open. Lead the students through the information in the Snapshot. 3. Do the follow-up questions as a class or in groups.

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WORD POWER present vocabulary related to the topic of a unit STEPS: 1. Introduce the new topic and elicit associated vocabulary. 2. Model the pronunciation of new words. 3. Explain and model the task. 4. Students complete the task. 5. Check answers with the class.

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INTERCHANGE ACTIVITIES practice everything they have learned in the unit in the form of information gaps, surveys, and role plays STEPS: Set the scene. Assign roles and explain the task. 3. Review the information on the page with students. 4. Model the task. 5. Students complete the task.

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LISTENING Incorporates both the top-down and bottom-up processing skills STEPS: 1. Set the scene. 2. Books closed. Set focus questions and play the audio once. 3. Books open and explain the task. 4. Play the audio program once or twice more as students complete the task. 5. Check answers with the class.

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Remind the students that in most listening situations, the aim is not to remember the specific words or phrases used but to extract the main ideas or information. Prepare the students for the task through pre-listening activities. GUIDELINES IN TEACHING LISTENING

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Set up pairs or groups so that students of different levels can work together. Vary the pair or group arrangements so that students do not work with the same classmates. Discourage students from using native language when doing an activity. GUIDELINES IN TEACHING SPEAKING

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