Teaching Listening Techniques

Bộ giáo dục và đào tạo
Sở GD-ĐT THáI Nguyên
Bồi dưỡng giáo viên dạy học theo chương trình và ứng dụng công nghê thông tin trong dạy học
Năm học 2009-2010
Báo cáo viên: Nguyễn Tiến Dũng
THPT L­¬ng Ngäc QuyÕn – Th¸I Nguyªn
Email: [email protected] Website: www.bravery.tk
THPT Lương Ngọc Quyến 13 -15 tháng 8 2009
Bộ giáo dục và đào tạo
Sở GD-ĐT THáI Nguyên
Mục lục
Dạy học theo chuẩn kiến thức, kỹ năng trong chương trình giáo duc phổ thông
Chương trình và Sách giáo khoa tiếng Anh
Dạy kỹ năng: Nghe, nói, đọc, viết, trọng tâm ngôn ngữ
2. ứng dụng Công nghệ thông tin Truyền thông trong day học
Soạn thảo văn bản với ký hiệu phiên âm quốc tế.
Cắt file video.
Cắt, chỉnh sửa file âm thanh
Soạn đề trắc nghiệm nhiều mã đề
3
Listening section
Theory
Games
Textbook adaptation
Back to index
I. Teaching Listening Theory
4
What is listening
Listening process
Principles in teaching listening
Principles behind teaching listening
Teaching listening steps
Listening stages
What if students don’t understand
5
A. Answer the questions about yourself
1. . skip listening section?
2. . have any activities before having your students listen to the tape?
3. . usually have your students read the script before, while, or after listening?
4. . stop the tape after every sentence (or speaker`s turn)?
5. . ask your students to repeat after the tape?
6. . prepare more listening tasks?
7. . have a listening task in any in-class tests?
Do you ...
6
What is listening?
Listening is one of the four Macro skills. What are some of the Listening micro skills needed?
Understanding the of what is heard, e.g. Who is talking? Where are they? What are they doing? Relationship?
Understanding information e.g quantity, reference numbers, prices, etc. when listening to a business telephone call
for words & phrases not heard clearly in an informal situation e.g. at a pub or party
gist
precise
Compensating
What is listening?
Work in pair
Complete the following sentences with suitable words
Modern principles
Extensive reading & listening (for gist or for specific information) are more common in real life than are intensive reading & listening (word by word)
Intensive reading & listening may inhibit development-to worry about meaning of every word in text and so working from the part to the whole
Effective readers & listeners work from the whole to the part using overall context to help clarify meaning of individual words & structures. They tolerate uncertainty, ignoring unknown items or inferring their meaning from context.
What is listening?
B. Listening processes
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SHORT-TERM MEMORY
takes raw speech
organizes info.
predicts info.
recalls prior knowledge < long-term memory
LONG-TERM MEMORY
deletes original form of message
retains new info.
stores old info.
Message understood
Problems
lexical
grammatical
phonetic
reason
for L.
meaning
Top-down process
retrieve info. < long-term memo.
interpret message
Bottom-up process
analyze language data
interpret message
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C. Principles in Teaching Listening
Listening materials should be based on a wide range of texts, including both monologues and dialogues.
Schema-building tasks should precede listening.
Learners should know what they are listening for and why.
Only use the tape script (if there is one) as a last resort.
Set a further task, or tasks, which direct learners to a more detailed understanding
 Teaching, not testing
 Learners should be given opportunities
to listen to a text several times
and to work through increasingly challenging listening tasks.
= pre-listening activities
< top-down processing
= text-related tasks
< bottom-up processing
Principle 1: The tape recorder is just as important as the tape
Principle 2: Preparation is vital
Principle 3: Once will not be enough
D. Principles Behind Teaching Listening
Principle 4: Students should be encouraged to respond to the content of a listening, not just to the language
Principle 5: Different listening stages demand different listening tasks
Principle 6: Good teachers exploit listening texts to the full.
D. Principles Behind Teaching Listening
E. Teaching steps
Lead-in
comprehension task
Ss` listening
T`s feedback
text-related task
comprehension task
Ss` listening
T`s feedback
TYPE 1 TASKS
TYPE 2
TASKS
for general information
< TOP-DOWN
for detailed info. or language aspects
< BOTTOM-UP
E. Teaching steps
What techniques can be used in almost all step?
Asking Elicit & Concept Questions
Eliciting & Concept Checks
There are three steps to eliciting:
You convey a clear idea to the students, perhaps by using pictures, gestures or questions, etc.
The students then supply the appropriate language, information, ideas, etc.
You give them feedback
You can elicit: ideas, feelings, meanings, context, memories…
You can’t elicit: things they do not know
Teach then Check
Practice is more important than input
Teach a little amount then check what the students have taken in
Concept Questions
Some examples
Eliciting & Concept Checks
A. She’s given up smoking.
Did she smoke before? (Y)
Does she smoke now? (N)
Did she stop? (Y)
B. I’m looking forward to my vacation.
Is the speaker thinking about the past, present, or future? (Future)
How does he/she feel about it? (Happy, excited)
Is he/she excited? (Yes)
C. You shouldn’t have suggested that.
Did the person suggest something? (Yes)
Now or in the past? (the past)
Is the speaker happy about it? (No)
Is the person criticizing the person’s actions? (Yes)
Eliciting & Concept Checks
How not to do it
What’s the problem with the following ways of checking understanding:
Do you understand?
(To low level students) “What does ‘disorientated’ mean?”
OK, everyone understands so let’s move on.

Concept Questions are a useful way of checking students’ understanding of items you are presenting, but they must be well thought out. Can you identify the problem with these concept questions?
Eliciting & Concept Checks
A. He managed to climb the mountain. (manage + to + base form)
Concept Question: Did he manage to climb the mountain?
B. I’m used to commuting to San Francisco. (be used to + verb + ing)
Concept Question: Am I describing an experience which although at first problematic has now become somewhat easier for me to deal with?
C. He used to smoke. (used to + base form)
Concept question: Did he used to drink?
D. He is an optimistic person.
Concept question: Is he happy?
How not to do it
Eliciting & Concept Checks
Stages in a listening lesson
Before-you-listen stage
While-you-listen stage
After-you-listen stage
I. Before you listen
Introducing general content of the listening passage
Practising designed warming-up activities in the textbook
Making use of pictures (if any) to present new vocabulary
Presenting more words/phrases from tapescripts

Stages in a listening lesson
I. Before you listen
Stages in a listening lesson
Getting students to pronounce words/phrases carefully
Reviewing already-presented grammatical patterns
Presenting new grammatical patterns (if any)
Asking students to predict content of the listening

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Some pre-listening activities
1. Guessing, predicting content (from title, picture, task,.)
"On Campus" (U.4), Future Life (U.8)


2. Pre-teaching key words (using contexts, Q-A, listening tasks, imagination, word games.):
=> meaning + pronunciation
campus, dorm, major // auditorium, photography (U.4)
**
Giving clear instructions for the listening task (rephrasing textbook instructions if necessary)
Playing the tape once (non-stop) for students to get general content of the listening
Providing other activities from textbook for slower classes
I. Before you listen
Stages in a listening lesson
II. While you listen
I. Before you listen
Stages in a listening lesson
II. While you listen
Moving from simpler tasks (listening for getting key words/phrases, listening for main ideas, matching, deciding on true/false information, numbering pictures, sequencing events…) to more complicated ones (answering MCQs, gap-filling, table/graph completing, answering information questions…)
I. Before you listen
Stages in a listening lesson
II. While you listen
Playing the tape several times (non-stop or with pauses if students need help)
Breaking long tape scripts into sections to facilitate the listening
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Some while-listening activities
1. Asking further questions for fuller comprehension
2. Drawing students` attention to discourse markers, intonation,.
(U.11, Books) I mean. // Unlike the contents. // we can skim, that is, reading.
3. Adapting tasks in textbooks
***
I. Before you listen
Stages in a listening lesson
II. While you listen
III. After you listen
Practising designed post-listening activities in textbook.
Summarizing listening passages in spoken or written form
Relating to students’ own experience
Extending the topic to oral or written presentations
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Some post-listening activities
1. Discussing a related topic
2. Writing a summary / a report
3. Completing text (with blanks)
4. Playing word games
***
What if students DO NOT understand the listening tape?
Introduce interview questions: Questions can be given first and students are encouraged to role-play the interview before listening. This will increase their predictive power.
Use ‘jigsaw listening’: Different groups are given different bits of the tapescript. When the groups hear about each other’s pieces of tapescript, they can get the whole picture.
What if students DO NOT understand the listening tape?
One task only: Non-demanding tasks can be assigned such as listening and deciding on the sex, age, status of the speaker or the setting of the listening.
What if students DO NOT understand the listening tape?

Use the tapescript (1): It can be cut into bits for students to put in the right order as they listen.
What if students DO NOT understand the listening tape?
Use the tapescript (2): Students can look at the tapescript to gain more confidence and ensure what the tape is about.
What if students DO NOT understand the listening tape?
Use the tapescript (3): Students can look at the tapescript before, during, or after they listen. The tapescript can also have words or phrases blanked out.
What if students DO NOT understand the listening tape?
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Pre-listening word games
Word square
Find the way out
Stepping stones
Half a crossword
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Game 1 – Word square
(U.10, Endangered Species) Find these words in the square:
food, dugong, panda, reserve, Asia, swim, season, extinct, bamboo, coast,
aquarium
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Game 2 – Half a crossword
Each student has a half-filled crossword. Students work in pairs and ask each other to find the missing parts.
Clues: 6 words across, 4 words down (U.8, Endangered Species)
e.g. - "What is 1 across?" -"That`s P.A.N.D.A."
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Game 3: Find the way out
Based on stress patterns, phoneme production, word class, or theme
extend
reptile
hero
custom
fauna
prevail
major
flora
instant
campus
disturb
maintain
demand
destroy
agree
organ
gravel
beauty
credit
command
casualty
document
cactus
dagger
chapter
effort
resolve
recede
retain
failure
extend
socialize
floral
notify
prevail
expose
fortune
genius
fee
poach
rowing
canoeing
kayaking
sand dune
oasis
loans
customer
sailing
surfing
scuba-diving
convenient
habitat
rhinos
endangered
swimming
extinction
gazelle
reform
dugong
wildlife
stress
Verbs
Themes
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Game 4: Stepping stones
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Some post-listening games
Telling stories
Word association
Running dictation
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Game 1 – Telling stories
Unit 4 (Higher Education, "On Campus")
T. writes some words on the board.
? Each group make up sentences from them.
course
lab
degree
dormitory
My sister`s taking a chemistry course in a school in the USA. She spends a lot of time in the lab and she hopes to finish her degree next year. She has to live in the dormitory.
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Game 2 – Word Association
(U.14, "International Organizations")
Students pick up word cards and put the words in one sentence.
e.g. Flood-affected victims are suffering food shortages and lack of clean water.
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Game 3 – Running dictation
(U. 8, "Future Life")
Students form groups of 5.
One student is the writer.
The others take turns reading the script given by the teacher. They then dictate to the writer.
DICTATION
Cons
Time-consuming
Not really developing listening / writing skills.
Unrealistic => Listening "word by word" and at an artificial pace
Without any real comprehension.
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Pros
Time-consuming
Spelling & punctuation => part of writing skill
Unrealistic => Yes & No
=> it is used sometimes in real life
Requiring concentration & thought => exercise the brain
Involving vocab., pronun., grammar => a useful bottom-up task
Listening
Assumption & Experience Sharing
What makes teaching listening interesting?
What makes teaching listening difficult?

What do you think about the listening tasks?
Interesting, boring, challenging, easy, suitable, unsuitable, etc.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 1
Listen and fill in the words Paul says.
So Andrea, you’re ____________ for the holiday?
I haven’t decided yet. I’m still _____________.
….. I usually take the train or __________.
Well, we are not really a very ________ family.
… so when we get home she often cooks big meals. We have _________ for days.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 1 - Answer
Listen and fill in the words Paul says.
So Andrea, you’re __going home__________ for the holiday?
I haven’t decided yet. I’m still ___considering__________.
….. I usually take the train or ___the coach_______.
Well, we are not really a very ___close-knit_____ family.
… so when we get home she often cooks big meals. We have ___leftovers______ for days.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 2
Listen and fill in the words Andrea says.
I am sure. I’ve _________ a flight for tomorrow afternoon …. .
……. All the seats have been _________ by now I’m sure. ……
You don’t ______________ about it.
Well I try to get home ____________ possible. …
…… And there are too many people to cook for, so we _________ going out to dinner a lot. That’s also fun.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 2 - Answers
Listen and fill in the words Andrea says.
I am sure. I’ve __booked_______ a flight for tomorrow afternoon …. .
……. All the seats have been __reserved_______ by now I’m sure. ……
You don’t ____sound excited__________ about it.
Well I try to get home ____as soon as________ possible. …
…… And there are too many people to cook for, so we __end up_____ going out to dinner a lot. That’s also fun.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 3
Which phrases or sentences belong to Paul or Andrea? Put P for Paul and A for Andrea next to them.
You’re going home for the holiday.
That sounds great.
Going home too?
I’m still considering.
It’s the holiday season after all.
You don’t sound excited about it.
Well, we are not really a very close-knit family.
We have leftovers for days.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 3 - Answer
Which phrases or sentences belong to Paul or Andrea? Put P for Paul and A for Andrea next to them.
You’re going home for the holiday. P
That sounds great. P
Going home too? A
I’m still considering. P
It’s the holiday season after all. A
You don’t sound excited about it. A
Well, we are not really a very close-knit family. P
We have leftovers for days. P
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 4
Listen to the conversation between Paul and Andrea and decide whether the statements are true (T) or false (F).
Andrea is not going home for the holiday.
Paul hasn’t decided going home.
Andrea thinks there are no more seats available because it’s a holiday season.
Paul’s brothers live together in the same place.
Andrea has a big family.
Paul’s mother loves to cook.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 4
Listen to the conversation between Paul and Andrea and decide whether the statements are true (T) or false (F).
Andrea is not going home for the holiday. F
Paul hasn’t decided going home. T
Andrea thinks there are no more seats available because it’s a holiday season. T
Paul’s brothers live together in the same place. F
Andrea has a big family. T
Paul’s mother loves to cook. T
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 5
Listen to the conversation between Paul and Andrea and decide whether the statements are true (T), false (F) or not given (NG).
Andrea is not going home for the holiday.
Paul hasn’t decided going home.
Andrea thinks there are no more seats available because it’s a holiday season.
Andrea’s family is about 180 kilometres for where they are now.
Paul’s brothers live together in the same place.
Andrea’s mother loves to cook.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 5 - Answer
Listen to the conversation between Paul and Andrea and decide whether the statements are true (T), false (F) or not given (NG).
Andrea is not going home for the holiday. F
Paul hasn’t decided going home. T
Andrea thinks there are no more seats available because it’s a holiday season. T
Andrea’s family is about 180 kilometres for where they are now. NG
Paul’s brothers live together in the same place. F
Andrea’s mother loves to cook. NG
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 6
Listen to the conversation between Paul and Andrea and answer the following questions.
When is Andrea’s flight? ___________________________.
Why does Andrea think it is difficult to reserve a seat now?
________________________________________________.
3. What means of transport does Paul usually use to go home?
________________________________________________.
4. Do Paul’s brothers live near each other?
________________________________________________.
5. Is Andrea’s family close to each other? ________________.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 6 - Answer
Listen to the conversation between Paul and Andrea and answer the following questions.
When is Andrea’s flight? Tomorrow afternoon.
Why does Andrea think it is difficult to reserve a seat now?
Because it`s holiday season.
3. What means of transport does Paul usually use to go home?
Train or coach.
4. Do Paul’s brothers live near each other?
No, they don’t.
5. Is Andrea’s family close to each other? Yes, it is.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 7
Listen to the conversation between Paul and Andrea and put the sentences in the order you hear them.
… We have leftovers for days.
I haven’t decided yet. I’m still considering …
… I’ve booked a flight for tomorrow afternoon and I can’t wait.
… so we end up going out to dinner a lot.
… It’s the holiday season after all.
… and they are spread out all over the place. …
I usually take train or the coach.
… so it’s always a lot of fun.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 7 - Answer
Listen to the conversation between Paul and Andrea and put the sentences in the order you hear them.
… We have leftovers for days. 8
I haven’t decided yet. I’m still considering … 2
… I’ve booked a flight for tomorrow afternoon and I can’t wait. 1
… so we end up going out to dinner a lot. 7
… It’s the holiday season after all. 3
… and they are spread out all over the place. … 5
I usually take train or the coach. 4
… so it’s always a lot of fun. 6
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 8
Listen to the conversation between Paul and Andrea and put the sentences in the order you hear them. Listen again and decide which sentences belong to Paul or Andrea.
… We have leftovers for days.
I haven’t decided yet. I’m still considering …
… I’ve booked a flight for tomorrow afternoon and I can’t wait.
… so we end up going out to dinner a lot.
… It’s the holiday season after all.
… and they are spread out all over the place. …
I usually take train or the coach.
… so it’s always a lot of fun.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 8 - Answer
Listen to the conversation between Paul and Andrea and put the sentences in the order you hear them. Listen again and decide which sentences belong to Paul or Andrea.
… We have leftovers for days. 8 A
I haven’t decided yet. I’m still considering … 2 P
… I’ve booked a flight for tomorrow afternoon and I can’t wait. 1 A
… so we end up going out to dinner a lot. 7 A
… It’s the holiday season after all. 3 A
… and they are spread out all over the place. … 5 P
I usually take train or the coach. 4 P
… so it’s always a lot of fun. 6 A
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 9
Listen to the conversation between Paul and Andrea and fill in the gaps.
P - So Andrea, you’re ___________ for the holiday?
A - I am sure. I’ve ______ a flight for tomorrow afternoon and I can’t wait.
P - That sounds great.
A - What about you? Going home too?
P – I haven’t decided yet. I’m still ____________ …
A - Haven’t decided yet? Oh, you are never going to get a flight out of here. All the seats have been reserved by now I’m sure. It’s the ___________ after all.
P - Well, it’s not very important to me. My family lives about 180 kilometres from here. I usually take the train or ____________.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
A - You don’t sound excited about it.
P - Well, we are not really a very ________ family. I have three brothers, and they’re __________ all over the place. We rarely get together as a family any more.
A - Well, I try to get home as soon as possible. We’re a __________ – there are six of us – children – so it’s always a lot of fun.
P - Six kids?
A - Yes. And we’re all really close. My brother are married, so it makes for a very ____________ over the holiday. And there are too many people to cook for, so we end up going out to dinner a lot. That’s also fun.
P - Well, at my home, my mother loves to cook, so when we get home she often cooks big meals. We have __________ for days.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 9 - Answer
Listen to the conversation between Paul and Andrea and fill in the gaps.
P - So Andrea, you’re going home for the holiday?
A - I am sure. I’ve booked a flight for tomorrow afternoon and I can’t wait.
P - That sounds great.
A - What about you? Going home too?
P – I haven’t decided yet. I’m still considering…
A - Haven’t decided yet? Oh, you are never going to get a flight out of here. All the seats have been reserved by now I’m sure. It’s the holiday season after all.
P - Well, it’s not very important to me. My family lives about 180 kilometres from here. I usually take the train or the coach.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
A - You don’t sound excited about it.
P - Well, we are not really a very close-knit family. I have three brothers, and they’re spread out all over the place. We rarely get together as a family any more.
A - Well, I try to get home as soon as possible. We’re a big family – there are six of us – children – so it’s always a lot of fun.
P - Six kids?
A - Yes. And we’re all really close. My brother are married, so it makes for a very crowded home over the holiday. And there are too many people to cook for, so we end up going out to dinner a lot. That’s also fun.
P - Well, at my home, my mother loves to cook, so when we get home she often cooks big meals. We have leftovers for days.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 10
Listen to the conversation between Paul and Andrea and fill in the gaps.
P - So Andrea, you’re __________________________?
A - I am sure. I’ve _____________for tomorrow afternoon and I can’t wait.
P - That sounds great.
A - What about you? Going home too?
P – I haven’t decided yet. _________________ …
A - Haven’t decided yet? Oh, you are never going to get a flight out of here. All the seats have been reserved by now I’m sure. _________________ after all.
P - Well, it’s not very important to me. My family lives about 180 kilometres from here. I usually take ____________________________.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
A - You don’t sound excited about it.
P - Well, we are not really ____________________. I have three brothers, and they’re __________ all over the place. We rarely get together as a family any more.
A - Well, I try to get home as soon as possible. _____________________ – there are six of us – children – so it’s always a lot of fun.
P - Six kids?
A - Yes. And we’re all really close. My brother are married, so it makes for __________________ over the holiday. And there are too many people to cook for, so we end up going out to dinner a lot. That’s also fun.
P - Well, at my home, my mother loves to cook, so when we get home she often cooks big meals. _______________________________________.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 10 - Answer

P - So Andrea, you’re going home for the holiday?
A - I am sure. I’ve booked a flight for tomorrow afternoon and I can’t wait.
P - That sounds great.
A - What about you? Going home too?
P – I haven’t decided yet. I’m still considering …
A - Haven’t decided yet? Oh, you are never going to get a flight out of here. All the seats have been reserved by now I’m sure. It’s the holiday season after all.
P - Well, it’s not very important to me. My family lives about 180 kilometres from here. I usually take the train or the coach.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2

A - You don’t sound excited about it.
P - Well, we are not really a very close-knit family. I have three brothers, and they’re spread out all over the place. We rarely get together as a family any more.
A - Well, I try to get home as soon as possible. We’re a big family – there are six of us – children – so it’s always a lot of fun.
P - Six kids?
A - Yes. And we’re all really close. My brother are married, so it makes for a very crowded home over the holiday. And there are too many people to cook for, so we end up going out to dinner a lot. That’s also fun.
P - Well, at my home, my mother loves to cook, so when we get home she often cooks big meals. We have leftovers for days.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 11: Listen to the conversation between Paul and Andrea and correct the wrong information.

P - So Andrea, you’re going home for the summer?
A - I am sure. I’ve booked a flight for tomorrow night and I can’t wait.
P - That sounds great.
A - What about you? Going home too?
P – I haven’t decided yet. I’m still considering …
A - Haven’t decided yet? Oh, you are never going to get a flight out of here. All the seats have been reserved by now I’m sure. It’s the Christmas time after all.
P - Well, it’s not very important to me. My family lives about 118 kilometres from here. I usually take the train or the bus.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 11: Listen to the conversation between Paul and Andrea and correct the wrong information.

A - You don’t sound excited about it.
P - Well, we are not really a very close-knit family. I have three sisters, and they’re spread out all over the place. We rarely get together as a family any more.
A - Well, I try to get home as soon as possible. We’re a big family – there are six of us – children – so it’s always a lot of fun.
P - Six kids?
A - Yes. And we’re all really close. My brother are not married, so it makes for a very crowded home over the holiday. And there are too many people to cook for, so we end up going out to lunch a lot. That’s also fun.
P - Well, at my home, my grandmother loves to cook, so when we get home she often cooks big meals. We have leftovers for weeks.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 11: Answer

P - So Andrea, you’re going home for the holiday (summer)?
A - I am sure. I’ve booked a flight for tomorrow afternoon (night) and I can’t wait.
P - That sounds great.
A - What about you? Going home too?
P – I haven’t decided yet. I’m still considering …
A - Haven’t decided yet? Oh, you are never going to get a flight out of here. All the seats have been reserved by now I’m sure. It’s the holiday season (Christmas time) after all.
P - Well, it’s not very important to me. My family lives about 180 (118) kilometres from here. I usually take the train or the coach (bus).
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 11: Answer.

A - You don’t sound excited about it.
P - Well, we are not really a very close-knit family. I have three brothers (sisters), and they’re spread out all over the place. We rarely get together as a family any more.
A - Well, I try to get home as soon as possible. We’re a big family – there are six of us – children – so it’s always a lot of fun.
P - Six kids?
A - Yes. And we’re all really close. My brother are married (not married), so it makes for a very crowded home over the holiday. And there are too many people to cook for, so we end up going out to dinner (lunch) a lot. That’s also fun.
P - Well, at my home, my mother (grandmother) loves to cook, so when we get home she often cooks big meals. We have leftovers for days (weeks).
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 12: Listen to the conversation between Paul and Andrea and choose the best option.


1. Andrea is going home for ___________.
a. Christmas b. New Year c. the holiday
2. Andrea’s flight is booked for ___________.
a. tomorrow morning b. tomorrow afternoon c. tomorrow evening
3. Paul ________ going home.
a. is not b. is thinking about c. has made decision over
4. Paul’s family is about ___________ from where he is.
a. 180 kilometres b. 118 kilometres c. 80 kilometres
5. Whose family has 6 kids?
a. Paul’s b. Andrea’s c. Paul’s and Andrea’s
6. Whose mother loves to cook?
a. Paul’s b. Andrea’s c. Paul’s and Andrea’s
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Adapted # 12 – Answer

c
b
b
a
b
a
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Tapescript

P - So Andrea, you’re going home for the holiday?
A - I am sure. I’ve booked a flight for tomorrow afternoon and I can’t wait.
P - That sounds great.
A - What about you? Going home too?
P – I haven’t decided yet. I’m still considering …
A - Haven’t decided yet? Oh, you are never going to get a flight out of here. All the seats have been reserved by now I’m sure. It’s the holiday season after all.
P - Well, it’s not very important to me. My family lives about 180 kilometres from here. I usually take the train or the coach.
Listening Tasks
ADAPTATION
Unit 1 – Section C Listening - Task 2
Tapescript

A - You don’t sound excited about it.
P - Well, we are not really a very close-knit family. I have three brothers, and they’re spread out all over the place. We rarely get together as a family any more.
A - Well, I try to get home as soon as possible. We’re a big family – there are six of us – children – so it’s always a lot of fun.
P - Six kids?
A - Yes. And we’re all really close. My brother are married, so it makes for a very crowded home over the holiday. And there are too many people to cook for, so we end up going out to dinner a lot. That’s also fun.
P - Well, at my home, my mother loves to cook, so when we get home she often cooks big meals. We have leftovers for days.
79
Speaking section
Provide more language input
Elicit more clues
Personalize the contents
Reduce the workload
Adapt instructions
Combine tasks
Rearrange tasks
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PROVIDE MORE LANGUAGE INPUT
Revise old vocabulary and structures
Unit 4 – Education – Task 3: revise structures to talk about similarities and differences
Provide words and expressions
Unit 7 – Economic reforms – Task 2: what verbs to be used with each content
ELICIT MORE CLUES
Make students talk about specific things
Unit 6: Future job – Task 2: What do you like/ don’t like about each job
Salary: how much is high enough?
Location: home town or a far-away city?
Unit 8: Life in the future – Task 2: Predictions about the future
Developments of science and technology: people landing on Mars; talking robots, intelligent house, etc.
PERSONALIZE THE CONTENTS
Bring out students’ previous knowledge
Make teaching contents age-specific
Utilize students’ imagination
Unit 16 – Asean – Task 2: What else do you know about these countries?
Unit 7 – Economic Reforms – Task 2: What changes do you want to see in school?
Unit 8: Life in the Future – Task 2: Allow students to make wild predictions
REDUCE THE WORKLOAD
Unit 7 – Economic Reforms – Task 2 Each group is in charge of one field only
Group 1: Ministry of Education
Group 2: Ministry of Health
Group 3: Ministry of Agriculture
ADAPT INSTRUCTIONS
Adapt instructions = Make it easier to understand
Unit 15 – Women in Society – Task 2: Read and respond = What do you think of…?
Adapt instructions = Adjust requirements
Unit 1 – Home Life – Task 1
REARRANGE TASKS
Move from easier task to more challenging task
Unit 2 – Cultural Diversity – Do Task 2 & 3 before Task 1
COMBINE TASKS
Unit 11 – Books – Task 1 + 3, Task 2 + 4
87
Reading section
Reading Quiz
Types of reading skills
Strategies of reading
The roles of the teacher
Group discussion
Facilitating reading tasks
Finals notes
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TEACHING READING
A. READING QUIZ.
Choose the best response for each question. Each question has only one correct answer. There are 15 questions to this quiz. Try to use only 30 seconds per question. (handout)
B. TYPES OF READING SKILLS.
Answer this question: Do you read every word in every document in your native language?
Here is a quick overview of the four types of reading skills in every language:
1. Skimming: Reading rapidly for the main points.
Examples:
- Newspapers (quickly to get the general news of the day).
- Magazines (quickly to discover which articles you would like to read in more detail).
- Business and Travel Brochures (quickly to get informed).
2. Scanning: Reading rapidly to find a specific piece of information.
Examples: - The “What’s on T.V” section of your newspaper.
- A train/airplane schedule.
- A conference guide.
3. Extensive reading: Reading for a long text, often for the pleasure with emphasic on overall meaning.
Examples: - The lastest marketing strategy book.
- A novel you read before going to bed.
- Magazine articles that interest you.
4. Intensive reading: Reading a short text for detailed information.
Examples: - A book report.
- An insurance claim.
- A contract.
C. STRATEGIES OF READING
1. Strategy
The ability of the reader to use a wide variety of the reading strategies to accomplish.
2. Factors that influence on reading comprehension
- The reader.
- The text.
- Interaction between the reader & the text.
+ Strategies.
+ Schema.
+ Purpose for reading.
+ Maner of reading.
- Fluency.
3. Strategies of reading:
Letters Letter clusters Words Phrases Longer text Meaning = Comprehension
Pre-reading activities + Background knowledge = Comprehension
Knowledge base + Bottom-up strategies + Top-down strategies = Comprehension
3.1. Bottom-up processing:
3.2. Top-down processing:
3.3. Interactive approach.
Example: Top-down strategy
Step 1: Read the title: Predict what the text is going to be about.
Step 2: Ask questions:
- What’s your purpose for reading this text? - What type of text is this (An article? A letter? A poem?)
Step 3: Activate background knowledge.
- What do you know about the style of the reading?
D. THE ROLES OF THE TEACHER
1. Organizer: We need to tell Ss exactly what their reading purpose is
give Ss clear instructions
2. Observer: We need to give Ss space to read on their own.
observe Ss progress.
give some extra time.
3. Feedback organizer:
We lead a feedback session to check Ss’ work; ask Ss to say where in the text they found the relevant information. …
4. Prompter:
We can promt Ss to notice language feature within it.
We may as controllers, direct Ss to certain feature of text construction…
E. GROUP DISCUSSION
1. Task 1: Work in groups, study reading lessons in textbooks, find out problems, then adapt them.
Unit:
Problems:
Solutions:
2. Task 2: Feedback
F. FACILITATING READING TASKS
Before reading:
Activate Ss’ previous knowledge.
Examples: U1: Home life: Talk about Ss’ own home life.
U2: Cultural Diversity: Wedding puzzle.
U13: Seagames: Seagames fact quiz.
Build Ss’ knowledge of the topic.
Examples: U2: What is Cultural Diversity?
U3: What’s socializing? What’s verbal communication?
Get Ss familiar with some key vocabularies.
(Most of the units: Teach Task 1 (vocabulary) before reading.
Motivate Ss to read:
Give Ss a focus of reading.
Make Ss curious by asking questions.
They can find the answers in the text.
Help Ss understand the tasks.
Get Ss read the questions first
Help Ss with difficult expressions in the questions
Check to make sure Ss understand the questions
2. While reading: * Reduce the load: Break the passage in to smaller parts or change the task.
Example: U7: Economic reforms - Before DM - Government’s actions - After DM
Help Ss to understand the text before get them to answer the questions.
Examples: U14: Time line.
U2: Table/Chart, map, visuals.
Chesk Ss’ understanding.
- Check on understanding of contents.
- Elaborate on answers.
- Check on understanding of language.
Develop skills: (Skimming: Which sentence = most important).
3. After reading: * Adapt tasks.
Examples:
U8: Life in the future: Robots Travel/work.
U5: Higher education:
Taking about subjects Summarize the reading.
FINAL NOTES
Careful pre-teaching better understanding.
Understand the text first, answer questions later.
Being able to relate to the reading contents Ss more interest.
Answering the questions correctly # comprehending.
102
Writing section
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Question for discussion
Kind of writing for students
Notes to the teacher
Writing correction
The roles of the teacher
Techniques in responding to students’ writing.
Techniques in planning writing class – basic questions.
QUESTIONS FOR DISCUSSION

1.What kind of writing should students do?
2. Point out writing activities as controlled writing and free writing- Implication for teachers.
3. How would teachers correct student`s written work?
4. Suggest possible techniques in responding to students` writing.
What kind of writing should students do ?
According to Harmer (1995:80), the type of writing teachers get students to do will depend on their age, interests and level.
The writing tasks/activities include writing postcards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, reports, playscripts, advertisement, or poems.

What kind of writing should students do? (continued)

There is no limit to the kinds of text teachers can ask students to write. Teachers’ decision will be based on how much languages the students know, what their interests are and what teachers think will not only be useful for them but also motivate them as well.
Below is the kind of writing teachers use for elementary to intermediate level (Doff, 1995: 148)
A. Writing activities as controlled writing (Doff, 1995: 150-152)
Gap-Filling
Re-ordering words
Substitution
Correcting the facts
Dictation
B. Writing activities as free writing
(Doff, 1995:154-155)

1. Paragraph writing
2. Letter writing
3. Essay-writing

Writing activities as free writing (continued)

Problem for free writing: When facing a free writing such as writing a paragraph to describe their own town or village, many students would probably find it quite difficult and make many mistakes. If so they would find the task frustrating and probably not learn very much from it.
Students would probably approach the task in different way and produce a wide variety of different paragraphs.


NOTE TO THE TEACHER

Thus the only way to correct their work would be individually, book by book, this would be very time consuming for the teachers.
Therefore, teachers should help students progress beyond very controlled writing to freer paragraph writing by guiding their writing:
Giving a short text as a model
Doing oral preparation for the writing
Writing correction

Correction is worthless if students ignore the mistake and correction.
 Teachers have to ensure that students understand the problem and then redraft the passage correctly.
Basic procedure for correcting simple written work in class

The teacher writes correct answers on the board, or gets students to write them.
As the teacher gives the answers, students correct their own work.
Then the teacher moves around the class to supervise what they are doing; or students can exchange books and correct each other’s work.
Techniques for correcting written work


With more advanced classes and even with lower level classes, it is important for the teacher to correct students’ work individually.
Over correction can have a very demovating effect. One way of avoiding the ‘over-correction problem is for teachers to tell their students that for a particular piece of work grammar they are only going to correct mistakes of spelling or grammar, etc. This will make students concentrate on that particular aspect, and cuts down on the correction.
Ways of correcting the students’ work more positively and effectively.

The teacher could only correct the errors that seem most important or only errors of a certain kind (e.g. items that were taught recently, or just problems with verbs)
The teacher could reduce the amount of underlining and write corrections in the margin; this would make the page look less heavily corrected.

Ways of correcting the students’ work more positively and effectively.(Continued)


The teacher could simply indicate where the student has made important errors, and asks her to try to correct them herself. This would encourage the student to look again at what she has written and think about possible errors.
Note to the teacher


For more advance classes, systems of abbreviations can be used. Teachers regularly write in the margin to indicate different kinds of error, e.g.
sp = spelling mistake
g = grammar mistake
wo = word order

Note to the teacher

This way helps the students to correct all their own mistake, and gives good training in reading through and checking what they have written and makes correction look less damaging.
It is always worth writing a comment at the end of a piece of written work – anything from “well done” to “this is good work but you must look again at your use of grammar/your spelling/word order”, etc…
THE ROLE OF THE TEACHER IN TEACHING WRITING
Motivator
Teacher motivates students, creating the right conditions for them to generate their own ideas.
Teacher gets students involved in creative writing activity so that students find it easier to generate ideas.

THE ROLE OF THE TEACHER IN TEACHING WRITING (continued)
Resource
Teacher should provide information and language where necessary.
Teacher offers advice and suggestions in a constructive and tactful way.


THE ROLE OF THE TEACHER IN TEACHING WRITING (continued)
Feedback provider
Teacher should give feedback on students’ writing tasks with special care.
Teacher should respond positively and encouragingly to the content of students’ written work.
Teacher chooses kind of mistake to focus on when correcting their written work. Overcorrection should be avoided.
Techniques in responding to students` writing.
Written comments
Talking about the papers
Providing a checklist
Students’ responses to students’ writing
Self-editing
Example of a checklist

Check carefully to see whether all the subjects agree with the verbs.
Check carefully to see if the verbs are in correct tenses.
Check carefully to see if you have all the adjectives in right order.
Check carefully to see if you use all the adverbs correctly.
Approaches to teaching writing in ESL classes

The controlled to free approach.
The free writing approach.
The communicative approach.
Techniques in planning writing class - basic questions.

How can writing help my students learn their second language better?
How can I find enough topics?
How can I help to make the subject matter more meaningful?
Who will read what my student write?
Techniques in planning writing class - basic questions.

How are my students going to work together in the classroom?
How much time should I give my students for their writing?
What should I do about my students` errors?
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