Open UniversityModern Methodology for Language Teaching

TEACHINGLISTENING AND

READINGSKILLS

Group 2:1. Đoàn Nguyễn Phương Thái2. Trương Nguyễn Ngọc Thy

3. Trần Nguyên Bảo Trang4. Nguyễn Thị Thanh Tú

Lecturer: Dương Thị Hoàng Oanh, Ph.D

Đoàn Nguyễn Phương Thái

Are your students having

problems with

listening skill?

If you want to knowHOW LANGUAGE IS BEST LEARNT

You will have to knowHOW LANGUAGE IS TAUGHT

LISTENING TASKS - IN CLASS LISTENING - IN REAL LIFE

FormalCarefully and well-prepared

InformalColloquial styles

From written texts read aloud in records Not written before hand

Audio-recordings See real speakers (except on the phone)

With questions to be answered later In real time, now rather than later

Students have to understand everything Just specific information

(Ur, 2012, pp. 101-102)

InformalStyle

1. Brevity

2. Pronunciation

3. Vocabulary

4. Grammar

5. Noise

6. Redundancy

7. Varied

accents

8. Face & Body

At home

C ya

RainCatsAndDogs

Yes, I will

???

understand

I mean

That is to say

(Ur, 2012, pp. 101-102)

TEACHING LISTENING IN VIETNAM

Language Centers

Public Schools

Universities

Language Centers

• Phúc (my fiend): found no places in VN that teach listening effectively real communication, videos, movies, youtube should teach listening+speaking first of all the four skills

• Linh (NNES teacher): mainly use books and CD, short time with NES teachers more interaction with NES

• Đăng (OLS): not pay attention, just a small part of the syllabus, not authentic teach useful expression

• Nghĩa (NNES student): just need ielts certificate listening for real life is not neccessary

Public Schools

• Đức (my classmate): not focus on listening, just teach grammar for the EXAM put listening skill into tests and exams

• Thảo (my friend): content of listening texts are not varied and unfamiliar (silly) more real situations no need to teach different accents

• Dung (grade 10): not focus, despite lab room not effective because of boring content

Universities

Teaching listening at Văn Lang University

Trâm Anh (a student): listening to foreigners is easer than listening to recorders Listening texts should be more interactive

Thanh Thanh (lecturer): real converstion style is too much different from the style from books and listening texts, students even can not listen to movies

Use movies to teach, more outdoor activites to meet with NES

It remains TRUE thatIf you want your students function easily in REAL-LIFE situation, you need to provide many OPPORTUNITIES for them to hear INFORMAL speech.

1. Should we teach listening with different spoken accents? Why or why not?

2. If we use informal styles, certainly they will have some positive effects on listening and speaking, but do you think they will have negative effects on writing? Why?

Teach different accents

NoYes

Trương Nguyễn Ngọc Thy

Student •Real-life natural listening situations

Teacher •Practical, easy to present & manage

1. CRITERIA FOR DESIGNING LISTENING TASKS

Expections

Purposes

Selective learning

Listener responses

Interests

2. A SUCCESSFUL LISTENING TASK

3. EXCEPTION

NO TASKNO FOCUS GOAL NO PREPARATION

IF THE TEXT IS SO INTERESTING AND EASY TO UNDERSTAND

CHALLENGE STUDENTS

4. PRACTICAL TIPS

1 •DON’T OVERLOAD

2 •TRY IT OUT

3 •DON’T PRE-TEACH

5. TYPES OF ACTIVITIES

No overt response

Short response

Longer response

Extended response

Facial expressionBody language

True/ FalseCloze

Problem solvingAnswering questionsSummarizing

Trần Nguyên Bảo Trang

TEACHING READING

• Reading = read + understand the texts• Decoding • Cognitive elements

Reading is an important skill that need to be paid much attention in

language teaching and learning process.

BEGINNING READING

• Phonemic awareness students differentiate between the different sounds/phonemes.• Practical principles • Reading tasks + Letters in words+ Phrases and short sentences

SUGGESTIONS

- Choose authentic texts. (Nguyen, 2000)

- Choose good books. (Dyson & genishi, 1994)

- Use technology in teaching reading ( NRP, 2000)

- “encourage students to read silently rather than reading aloud” (Ur, 2012, p.136)

USING TECHOLOGY IN TEACHING READING

Pre-reading Post-reading

While-reading

(NRP, 2000)

IMPLICATIONSREADING ALOUD

• Helps students build foundational skills

• Allows teachers monitor how students learn sounds

Be USEFUL at the EARLY STAGE of learning letters ( Brekekamp et at, 2000)

READING SILENTLY• Allows students study

the text at their own pace.

• Encourages students to focus on meaning

Be USEFUL for ADVANCED READING

(Fountas & Pinnell, 1996)

Nguyễn Thị Thanh Tú

FLUENT READING

In order to understand a text, readers need to be able to understand between 95% and 98% of its words (Schmitt, 2008)

CHARACTERISTICS

Language level

Content

Speed

Selective attention

Unknown vocabularyPrediction

Motivation

Purpose

Different strategies

IMPLICATIONS FOR TEACHING

T: Providing comprehensible contents to readersS: Understanding 95%-98% of a text’s words

T: providing familiar information/ world knowledgeT: Using various pre-reading strategies to supply the missing information.

T: Provision of a large amount of experience of successful readingT: Giving readers tips as to reading strategies

S: Paying more attention to key informationT: Providing ‘scanning’ or ‘skimming’ tasksS: Summarizing the main points

S: Inferencing the meaning of a word from a text.S: Skipping ‘redundant’ words or a new word if the general meaning is clear.

S: ‘remember to predict as you read’S: Be encouraged prediction – answering: what will happen next?,…

T: Selecting reader interest topics/ partially familiar topics to readersT: Choosing a stimulating task for a boring text

S: Having a purpose in reading when reading a story, a very interesting or entertaining text (no actual task)S: Finding out a specific piece of information; summarizing the main points,…

2 procedures of combining a series of strategies

KWL

Know Want to know learnt

2 procedures of combining a series of strategies

SQ3R

Survey

Question

Read Recall

review

EXTENSIVE READING

Silent reading

‘Reading for pleasure’

‘Sustained silent reading’

fluency confidence Enjoyment/ interest

Easy texts

Skipping words

Reading independently

Thank you for your attention!

• Comments• Q and A

References

Scrivener, J. (2010). Learning teaching: The essential guide to English Language teaching (3rd edt.) Macmillan.

Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge university press