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 speaking16% on reading
9% on writing
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LISTENING
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SPEAKING
give emphasis onnatural, conversational
language
provide speaking
opportunities thatsystematically build oral
fluency
offer fun, personalizedspeaking practice and
opportunities to share
opinions
LISTENING
develop a wide varietyof receptive skills
- listening for gist
- listening for details- inferring meaning
from the context
extract main ideas
or information
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SPEAKING EXERCISES LISTENING EXERCISES
CONVERSATION
FLUENCY ACTIVITIES
PRONUNCIATION LISTENING
WORD POWER
SNAPSHOT
INTERCHANGE
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CONVERSATION
designed to introduce new grammar in a context
STEPS:
1. Set the scene. Set focus questions.
2. 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 classactivity
practice the new structures, functions, and topics
STEPS:
1. Set the scene and review the model.
2. 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:
1. Play the audio program.
2. 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 inthe form of information gaps, surveys, and role
plays
STEPS:
1. Set the scene.
2. 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 skillsSTEPS:
1. Set the scene.
2. Books closed. Set focus questionsand 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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1. Remind the students that in
most listening situations, the
aim is not to remember the
specific words or phrases usedbut to extract the main ideas or
information.
2. Prepare the students for the
task through pre-listeningactivities.
GUIDELINES IN TEACHING LISTENING
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1. Set up pairs or groups sothat students of different
levels can work together.
2. Vary the pair or grouparrangements so that
students do not work with the
same classmates.
3. Discourage students from
using native language when
doing an activity.
GUIDELINES IN TEACHING SPEAKING
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