Transcript Teaching EFL Listening and Speaking

TEACHING LISTENING AND SPEAKING
Team Members:
Mia Lin, Wenlien Hu,
Victoria Jian, Eva Sheu
May , 2013
www.musicforstarters.com
感謝督導教授: 陳純音 教授
WARM- UP ACTIVITY
REASONS WHY LEARNERS MAY FIND LISTENING DIFFICULT
1. Learners do not have idea of the listening context.
2. Learners assume failure.
3. Learners try to listen and understand word by word.
4. Learners are not conscious of features of connected speech,
word stress, or speed of speech.
5. Learners are not aware of the listening strategies.
INTRODUCTION
Theory
Guidelines
What
Evaluation
Why
How
Practices
Procedures
WHY 1– LITERATURE REVIEW
Setting conversational routines
 Bottom- up processing
 Top- down processing
 Combining bottom-up and top-down
 Listening for comprehension

WHY 2– THE GOALS
Grade 1 – 9 Curriculum Guidelines
Grade 1 and Grade 2
Listening 能 力 指 標
◎A1-1-1能聽辨26個字母。
Speaking 能力指標
◎A2-1-1 能說出26個字母。
◎A1-1-2能聽辨英語的語音。
A1-1-3 能聽辨低年段所習得的詞彙。
◎A2-1-3 能說出低年段所習得的詞彙
A1-1-7能聽懂常用的教室用語。
A2-1-5 能使用常用的教室用語。
Grade 3 and Grade 4
Listening 能 力 指 標
Speaking 能力指標
◎B2-1-2 能唸出英語的語音。
◎B1-1-3能聽懂中年段所習得的詞彙。
B1-1-4 能聽辨句子的語調。
◎B2-1-3 能說出中年段所習得的詞彙。
B2-1-4 能以正確的語調說出英語的句子。
B1-1-6 能聽辨句子的節奏。
◎B1-1-7能聽懂中年段的教室用語與日常
生活用語。
◎B2-1-5 能使用中年段的教室用語與日常
生活用語。
◎B1-1-8能聽懂中年段所習得的句子。
◎B2-1-9 能以中年段簡易句型作簡單的
提 問、 回答。
◎B1-1-9 能聽懂簡易的日常生活對話。
B1-1-10 能聽懂簡易歌謠和韻文的主要內容
B2-1-10 能朗讀和吟唱歌謠 、韻文
Grade 5 and Grade 6
Listening 能 力 指 標
◎C1-1-3能聽懂高年段所習得的詞彙。
C1-1-5 能聽辨基本的字詞及片語的重音。
Speaking 能力指標
◎C2-1-3 能說出高年段所習得的詞彙。
C2-1-4 能有節奏地說出簡易句型的句子。
◎C2-1-6 能以簡易英語介紹自己。
◎C2-1-7 能以簡易英語介紹家人和朋友。
◎C1-1-7能聽懂教室用語與日常生活用語。
◎C2-1-8 能使用高年段的教室用語與日常生
活用語。
◎C1-1-8能聽懂高年段所習得的句子。
◎C2-1-9 能以高年段簡易句型作適當的
提問、 回答。
C2-1-11能以所習得的英語看圖說話
C1-1-11能聽懂簡易的兒童短劇
◎C2-1-12能進行簡易的角色扮演。
WHAT 1– THE MATERIALS (RESOURCES)
Textbooks
Chants and
Rhymes
Videos
Supplementary
RT Script
Picture Books
While - Listening
Pre - Listening
ACTIVATING
PREVIOUS
KNOWLEDGE
STEPS FOR
DEVELOPING
LISTENING
LESSONS
PROCESSING
INFORMATION
Post - Listening
USE OF INFORMATION
HOW – TEACHING PROCEDURE
-Contextualization
-Guiding questions
-Pre-teach v________ -Prediction
-Discussion
-Comparing
-Filling in gaps
-Informatin transfer
-Answering to show
-Jigsaw listening
-Obeying I______
-Ticking of items
-Sequencing -Matching
-C__________ check
-Speaking as follow up
低年級聽說教學
SPECIFIC INFORMATION
Identify sounds, intonation
patterns and combinations at the
word and sentence level.
For example,
1. Listen and _______________________________.
2. Listen and _______________________________.
3. Listen and _______________________________.
4. Listen and _______________________________.
CONTENT IN TEXTBOOKS (LOW GRADERS)
Sit Down! ( I Love ABC 1)
TPR & Chant
Teaching Procedure:
1. Modeling
2. Repeat and Practice
3. Review Daily practicing
Suggestions:
1. Model each action as you give the command until most
students participate without hesitation.
2. Repeat and review commands after you add new ones.
SUPPLEMENTARY EXAMPLE1(LOWER GRADERS)
Phonemic awareness
Research
Material
Bottom- up processing
Modern Curriculum Press Phonics:
Level K
Curriculum
Language
Guideline
Focus
Activity
Comprehension
Comprehension
Check
Check
Meet the sound /b/
Circle the picture correctly
Meet the sound /b/
Teaching Procedure:
1. Phonemic awareness
Letter Factory
Saseme Havingfunteaching
2. Do you hear /b/ sound? pic 1
3. Color / Write the picture begins with /b/
Suggestions:
Using chants , songs , tongue twister Chant
•Don’t teach two familiar sounds in one week.
•
LETTER B CHANT
Let’s bounce the ball high.
 Let’s bounce the ball low.
 Let’s bounce the ball fast.
 Let’s bounce the ball slow.

Adopted from Modern Curriculum Press Phonics Level K
中年級聽說教學
Comprehension Task
For beginners, we usually need
their nonverbal responses or a
short written response to make
sure they have understood the
message.
For example,
1.Listen and _________________________________________.
2.Listen and __________________________________________.
3.Listen and __________________________________________.
4. Listen and __________________________________________.
CONTENT IN TEXTBOOKS (MID GRADERS)
My Family (Dino on the Go 2)
True or False
Teaching Procedure:
1.Teacher prepares a family picture and introduces his or her
own family members.
2. Then teacher repeats some information and makes some
deliberate mistakes.
3. If the information is right, students show a smile face on
paper, if not, then show a sad face and correct the sentence.
Suggestions:
This activity can be shorter or longer and
more or less challenging.
SUPPLEMENTARY EXAMPLE1(MID GRADERS)
Words / Phrases
Research
Material
Top down processing
Primary Communication Box
Curriculum
Language
Guideline
Focus
Activity
Comprehension
Comprehension
Check
Check
Give me a clue
Guess the right word
GIVE ME A CLUE
Teaching Procedure:
1. Give your students clues to describe the vocabulary
word you have in mind and ask them to guess the word.
(e.g. It’s a fruit. It’s long and yellow. What is it?)
2. Then ask a volunteer to give clues and have everybody
guess.
Suggestions:
banana
fruit
long
yellow
clues
Encourage students to use questions to identify the word before
they make their guess, e.g. Can you eat it? / Is it in the classroom?
green
fruit
_____
red
round
green
small
___
jump
long back
legs
CONTENT IN TEXTBOOKS (MID GRADERS)
Color / Body Parts (Hess)
Listen and find the correct picture
Teaching Procedure:
1. Show students monster pictures with different colors on PPT.
2. Have Ss guess the monster you have in mind by asking
questions.
(e.g. “What color is the nose?”, “What color are the legs?”)
Suggestions:
After Ss find the correct picture, have them describe the monster.
SUPPLEMENTARY EXAMPLE2 (MID GRADERS)
Sentences
Research
Material
Setting conversational routines
Let’s Chant Let’s Sing
Curriculum
Guideline
Activity
Comprehension
Check
Find sentence stress
Read the chant with rhythm and stress
FIND SENTENCE STRESS
Teaching Procedure:
1. Introduce the chant “Pencils and a Pen” on PPT. Have students listen to the
CD and mark the stressed syllables with a dash or a dot.
2. Students compare their markings with their partners.
3. Have students practice the chant, and emphasize the stressed syllables.
4. Give students more examples from textbooks to practice.
Suggestions:
Show students examples of how stress changes the
meaning of a sentence.
高年級聽說教學
Interaction and Expression
Students have abilities to ask and
answer questions and handle
exchanges with others.
For example,
1.Listen and __________________________.
2.Listen and __________________________.
3.Listen and __________________________.
4.Listen and __________________________.
CONTENT IN TEXTBOOKS (HIGH GRADERS)
Where are you from ?(Hello Darbie7)
•
•
Find a partner
Teaching Procedure:
•
1.Give one card to each kid.
2.Ask: What’s your name?/ How old are you?/ Where
are you from?
3.Find a partner who has the same identilty.
•
Suggestions:
•
This activity can be shorter or longer and more or less
challenging
SUPPLEMENTARY EXAMPLE1(HIGHER GRADERS)
Sentences
Research
Material
Listening for comprehension
Picture books
Curriculum
Guideline
Activity
Comprehension
Check
Whispering a sentence
Pass on the message correctly
WHISPERING A SENTENCE
•
Teaching Procedure:
1 Teacher passes on a message by whispering it in someone’s
ear.
2. The first kid who hears the message will whisper it to the next
until the last kid hears it.
3. The last one is to say it loud to the whole class.
•
Suggestions:
•It
doesn’t matter if they cannot totally understand the message.
•They must just imitate and whisper it to the next.
SUPPLEMENTARY EXAMPLE2 (HIGH GRADERS)
Sentences
Research
Material
Combining bottom-up and top-down
Picture books
Curriculum
Guideline
Activity
Comprehension
Check
Listen, Draw and Talk
Ss can draw correctly
LISTEN, DRAW AND TALK:
Teaching Procedure:
Giving directions draw1
draw2
Q &A
 Show time
Suggestions:
 Carefully organize all the words Ss can use.

LISTENING TEST
IN EFL CLASSROOM
Dictation
 Three Choice /True-false
 Text with Questions
 Responding to Satements

SPEAKING TEST IN EFL CLASSROOM
Interviews and Scales
 Group Oral Exam
 Describe and Draw
 Imitation
 Role Play

DEVELOPING FLUENCY IN LISTENING &SPEAKING
The wellordered system
approach
•
The richness
approach
•
The wellbeaten path
approach
•
~Jonathan Newton , Teaching ESL/EFL Listening and Speaking, 2009
USEFUL WEBSITES
新北市立圖書館—電子資源—語言學習
 國立公共資訊圖書館—電子資料庫指南
 123listening.com

http://123listening.com/
 SoundScape
http://www.medel.com/resources-for-successsoundscape/
 Dream English .com
http://www.dreamenglish.com/

BOOKS FOR FURTHER READING
500 Activities for the Primary Classroom Carol Read
 The Primary English Teacher’s Guide Brewster Ellis/
Girard
 Teaching ESL/EFL Listening and Speaking
Nation‧ Newton
 Learning Teaching
Jim Scrivener
 Modern Curriculum Press Phonics Level K
Elwell Murray Kucia

CONCLUSION
•
“Man is a creature who lives not
upon bread alone, but primarily by
catchwords. ”
~ Robert Louis Stevenson