PRINCIPLES OF TEACHING LISTENING Purpose of listening Maintain good relationship with other people For entertainment Obtaining information

tion necessary for day-to-day living For academic purposes

Listen to and repeat accurately the pronunciation of words, with the correct intonation and word stress when uttering phrases Acquire understanding meaning and vocab

COMPREHENSION SKILLS Listen to and follow instructions and directions accurately Obtain information from texts listened to in relation to: 1. 2. 3. 4. Main ideas Specific ideas Sequence Cause and effect

Reasons will have for listening for students Engage in social ritual Exchange information Exert control Share feelings

Processes involved in listening Hearing-PASSIVE Listening-ACTIVE TOP-DOWN PROCESSING Situation when listener hear sth which reminds him of his previous knowledge and leads to him predict the kind of information he is likely to hear

SELECTION OF MATERIALS Monologues-people telling stories, jokes, talks, lectures Dialogues-interviews, informal conversations Discussions-seminars, forums Radio and television broadcasts Recorded materials-audio, video

BOTTOM-UP Is a situation on what he hears does not trigger anything in his previous knowledge.

FACTORS SHOULD BE CONSIDERED WHEN CHOOSING MATERIALS SPEAKERS The more the speakers, the harder the listening texts Variety of English used (the regional variety accent, can affect comprehension) Speed of delivery

COGNITIVE ASPECTS OF LISTENING Proficient listener listens and actively construct meaning. Identifies main points and supporting details, distinguishes facts from opinion, he guesses the meaning of unfamiliar words,

AFFECTIVE/EMOTIONAL ASPECTS Listeners attitudes, values and interests affect the way they interpret and respond to the talk. Eg; agree/disagree, like/dislike, worried, satisfied

TYPES OF TEXTS If the text is a recorded materials look into the following criteria: Right level of language

AIMS OF TEACHING LISTENING IN THE KBSR Developing pupils ability to listen to information with understanding and precision The sub-skills of listening range from the basic level of sound, word and phrase recognition to an understanding of the whole text.

CONTENT OF TEXT Relevant to pupils level, communicative needs and maturity, familiar Have ideas repeated in many ways Check into difficulty of arguments or concept

APPROACHES TO TEACHING LISTENING IN KBSR AUDITORY DISCRIMINATION Listen and discriminates similar and different sounds of the English language

4-USE OF VISUAL SUPPORT Helpful especially if topic is not related to ss. Everyday life Helps focus attention

SPONTANEITY Mean choosing a text which is as real as possible rather than one that is specifically scripted or prepared to demonstrate a particular language form or function.

Lower ss Length of input-not more one or three minutes Type of input-use teacher-made materials with short sentences, clear pronouncuation, small stocks of words Use visual support in the form of pictures and gestrures Appropriate speed of delivery Build a lot of redundancy so that ss can bget the answers without too much difficulty

LISTENERS Level of language proficiency Attention span Interest

Intermediate learners Previous knowledge Difficulty of task Time available Length of input between 5 to 10 minutes Input can include 2 ways communication Use standard English Make sure there is lot of redundancy Introduce ss to more difficult sub-skills in listening TAKS

SOME OTHER GENERAL CONSIDERATIONS IN PLANNING Create and maintain and encouraging class atmosphere by:

Higher level learners Decide on the teaching procedure Being able to help whenever needed Having a teaching and not testing environment Including lots of pair and group work Make listening enjoyable Do not rush ss Give immediate feedback STAGES OF TACHING LISTENING PRE-LISTENING STAGE Arouse the ss interest Generates pre knowledges Activities: Brainstorming Reading a related text Use a variety of authentic texts that cover major genres Ss can be given practice in listening to all major ..

Principles Of Teaching Listening Make sure pupils understands what they are expected to do Provide a context for listening such as the kind of text and where it takes place Allow pupils to listen to input a few times When pupils listen for the first time, set some straightforward qts. Which will help them get a grasp of the overall text Do plenty of pre-listening exercises which will help prepare ss for the main listening task. Arrange the questions in the order in which the answers appear on the tape Give ss to read through the questions before they listen to the tape Choose a suitable period for teaching listening Check all recorded materials before getting pupils to listen to it

WHILE LISTENING STAGE Center of the lesson Activities contains the teaching points the teacher wishes to deal with Activities: MCQ True/flase questions

POST-LISTENING STAGE Ss given tasks tt are speins of the main activity. For e.g:b ss discuss

THE TEACHING AND ASSESING OF READING SKILLS DEFINING READING Making meaning from texts A social practice that is used to accomplished a wide range of purposes Questioning and critiquing texts Cracking the code that is letters, words, sentences and texts The active integrated problem solving process of making sense of texts

8.

The only reading materials some pupils se are those they read in class. They often read real texts the way they read materials given for intensive reading. Vary the kinds of materials given so that pupils realize that different material need to be read differently.

9.

10. Time activities to make pupils pace their reading efficiently. AIMS OF TEACHING READING Objectives of KBSM: To enable ss to read with enjoyment Help pupils to become independent readers Develop response to text Help pupils read with adequate understanding Help pupils read at appropriate speed Help pupils read silently

DIFFERENT KINDS OF READING EXTENSIVE READING Ss do often 9but not exclusively) away from the classroom. May read novels, web pages, newspaper Should involve reading for pleasure Detail focus on the construction of reading texts which takes place in the classroom May be determined by the specific purposes that ss are studying (such as business, science)

INTENSIVE READING

Enabling ss to acquire the skills, strategies and attitudes required to make sense of text. Center around the development of any aspect of skilled reading: Improving motivation Increasing awareness of different reading purposes.

DIFFERENT WAYS OF READING Integrated Activities;Integrating Reading With Other Skills SKIMMING-get general idea of what a text is about SCANNING-to find a particular piece of information READING FOR GIST-read with a purpose in mind-scanning READING FOR DETAIL- skimming 2. How other skills can contribute to reading development: 1. Writing and speaking can be means of expressing understanding of content/appreciation of style of the reading text. Note taking and summary writing can be used as means of developing study-skills, improving recall of what is read, enabling the perception of the relationship of ideas in the text. Writing can be a pre-reading activity to increase the readiness of pupils in learning. Writing/speaking can set the purpose of reading. E.g: read a text to prepare a project paper/debate Listening can introduce words aurally that a pupil needs to understand before learning it in the written form. Listening while reading can assist the learner on how to group words into meaningful chunks instead of reading word-by-word How reading can provide input for speaking and writing. Providing model for imitation

STRATEGIES IN TEACHING READING 1. Give materials that are often of immediate relevance to their lives and create activities that show the usefulness of reading in English. Be sensitive to current interests. Always set a purpose for reading Include questions that ask for their personal reactions to the content of the text. Set project that require reading in English. Enlist the help of subject teachers in this. Devise activities that are interesting in themselves and promote integrated learning.

3. 4.

2. 3. 4. 5. 6. 7.

an example is given e.g: a letter from a pen-pal. The ideas structure and organizational of sentence from the reading text (letter) can be used to write a reply. Introducing words and structures Creating a context for generating spoken and written discussion.

5 ASPECTS OF ERROR: What to correct? How frequently to correct? When to correct? How to correct? Who should correct?

ASSESSING READING 1. INFORMAL ASSESSMENT

STAGES IN SPEAKING LESSON PRESENTATION Communicative stage by pre-teaching the language and social features Aims: Recoginze the relevan and usefullness of what they areabout to learn

Some of the most important aspects of learning to read-the development of personal response to text cannot be assess in formal test. So ask questions that nurture the development in reading. For example:

1. 2. 2. Do you like that way the writer describes the scene Why is it important to you?

FORMAL ASSESSMENT In the classroom, reading aloud can be used as a diagnostic tool. In formal tests the examiner only has the students answers as a means of finding out how well they read.

PRODUCTION See engage in activities tt resembeld real-life situations

PRACTICE STAGE: Give ss intensive practice in the target language authentic contexts but controlled contexts Build up ss confidence to produce language Activities: Aims: Build greater fluency and ability to cope with features of real communication Information gap activities Role play Problem solving

3.

GROUP WORK ACTIVITIES AND CLASS DISCUSSION When a teacher discuss answer to the questions pupils have been working on are good points. A teacher can check on strategies pupils use in arriving at answers.

TEACHING SPEAKING Functions of language 1. 2. Transactional function - conveying information Interactional function focus on the listener

PRINCIPLES OF TEACHING SPEAKING 1. 2. 3. 4. 5. 6. 7. 8. Maintain balance between accuracy and fluency. Provide a good model of speech for ss to imitate Provide appropriate stimuli for eliciting speech Vary interaction modes Gives clear instructions Monitor ss activities Make adequate preparations Handle error sensitively and effectively

PRINCIPLES OF TEACHING WRITING WHAT IS WRITING A system for interpersonal communication using visible signs or graphic symbols on a flat surface such as paper, cloth or even stone slabs,

Writing occurs in front of the students The composed text can be seen by all students.

LANGUAGE EXPERIENCE Based on a shared experience Text composes as a result of the experience Use students language when creating the text

PRINCIPLES OF TEACHING WRITING BUILDING PRIOR KNOWLEDGE Writers draw on a range of infromation sources when composing texts Sources are often reffered to as: semantic

SHARED WRITING Sessions kept brief and lively, from 10-20 minutes Teacher scribes, students contribute ideas. Teacher thinks aloud, invite questions..

USING WRITING STRATEGIES: Explicit teaching of strategies related to crafting texts. Most effectively introduced through teaching practices such as modelling, sharing and guiding

INTERACTIVE WRITING Sessions kept brief and lively, from 10-20 minutes GUIDED WRITING

INDEPENDENT WRITING AUTHORS CHAIR

USING WRITING PROCESSES The HOW of writing The number of steps and stages may vary, but usually

SYLLABUS STUDY SYLLABUS

CFAFTING A WIDE RANGE OF TEXT FORMS Writers may compose, depending on the context of writing event Writers are members of a social/cultural group. It influences what and how they write and how ther writing is perceived. Several factors will influence what and how a writers write. A list of items to be covered Does not specify: 1. 2. Time Order

Spells out what needs to be taught in any one year. KBSR syllabus planned in 1993 needs to be interpreted. Its a unit organized thematically

STAGES OF THE PROCESS OF WRITING PROCESS BASED WRITING WORKSHOP PRODUCT-BASED WRITING WORKSHOP

STRTATEGIES IN TEACHING WRITING MODELLED WRITING Brief sessions from 5 to 10 minutes Each session has a clear, singular focus clear think aloud statements

TESTING AND EVALUATION A test is use to measure he performance of so FORMAL TEST-given under examination conditions with invigilators and special conditions CONTINUOUS ASSESSMENT-often made by teacher all the time in which they are making judgemnets about the pupils performance by: Listening to ss Observing pupils working individually, in pairs or groups PRINCIPLES OF LANGUAGE TESTING AND EVALUATION Test serve many of the needs of teaching as we teach we need to monitor progress Test try to assess a ss previous learning A teacher in to ensure that learning takes place and tests are one of the tools to help a teacher to do so A test is only a sample of what the ss is suppose to know as it picks out the most important aspects of the skills that have been taught

TOPICS/PROGRESS TESTS To test how well ss have learnt what has been taught To tests at the end of each topic to be covered Purpose: To evaluate effectiveness of teaching and teaching materials To obtain information

Formative

Summative

Topic/progress diagnostic

achievement

Proficiency Placement

TYPES OF FORMATIVE TESTS DIAGNOSTIC TEST Attempt to diagnose areas of difficulty Helps teachers in deciding for whom and what areas of remedial work needs to be given Purpose: To obtain information about pupils strengths and weakness in a specific area

PUROSES OF TESTING To put ss into groups according to their abilities To find our whether a ss has learnt what he has been taught To discover if ss seem to be able to cope with the curriculum and to evaluate the effectiveness of the methodology To compare the performance of one ss against the performance of their peers

TYPES OF SUMMATIVE TESTS ACHIEVEMENT TESTS Test what has been taught throughout the course/year Purpose: To evaluate effectiveness of teaching and teaching materials and methods

TYPES OF TEST FORMATIVE TEST (THROUGH OUT) used during a course to monitor the progress of the ss The most common formative test are informal. Formal test are also sometimes designed

SUMMATIVE TEST (SUMMARY-AT THE END) -test all that has been taught in a course Usually comes at the end of the course or at the end of each year of the course

PLACEMENT TEST Are used to help ss according to overall entrylevel proficiency of ss To assess all that a ss knows at the

PROFICIENCY TEST Important but not often used in school Not pegged to any syllabus or course

RELIABLE Concerned with the precision with which the test measures what the tester wants to know

Attempts to assess a ss future performance in a specific area of learning or work Intended for ss from all kind of background

PRACTICAL Some test may be ideal in theory become difficult is practice eg mass oral testing Looks like a good one to learner

TYPES OF TESTS

Types of validity If the scores are used to compare ss performance with peers A ss is considered average when his results are compared to results of excellent ss, and appear to be excellent when compared to another group that is less proficient FACE

NORM-REFERENCED TESTS Accurately reflects the syllabus it is based on

CONTENT

Accurately predict future performance

PREDICTIVE

Give similar results to already validates test or other immidiate external criteria Reflects closely a valid theory

CRITERION REFERENCED TEST When a ss is required to achieve pre-determined level of proficiency in doing a specific set of tasks, his performance of his peers but in terms of whether he is able or not to achieve the stipulated, fixed standard CONCURRENT

CONSTRUCT

DISCRETE POINT TESTS Relate to how this test is constructed It aims at testing one and only one point of grammar, phonology, vocabulary, etc at a time

COMMUNICATIVE TESTS Are based on activities which a person would recognize as relevant to the use of the target language Giving directions in english is a communicative test(would have to do outside a classroom)

CRITERIA OF A GOOD TESTS VALID When it tests what is it claims to be testing Is concerned with the issue of whether a test measures what the tester wants to know about the performance

What is grammar? Describes what people usually native speakers ought not say or write Rules of language System of rules governing the conventional arrangement and relationship of words in sentence.

Techniques for teaching grammar Charts and graphs Objects Maps and drawings Dialouges Written text

Purpose of teaching grammar Grammar is a kind of sentence making machine Is a description of the regularities provides the learners with the means to generate a potentially enormous number of original sentences Allows some fine tuning in the language

Features of activities that support grammar learning Be meaningful & Be purposeful Social function Provide plenty of practice Multimedia approach Provide variety Encourage active participation

APPROACHES IN TEACHING GRAMMAR COVERT grammatical facts are hidden from the ss even though they are learning the language In other words the ss may be asked to do an information gap activities where new grammar is practised or introduced, the attention will be drawn to the activity or the text and not to the grammar

Stages of grammar lesson Presentation A stage in the lesson where new language forms are introduced. This includes: Letting ss listen to the form Helping ss understand how the form is used what is means Using the didactic approach: Focused practice Communicative practice Tc explain the rules Tc give several seed sentences

OVERT the teacher actually provides the ss with grammatical rules and explanations the information is openly presented, some techniques for the presentation of the new language, example where the teacher explains how present simple questions need do, does-are extremely overt.

Variable to determine the role of grammar Age Proficiency level Educational background Style Language skills Needs and goals

Teaching and learning strategies Using discovery techniques: Ss are given several carefully chosen instances of grammatical feature Further practice is given in applying the rule: 1. 2. 3. Using situations Using tables Using a text

Teaching and learning strategies Communicative practice: Problem solving Games

Literature for personal development: LANGUAGE DEVELOPMENT Internalization/reinforcement of vocabulary grammar and discourse

Stories Songs and nursery rhymes Poems Information gap activities Role play Quizzes, puzzles and riddles Editing

ASTHETIC DEVELOPMENT Response to literature

SOCIAL/MORAL DEVELOPMENT

Literature and language learning Literature provides language vocabulary/structure manipulation through emphasis on language observation by giving a model of language use, exposing students to subtle and varied use of language: APPROPRIACY FIGURATIVE EXPRESSIONS CONVENTIONS OF 4 SKILLS LITERARY COMPETENCE

TEACHING LITERATURE What is literature? A type of art-created when explores and shapes insides and experiences of the world through language skills Art through language includes a variety o genre-stories, poems, plays Art through language manipulates a variety devices create meaning-rhythm, rhyme, metaphor and so on A reader will read or listen to a literary text and respond in many ways such as: Comprehension-messages/concepts/cultures Engagement-emotion/enjoyment/appreciation Experience-relating to certain issues character Creativity-imagination

Literature provides stimulus for language-based on activities by exploiting students responsibilities texts to promote production of language Interpret text and respond by expressing ideas opinions read/listen to text and respond to conflict

Benefits of learning literature Provides pleasure to listeners and readers provides a language model Support all areas of the language arts curriculum Helps children deal with their problem Develop visual literacy Helps establish career concepts Integrates the curriculum Improves reading ability and attitude

EXPERIENCING LITERATURE Meaning getting + meaning making Writers + readers experiences = MEANING Produces a fusion of two imaginary worlds Readers participate in the story= experience read emotions, suspense, fright, happiness, catharsis and pity Readers respond the story development Readers develop understanding of the world through the story