Principles for teaching listening

Integrate listening into the course Appeal to students personal goals

Use authentic language and contexts

Consider how students will respond

Teach listening strategies

Include both bottom-up AND top-down listening

Principles for teaching listening

Make sure pupils understand clearly what they are expected to do before they start on any activity Provide a context for listening Set them some straightforward questions when pupils listen to input for the first time.

Prepare your pupils for the main listening task by doing plenty of pre-listening tasks which will help them succeed in whatever kind of listening task they are required to do

Set tasks that are appropriate for the level of proficiency of the student and type of text.

Use formats that require minimum writing

Do not ask questions in the order in which the answers appear on the tape.

Arrange the questions in the order in which the answers appear on the tape.

Give students a chance to read through the questions before they listen to tape.

Many listening comprehension exercises concentrate almost entirely on comprehension of facts.

Decide on the number of times the students would be able to listen to listening input.

Help the pupils to gain confidence by encouraging them to ignore the bits they do not understand so long as they understand enough to do the task required of them.

Check all recorded material before you get the pupils to listen to it.

Ensure that the quality of your tape is excellent, exactly the way you want.

Choose a period that is suitable for a listening lesson.

Do your best to find listening input and listening tasks that pupils enjoy doing and make sure that there is a very high likelihood that most.

Principles for Teaching Speaking

Focus on fluency and accuracy (depending on objective)

Use intrinsically motivating techniques

Use authentic language in meaningful contexts

Provide appropriate feedback and correction

Optimize the natural link between listening and speaking (and other skills)

Give students the opportunity to initiate oral communication.

Develop speaking strategies.

Take account of the Be sensitive , sympathetic and encouraging. student as a Select material that is motivating person.

and within the ability of students

Reduce anxiety by moving from easy to more difficult Maintain a careful balance between accuracy and fluency

Taking short turns Provide a familiar, private environment The speaker has information that the listener does not have Information you expect the students to communicate is within their experience and understanding

Accuracy production of a range of correct and appropriate words and structures as well as correct use of phonological features like pronunciation, stress, intonation, rhythm Fluency ability to produce speech that has normal flow Maintaining a careful balance between accuracy-building and fluency-building

Provide a good model for students to imitate

Provide appropriate stimuli for eliciting speech

Learning to speak English in an acceptable way Using the target rhythms, stress patterns, words over and over again Consciously teaching students correct pronunciation, intonation

Proportion of the total time allocated What oral skill will they learn? Will they get enough practice in the target skill? Ratio between teacher talking time and student talking time Familiarity of content of stimulus Does the stimulus give too much of the language the student is supposed to use?

Vary interaction

Pair beside Pair opposite Group

Give clear instructions

Monitor student activity

Make sure you have made adequate preparation for your class

Handle errors sensitively and effectively