1、Integrating Listening and Speaking Skills Dr Dodie BrooksValue of listening speakingnextends issues ndevelops logic and creativityndevelops autonomy+co-operative and collaborative work attitudesndevelops the planning skills necessary for good writing Process of teaching listening skills1 Pre-Listeni
2、ng:prediction2*Initial Listening:voice+accent3 L1:main idea4 L2:for organisation of argument,information or story5 L3:for details6 L4:for reinforcement*If necessaryAnalysis of examplesPre-ListeningWhile listening Post-ListeningPre-ListeningSkill 1:predict content ListeningSkill 2:main ideaSkill 3:fo
3、r detailsPart A:exercises(analyse)+questions(predict);Part B:exercises+questions Post-Listening(speaking)1 task2 discussion 3 personal comment:Do you agree?Pre-Listening1 Setting the scene(U1 p.14)2 Imagine your feelings if(U4 p.31)3 Discuss a question(U.5 p.38)4 Predict content(U3 p.23)Listening pr
4、ocess How many times?nas many as necessaryHow many parts?n1 or 2 parts:100 words 2 partsProblems in Listening 11 clustering:Ss may try to remember too much2 redundancy:ignoring the repetitions,time to think,etc3 reduced forms:contractions(Ill)or words run together(Djeetyet?)or omitting words(Mum!pho
5、ne!)Problems in listening 2stress and intonation Why did you buy a new car?(We cannot afford it)Why did you buy a new car?(and not rent one)Why did you buy a new car?(You could have bought a secondhand one)Listening for the main ideanto show understandingnto provide a context help with problem of st
6、ress and intonation Listening activities Hierarchy for showing understanding:Hierarchy for showing understanding:answering true/false statements(literal/inference)general questions(ideas)note taking(redundancy)using information task or discussion(extension)Taking notes1 to avoid redundancy2 to liste
7、n for detailed information3 to use information to answer another question or do a taskExamplesPost-listening speaking After listening:EITHERngive own opinionornextend the topic-integrated activity or taskSpeaking skills1 Provide a context:open-ended question or extension task2 Process:(1)2s another
8、pair=4s (2)negotiate best idea3 Content:issue to discussnno right or wrong answer nopen-ended4 Post-speaking:share ideasOrganising speaking activitiesn2-steps(1)pairs (2)fours nmost efficient for oral practicenlearn to negotiate opinionsnarrive at a consensusTeachers Rolenprovide context for issuenk
9、eep students on tasknact as a resource and encouragenmake observations on future learningnask Ss with interesting ideas to report back to the classDiscussion:Justifying choices:M1 U3 WBImagine you are preparing foryour own trip down the Mekong.Look at this list of items.Whichfive would you take?flas
10、hlight radio flask umbrella blanket compass raincoat matches can opener tent mapDiscussion:moral educationM2 WB ex.2 p.45 Your best friend tells you that he/she has stolen somethingsmall from a shop.He/Shethinks it is funny that he/shegot away with it.What will yousay to him/her?Task:Developing empa
11、thy M1 U1 SBImagine you have to go intohiding like Anne and herfamily.What would youmiss?Give your reasons.Evaluating speakingTwo aspects:norganisation(first,second,third)nideas+reasons givenEvaluating organisationshould have a clear structureIntroduction:set out main ideasMiddle:develop ideas fully
12、End:repeat summary of main ideasOrFirst Second Third Evaluating ideasDid the studentsnset out their ideas clearly?ngive their reasons?ngive examples?Overall criteriaHighExamines more than one ideaWell organisedInterestingLowExamines onlyone ideaPoor organisationNot interestingLimitation of listening and speakingnconclusions not permanent Thank you for listeningAny suggestions or questions to:dodie2000ukyahoo.co.uk
