1. Open University
Modern Methodology for Language Teaching
TEACHING
LISTENING AND READING
SKILLS
Group 2:
1. Đoàn Nguyễn Phương Thái
2. Trương Nguyễn Ngọc Thy
3. Trần Nguyên Bảo Trang
4. Nguyễn Thị Thanh Tú
Lecturer: Dương Thị Hoàng Oanh, Ph.D
3. Are your students having
problemswith
listening skill?
If you want to know
HOW LANGUAGE IS BEST LEARNT
You will have to know
HOW LANGUAGE IS TAUGHT
4. LISTENING TASKS - IN CLASS LISTENING - IN REAL LIFE
Formal
Carefully and well-prepared
Informal
Colloquial styles
From written texts read aloud
in records
Not written before hand
Audio-recordings See real speakers (except on the
phone)
With questions to be answered
later
In real time, now rather than later
Students have to understand
everything
Just specific information
(Ur, 2012, pp. 101-102)
7. Language
Centers
• Phúc (my fiend): found no places in VN that teach listening effectively
real communication, videos, movies, youtube
should teach listening+speaking first of all the four skills
• Linh (NNES teacher): mainly use books and CD, short time with NES teachers
more interaction with NES
• Đăng (OLS): not pay attention, just a small part of the syllabus, not authentic
teach useful expression
• Nghĩa (NNES student): just need ielts certificate
listening for real life is not neccessary
8. Public Schools
• Đức (my classmate): not focus on listening, just teach grammar for the EXAM
put listening skill into tests and exams
• Thảo (my friend): content of listening texts are not varied and unfamiliar (silly)
more real situations
no need to teach different accents
• Dung (grade 10): not focus, despite lab room not effective because of
boring content
9. Universities
Teaching listening at Văn Lang University
Trâm Anh (a student): listening
to foreigners is easer than
listening to recorders
Listening texts should be
more interactive
Thanh Thanh (lecturer): real converstion style is too much different from
the style from books and listening texts, students even can not listen to
movies
Use movies to teach, more outdoor activites to meet with NES
10. It remains TRUE that
If you want your students function easily in REAL-LIFE situation, you
need to provide many OPPORTUNITIES for them to hear INFORMAL
speech.
11. 1. Should we teach listening with
different spoken accents? Why or
why not?
2. If we use informal styles, certainly
they will have some positive
effects on listening and speaking,
but do you think they will have
negative effects on writing? Why?
Teach different accents
No
Yes
17. 5. TYPES OF ACTIVITIES
No overt
response
Short
response
Longer
response
Extended
response
Facial expression
Body language
True/ False
Cloze
Problem solvingAnswering questions
Summarizing
19. TEACHING READING
• Reading = read + understand the texts
• Decoding
• Cognitive elements
Reading is an important
skill that need to be paid much attention in
language teaching and learning process.
20. BEGINNING READING
• Phonemic awareness
students differentiate between the different
sounds/phonemes.
• Practical principles
• Reading tasks
+ Letters in words
+ Phrases and short sentences
21. SUGGESTIONS
- Choose authentic texts. (Nguyen, 2000)
- Choose good books. (Dyson & genishi, 1994)
- Use technology in teaching reading ( NRP, 2000)
- “encourage students to read silently rather
than reading aloud” (Ur, 2012, p.136)
23. IMPLICATIONS
READING ALOUD
• Helps students build
foundational skills
• Allows teachers monitor
how students learn
sounds
Be USEFUL at
the EARLY STAGE of
learning letters
( Brekekamp et at, 2000)
READING SILENTLY
• Allows students study
the text at their own
pace.
• Encourages students to
focus on meaning
Be USEFUL for
ADVANCED READING
(Fountas & Pinnell, 1996)
27. IMPLICATIONS FOR TEACHINGT: Providing comprehensible contents to
readers
S: Understanding 95%-98% of a text’s
words
T: providing familiar information/ world
knowledge
T: Using various pre-reading strategies to
supply the missing information.
T: Provision of a large amount of experience
of successful reading
T: Giving readers tips as to reading strategies
28. S: Paying more attention to key information
T: Providing ‘scanning’ or ‘skimming’ tasks
S: Summarizing the main points
S: Inferencing the meaning of a word from a
text.
S: Skipping ‘redundant’ words or a new
word if the general meaning is clear.
S: ‘remember to predict as you read’
S: Be encouraged prediction – answering:
what will happen next?,…
29. T: Selecting reader interest topics/
partially familiar topics to readers
T: Choosing a stimulating task for a
boring text
S: Having a purpose in reading when
reading a story, a very interesting or
entertaining text (no actual task)
S: Finding out a specific piece of
information; summarizing the main
points,…
30. 2 procedures of combining a series of strategies
KWL
Know
Want to
know
learnt
31. 2 procedures of combining a series of strategies
SQ3R
Survey
Question
ReadRecall
review
34. References
Scrivener, J. (2010). Learning teaching: The essential
guide to English Language teaching (3rd edt.)
Macmillan.
Ur, P. (2012). A course in English language teaching.
Cambridge: Cambridge university press