Professional Documents
Culture Documents
LISTENING
SPOKEN LANGUAGE
Receptive skill
Productive skill
Listening process
Hearing the speaker
Understanding what the speaker is saying
Making judgment based on the understanding
Conventions of spoken language
dynamic changes according to speakers and situations
often accompanied by non verbal signals e.g.
gestures, tones of voice both speakers must be
present for communication to take place
background knowledge of things talked
provides feedback/ response
Communication process
express/ share our wants feelings, thoughts and opinions
clearly and effectively. listening and understanding what
others communicate to us, observing verbal and non verbal
cues and responding to the message based on the
understanding.
effective communication = receiver interprets and
understands the senders message in the same way the
sender intended it.
Factors affecting listening skills
clustering break down speech into
smaller groups of words redundancy
rephrasing ideas, repetitions
reductions (assimilation, ellision) or contractions
hesitations, pauses, false starts
difference in intonation and stress patterns
English varieties & accents
Factors affecting
speaking skills
grammatical
accuracy
pronunciation
accent
vocabulary
appropriate
response
organisation of
ideas fluency
enthusiasm
After listening
: Evaluate comprehension and strategy use
Evaluate comprehension in a particular task or area
Evaluate overall progress in listening and in particular types
of listening tasks
Modify strategies if necessary
Accuracy vs fluency
Assessment strategies
Giving feedback and support
Previous
s of the unit plan or curriculum as well as the goals for
plans and
this unit
activities
Future activities and new knowledge
Broader
Central objective:
What will students be able to do by the end of this
objective
lesson?
Objectives
Focus on what your students will do to acquire further
knowledge and skills
Questions to ask include:
What will students be able to do during this lesson?
Under what conditions will students'
performance be accomplished? How will you
determine if the objectives have been met?
How will students demonstrate that they have learned and
understood the
objectives of the lesson?
What do you want the student to learn as a result of the
lesson
It should be observable and measurable.
Categories of Objectives
Knowledge - involves cognitive functions. Students
categorize, analyze, recall,
Listening process
often accompanied by non verbal signals e.g. gestures, tones of voice both
speakers must be present for communication to take place background
knowledge of things talked
Communication process
express/ share our wants feelings, thoughts and opinions clearly and
effectively. listening and understanding what others communicate to us,
observing verbal and non verbal cues and responding to the message
based on the understanding.
effective communication = receiver interprets and understands the senders
message in the same way the sender intended it.
Factors affecting listening skills
clustering break down speech into smaller groups of words redundancy
rephrasing ideas, repetitions
reductions (assimilation, ellision) or contractions
hesitations, pauses, false starts
difference in intonation and stress patterns
English varieties & accents
Determine whether to enter the text from the top down (attend to the
overall meaning) or from the bottom up (focus on the words and
phrases)
Decide if the strategies used were appropriate for the purpose and for the
task
o Able to provide a good model for students to imitate use the target stress
and intonation, correct pronunciation
o Provide appropriate stimuli for eliciting speech
o Encourage learners to take reasonable risks in English get them to
explore further and willing to take risks in speaking English.
o Create opportunities for students to interact by using groupwork or pairwork
to make them realize the difference between what they want to say
and what they can say.
As a record of learning
Instructions - alter/ignore/add
suitable for the students levels, abilities and learning styles (Mixed level
groups
may need different materials, Look for texts with a wide range of activities
targeting multiple learning styles.)
available to you. If you require access to internet, DVD player and projector,
make sure these items are available to you.
is one where the students do the majority of the activity and the teacher
serves as the assistant.
Activities
Singing
Poems
Rhymes
Role
Play
Drama
Dialogue
Assessment strategies
Its the framework of my lesson. Its the map I follow during class.
Its the product of my thoughts about the class and what I hope to
achieve
Reminds you to prepare materials beforehand, and makes it easier for you
to organize the time and activities flow in classes.
For students, evidence of a plan shows them the teacher has devoted time
to thinking about the class.
Ensures that the class you are teaching gets a balanced mixture of different
materials, content and interaction types.
Goals
Objectives
Prerequisites
Materials
Lesson Description
Lesson Procedure
Assessment/Evaluation
What to consider?
Engage: get the students interested in the class and hopefully enjoying
what they are doing.
Goals
o Goals determine:
Broader objectives of the unit plan or curriculum as well as the goals for
this unit
o Central objective:
Objectives
o Focus on what your students will do to acquire further knowledge and skills
Questions to ask include:
Categories of Objectives
o Knowledge - involves cognitive functions. Students categorize, analyze,
recall, synthesize, recite, and define.
o Skills - concerns performing an action. Students measure, sing, play.
Creating Learning Objectives
o Create a stem
lesson objectives?
Materials
o Determine necessary:
Preparation time
Resources/materials
Books, equipment, etc.
o Helpful questions to ask are:
Lesson Procedure
o Detailed, step-by-step description
o How to achieve your objectives
o How to proceed
Lesson Plan Format
Class :
Subject :
Time :
Date :
Enrolment :
Focal skills :
Other skill :
Previous knowledge :
Year 1 Amanah
English language
8.00 a.m. 9.30 a.m.
23rd of July 2012 (Monday)
34 students
Listening and speaking
Reading
Students have learnt to ask simple questions and
Learning outcomes :
Stage/Time
Set Induction
Presentation
Practice
Content
Teaching/Learning
Activities
Notes/Resources
Production
Closure
Pedagogical principles
Phonological Awareness
Consonant Clusters
Minimal Pairs
Diphthongs