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Teaching Reading & Listening

1. 1. Teaching Reading & Listening Group 4 1. Bertha Resivia Intan Gayatri (16716251018) 2.
Ayu Triworo Andayani (16716251023) 3. Djihad Bouaoune (16716254001)
2. 2. The Outline Teaching Reading Teaching Listening The Application • Principles of Reading
• Teaching Vocabulary • Principles of Listening • RBL in Reading and Listening • Classroom
Activities
3. 3. The Introduction Language Skills Reading Listening Speaking Writing
4. 4. The Purpose of reading Based on Williams (1984) in Nation (2010) classifies the pupose
of reading into  Getting general information from a text  Getting specific information from a
text  For pleasure or for interest
5. 5. Reading Materials  Textbook  Newspapers  Letters  Leaflets  Labels 
Advertisements  Magazines  Books  Emails  News  Online story  Soon
6. 6. The role of the teacher in teaching reading  Organizer  Observer  Prompter 
Controller
7. 7. Reading Schema Theory Nunan (1999: 256) writes, ‘We interpret what we read in terms of
what we already know, and we integrate what we already know with the content of what we
are reading’.  Content consist what we know about people, the world, culture, and the
universe in order to prerequisite in understanding text or to predict what may happen. 
Formal consist our knowledge about discourse structure to reveal some implied connection
in text.
8. 8. Example A 15 years old boy got up the nerve one day to try out for the school chorus,
despite the potential ridicule from his classmates. His audition time made him a good 15
minutes late to the next class. His hall permit clutched nervously in hand, he nevertheless
trued surreptitiously to slip into his seat, but his entrance did not go unnoticed. “and.. Where
were you?” bellowed the teacher. Caught off guard by the sudden attention, a red-faced
Harold replied meekly, “Oh, uh er, somewhere between tenor and bass, sir”.
9. 9. Analysis  Content ◦ 15 years old boys might be embrassed about singung in a choir ◦ Hall
permits allow students to be outside a classroom during the class hour ◦ Teenagers often
find it embrassing to be singled out in a class ◦ Something about voice ranges ◦ 15 years old
boy voices are often “breaking”  Formal ◦ The chorus tryout was the cause of potential
ridicule ◦ The audition occured just before the class period ◦ Continuing to “clutch” the permit
means he did not give it to the teacher ◦ The teacher did indeed notice his entry ◦ The
teacher’s question referred to location, not musical part
10. 10. Further explanation  Grabe (2002: 282) warns that ‘schema theory is hardly a theory,
and there is very little research which actually explores what a schema is and how it would
work for reading comprehension’.
11. 11. The influence Schema Theory to top-down and bottom – up processing  The bottom-up
approach  The top-down approach Comprehension Bottom-Up Top-Down
12. 12. Analysis Text “Paying to Learn: Is It Snobbery?”  The argument develops at various
stages in the text itself  The approval and disapproval to various types of parent  The
British Empire  The class system  An understanding of the background to the British
education system  The state vs privateeducation debate
13. 13. Types of classroom reading performance Based on Brown (2001), in classroom reading
performance, the type of reading activities are divided into 2, there are:  Oral  Silent ◦
Intensive reading ◦ Extensive reading
14. 14. Classroom Practise and Procedures R. V. White (1981) in Nation (2010) suggest that the
stages and procedure of a reading lesson that may help us to put the skill into a classroom
 context, and to see some of its possible relationships with the other language skills.
Readiness Experiential Intake Response Developme nt Input Response
15. 15. Designing reading course Nunan (1999) considers five essential steps involved in
designing reading courses:  Decide the overall purpose of the reading course within a wider
pedagogical framework.  Identify the types of texts and tasks that the course requires. 
Identify the linguistic elements to be.  Integrate texts and tasks into class- based work units.
16. 16. Strategies for Reading comprehension  Identify the purpose of reading  Use
graphemic rules and patterns to aid bottom-up decoding  Use efficient silent reading
techniques for relatively rapid comprehension  Skim the text for main ideas  Scan the text
for specific information  Use semantic mapping or clustering  Guess when you are not
certain
17. 17. Feedback to Learners  Kind of Questions ◦ Written ◦ Spoken  Form of Questions ◦
yes/no ◦ true/false ◦ multiple choice ◦ open-ended question
18. 18. Teaching vocabulary in relation with reading and listening comprehension Vocabulary
ReadingListening
19. 19. The Relationship between Listening and Reading  Listening as well as reading is
viewed as ‘passive ‘ due to the misleading and incorrect (Mc Donough, 2013).  Rost in Mc
Donough (2013) states that listening consists of three basic processing phases that are
simultaneous and parallel: decoding, comprehension, interpretation.  These skills are
differed from the mediumand the nature the skill.
20. 20. Problems in Listening Brown (2001) mentions some problems in listening that can make
listening difficult:  Clustering/chunking, breaking down speech into smaller group or words.
 Redundancy  Reduced forms, which can be phonological, morphological, syntactic and
pragmatic.  Performance variables  Colloquial language  Rate of delivery  Stress,
rhythm and intonation  Interaction
21. 21. Types of Listening • to facilitate understanding of spoken discourse • the most common
way of teaching listening Listening as comprehension • to extract meaning from messages •
can help make learners more effective listeners Listening as acquisition
22. 22. The Microskills of Listening Comprehension
23. 23. The Nature of Listening Comprehension Product and process The micro skills of listening
Processing sound Processing meaning
24. 24. Characteristics of Spoken Discourse plan unplanned monologue Interpersonal (familiar &
unfamiliar Transactional (familiar & unfamiliar) dialogue Spoken discourse may have different
accents, from standard or non- standard, regional, non-native and so on. Additionally, Brown
(2001) adapted the types of oral language from Nunan (1991b: 201-21), as follows:
25. 25. Therefore, Richards (2008) mentions some kinds of process involved in understanding
spoken discourse. 1) Bottom-Up Processing It refers to using the incoming input as the basis
for understanding the mesaage. It processes from language to meaning. The exercises that
develop this processing are such as dictation, cloze listening, the use of multiple choice
questions after a text, and similar activities that require close and detailed recognition, and
processing the input. 2) Top-Down Processing This process refers to the use of background
knowledge in understanding the meaning of a message. It goes from meaning to language.
The activities that apply top-down processing are as follows:  Students generate a set of
questions they expect to hear about the topic  Students generate a list of things they
already know about a topic  Students listen to part of a story, complete the story ending,
then listen and compare endings.  Etc.
26. 26. 3) Combining the two Processing Field (1998) in Richards explained that a typical lesson
in current teaching materials involves a three part sequence consisting of a pre-listening,
while listening, and post-listening and contains activities that link bottom-up and top-down
listening. Wilson (2008) in McDonough (2013) provides a lot of hands-on examples for each
stage that can be the following:  Pre-listening activities, the purpose is to establish a
framework for listening so that learners do not approach listening practice with no points of
 reference. The activities include: ◦ A short reading passage on similar topic ◦ Predicting
content from the title ◦ Commenting on a picture or photograph
27. 27.  While/Listening activities, the tasks carried out during or after listening that directly
require comprehension of the spoken materials. ◦ Extensive listening, mainly concerned to
promote overall global comprehension and encourages learners not to worry if they do not
grasp every word. The following activities are: following directions on a map, predicting what
comes next, constructing a coherent set of notes, etc. ◦ Intensive listening, it deals with
specific items of language, sound or factual detail within the meaning framework already
established. The activities can be as follows: filling gaps with missing words, identifying
numbers and letters, picking out particular facts, etc.  Post-listening activities, it provides an
oportunity for learners to follow up work- thematic, lexical, grammatical, skills developmental
and so on. The examples are using notes as the summary, reading a related text, doing a
role play and practising pronunciation.
28. 28. Listening Strategies Buck (2001) in Richards (2008) divides two kinds listening
strategies:  Cognitive strategies: mental activities related to comprehending and storing
input in working memory or long term memory for later retrieval. This includes
comprehension processes-storing and memory processes-using and retrieval processes. 
Metacognitive startegies: those conscious or unconscious mental activities that perform an
executive function in the management of cognitive strategies. The strategies include
assessing the situation, monitoring, self-evaluating, and self-testing.
29. 29. Principles for Designing Listening Techniques Brown (2001) summarizes some principles
for designing listening in which some are the application of the technique and the others are
more germane to listening.  In an interactive, four skills curriculum, make sure that you
don’t overlook the importance of techniques that specifically develop listening
comprehension competence.  Use intrinsically motivating techniques  Utilize authentic
language and context  Consider the form of listeners’ responses carefully  Encourage the
development of listening strategies  Include bottom-up and top-down listening techniques
30. 30. Various Media for Teaching Listening Music Movies Podcast (ipod and broadcasting)
Others (audio monologue or dialogue, English TV program or radio, silent movie)
31. 31. The Application of RBL in Teaching Listening and Reading
32. 32. The topic: Holidays. Level: Intermediate (young adults and adults) The procedures: • The
students will be introduced to different resources concerning the topic (holidays). • The
resources are: Different types of printed texts taken from newspapers, magazines, books,
and websites. Video documentary (Holidays to Sri Lanka) https://youtu.be/AtkmTw14hq8
•Records The Unit Outlines:
33. 33. • Students will have the opportunity of having an authentic conversation with a tour
guide, who will explain to them how to plan trips.  Scaffolding:  Students will be given
some titles of books to search and read in the library as extensive reading activities, while
some websites will be given to be used for planning the field trip.  Activities:  This unit
consists of three reading and listening sections, in each section, students will be introduced
to different resources that adress their interests. • Using the knowledge gained from the
activities and authentic conversation with the tour guide to plan a field trip.
34. 34.  Designing a field trip report using the multimedia templates application Glogster.  The
templates should be submitted at the end of the unit.
35. 35. Reading Activities  Readiness activities:  Stage 01: Activity 01
36. 36. While-Reading Activities or Experiential Activities:  Stage 02: Source: Roberts, R.,
Clare, A., Wilson, JJ. (2011). Total English: student’s book. Slovakia: Pearson Education
Limited
37. 37. Activity 03: Aim: Skim main ideas Read quickly the extract from Travels Across Africa by
Sophie Van Ranst, and answer the questions: Where are Sophie and Daniel? Do they
experience the things you talked about in exercise 2? How do they like to remember their
 travels? Source: Roberts, R., Clare, A., Wilson, JJ. (2011). Total English: student’s book.
Slovakia: Pearson Education Limited
38. 38. Aim: Scan to locate specific information Read the extract again. Write True (T) or False
(F) or not given (NG) 1. They drove slowly through the busy desert. 2. Sophie wrote about
her experiences in a note book. 3. Daniel took fotos of the Victoria Falls. 4. They had seen a
lot of things. 5. Daniel was driving when they saw the horses. 6. Sophie woke Daniel so that
he could take photos. Source: Roberts, R., Clare, A., Wilson, JJ. (2011). Total English:
student’s book. Slovakia: Pearson Education Limited
39. 39. Post-reading activities: Stage 03, 04 and 05. Activity 05 A. Work in pairs and answer the
following questions: 1. What do you think will happen if Daniel was not sleeping when Sophie
saw the horses? 2. Why do you think Sophie could not remember how long the horses had
been there? 3. Work in pairs and retell what happened to Sophie and Daniel in their trip. 4.
Write down the discourse of your retelling in a form of a short text. Source: Roberts, R.,
Clare, A., Wilson, JJ. (2011). Total English: student’s book. Slovakia: Pearson Education
Limited
40. 40. Activity 06  Extensive reading: Read two other texts concerning travelling at home. You
will be asked to tell it to the class at the next lesson. If you like this kind of texts, they are all
on the web. The following websites can be used: http://learnenglishteens.britishcouncil.org/s
kills/reading-skills-practice/adventure-travel http://www.allthingstopics.com/travel.html
https://en.islcollective.com/resources/printa bles/worksheets_doc_docx/reading_compr
ehension_activity_tourism/present-simple- travel/14371
41. 41. Language focus: Descriptive language Look at the descriptive language from the extract,
choose the correct words in italics and answer the questions: 1. Roaring of the water (line 9)
This means the water makes a loud noise/ is quiet. What animal normally roars? 2. quietness
fell over us (line 14-15) This means that as they drove they had a small accident/ it became
silent Give some every day examples of things that fall 3. Slept the sleep of dead. (line 34-
35) This means that they slept very well/ very badly.Source: Roberts, R., Clare, A., Wilson,
JJ. (2011). Total English: student’s book. Slovakia: Pearson Education Limited
42. 42. PRE-LISTENING ACTIVITIES: ACTIVITY 01: Aim: Establish a framework for listening.
Work in pairs. Look at the photos and answer the questions. 1. What can you see in the
photos? 2. Where do you think the photos might have been taken? 3. What do you think the
people who took the photos had done earlier that day? 4. How do you think they are
feeling?Source: Roberts, R., Clare, A., Wilson, JJ. (2011). Total English: student’s book.
Slovakia: Pearson Education Limited
43. 43. While-listening Activities Activity 02: a. Extensive listening. Listen to three people
describing the photos. Match the speakers, Helen, Matthew and Tracy with the photos (A-C).
b. Intensive listening. Listen again. For each speaker makes notes about……. • Where they
took the photo. • What the weather was like. • What else they had done that day.  c. Look at
the How to……...box. Then listen again and tick (x) the phrases you hear
44. 44. POST-LISTENING ACTIVITIES: ACTIVITY 03: Aim: Skills developmental. • Think of
favourite photo. Using the phrases in the how to…box, write a short descriptive text. • Work
in pairs and play the role of one of the speakers and describe one photo to your partner
using the short text you have produced. Source: Roberts, R., Clare, A., Wilson, JJ. (2011).
Total English: student’s book. Slovakia: Pearson Education Limited
45. 45. References: Brown, H., D. (2001). Teaching by principles: An interactive approach to
language pedagogy 2nd edition. San Fransisco: Longman. Harmer, J. (2001). The practice
of English language teaching. Essex, England: Longman. McDonough, J., Shaw, C., &
Masuhara, H., (2013). Material and Methods in ELT. West Sussex. UK: John wiley & Sons.
Richards, J., C. (2008). Teaching listening and speaking. From theory to practice. New York:
Cambridge University Press. Roberts, R., Clare, A., Wilson, JJ. (2011). Total English:
student’s book. Slovakia: Pearson Education Limited.