RAMON MAGSAYSAY MEMORIAL COLLEGES

GRADUATE SCHOOL PROGRAM

ENGLISH 201
COURSE OUTLINE

MIDTERM

1. Methods of teaching Listening

2. Guidelines for good listening
3. Exercises/ Activities / Assessments in teaching listening

FINAL

1. Methods of teaching Speaking

2. Goals and techniques for teaching speaking
3. Types of Speeches according to delivery
4. Other strategies for developing speaking skills

Learning Objectives:

1. Develop students’ listening and evaluating comprehension.

2. Perform tasks/ activities for listening comprehension.
3. Develop students’ speaking skills.
4. Perform tasks for speaking proficiency.
TEACHING STRATEGIES for LISTENING

Listening is said to be the most neglected language skill . Students tried to develop a
certain degree of proficiency in speaking, reading and in writing, but they lack the ability to
comprehend the spoken language that is through listening.

Listening is a mental operation that needs more focus. It is a combination of what you
hear, understand and remember. It involves perception, attention and comprehension.

Guidelines for good listening ( Galvin and Cooper, 2005)

 Watch for non verbal clues

 Avoid distraction
 Listen for the new and the unusual
 Listen for repetitions
 Be prepared
 Give feedback to the speaker
 Listen for structure
 Review points

Suggested Activities Exercises for Listening:

1. Can You Follow Directions? Tell your students to have their pen and paper and listen
carefully as you give the instructions. Read at a normal speed after each number to
give the students to follow as they are instructed. After all the instructions let them
pass their output.
 Write your name in the upper left hand corner of the paper.
 Underline your name.
 Draw four small triangles in the right hand corner of the paper.
 Put a check mark under each triangle.
 Put an X mark inside each triangle.
 If you think you have followed the instruction, write “ YES” all in capital letters at the
middle /center part of the paper.
 Affix your signature at the lower left-hand corner of your paper.
2. In evaluating listening comprehension, let the students listen carefully as the teacher
reads an article/ story aloud. After reading, let the students write a summary of
what they have heard/ learned .
3. Listening Appreciatively, Aesthetically and Reflectively—Let the students listen to a
Song ,right after, let them write their personal responses on the message of the
song.
 4. Receiving to ensure that students can hear. The teacher gives an instruction ,then
calls a student to repeat on what was said by the teacher or retell what was the
instruction.
5. Listen and Guess—the teacher will describe 10 jobs without mentioning the names
of the jobs. The students will guess the jobs described.
 He is wearing a white coat and sometimes a white hat. He makes cakes and bread .
 She wears a white uniform, and takes care for people who are in the hospital.
 He brings food and drinks as ordered in a restaurant.
 He is the one who could help you in times that you have a toothache.
 He builds buildings, roads and other infrastructures.
 He gets up early in the morning to deliver letters/ packages to people’s houses.
 He /She makes clothes and sell them in the shop.
 She teaches little children how to read , write in school .She cares for the education
and future of the young generation.
 He is a hero in times of fire. He puts off the fire and sometimes put his life in danger.
 He is the hero in the field. He works all day in the field rain or shine.

TEACHING STRATEGIES IN SPEAKING

 Speaking is an activity that requires the integration of many subsystems. It is a
central skill.
 It is the most demanding of the four macro skills.

Goals and Techniques for Teaching Speaking

Communicative efficiency is the goal of teaching speaking. Learners should be able to

make themselves understood using their current proficiency. They should avoid
confusion due to faulty pronunciation, grammar and vocabulary. To help the students,
teachers should use a balanced activities approach that combines language input,
structured output and communicative output.

Language Input—comes in the form of teacher talk, listening activities and language
heard and read outside of class.

 Simple weather report

There are many ways to promote oral skills . These are the major types of speaking
activities:

 Discussions----this is the most commonly used activity .The teacher may assign
students to be in a group or just be with a pair, then set up and plan for a discussion
activity. First—grouping or pairing of students to ensure a successful discussion
outcome. Second—students are reminded that each of them has a responsibility in
the discussion. Lastly, students need to know what to discuss, why they are
discussing, and what outcome is expected.
 Speeches---Prepared speech is also a common activity in oral skill. Topics may vary
depending on the level of the students. It can be boring for the listeners ,so they may
be required for peer evaluation of their classmate’s speech. Impromptu speech gives
students more actual practice in speaking. Once the students understand the task,
they are given a strip of paper with the topic and with no time to prepare , they are
asked to give a one –minute ,unprepared speech.
 Role Plays—this is a third major speaking activity. It can be performed from a
prepared script. First, a diagnostic assessment is needed to determine what the
students know. A model dialogue serves as language input.
 Conversation---It is the most fundamental form of oral communication. Learners are
required to tape—record an interview on a topic of their choice. Ex. some
controversial issues—abortion, covid -19 virus, Uwi- Probinsya Program of the govt.
 Types of Speeches according to delivery:

1. Reading from a manuscript—it is the most formal type of delivery. It facilitates

word for word reading. It takes time to prepare.
2. Memorized speech---It is the most challenging type of delivery. It adds anxiety of
forgetting what to say and it sounds unnatural .
3. Impromptu speech---It has no time to prepare, no guide notes for delivery. It
sounds informal and lacks logical organization.
4. Extemporaneous speech----It may allow a little time to prepare. It does not need
much practice to be effective .

Other Strategies for Developing Speaking Skills:

 Using minimal responses—they are predictable, participants use to indicate

understanding, agreement, doubt and other responses to what the speaker is saying.
 Recognizing scripts---greetings, apologies, compliments, invitations, activities such as
getting information and making a purchase
 Using language to talk about language---teachers give the students clarification
phrases when misunderstanding occurs.