WORKSHOP ON

EFFECTIVE TEACHING
STRATEGIES
FOR
LOWER SECONDARY SCHOOL TEACHERS OF ENGLISH
IN CAMBODIA
KAMPOT PROVINCE (11-13 SEPTEMBER 2017)
KAMPONG CHHAM PROVINCE (16-18 OCTOBER 2017)
OBJECTIVES:

By the end of session 3, participants will be able to:

1. Compare Comprehension Approach(CA) and

Metacognitive Approach(MA)
2. Select the good points in MA and CA to mix up
together in order to suit the Cambodian context
 ENERGIZER “CHINESE WHISPER”

“Six silly sisters

selling shining shoes”
 LESSON REVIEW

Questions:

1. What are the 6 sub-skills in listening?

2. What are the thinking levels in listening?

LESSON DEMONSTRATION
 GROUP DISCUSSION

 Work in the group and answer the question.

Q: What did I teach in “Pre-listening, Main-

listening and Post- listening”?
 FEEDBACK

Which method do you think can help

students improve their listening? Why?
 Comprehension Approach (CA)
Pre-listening
Pre-teach vocab
Activate prior knowledge of topic
While-listening
Listen & do the exercise
Listen again & Check the answers
Post-listening
Speaking/Writing/Grammar/Pronunciation activity
 Metacognitive Approach (MA)
Pre-listening
Activate prior knowledge of topic/genre/task/language (FRAME)
Predicting ‘answers’
While-listening
Listen, check (tick) your predicted answers, & compare
Listen & add (take notes) more details
Listen, check & explain how you arrived at the answers
Post-listening
Reflect on listening performance.
 Reflection on the CA and MA
Pre-listening
Pre-teach/elicit vocab
Activate prior knowledge of topic/genre/task (FRAME)
Predicting answers
While-listening
Listen, check (tick) your predicted answers, and compare
Listen & add (take notes) more details
Listen, check & explain how/why
Post-listening
Speaking/Writing/Grammar/Pronunciation activity
Students’ reflection after listening
 Summary

To what extent do you think this is applicable

to your Cambodian context?