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 2, participants will be

able to:
1. recognise the six common listening sub-
skills and the six-thinking levels.
2. create questions for each thinking level.
3. identify the Comprehension Approach(CA)
and Metacognitive Approach(MA).
 Energizer “Saying Hello!”

T: says “Hello”

S1: says with same tone as T and says
“Hello” with other tone
S2: says “Hello” as S1 and says “Hello”
with other tone
S3: does the same as S2
…………………………………..
…………………………………..
 Lesson Review
I. What is listening?

Listening is

Receptive: listeners decode, receive, and ‘catch’ the transferred idea,

message, content, images, impressions, thoughts, beliefs, attitudes, and
emotions.

Constructive: listeners attempt to understand and interpret what the speaker

says by using their prior knowledge or schemata as a frame of reference.

Collaborative: listeners negotiate meanings with the speaker and respond

by showing interest, nodding head, etc.

Transformative: the relationship between listener and speaker may change

as a result of the interaction (e.g. listener may become more empathetic with
the speaker)
 Lesson Review
2. Why is listening is receptive, constructive,
collaborative and transformative?

Receptive: decode or catch what you hear

Constructive: use your prior knowledge to infer
something
Collaborative: interaction between speaker and listener
Transformative: relationship between speaker and listener
(How they feel)

 Listening is the process of decoding the messages from

what you hear and then interpret/understand the speaker
says by using prior knowledge through negotiating
meaning and responding with the speaker.
What and How to teach in Listening

Through your own experiences,

what and how should you teach in
listening?
 What to teach in Listening

Chapter IV, Unit 11, Lesson A:

 What to teach in Listening

Six common sub-skills of Listening

1. Listen for facts and details
2. Listen for gist or global understanding
3. Listen for cause and effect
4. Listen for sequence of events
5. Listen for predicting outcome
6. Listen to infer meaning from contextual clues
 What to teach in Listening

Sub-skills of Listening Possible Definitions Answer

1. listen for facts and details a. listen to find out the cause and effect connection 1............

2. listen for gist b. listen to identify the order of events 2............

3. listen for cause and effect c. listen to guess what speaker is going to say 3............

4. listen for sequence of event d. listen to get the general/main idea of the topic 4............

5. listen for predicting

e. listen to the clues and guess meaning in contexts 5............
outcome

6. listen to infer meaning

f. listen to get the specific information 6............
from contextual clues
 What to teach in Listening

I. Listen for facts and details

listening that learners focus on accurate

information which is clearly mentioned in
the text. For instance, in a listening task that
asks about someone’s age,
learners must listen tor words/phrases that
relevant to age.
 What to teach in Listening

II. Listen for gist or global understanding

Listening for gist means listening for the

general or main idea of the topic. For
example, the words “food”, “friend”,
“swimming”, “sunbathing”, and “sunny
day” may have their own meanings.
However, from the sequence of the words,
learners may have a general idea that the
topic is about a holiday at the seaside.
 What to teach in Listening

III. Listen for cause and effect

This is when learners are asked to
establish cause-and-effect connections by
listening to a series of facts. Learners are also
asked to pay attention to words, phrases, or
expressions that signal these connections.
For example, “Bophal has got a promotion
because of his impressive can-do attitude”.
In this sentence, ‘can-do attitude’ is the
cause, ‘promotion’ is the result or effect,
signaled by ‘because of’.
 What to teach in Listening

IV. Listen for sequence of events

This means learners listen to the time or the
order of things that happened (such as a
story), and can identify them through the
following signal words such as “at the
beginning”, “at the end”, “at first”,
“second”, “then”, “next”, “finally” and so
on.
 What to teach in Listening

V. Listen for predicting outcomes

This is when learners are engaged in
guessing or anticipating what a speaker is
going to say based on the contextual clues,
along with their own prior knowledge and
experiences, before and during listening.
For example, learners are prompted to use
their experiences and contextual knowledge
of an interaction to predict a speaker’s
intention before he/she expresses it.
 What to teach in Listening

VI. Listen to infer meaning from

contextual clues
This is the technique of filling in vague,
ambiguous, and omitted information.
Listeners are engaged in establishing
connections using clues and background
knowledge about a situation. For example,
learners can be provided with visual clues,
for example, a photo of a speaker, to help
students guess how the speaker feels.
 What to teach in Listening

Table A Table B

1. Who is wearing the pink t-shirt? 1. Who loves grandma the most?
Why?

2. Who do you hear at the grandma’s 2. Who is wearing the pink t-shirt?
birthday? And put them in the right
column.

3. Who loves grandma the most? 3. Who do you hear at the grandma’s
Why? birthday? And put them in the right
column.
 What to teach in Listening

Thinking levels of Listening by Nuttall’s

Taxonomy
1. Literal Comprehension
2. Reorganization
3. Inferential Comprehension
4. Evaluation
5. Response
6. Metalinguistic Comprehension
What to teach in Listening
 How to teach listening
Comprehension Approach (CA)
- Pre-listening
1. pre-teach vocabulary
2. activate prior knowledge of the topic
- While-listening
1. listen and do exercises
2. listen again and check answers
- Post-listening
1. speaking/writing/grammar/ Pronunciation
activity
 How to teach listening
Metacognitive Approach (MA)

- Pre-listening
1. activate prior knowledge of topic/genre/language(frame)
2. predicting answers

- While-listening
1. listen, check(tick) your predicted answer and compare
2. listen and add (take note) more detail
3. listen, check and explain how you arrived at the answers

- Post-listening
1. Students’ reflection after listening
 Group discussion

Questions:

1. What approach do you usually use in

teaching listening?

2. How do you know?

Application on Cambodian context

To what extent do you think this is applicable to your Cambodian context?

 Summary

Game “Hot potato”

 Hot potato

1. Students stand in circle.

2. T plays music and students continually
pass the ball to their friends one by one.
3. When the music stops, a person who
holds the ball peels the ball and follows what
it is said in the paper.
4. T continues playing music and students
keep doing the same until running out of
paper.