Workshop on

Effective Teaching
Strategies
for
Lower Secondary School Teachers of English in
Cambodia

Kampot Province (11-13 September 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 “Hello” with same tone as T and then
says “Hello” with different tone to S2
S2: says “Hello” as S1 and says “Hello” with
different tone to S3
S3: does the same as the process above for all

students
…………………………………..
…………………………………..
 Lesson Review
I. What is “listening”?

“Listening” is the process of decoding

the messages from what you hear and then
interpret/understand what the speaker says by
using prior knowledge through negotiating
meaning and responding 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 or interpret something
Collaborative: interaction between speaker
and listener
Transformative: relationship between
speaker and listener (How they feel)
What and How to teach in Listening

Through your own experiences,

what and how should you teach in
“Listening”?
 What to teach in Listening

Six common sub-skills of Listening

1. Listen for facts and details (FD)
2. Listen for gist or global understanding (G&G)
3. Listen for cause and effect (CE)
4. Listen for sequence of events (SoE)
5. Listen for predicting outcome (PO)
6. Listen to infer meaning from contextual clues
(ICC)
What to teach in Listening
 What to teach in Listening

1. How old is grandma?

2. Who goes to grandma’s birthday?
3. Does anyone bring the gifts for her?
 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 f
1............

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

2............

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

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

5. listen for predicting

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

6. listen to infer meaning

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

I. Listen for facts and details

Listening for accurate information

II. Listen for gist or global understanding

Listening for the general or main idea of the
topic.
 What to teach in Listening

III. Listen for cause and effect

Listeningto establish cause-and-effect
connections

Signal words such as “because, so, as, due to

the fact that, as a result of, because of ...”
 What to teach in Listening

IV. Listen for sequence of events

Listening to the time or the order of
events that happened such as a story.

Signal words such as “at the beginning,

at the end, at first, second, then, next,
finally”....
 What to teach in Listening

V. Listen for predicting outcomes

Listening to engage in guessing or
anticipating what a speaker is going to say

Based on the contextual clues, their own

prior knowledge and experiences,
 What to teach in Listening

VI. Listen to infer meaning from

contextual clues
Listening to establish connections using
clues and background knowledge about a
situation.

For example, learners can be provided with

visual clues such as 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
What to teach in Listening
 What to teach in Listening

Literalcomprehension
• Why does Miss Mom like to go to Song Saa Island?
Re-organization
• What does she do after she wakes up?
Inferential comprehension
• What does the word “hammock” in line 5 refer to?
Evaluation
• Who do you think has a healthier life?
Response
• How do you feel when you visit the beach?
Metalinguistic comprehension
• How do you know that Mr. Phearith is relaxed?
 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 our 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.