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 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
combine 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

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 vocabulary
Activate prior knowledge of topic
While-listening
Listen & do the exercise
Listen again & Check the answers
Post-listening
Speaking/Writing/Grammar/Pronunciation activity
Product-oriented approach
 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
Students’ reflection after listening
Process-oriented approach
 Reflection on the CA and MA
Pre-listening
Pre-teach/elicit vocabulary
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 our Cambodian
context?