e n t

e s s m
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Listening
•  It is the language skill that is used
most frequently
• Listeners actively involve
themselves in the interpretation of
what they hear.
• Not all listening is the same that´s
the reason why students need to
develop different sorts of listening
capabilities.
Listening
• Listening involves a sender, a message,
and a receiver.
• The complexity of the listening process
is greater when the receiver has lack of
lexicon and grammar knowledge.
• Teachers should help their students
become effective listeners by modeling
listening strategies and providing
listening practice in authentic
situations.
 NG
LPI
O
V
E LSE
R D IL
S FO S K
G I E I N G
AT E T EN
STR LI S
TOP-DOWN & BOT TOM-UP
strategies

Over lunch, your friend tells you

a story about a recent holiday,
which was a disaster. You listen
with interest and interject at
appropriate moments, maybe to
express surprise or sympathy.
TOP-DOWN & BOT TOM-UP
strategies

That evening, another friend

calls to invite you to a party at
her house the following
Saturday. As you’ve never been
to her house before, she gives
you directions. You listen
carefully and make notes.
TOP-DOWN STRATEGIES

•attend to the overall

meaning
•refers to the use of
background knowledge in
understanding the
meaning of the message
•Listener base
TOP-DOWN STRATEGIES

•Listening for the main idea

•Predicting
•Drawing inferences
•Summarizing
BOTTOM-UP STRATEGIES

•focus on the words and

phrases
•comprehension is achieved
by dividing and decoding
the sound signal bit by bit
•Text base
BOTTOM-UP STRATEGIES

•Listening for specific details

•Recognizing cognates
•Recognizing word-order
patterns
 IN G
A N
M E
O R
G F
N I N
S T E
LI
FOUR BASIC STEPS
•Figure out the purpose for
listening.
•Attend to the parts of the
listening input that are
relevant to the identified
purpose and ignore the rest.
FOUR BASIC STEPS

•Select top-down and bottom-

up strategies that are
appropriate to the listening
task and use them flexibly and
interactively
•Check comprehension while
listening and when the
listening task is over.
 i n g
t e n
L i s
i n g e s
o p v i ti
e l c ti
e v A
D
PLANNING
•Construct the listening activity
around a contextualized task.
•Define the activity's instructional
goal and type of response.
•Check the level of difficulty of
the listening text.
 e n t
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The Process of Communication

The
e Chanel
a g
e ss
e M
Th

Th
e
The

M
es
Source/

sa
ge
Encoder

The
Receiver/
Decoder
 TEACHING SPEAKING
“it is the process of building and sharing
meaning through the use of verbal and
non-verbal symbols, in a variety of
contexts“
(Chaney, 1998, p. 13).
THREE AREAS OF KNOWLEDGE

Mechanics

Functions

Social and
cultural rules and norms
THREE REASONS OF SPEAKING
(Richards 2008)

Interaction

Transaction

Performance
ROLE OF TEACHERS
To provide authentic practices that may
prepare students for real-life communication
with grammatically correct, and logically
connected sentences.
Goals and Techniques in
Teaching Speaking
GOALS IN TEACHING SPEAKING

Communicative
Competency
BALANCED ACTIVITIES APPROACH

Language Input

Structured Output

Communicative Output
STRATEGIES FOR DEVELOPING
SPEAKING SKILLS
USING MINIMAL RESPONSES
RECOGNIZING SCRIPTS
USING LANGUAGE TO TALK
ABOUT LANGUAGE
SPEAKING ACTIVITIES
STRUCTURED OUTPUT ACTIVITIES

Information Gap Activities

Jigsaw Activities

COMMUNICATIVE OUTPUT ACTIVITIES

Basic Types of Assessment Task
in Speaking
IMITATIVE

Parroting

INTERACTIVE TASK
To maintain the speaking task
INTERACTIVE TASK

It includes tasks that involve long

stretches of interactive discourses of
language
EXTENSIVE TASK
To elaborate

It involves complex, relative, lengthy stretches

of discourse by doing oral presentations that
allow students to use what they learned.
RESPONSIVE TASK
To give feedback

It involves brief interactions which

helps the teacher realize student’s
ability to participate in discussions
INTENSIVE TASK

It involves cued task to elicit oral

language performance by producing
short stretches of language
Activities to Promote
Speaking
1. Discussion 7. Interviews
2. Role Play 8. Story Completion
3. Simulations 9. Reporting
4. Information Gap 10.Picture Narrating
5. Brainstorming 11.Picture Describing
6. Storytelling 12.Find the Difference
13.Playing Cards
 e n t
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a c
Te o f R e a d
What is reading?
•It is the interpretation of written
symbols or texts
What is reading comprehension?
•It is a process of interpreting the
symbols that is written in a reading
material.
•It is a meaning making process that
students’ should acquire and enhance.
TEACHING READING STRATEGIES

• Previewing
• Predicting
• Skimming
• Scanning
• Making Inferences
• Guessing meaning of unfamiliar words
through context
• Paraphrasing