TEACHING LISTENING AND

READING
Group 3
Khương Đình Khoa
Nguyễn Thị Yến Nhi
Nguyễn Thị Mai Lô ̣c
Nguyễn Thị Quỳnh Như
 Outline
 Top-down vs Bottom-up methods
 Teaching Listening skills
 Teaching Reading skills
 Extensive & Intensive Listening
 Extensive & Intensive Reading
I/ TOP-DOWN VS BOTTOM-UP METHODS

1) TOP-DOWN PROCESSING

2) BOTTOM-UP PROCESSING

3) APPLICATIONS
 LISTEN TO A HOLIDAY ANECDOTE
I can’t stop myself TOP-DOWN LISTENING Oh cool, did
think of the last you go with
holiday. It was such your
a great trip. boyfriend?
LISTENING TO DIRECTIONS
BOTTOM-UP LISTENING
1. TOP-DOWN PROCESSING
 1. TOP-DOWN PROCESSING

BACKGROUND PREDICT THE DEVELOP CONFIRM OR

INFORAMTION MEANING OF EXPECTATIONS REJECT
LANGUAGE
 1. TOP-DOWN PROCESSING_examples

A teacher guides the instruction, the activity, the conversation, and the specific output
1. TOP-DOWN PROCESSING_examples
1. TOP-DOWN PROCESSING – EXAMPLES

reading information about a

topic

listening to find whether or

not the same points are
mentioned, or inferring the
relationships between the
people involved.
1. TOP-DOWN PROCESSING – PROS & CONS

 this is the traditional form of education many of us grew up with

 direct control over how students access material
 focus student attention on exactly what students “need to know.”
 provides a tried and true method for teaching content
 able to listen or read effectively even when faced with unfamiliar
vocabulary or structures
 Have knowledge of context BUT Knowing very few words --> get lost
2. BOTTOM-UP PROCESSING
 2. BOTTOM-UP PROCESSING

INDIVIDUAL WORDS, STRINGING BUILD UP UNDERSTAND

PHRASES, DETAILED A WHOLE THE WHOLE
GRAMMATICAL ELEMENTS TEXT
CHARACTERISTICS TOGETHER
2. BOTTOM-UP PROCESSING
3. APLLICATIONS
3. APPLICATIONS

 Learners can be encouraged to use both bottom-up and top-down

strategies to help them understand a text.
 Example: in a reading comprehension learners use their knowledge of the
genre to predict what will be in the text (top down), and their
understanding of affixation to guess meaning (bottom up).
II/ TEACHING LISTENING SKILLS

1. The strategies for teaching listening skills

2. Listening skills
3. Listening sub-skills
4. Principles for listening
 1.1 Pre-Listening Activities

Help students to prepare for what they are going to hear.

Examples:
- Brainstorming: Reveal the theme of the listening passage and ask
students to brainstorm it.
 
- Visuals: Show a picture related to the listening passage and let student
share what they think about it.
1.2 While-Listening Activities

Consist of a series of activities that a learner does while listening to a

passage in order to show their understanding of what was heard of.

Examples:
- Listen and describe: Tell a story but stop regularly and ask the students to
write or give a description.
 
- Gap fill: Give students a transcript and ask students to fill in the blanks as
they listen to the passage.
 1.3 Post-Listening Activities

Consist of tasks which main aim is to help students reflect on the listening
experience.

Examples:
- Discussions: Ask students to have a short discussion about the topic.
 
- Writing a short composition: After students have listened to a passage,
they can write a short essay based on the information given in the listening
passage.
2. LISTENING SKILLS

- Recognize paralinguistic clues

- Listen for specific information

- Listen for more general understanding

 3. LISTENING SUB-SKILLS
 Listening for-gist: listening to get a general idea
• Example: the words “food”, “friends”, “fun”, “park”, “sunny”, and “taking
photos” form the context of a picnic

 Listening for details: listening to every detail, and try to understand as much as
possible
• Example: A member of a jury listening to a statement from a witness.

 Listening for specific information: listening just to get a specific piece of

information
• Example: In a listening test, you are asked write down the age of a person
 4. PRINCIPLES FOR LISTENING

1: Encourage students to listen as often and as much as possible

2: Help students to prepare to listen
3: Once maybe not enough
4: Encourage students to respond to the content of a listening, not just to
the language
5: Different listening stages demand different listening tasks
6: Good teacher exploit listening texts to the full
 III/ TEACHING READING SKILLS
SKIMMING
reading rapidly in order to get a general
DEFINITION overview of the material
• previewing (reading before you read)
• reviewing (reading after you read)
• determining the main idea from a long
selection
USAGE • when trying to find source material for a
research paper
SCANNING
reading rapidly in order to find specific
facts
• in research to find particular facts
• to study fact-heavy topics
• to answer questions requiring factual
support
 How to skim?
1. Read the first paragraph attentively to get an idea of what will be discussed in the text.

2. Read the first (and sometimes the second) sentence of each paragraph - they give the
main idea of the paragraph.

3. After you have read the first sentences, your eyes should drop down to the end of the
paragraph, looking for important pieces of information, such as dates and names.

4. Read the last paragraph attentively as it may contain the summary.

 How to skim?
Note: missing information: the main ideas of paragraphs are not always
found in the first or last sentences

You should slow down in the following situations:

 When you skim introductory and concluding paragraphs

 When you skim topic sentences

 When you find an unfamiliar word

 When the material is very complicated

 How to scan?
1. Read each question completely before starting to scan. Choose your
keywords from the question itself: dates, names, numbers, new terms
2. Look for answers to only one question at a time. Scan separately for each
question.
3. When you locate a keyword, read the surrounding text carefully to see if
it is relevant.
4. Re-read the question to determine if the answer you found answers this
question.
IV/ INTENSIVE & EXTENSIVE LISTENING

1/ Differences

2/ Pros & Cons

3/ How to encourage extensive listening?

4/ Intensive listening: The roles of teachers

 Intensive listening Extensive listening

Usually (not always) in classroom Usually away from classroom (not exclusively)

Asked by teachers (teachers guide students) For pleasure

 Pros & Cons:

Intensive:
(+) Reflect on different listening skills
(-) Boring
Extensive:
(+) Interesting & comprehensive development
(-) Not support you with listening skills well
 How to encourage extensive
listening?

explain the benefits of listening extensively

have students perform a number of tasks
 Intensive listening: The roles of teachers
 Organiser
 Machine operator
 Feedback organiser
 Prompter
 V/ EXTENSIVE & INTENSIVE READING

1/ Concepts 3.3) Extensive reading tasks

2/ Pros & Cons 4/ Intensive reading

3/ Extensive reading 4.1) The roles of the teacher

3.1) Setting up a library 4.2) The vocabulary question

3.2) The roles of the teacher 4.3) Letting the students in

 1/ Concepts
EXTENSIVE READING INTENSIVE READING

Reading texts for enjoyment and to develop Reading in detail with specific learning
DEFINITION
general reading skills aims and tasks

A teacher reads a short story with learners,

The learners read a short text and put
EXAMPLE but does not set them any tasks except to
events from it into chronological order.
read and listen.
 2/ Pros & Cons
EXTENSIVE READING INTENSIVE READING
• the material suits the students (level, interest, etc.)
• builds vocabulary Focus on:
• helps learners understand grammar • carefully checking comprehension
PROS
• helps learners to build reading speed and reading • studying the grammar and/or vocabulary
fluency • developing a reading skill
• reading for pleasure

• The reading is difficult.

• The reading is short and because it is difficult.
• Difficult to put in the curriculum • The whole class reads the same material
CONS • No clear objective • All the students have to read at the same pace as they
• Requires a lot of preparation for suitable materials do the tasks together.
• The reading is interesting to some learners but not
others.
3/ Extensive reading

3.1) Extensive reading materials

3.2) The roles of the teacher

3.3) Extensive reading tasks

3.1/ Extensive reading materials

 Must be easy to understand

 Specially written materials for extensive reading –
graded readers or simplified readers
• The authors work within specific lists of allowed words and
grammar.
• → Students can read them with ease and confidence
3.2/ Extensive reading: The roles of the teacher

 Persuade students of the benefits

 Organise reading programmes:
• How many books over a given period
• How to choose what to read: genres, level, interest, etc.
3.3/ Extensive reading: Extensive reading tasks

 Keep a weekly reading diary

 Write short book reviews for the class noticeboard

 Vote on the most popular book in the library

 Fill in reading record charts (title, publisher, level, overall rating, etc.)

 Keep a reading notebook (record facts and opinion about the books)

 Oral interviews about what they are reading

4/ Intensive reading

4.1) The roles of the teacher

4.2) The vocabulary question

4.3) Letting the students in

4.1/ Intensive reading: The role of the teacher

 Organiser
 Observer
 Feedback organiser
 Prompter
4.2/ Intensive reading: The vocabulary question

 Time limit
 Word/phrase limit
 Meaning consensus
4.3/ Intensive reading: Letting the students in

 Do you like the text?

 Students create their own comprehension task
 Jigsaw reading: students read different texts and share the
information they have gathered
 Summary
 Top-down vs Bottom-up methods
 Teaching Listening skills
 Teaching Reading skills
 Extensive & Intensive Listening
 Extensive & Intensive Reading
I/ TOP-DOWN VS BOTTOM-UP METHODS

1) TOP-DOWN PROCESSING

2) BOTTOM-UP PROCESSING

3) APPLICATIONS
II/ TEACHING LISTENING SKILLS

1. The strategies for teaching listening skills

2. Listening skills
3. Listening sub-skills
4. Principles for listening
III/ TEACHING READING SKILLS

1. Skimming
2. Scanning
IV/ INTENSIVE & EXTENSIVE LISTENING

1/ Differences

2/ Pros & Cons

3/ How to encourage extensive listening?

4/ Intensive listening: The roles of teachers

 V/ EXTENSIVE & INTENSIVE READING

1/ Concepts 3.3) Extensive reading tasks

2/ Pros & Cons 4/ Intensive reading

4.1) The roles of the teacher

3/ Extensive reading
4.2) The vocabulary question
3.1) Setting up a library
4.3) Letting the students in
3.2) The roles of the teacher
REFERENCES
 Harmer (2007) – How to teach English
 Harmer (2007) – The Practice of English Language Teaching
 https://englishpost.org/how-to-teach-listening
 http://www.bchmsg.yolasite.com/listening-sub-skills.php
 http://www.butte.edu/departments/cas/tipsheets/readingstrategies/skimming_scanning.html
 https://ielts-up.com/reading/skimming-scanning.html
 https://www.teachingenglish.org.uk/article/top-down
 https://www.teachingenglish.org.uk/article/bottom
 https://www.teachingenglish.org.uk/article/listening-top-down-bottom
 https://www.whatiselt.com/single-post/2019/07/22/what-is-top-down-and-bottom-up-processing
 https://www.teachingenglish.org.uk/article/extensive-reading-0
 https://www.teachingenglish.org.uk/article/intensive-reading