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Reading & Writing vs. Listening & Speaking

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Reading & Writing vs. Listening & Speaking

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Emphasis should be more on reading and writing and less on listening and speaking, because even though listening and speaking supports development of all other literacy skills, reading and writing are the most difficult language skill and more time and effort should be spent on them.

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HL & EFAL
The process approach when teaching listening:

Listening instruction will usually involve working through elements of the listening process. This is a three-phase activity which models independent listening strategies for decoding and understanding speech and other audio forms. The three phases are pre-listening, during-listening and post listening.

The purpose of the listening activity:

Active listening promotes mindful thinking, which can reduce anxiety and depression in students. It can also help students build relationships because as they engage themselves in conversation, their peers are more likely to view them as open and interested

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Five points to remember when you choose material to teach listening.

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Five points to remember when you choose material to teach listening.

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1. Material should be slightly above learners current level of comprehension
2.Must be interesting
3.Must be relevant
4.Take learners circumstances into account
5.Take level of development into account

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7 Criteria for successful listening practice

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7 Criteria for successful listening practice

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1. MOTIVATION

2. PURPOSE

3. TASK ORIENTATION

4. FEEDBACK

5. CHOICE

6. VARIATION

7. MULTIMEDIA

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Important points before planning a listening lesson

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Important points before planning a listening lesson

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· Plan for three activities leading up to your SMART task, with an additional activity during the introduction. However, in some situations it may make more sense to plan for just two activities leading up to the SMART task, with or without an additional introductory activity.

· You should still follow the backward design when planning your listening lesson.

· When you do your CAPS analysis before formulating your SMART task, make sure you have decided on the purpose for listening and that you have selected an appropriate resource for input.

· Remember that some form of assessment still has to take place.

· At some point in the lesson, you still have to teach.

· Plan lessons for various situations. You should be adaptable in your lesson planning.

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Pre-listening -  alerts them to the need for focused listening and helps them make associations with their own experience

Provide information on the context

Prepare learners for the listening purpose

Activate prior knowledge

Plan for key vocabulary instruction

During listening -  help them recall details and evaluate the message

Facilitate the listening process

Make sure learners are aware of the purpose for listening

Model expected behaviour where necessary

Allow learners to listen more than once

Post-listening -  involve learners in responding to what they have heard through discussion.

Learners should produce a written or spoken product for assessment.

The assessment should not be focussed on learners’ written or oral proficiency, but on the extent to which the product portrays their listening skills