1. Language skills Four skills – L,S,R,W Receptive skills
Productive skills
Receptive skills and productive skills feed off each other. What we say or write is heavily influenced by what we hear and see.
Harmer,J. (2007)

2. Listening Defined as the process of : Making sense of spoken learning
Making sense of what they hear
Making sense of verbal /non-verbal response

3. Problems faced by L2 listener
Cultural knowledge
Knowledge of the subject matter
Language difficulty
Communication difficulty

4. Research using a tech “Referential communication paradigm”
Children up to the age of 7 face problems in 3 areas:
Listener blamers- blame themselves than the speaker who use descriptions or message that are incomplete, confusing or uninformative.
Poor at evaluating message.
Rarely provide feedback to the speaker.

5. Training to help young children in listening
Teacher to model effective strategies to:
Create an awareness of message quality
Make comparisons and formulate questions
Make clarifications
Make specific requests to the speaker

6. What makes listening difficult?
Language
Topic
Visual support
Purpose/task
Context
Organization of information
Explicitness of information (redundancy, sufficiency, referring expressions)
Processing load
Group format

7. Stages in a listening lesson
Pre Listening activity
Arouse students interest & establish a need or purpose to listen
Set up predictions
Intellectually challenging
Avoid discussing difficult learning items

8. While Listening
Content or the message of the text rather than the forms
Exercises should focus on general comprehension and gist not on students ability to recall every word
Exercises should help learners focus on text and promote understanding by translating mental knowledge to something more concrete

9. Post Listening Extension work
Convert the information gathered in while listening activities to other forms- essay, map, picture, plan, a diagram etc.
Procedural drawing for texts on instructions or processes
Product drawing for instructions
Picture strip for a narrative

10. Teaching the spoken language
Two distinct processes:
Speaking to learn
Learning to speak

11. The Role of the teacher
Provide conducive situations for learning to take place
Plan your teaching
Motivate students towards learning
Manage your class efficiently
Reassure that they are making progress
Do not discourage students by your corrections
Provide ways for students to best express themselves

12. Three stages in the Teaching of Speaking
P-P-P model developed by Byrne (1991)
The presentation stage
Teacher acts the informant
Select material, prepare it and present it in a meaningful way
Students listen and comprehend new input

13. 2.The practice stage Learners do the talking
Learn to use the new language or skill in controlled practice
Teacher is the skillful conductor of an orchestra

14. 3. The Production Stage Teacher acts as the manager and guide
Provide real life situations
To develop language fluency
Provide opportunity to use the language for themselves and experience the language to communicate for their personal purposes

15. Flexibility Stages not to be interpreted too literally
Stages may overlap
Stages may be divided into a few lessons ( purpose, students needs and materials used)
Teachers need to balance the 3 stages:
Presentation and Practice stages- relevant for accuracy with focus on learning.
Production stage- relevant for fluency where students use the language in meaningful and realistic situations

16. Activities to develop speaking skills
Information-gap activities
Describe and draw
Find the difference
Complete it
2. Mime
3. Communication games
3.1 Pair work
Ask the right question
Describe and arrange

17. Activities to develop speaking skills
3.2 Group work
Deserted island
Story completion
3.4 Role play
Open ended dialogues
Role instructions
Scenario
3.5 Simulation