teaching speaking and listening in the primary school pdf Tuesday, June 1, 2021 4:06:25 PM

Teaching Speaking And Listening In The Primary School Pdf

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Having productive conversations requires students to listen deeply, reflect on what is said, express ideas clearly, sustain attention, ask insightful questions, debate respectfully, and develop comprehension of information taken in. These essential listening and speaking skills need to be taught and practiced and will help students have successful conversations both inside and outside of school. Taking the time to teach and practice academic conversation skills helps prevent or minimize problems that can arise during collaborative work and enables students to be more deeply invested in their interactions and learning.

Speaking and Listening activities

Skip to content. This is a comment I'm sure many teachers have heard. While it is a bit of an exaggeration, students clearly feel that classroom-based speaking practice does not prepare them for the real world. Why do students so often highlight listening and speaking as their biggest problems? Partly because of the demands of listening and speaking and partly because of the way speaking is often taught.

It usually consists of language practice activities discussions, information-gap activities etc. Neither teaches patterns of real interaction.

So what can we do in the classroom to prepare students for real interaction? What language should I teach? Spoken language is both interactional and transactional, but what should teachers focus on in class? Brown and Yule suggest the following:. How do I get students to use new language? Research by Peter Skehan on Task-based Learning shows that giving students preparation time significantly increases the range of language used in the performance of the task, whereas the accuracy of the language is not as influenced.

If this is so, then it seems sensible to give students preparation time when encouraging them to use new language. Further reading Brown, G and G. Teaching the Spoken Language. Cambridge University Press Bygate, M. Oxford University Press Carter, R. Exploring Spoken English. Cambridge University Press Skehan, P. A Cognitive Approach to Language Learning. Oxford University Press Tsui, A.

Oxford University Press. Help Log in Sign up Newsletter. Average: 3. What do students need? Practical suggestions What language should I teach? How do I get students to use new language Further reading What do students need? Practice at using L1 mother tongue strategies, which they don't automatically transfer. The awareness that informal spoken language is less complex than written language.

It uses shorter sentences, is less organised and uses more 'vague' or non-specific language. Exposure to a variety of spoken text types. The ability to cope with different listening situations. Many listening exercises involve students as 'overhearers' even though most communication is face-to-face. To be competent at both 'message-oriented' or transactional language and interactional language, language for maintaining social relationships.

To be taught patterns of real interaction. To have intelligible pronunciation and be able to cope with streams of speech. Rehearsal time. Practical suggestions Transferring L1 strategies When preparing for a spoken task, make students aware of any relevant L1 strategies that might help them to perform the task successfully. For example, 'rephrasing' if someone does not understand what they mean. Students first identify the inappropriate language, then try to change it.

Also show students how disorganised informal speech is. Vague language Using tapescripts of informal speech, focus on examples of vague language. Different spoken text types Draw up a list of spoken text types relevant to the level of your class. Teach the language appropriate for each text type. Interactive listening Develop interactive listening exercises. Face-to-face listening is the most common and the least practised by course books. Any form of 'Live listening' the teacher speaking to the students is suitable.

Transactional and interactional language Raise students' awareness by using a dialogue that contains both. It could be two friends chatting to each other interactional and ordering a meal transactional. Real interaction patterns Teach real interaction patterns. Introduce the following basic interactional pattern: Initiate, Respond, Follow-up.

This is a simplification of Amy Tsui's work. See Tsui The following interaction could be analysed as follows: A: What did you do last night? Follow-up What did you see? Initiate A: No it's difficult with the kids Respond B: Yeah of course follow-up Understanding spoken English After a listening exercise give students the tapescript. Using part of it, students mark the stressed words, and put them into groups tone units.

You can use phone numbers to introduce the concept of tone units. The length of a tone unit depends on the type of spoken text. Compare a speech with an informal conversation.

In the same lesson or subsequent listening lessons you can focus on reductions in spoken speech, for example, linking, elision and assimilation. Preparation and rehearsal Before a spoken task, give students some preparation and rehearsal time. Students will need guidance on how to use it.

A sheet with simple guidelines is effective. Real-life tasks Try to use real-life tasks as part of your teaching. Brown and Yule suggest the following: When teaching spoken language, focus on teaching longer transactional turns. This is because native speakers have difficulty with them and because students need to be able to communicate information efficiently whether in their country or in a native-speaker country.

Teach interactional language by using an awareness-raising approach. For example, with monolingual classes by listening to a recorded L1conversation before a similar L2 recording. For recordings of native-speaker interactional and transactional conversations, have a look at 'Exploring Spoken English' by McCarthy and Carter It not only contains a variety of text types, but each recording comes with analysis.

Imagine you have been working on the language that would be useful for the following task: 'Having a conversation with a stranger on public transport'.

You have now reached the stage where you wish students to perform the task. Rather than just give students 10 minutes to prepare and rehearse the task, give students guided preparation time. A simple preparation guide for the task could be a few key questions like: How will you start the conversation? What topics are you going to talk about?

How are you going to move from one topic to another? How are you going to end the conversation? After the preparation stage, students give a 'live performance'. This can be in front of the class or group to group in a large class. This increases motivation and adds an element of real-life stress. Another way of encouraging students to use new language in a communication activity is to make a game out of it. Give students a situation and several key phrases to include. They get points for using the language.

The student with the most cards wins. Add new comment Log in or register to post comments.

8 Methods for Effectively Improving Student Communication Skills

With the Common Core State Standards emphasizing listening and speaking across the curriculum, these long-neglected language arts are regaining a place in schools. For teachers, this means reexamining practices and rethinking expectations. How much do we know about teaching listening and speaking as the complex communication skills they are? How do we teach students to discuss appropriately, integrate and understand the mountains of information they receive, and express themselves clearly and effectively? In this lively and practical book, year teaching veteran Erik Palmer presents an approach aligned to the six Common Core anchor standards for speaking and listening but focused on preparing students for 21st century communication inside and beyond the classroom.

Communication is an important skill for every modern student to master. Advances in digital media, changing career landscapes, and greater competition in colleges and workplaces makes improving student communication skills a must. These 8 tips can help you immensely with improving student communication skills. They can be adapted for most every kind of student from kindergarten to high school. Conversation is one of the most basic and essential communication skills.

7 Listening Activities to Get Your Students Attentive & Ready to Learn

Enter content here. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo. One great way to think of positive versus negative listening skills is through the example of active and passive listening. Active listening, loosely defined, is paying attention to a speaker and listening to understand, not to respond.

Teaching ELL: Speaking Strategies

Aldous Huxley once wrote, "Language has made possible man's progress from animality to civilization" p. In doing so, he effectively summarized the importance of language in humans' lives. It is through language that we are civilized.

PreK—K , 1—2 , 3—5 , 6—8 , 9— ELLs must pass a speaking portion of a language proficiency assessment to score out of ESOL services and be fully immersed in mainstream classes without support. We always see a number of students, from every cultural background, who are too shy to speak up in the classroom or to answer a question, even when they have the answer. These strategies help all students improve their language development in a supportive, encouraging way. At the end of the list are some strategies specific to helping ELLs acquire and use oral language.

Speaking and listening mediates learning across all curriculum areas. It has been long recognised that literacy is not a generic skill that is applied in the same way across all disciplines. Rather, literacy is subject specific and dynamic Wyatt-Smith and Cumming, Speaking and listening across the curriculum involves the integration of these modes with reading, writing and viewing. Working within the different subjects involves:.

Беккер совсем забыл о кольце, об Агентстве национальной безопасности, обо всем остальном, проникшись жалостью к девушке. Наверное, родители отправили ее сюда по какой-то школьной образовательной программе, снабдив кредитной карточкой Виза, а все кончилось тем, что она посреди ночи вкалывает себе в туалете наркотик. - Вы себя хорошо чувствуете? - спросил он, пятясь к двери. - Нормально, - высокомерно бросила .

Метрах в пятистах сзади в снопе искр на шоссе выкатило такси. Набирая скорость, оно столкнуло в сторону Пежо-504, отбросив его на газон разделительной полосы. Беккер миновал указатель Центр Севильи - 2 км. Если бы ему удалось затеряться в центральной части города, у него был бы шанс спастись. Спидометр показывал 60 миль в час.

Хейл похитил пароли просто так, ради забавы. Теперь же он был рад, что проделал это, потому что на мониторе Сьюзан скрывалось что-то очень важное. Задействованная ею программа была написана на языке программирования Лимбо, который не был его специальностью.

Teaching the Core Skills of Listening and Speaking

Я попробовал оказать ему помощь, но все было бесполезно. - Вы делали ему искусственное дыхание. На лице старика появилось виноватое выражение. - Увы, я не знаю, как это делается.

Помня, что не должен оставлять следов, Хейл вошел в систему регистрации действий и удалил все свои команды, после чего вновь ввел личный пароль Сьюзан. Монитор погас. Когда Сьюзан вернулась в Третий узел, Грег Хейл как ни в чем не бывало тихо сидел за своим терминалом.

 - Только подумай - все виды пуленепробиваемого стекла непроницаемы для пуль, но если компания предлагает вам попробовать пробить ее стекло, все хотят это сделать. - И японцы действительно верят, что Цифровая крепость - это нечто особенное. Самое лучшее из того, что можно найти на рынке. - Должно быть, Танкадо держится в стороне от таких вещей, но всем известно, что он гений.

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Сьюзан понимала, что сегодня любопытство Хейла может привести к большим неприятностям, поэтому быстро приняла решение.


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