Presentation reading and listening

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This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.

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Presentation reading and listening

  1. 1. Reading and Listening<br />How to do material for them<br />
  2. 2. Agenda<br />Why reading and why listening?<br />Types of reading and types of listening<br />Material for reading and material for listening<br />What skills can be activated in reading?<br />What skills can be activated in listening?<br />
  3. 3. Why reading and why listening?<br />READING<br />LISTENING<br />To work content and formal schemata.<br />To trigger knowledge ambition.<br />For literacy training.<br />To identify and read different written texts.<br />To get familiar with the rhetorical conventions of the TL (syntax).<br />To process and internalize linguistic information thru reception.<br />To build and rebuild our schemata in the TL by processing meanings.<br />To master different types of spoken language.<br />To trigger language use for communication of meanings.<br />
  4. 4. Types of reading and listening<br />Reading <br />Listening<br />Reactive<br />Responsive <br />Intensive<br />Interactive <br />Selective<br />Extensive <br />
  5. 5. A reading<br />Do you like cars?<br />What’s your favorite car?<br />Where can you find information about cars to be sold?<br />Have you read ads for cars in sale?<br />Do you think the owner of this car can sell it?<br />Would you buy this car?<br />
  6. 6. Material for reading….It must…<br />Follow a process of pre-, ongoing, and post-reading.<br />Activate bottom-up and/or top-down processing.<br />Activate schemata and/or background knowledge.<br />Be as authentic, contextualized, and varied as possible.<br />Work the TL by modeling communication.<br />
  7. 7. A listening… A lion in love<br />
  8. 8. Material for listeningit must…<br />Follow a process of pre-, ongoing, and post-listening.<br />Not be unidirectional, only receiving.<br />Activate schemata and/or background knowledge.<br />Activate and develop the skills of meaning comprehension and negotiation.<br />Exercise different types and characteristics of spoken language.<br />
  9. 9. What skills can be activated in…<br />Reading<br />Listening<br />Discriminate syntactical features in the TL.<br />Recognize and interpret meanings expressed in different ways.<br />Recognize and interpret cohesive, coherence, and rhetorical devices.<br />Infer contexts (leteral or implied) by connecting syntactical features.<br />Develop and use reading strategies.<br />Recognize pronunciation patterns.<br />Distinguish syntactical boundaries.<br />Process speech with its features.<br />Comprehend meaning by establishing relationships among syntactical features.<br />Infer and predict contexts.<br />Develop and use listening strategies.<br />

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