3. Listening vs. speaking
• We were given two ears but only one
mouth. This is because…
…God knew that listening was twice as
hard as talking.
4. Listening and Speaking are used a
lot…
9%
16%
30%
45%
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Writing Reading Speaking Listening
5. Hearing vs. Listening
• Hearing: physiological, sensory process whereby
auditory sensations are received by the ear and
transmitted to the brain.
• Listening: psychological process of interpreting
and understanding the content of the hearing
experience.
• *M. Markel, Technical Communication Situations
and Strategies, New York: St. Martin’s Press,
1998.
6. Types of listening
• Listening for gist-to get the general
idea or meaning, ignoring the detail.
• Listening for detail-to get the specific
facts.
8. Pre
•Students did not choose the text
•Students need to develop an interest
to listen to the text
•They need to know why they are
going to listen to it. “The teacher told
me,” is not a good reason.
9. Typical Pre Tasks
•Word splash
•Predict from the headline
•Talk about the main topic
•Prediction
•Arrange pictures/texts
10. During
•Students need to know why they are
listening.
•They need tasks that focus them and
help them understand the text.
•They need to practice the skill of
listening.
12. Post
•Students need a chance to compare
their results of the During task.
•Students need to learn if they were
able to do the task
•After the during tasks, student need
a chance to talk about the text and
discuss related topics. They might
also focus on the language in the
text.
17. Tips for teaching listening to
young learners
• Keep sentences short and grammatically
simple
• Use exaggerated intonation to hold the
child's attention
• Emphasize key words
• Limiting the topics talked about to what is
familiar to the child
• Frequently repeating and paraphrasing
18. TEYL participants’ tips for
teaching speaking
• We can improve speaking by using reproductive activities at an
early age, such as reciting poems, chants, rhyming
. (Tea Horvatic, Croatia)
• Using songs in the classroom enhances speaking for the
diverse reasons: learners express their ideas freely and
interact more with one another.(Shamali Faisal, Jordan)
• One way to improve speaking skills is by doing different kinds
of activities such as conversations, pair work, group work
and role plays. (Ajsel Huseini, Macedonia)
• The most practical activities that can be used to practice the
oral skills are games, story telling, interviews. (Mona
Alnamoora, West Bank)
• Even watching cartoons or movies can improve the students'
speaking skills(Arevhat Simonyants, Uzbekistan)
19. Fluency vs. accuracy in
speaking
• When fluency comes first accuracy
will follow. Anyway nobody will
notice your accuracy when you
are not fluent.
(Abra Alueku Sewonu , Togo, TEYL
participant)
20. Listening +Speaking
• Through listening the students can
build an awareness of the
interworkings of language systems at
various levels and thus establish a
base for more fluent productive skill-
speaking.
21. Story Telling
• Activity4
Skills For the Dream
by Arevhat Simonyants, Uzbekistan
• Once many frogs decided to go from their home
place, which was a dirty pond to another beautiful
lake. They all tried hard and hopped as fast as
possible. Soon they all were very tired and they
tried to tell one of the frogs to stop. These frogs
did not believe in a beautiful lake anymore. So
they left their dream! However this stubborn frog
continued her way. As a result she came to her
dream lake! Do you know why?
• She simply was mute and deaf!
22. Story Telling Part2
• In spring this Mister Frog met a Princess frog. She was
called Princess, because she was the most talkative frog in
this lake, she could even talk to mute and deaf frogs,
because she learned the sign language. When she met
Mister Frog, she really liked him, because he could listen to
her without interruption. Thus they got married and lived
together happily in this beautiful lake.
• However, Mister Frog missed his family and friends from
the dirty pond and Princess Frog suggested to return to his
brothers and sisters and tell them the truth about that
beautiful lake. So when they came back to his native
places, Princess Frog was his ears and mouth. She told
about Mister Frog's new home and after her description all
the frogs from the dirty pond were inspired and started
moving to their dream lake! They all came to this wonderful
lake and lived there happily for a long, long time!
23. Exploring the fable
• How many parts can the story logically fall into?
What are the identifications of the each part
development?
• How are the marked words in the fable related?
• What skills were cultivated within the process of the
story?
• How can listening and speaking skills be taught in the
context of “deaf and mute”?
• Why did listening and speaking integration make the
dream become true?
• Develop the plot of the fable with the further focus
on reading and writing skills cultivation.
