Ismla London November 18th

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ISMLA London
“Breaking the Sound
Barrier”
November 2017

Listening – the Cinderella skill?
• Importance for acquisition
• One-way versus two-way listening
• Process versus product...

Bottom-up and top-down listening skills
•Top-down – using background knowledge,
context , rules of conversation
•Bottom-up...

How do we listen?
John Field model
1. Decoding – matching acoustic sensations to sounds and syllables of
the language
2. L...

Problem with comprehension model?
Danger of assuming listening skills will develop without specific
attention to bottom-up...

Teaching Schools Council Report (2017)
“There is significant evidence, including from the most effective
practitioners, th...

3 types of phonics teaching
1. Implicit/incidental phonics
Teach phoneme-grapheme correspondences “as you go along”, e.g.
...

3 types of phonics teaching (2)
2. Analytic phonics
Begin with whole words. Phoneme-grapheme correspondences taught
by bre...

3 types of phonics teaching (3)
3. Synthetic phonics
Instruction is sequential and systematic, building up from simple to ...

Phonics ideas (1)
• Rachel Hawkes rachelhawkes.com
“What I mean by phonics is teaching the key sounds of the
foreign langu...

Phonics ideas (2)
Word mind-reading
• After presenting one or more phonemes and doing much
receptive work write a number o...

Phonics ideas (3)
Faulty echo
• Write a sentence on the board containing one or
more phonemes you have practised recently....

Phonics ideas (4)
Track the sound
1. Read a text and tell students to clap, put their hand up or
stand every time they hea...

Phonics ideas (5)
Say the next word or sound (aural gap-fill)
• For KS3. Simply read aloud a text you have been working on...

Issues with teaching phonics/phonology
• Get it right from the start
• Get students enjoying playing with sounds
• Insist ...

“Comprehension approach” and
interpersonal (two-way) listening

Interpersonal (two-way) listening
•British oral-situational approach (adapted direct
method)
•Communicative approach
•“Com...

A questioning hierarchy
Question type Example
True/false
statement.
Tom is a cat. True or false?
Yes/no question
through i...

Variations on question-answer
• Teacher makes false statements
• Pupils make false statements (whole class or pairs)
• Cha...

Listening via question-answer
Peppa Pig est le personnage principal de la série. C’est une cochonne.
Elle habite une petit...

Developing intermediate listening (1)
Importance of teacher voice – listening is social
“Detect my lies”
Give a simple acc...

Developing intermediate listening (2)
Would I lie?
Students work out which 3 of 6 statements are not true by asking you qu...

Developing intermediate listening (3)
What can I take on holiday?
• Tell students they’re going on a holiday and have to w...

Teaching grammar through listening (3)

Physical listening
•Simon Says (not just parts of body)
•Alouette
•Describe and do

Developing advanced listening
• Lecture format to develop listening and cultural knowledge (AO4)
• General knowledge quizz...

Twitter @spsmith45 Resources: frenchteacher.net
Language Teacher Toolkit blog
frenchteachernet.blogspot.co.uk

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