This document discusses teaching listening and reading skills. It provides perspectives from language teachers and students in Vietnam on approaches to teaching listening. There is a need for more authentic listening materials that expose students to informal styles and different accents to better prepare them for real-life situations. For reading, the document emphasizes using authentic texts and technology to support pre-reading, while-reading and post-reading activities. Fluent reading requires understanding 95-98% of words, so teachers should select comprehensible content and provide strategies to infer unknown vocabulary. Extensive reading can improve fluency when students read independently for pleasure from easy texts.

1. Open University
Modern Methodology for Language Teaching
TEACHING
LISTENING AND READING
SKILLS
Group 2:
1. Đoàn Nguyễn Phương Thái
2. Trương Nguyễn Ngọc Thy
3. Trần Nguyên Bảo Trang
4. Nguyễn Thị Thanh Tú
Lecturer: Dương Thị Hoàng Oanh, Ph.D

2. Đoàn Nguyễn Phương Thái

3. Are your students having
problemswith
listening skill?
If you want to know
HOW LANGUAGE IS BEST LEARNT
You will have to know
HOW LANGUAGE IS TAUGHT

4. LISTENING TASKS - IN CLASS LISTENING - IN REAL LIFE
Formal
Carefully and well-prepared
Informal
Colloquial styles
From written texts  read aloud
in records
Not written before hand
Audio-recordings See real speakers (except on the
phone)
With questions to be answered
later
In real time, now rather than later
Students have to understand
everything
Just specific information
(Ur, 2012, pp. 101-102)

5. Informal
Style
1. Brevity
2.
Pronunciation
3.
Vocabulary
4.
Grammar
5. Noise
6.
Redundancy
7.
Varied
accents
8. Face
& Body
At home
C ya
Rain
Cats
And
Dogs
Yes, I will
???
understand
I mean
That is to say
(Ur, 2012, pp. 101-102)

6. TEACHING LISTENING IN VIETNAM
Language Centers
Public Schools
Universities

7. Language
Centers
• Phúc (my fiend): found no places in VN that teach listening effectively
 real communication, videos, movies, youtube
 should teach listening+speaking first of all the four skills
• Linh (NNES teacher): mainly use books and CD, short time with NES teachers
 more interaction with NES
• Đăng (OLS): not pay attention, just a small part of the syllabus, not authentic
 teach useful expression
• Nghĩa (NNES student): just need ielts certificate
 listening for real life is not neccessary

8. Public Schools
• Đức (my classmate): not focus on listening, just teach grammar for the EXAM
 put listening skill into tests and exams
• Thảo (my friend): content of listening texts are not varied and unfamiliar (silly)
 more real situations
 no need to teach different accents
• Dung (grade 10): not focus, despite lab room  not effective because of
boring content

9. Universities
Teaching listening at Văn Lang University
Trâm Anh (a student): listening
to foreigners is easer than
listening to recorders
 Listening texts should be
more interactive
Thanh Thanh (lecturer): real converstion style is too much different from
the style from books and listening texts, students even can not listen to
movies
 Use movies to teach, more outdoor activites to meet with NES

10. It remains TRUE that
If you want your students function easily in REAL-LIFE situation, you
need to provide many OPPORTUNITIES for them to hear INFORMAL
speech.

11. 1. Should we teach listening with
different spoken accents? Why or
why not?
2. If we use informal styles, certainly
they will have some positive
effects on listening and speaking,
but do you think they will have
negative effects on writing? Why?
Teach different accents
No
Yes

12. Trương Nguyễn Ngọc Thy

13. Student
•Real-life natural
listening situations
Teacher
•Practical, easy to
present & manage
1. CRITERIA FOR DESIGNING LISTENING TASKS

14. Expections
Purposes
Selective
learning
Listener
responses
Interests
2. A SUCCESSFUL LISTENING TASK

15. 3. EXCEPTION
NO TASK
NO FOCUS GOAL
NO PREPARATION
IF THE TEXT IS SO
INTERESTING AND
EASY TO
UNDERSTAND
CHALLENGE
STUDENTS

16. 4. PRACTICAL TIPS
1
• DON’T OVERLOAD
2
• TRY IT OUT
3
• DON’T PRE-TEACH

17. 5. TYPES OF ACTIVITIES
No overt
response
Short
response
Longer
response
Extended
response
Facial expression
Body language
True/ False
Cloze
Problem solvingAnswering questions
Summarizing

18. Trần Nguyên Bảo Trang

19. TEACHING READING
• Reading = read + understand the texts
• Decoding
• Cognitive elements
Reading is an important
skill that need to be paid much attention in
language teaching and learning process.

20. BEGINNING READING
• Phonemic awareness
 students differentiate between the different
sounds/phonemes.
• Practical principles
• Reading tasks
+ Letters in words
+ Phrases and short sentences

21. SUGGESTIONS
- Choose authentic texts. (Nguyen, 2000)
- Choose good books. (Dyson & genishi, 1994)
- Use technology in teaching reading ( NRP, 2000)
- “encourage students to read silently rather
than reading aloud” (Ur, 2012, p.136)

22. USING TECHOLOGY
IN TEACHING READING
Pre-reading Post-reading
While-reading
(NRP, 2000)

23. IMPLICATIONS
READING ALOUD
• Helps students build
foundational skills
• Allows teachers monitor
how students learn
sounds
Be USEFUL at
the EARLY STAGE of
learning letters
( Brekekamp et at, 2000)
READING SILENTLY
• Allows students study
the text at their own
pace.
• Encourages students to
focus on meaning
Be USEFUL for
ADVANCED READING
(Fountas & Pinnell, 1996)

24. Nguyễn Thị Thanh Tú

25. FLUENT READING
In order to understand a text, readers need to be able
to understand between 95% and 98% of its words
(Schmitt, 2008)

26. CHARACTERISTICS
Language
level
Content
Speed
Selective
attention
Unknown
vocabulary
Prediction
Motivation
Purpose
Different
strategies

27. IMPLICATIONS FOR TEACHINGT: Providing comprehensible contents to
readers
S: Understanding 95%-98% of a text’s
words
T: providing familiar information/ world
knowledge
T: Using various pre-reading strategies to
supply the missing information.
T: Provision of a large amount of experience
of successful reading
T: Giving readers tips as to reading strategies

28. S: Paying more attention to key information
T: Providing ‘scanning’ or ‘skimming’ tasks
S: Summarizing the main points
S: Inferencing the meaning of a word from a
text.
S: Skipping ‘redundant’ words or a new
word if the general meaning is clear.
S: ‘remember to predict as you read’
S: Be encouraged prediction – answering:
what will happen next?,…

29. T: Selecting reader interest topics/
partially familiar topics to readers
T: Choosing a stimulating task for a
boring text
S: Having a purpose in reading when
reading a story, a very interesting or
entertaining text (no actual task)
S: Finding out a specific piece of
information; summarizing the main
points,…

30. 2 procedures of combining a series of strategies
KWL
Know
Want to
know
learnt

31. 2 procedures of combining a series of strategies
SQ3R
Survey
Question
ReadRecall
review

32. EXTENSIVE READING
Silent
reading
‘Reading for
pleasure’
‘Sustained silent
reading’
fluency confidence
Enjoyment/
interest
Easy
texts
Skipping
words
Reading
independently

33. Thank you for your attention!
• Comments
• Q and A

34. References
Scrivener, J. (2010). Learning teaching: The essential
guide to English Language teaching (3rd edt.)
Macmillan.
Ur, P. (2012). A course in English language teaching.
Cambridge: Cambridge university press