Teaching Reading & Listening

Teaching Reading & Listening
Group 4
1. Bertha Resivia Intan Gayatri
(16716251018)
2. Ayu Triworo Andayani
(16716251023)
3. Djihad Bouaoune (16716254001)

The Outline
Teaching
Reading
Teaching
Listening
The
Application
• Principles of
Reading
• Teaching
Vocabulary
• Principles of
Listening
• RBL in Reading
and Listening
• Classroom
Activities

The Introduction
Language
Skills
Reading
Listening
Speaking
Writing

The Purpose of reading
Based on Williams (1984) in Nation (2010) classifies the
pupose of reading into
 Getting general information from a text
 Getting specific information from a text
 For pleasure or for interest

Reading Materials
 Textbook
 Newspapers
 Letters
 Leaflets
 Labels
 Advertisements
 Magazines
 Books
 Emails
 News
 Online story
 Soon

The role of the teacher in teaching
reading
 Organizer
 Observer
 Prompter
 Controller

Reading Schema Theory
Nunan (1999: 256) writes, ‘We interpret
what we read in terms of what we already
know, and we integrate what we already
know with the content of what we are
reading’.
 Content
consist what we know about people, the
world, culture, and the universe in order to
prerequisite in understanding text or to
predict what may happen.
 Formal
consist our knowledge about discourse
structure to reveal some implied connection
in text.

Example
A 15 years old boy got up the nerve one day
to try out for the school chorus, despite the
potential ridicule from his classmates. His
audition time made him a good 15 minutes
late to the next class. His hall permit clutched
nervously in hand, he nevertheless trued
surreptitiously to slip into his seat, but his
entrance did not go unnoticed.
“and.. Where were you?” bellowed the
teacher.
Caught off guard by the sudden attention, a
red-faced Harold replied meekly, “Oh, uh er,
somewhere between tenor and bass, sir”.

Analysis
 Content
◦ 15 years old boys might be embrassed about singung in a choir
◦ Hall permits allow students to be outside a classroom during the
class hour
◦ Teenagers often find it embrassing to be singled out in a class
◦ Something about voice ranges
◦ 15 years old boy voices are often “breaking”
 Formal
◦ The chorus tryout was the cause of potential ridicule
◦ The audition occured just before the class period
◦ Continuing to “clutch” the permit means he did not give it to the
teacher
◦ The teacher did indeed notice his entry
◦ The teacher’s question referred to location, not musical part

Further explanation
 Grabe (2002: 282) warns that
‘schema theory is hardly a theory,
and there is very little research
which actually explores what a
schema is and how it would work
for reading comprehension’.

The influence Schema Theory to top-down and
bottom – up processing
 The bottom-up approach
 The top-down approach
Comprehension
Bottom-Up Top-Down

Analysis Text “Paying to Learn:
Is It Snobbery?”
 The argument develops at various
stages in the text itself
 The approval and disapproval to
various types of parent
 The British Empire
 The class system
 An understanding of the background
to the British education system
 The state vs privateeducation debate

Types of classroom reading
performance
Based on Brown (2001), in classroom
reading performance, the type of
reading activities are divided into 2,
there are:
 Oral
 Silent
◦ Intensive reading
◦ Extensive reading

Classroom Practise and
Procedures
R. V. White (1981) in Nation (2010) suggest that the
stages and procedure of a reading lesson that may help
us to put the skill into a classroom context, and to
see some of its possible relationships with the other
language skills.
Readiness Experiential
Intake
Response
Developme
nt
Input
Response

Designing reading course
Nunan (1999) considers five essential
steps involved in designing reading
courses:
 Decide the overall purpose of the
reading course within a wider
pedagogical framework.
 Identify the types of texts and tasks that
the course requires.
 Identify the linguistic elements to be.
 Integrate texts and tasks into class-
based work units.

Strategies for Reading
comprehension
 Identify the purpose of reading
 Use graphemic rules and patterns to
aid bottom-up decoding
 Use efficient silent reading techniques
for relatively rapid comprehension
 Skim the text for main ideas
 Scan the text for specific information
 Use semantic mapping or clustering
 Guess when you are not certain

Feedback to Learners
 Kind of Questions
◦ Written
◦ Spoken
 Form of Questions
◦ yes/no
◦ true/false
◦ multiple choice
◦ open-ended question

Teaching vocabulary in relation
with reading and listening
comprehension
Vocabulary
ReadingListening

The Relationship between Listening and
Reading
 Listening as well as reading is viewed as
‘passive ‘ due to the misleading and incorrect
(Mc Donough, 2013).
 Rost in Mc Donough (2013) states that listening
consists of three basic processing phases that
are simultaneous and parallel:
decoding,
comprehension,
interpretation.
 These skills are differed from the mediumand
the nature the skill.

Problems in Listening
Brown (2001) mentions some problems in listening that can make listening
difficult:
 Clustering/chunking, breaking down speech into smaller group or words.
 Redundancy
 Reduced forms, which can be phonological, morphological, syntactic
and pragmatic.
 Performance variables
 Colloquial language
 Rate of delivery
 Stress, rhythm and intonation
 Interaction

Types of Listening
• to facilitate
understanding of
spoken discourse
• the most common way
of teaching listening
Listening as
comprehension
• to extract meaning
from messages
• can help make
learners more
effective listeners
Listening as
acquisition

The Microskills of Listening Comprehension

The Nature of Listening Comprehension
Product
and
process
The micro
skills of
listening
Processing
sound
Processing
meaning

Characteristics of Spoken Discourse
plan
unplanned
monologue
Interpersonal
(familiar &
unfamiliar
Transactional
(familiar &
unfamiliar)
dialogue
Spoken discourse may have different accents, from standard or non-
standard, regional, non-native and so on. Additionally, Brown (2001)
adapted the types of oral language from Nunan (1991b: 201-21), as
follows:

Therefore, Richards (2008) mentions some kinds of process involved in
understanding spoken discourse.
1) Bottom-Up Processing
It refers to using the incoming input as the basis for understanding the
mesaage. It processes from language to meaning.
The exercises that develop this processing are such as dictation, cloze
listening, the use of multiple choice questions after a text, and similar
activities that require close and detailed recognition, and processing the input.
2) Top-Down Processing
This process refers to the use of background knowledge in understanding the
meaning of a message. It goes from meaning to language.
The activities that apply top-down processing are as follows:
 Students generate a set of questions they expect to hear about the topic
 Students generate a list of things they already know about a topic
 Students listen to part of a story, complete the story ending, then listen and
compare endings.
 Etc.

3) Combining the two Processing
Field (1998) in Richards explained that a typical lesson in current teaching
materials involves a three part sequence consisting of a pre-listening, while
listening, and post-listening and contains activities that link bottom-up and
top-down listening. Wilson (2008) in McDonough (2013) provides a lot of
hands-on examples for each stage that can be the following:
 Pre-listening activities, the purpose is to establish a framework for
listening so that learners do not approach listening practice with no
points of reference. The activities include:
◦ A short reading passage on similar topic
◦ Predicting content from the title
◦ Commenting on a picture or photograph

 While/Listening activities, the tasks carried out during or after listening
that directly require comprehension of the spoken materials.
◦ Extensive listening, mainly concerned to promote overall global
comprehension and encourages learners not to worry if they do not
grasp every word. The following activities are: following directions
on a map, predicting what comes next, constructing a coherent set of
notes, etc.
◦ Intensive listening, it deals with specific items of language, sound or
factual detail within the meaning framework already established. The
activities can be as follows: filling gaps with missing words,
identifying numbers and letters, picking out particular facts, etc.
 Post-listening activities, it provides an oportunity for learners to follow
up work- thematic, lexical, grammatical, skills developmental and so on.
The examples are using notes as the summary, reading a related text,
doing a role play and practising pronunciation.

Listening Strategies
Buck (2001) in Richards (2008) divides two kinds listening strategies:
 Cognitive strategies: mental activities related to comprehending and
storing input in working memory or long term memory for later
retrieval. This includes comprehension processes-storing and
memory processes-using and retrieval processes.
 Metacognitive startegies: those conscious or unconscious mental
activities that perform an executive function in the management of
cognitive strategies. The strategies include assessing the situation,
monitoring, self-evaluating, and self-testing.

Principles for Designing Listening Techniques
Brown (2001) summarizes some principles for designing listening in
which some are the application of the technique and the others are
more germane to listening.
 In an interactive, four skills curriculum, make sure that you don’t
overlook the importance of techniques that specifically develop
listening comprehension competence.
 Use intrinsically motivating techniques
 Utilize authentic language and context
 Consider the form of listeners’ responses carefully
 Encourage the development of listening strategies
 Include bottom-up and top-down listening techniques

Various Media for Teaching Listening
Music
Movies
Podcast (ipod and broadcasting)
Others (audio monologue or
dialogue, English TV program or
radio, silent movie)

The Application of RBL in
Teaching Listening and
Reading

The topic: Holidays.
Level: Intermediate (young adults and
adults)
The procedures:
• The students will be introduced to
different resources concerning the topic
(holidays).
• The resources are:
Different types of printed texts taken from
newspapers, magazines, books, and
websites.
Video documentary (Holidays to Sri Lanka)
https://youtu.be/AtkmTw14hq8
•Records
The Unit Outlines:

• Students will have the opportunity
of having an authentic conversation
with a tour guide, who will explain
to them how to plan trips.
 Scaffolding:
 Students will be given some titles
of books to search and read in the
library as extensive reading
activities, while some websites will
be given to be used for planning
the field trip.
 Activities:
 This unit consists of three reading
and listening sections, in each
section, students will be introduced
to different resources that adress
their interests.
• Using the knowledge gained from
the activities and authentic
conversation with the tour guide to
plan a field trip.

 Designing a field trip report using the
multimedia templates application
Glogster.
 The templates should be submitted at
the end of the unit.

Reading Activities
 Readiness activities:
 Stage 01:
Activity 01

While-Reading Activities or
Experiential Activities:
 Stage 02:
Source: Roberts, R., Clare, A., Wilson, JJ. (2011). Total English:
student’s book. Slovakia: Pearson Education Limited

Activity 03:
Aim: Skim main ideas
Read quickly the extract from Travels Across
Africa by Sophie Van Ranst, and answer the
questions:
Where are Sophie and Daniel?
Do they experience the things you talked
about in exercise 2?
How do they like to remember their travels?

Aim: Scan to locate specific information
Read the extract again. Write True (T) or
False (F) or not given (NG)
1. They drove slowly through the busy
desert.
2. Sophie wrote about her experiences in a
note book.
3. Daniel took fotos of the Victoria Falls.
4. They had seen a lot of things.
5. Daniel was driving when they saw the
horses.
6. Sophie woke Daniel so that he could take
photos.

Post-reading activities:
Stage 03, 04 and 05.
Activity 05
A. Work in pairs and answer the following
questions:
1. What do you think will happen if Daniel was not
sleeping when Sophie saw the horses?
2. Why do you think Sophie could not remember
how long the horses had been there?
3. Work in pairs and retell what happened to Sophie
and Daniel in their trip.
4. Write down the discourse of your retelling in a
form of a short text.

Activity 06
 Extensive reading:
Read two other texts concerning travelling
at home. You will be asked to tell it to the
class at the next lesson. If you like this kind
of texts, they are all on the web. The
following websites can be used:
http://learnenglishteens.britishcouncil.org/s
kills/reading-skills-practice/adventure-travel
http://www.allthingstopics.com/travel.html
https://en.islcollective.com/resources/printa
bles/worksheets_doc_docx/reading_compr
ehension_activity_tourism/present-simple-
travel/14371

Language focus: Descriptive
language
Look at the descriptive language from the extract,
choose the correct words in italics and answer the
questions:
1. Roaring of the water (line 9)
This means the water makes a loud noise/ is quiet.
What animal normally roars?
2. quietness fell over us (line 14-15)
This means that as they drove they had a small
accident/ it became silent
Give some every day examples of things that fall
3. Slept the sleep of dead. (line 34-35)
This means that they slept very well/ very badly.Source: Roberts, R., Clare, A., Wilson, JJ. (2011). Total English:

PRE-LISTENING
ACTIVITIES:
ACTIVITY 01:
Aim: Establish a framework
for listening.
Work in pairs. Look at the
photos and answer the
questions.
1. What can you see in the
photos?
2. Where do you think the
photos might have been
taken?
3. What do you think the
people who took the photos
had done earlier that day?
4. How do you think they are
feeling?Source: Roberts, R., Clare, A., Wilson, JJ. (2011). Total
English: student’s book. Slovakia: Pearson Education Limited

While-listening Activities
Activity 02:
a. Extensive listening. Listen to three people
describing the photos. Match the speakers, Helen,
Matthew and Tracy with the photos (A-C).
b. Intensive listening. Listen again. For each speaker
makes notes about…….
• Where they took the photo.
• What the weather was like.
• What else they had done that day.
 c. Look at the How to……...box. Then listen
again and tick (x) the phrases you hear

POST-LISTENING
ACTIVITIES:
ACTIVITY 03:
Aim: Skills developmental.
• Think of favourite photo.
Using the phrases in the
how to…box, write a short
descriptive text.
• Work in pairs and play the
role of one of the speakers
and describe one photo to
your partner using the short
text you have produced.

References:
Brown, H., D. (2001). Teaching by principles: An interactive approach
to language pedagogy 2nd edition. San Fransisco: Longman.
Harmer, J. (2001). The practice of English language teaching. Essex,
England: Longman.
McDonough, J., Shaw, C., & Masuhara, H., (2013). Material and
Methods in ELT. West Sussex. UK: John wiley & Sons.
Richards, J., C. (2008). Teaching listening and speaking. From theory
to practice. New York: Cambridge University Press.
Roberts, R., Clare, A., Wilson, JJ. (2011). Total English: student’s
book. Slovakia: Pearson Education Limited.

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