Presentasi berjudul: "Teaching Listening to Young Learners Christina A. / 1213013008 Ivena M. A. / 1213013010 Paulin K. G. / 1213013018."— Transcript presentasi:
Teaching Listening to Young Learners Christina A. / 1213013008 Ivena M. A. / 1213013010 Paulin K. G. / 1213013018
What is listening? Listening vs. Hearing Hearing refers to something that happens without effort. You can hear something even when you do not want to hear and not trying to hear it. Listening means paying attention to the words that are being spoken with the intention of understanding. Learners have to be able to understand the main idea of what is said.
What is listening? Listening vs. Hearing LISTENING HEARING LISTENING BUT In order to be able to listen in class, children need to be able to hear.
What is listening? What Children Listen to Indoor people talking, a television, a vacuum cleaner Outdoor a fire engine, an ambulance Enjoy listening to songs and stories
What is listening? Listening as One of the 4 Language Skills Listening & Speaking are oral skills Reading & Writing are written skills Based on to their skills and direction, Listening & Reading are RECEPTIVE skills while Speaking & Writing are PRODUCTIVE skills.
What is listening? Listening as One of the 4 Language Skills it’s not true. Learners can & should be actively engaged in listening tasks & activities. “Listening is a passive activity for children.”
What is listening? Listening as a Foundation for Other Skills LISTENING Prepares children for SPEAKING READING WRITING
Background to the Teaching of Listening Learning Channels Source: https://www.youtube.com/watch?v=ICxzJ0AktVo
AUDITORY CHILDREN VISUAL CHILDREN TACTILE CHILDREN INPUTS: Songs, chants, poems, stories read aloud, environmental sounds( rain, cars, trucks, animals, vacuum cleaners, computer’s printers, people walking) INPUTS: Pictures such as drawings, sketches, photograph, paintings, posters, murals, diagrams. INPUTS: Real life objects that children can touch as well as toys and puppets (it is important to make sure that the child can actually touch the objects and not just look at them) Background to the Teaching of Listening
There are different kinds of children characterization in listening activity, So what should teachers do to create a good atmosphere in the classroom?
The Development of Listening Skills ESL STUDENTS EFL STUDENTS
The Development of Listening Skills For children For adults
The Development of Listening Skills You need to hear a word before you can say it You need to say a word before you can read it You need to read a word before you write it
SKILLSHOW IT PREPARES FOR READING Listens to and follows instructions such as Take out your pencil and your green activity book. Prepares children for variety of academic tasks Can follow an oral sequence of events such as Lucy went to the refrigerator and took out some milk. Prepares children to comprehend stories Can listen attentively to storiesPrepares children to comprehend stories Can comprehend a story that has been read and/or told Prepares children to comprehend stories Can discriminate between sound such as /b/ and /p/ Prepares children to decode words/ Help to prepare children for phonics instruction Can identify rhyming soundsPrepares children to decode words/ Help to prepare children for phonics instruction Can segment (or separate) words into syllables such as ap-ple or din-ner Prepares children to decode words/ Help to prepare children for phonics instruction
The Development of Listening Skills Listening Skills to Prepare Children to Read
Auditory Patterns Is an ability to determine similarities and differences in pattern of sound. Rhyme
Classroom Techniques & Activities Total Physical Response (TPR) Activities The teacher gives an oral command while she/he demonstrates it. Children or young learners can listen and follow simple commands
SEVERAL POSITIVE ASPECTS OF TPR It utilizes the auditory, visual, and tactile learning channels It helps to teach children to follow direction and listen attentively-two important skills for academic success. In keeping with developmentally appropriate notions or thoughts, children are allowed to listen and then choose when they feel comfortable to start speaking. It can easily adapted in many different ways for young learners. Classroom Techniques & Activities Total Physical Response (TPR) Activities
Classroom Techniques & Activities Total Physical Response (TPR) Activities WHAT TEACHERS SHOULD CONSIDER WHILE USING TPR ACTIVITY: 1.The complexity of the language being used (VOCABULARY AND WORD DICTION) 2.Making sure the grammar is clear and easily to be understood by young learners
Classroom Techniques & Activities TPR Yes/No Cards To measure children’s listening capacity easily. How to make Yes/No cards? The use of Yes/No cards is more effective than oral answering. Why? This technique is good for teaching children who haven’t posses literacy skills. Some tips. Another advantage to using yes/no cards is that the adjustment to instruction can take place instantaneously. To measure children’s listening capacity easily. How to make Yes/No cards? The use of Yes/No cards is more effective than oral answering. Why? This technique is good for teaching children who haven’t posses literacy skills. Some tips. Another advantage to using yes/no cards is that the adjustment to instruction can take place instantaneously.
Classroom Techniques & Activities TPR Drawing Children enjoy doing TPR drawing instruction. All of the children can be given the same instructions but should be given latitude in how they carry out the instructions E.g.: – Draw a circle – Draw two eyes. The eyes color can be any color you want. – Draw some hair. Make it long or short.
Classroom Techniques & Activities Syllable Clapping To make the children become more aware of auditory patterns that occur in language. One way to help children to learn syllables. This is useful for tactile learners as well as auditory learners. To make this more accessible to visual learners we can provide pictures of the words being clapped.
Classroom Techniques & Activities Rhyming Word Activities Rhymes are useful in the forms of finger plays and songs but not completely accessible for children. The words used are sometimes uncommon and not used in frequent communication For native English speakers that may be easy but not for non-native speakers.
Classroom Techniques & Activities Minimal Pairs In order to discern of figure out auditory patterns, children must be aware of similarities and differences in words. One way to practice minimal pair distinction is to have your learners listen to 2 words and tell whether they are the same of different by using yes/no cards. Use picture cards to make the minimal pairs practice more meaningful.
Listening in the Classroom Most children course books include listening activities where children listen and do something. See example 7. If the activities from the course book are completed, teacher can give several other activities such as drawing. Listening activities can be collaborated with other with other skills activities, such as reading and even writing, as long as the children have literacy skills.
Conclusion Listening is different from hearing Listening skill can be linked to other skills Young children can be actively engaged in a language class even without speaking.
Teaching Speaking to Young Learners Christina A. / 1213013008 Ivena M. A. / 1213013010 Paulin K. G. / 1213013018
What is speaking? Play is a vital and important aspect of a child’s development and language is a part of that play. Experiment and play with the utterances → Integrate words and structures into their real and imaginary play. It’s important for both first and second language development.
What is speaking? Environment also contribute to children’s language development. Children learn the power of spoken words and that encourage them to develop their spoken language skills. Children also learn that words can be used as a form of entertainment. Children practices conversation and language with role play.
Background to the Teaching of Speaking Speaking is equally important in children’s overall language development. Children spend quite a lot of time for developing their speaking skills. Many of the songs and finger-plays that children learn to say contain language that is repetitive and it usually lend children to pantomime and TPR-style activities.
Background to the Teaching of Speaking Source: https://www.youtube.com/watch?v=tIdjJ3FYoS8
Background to the Teaching of Speaking We use repetition and pantomime so that children can memorize and understand the words easily. Children can make up their own verses or versions of songs and finger-plays known as innovations. (see page 48)
The Development of Speaking Skills Children always find difficulties when they develop their speaking skills. The major difficulties are in their articulation. A.Avoid unrealistic expectation B.Mean length of utterances C.Pronunciation and young learners D.Overgeneralization of errors
Classroom technique and activities Audiolingual method (ALM) A.Drill 1 = for children who have learned English and over the age of eight B.Drill 2 = for young learners C.Dialogues by using role play
D.Using puppets Classroom technique and activities
E. Fishbowl technique Classroom technique and activities
Communicative Language Teaching (CLT) A.Role play B.Games concentration Classroom technique and activities
C. Talking and Writing Box Classroom technique and activities
D. Teaching pronunciation Using Rhymes, poems, and chants Classroom technique and activities
Tongue twister Sally sells seashells at the seashore If Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers that Peter Pipper picked? Classroom technique and activities
E. Error correction teacher have to be very careful not to embarrass the children, but just provide a model that the children can copy Classroom technique and activities
A.Managing the noise level Ask children to raise their hands Use fishbowl technique Managing speaking activities
Children can take turn asking and answer in pair Create picture card Speaking in the classroom