Presentasi berjudul: "Teaching Listening to Young Learners"— Transcript presentasi:
1 Teaching Listening to Young Learners Christina A. / Ivena M. A. / Paulin K. G. /
2 refers to something that happens without effort. Listening vs. HearingHearingrefers to something that happens without effort.You can hear something even when you do not want to hear and not trying to hear it.Listeningmeans 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?
3 What is listening? Listening vs. Hearing HEARING LISTENING LISTENING BUTLISTENINGHEARINGIn order to be able to listen in class, children need to be able to hear.What is listening?
4 What Children Listen to Indoorpeople talking, a television, a vacuum cleanerOutdoora fire engine, an ambulanceEnjoy listening to songs and storiesWhat is listening?
5 Listening as One of the 4 Language Skills READINGWRITINGLISTENINGSPEAKINGListening & Speaking are oral skillsReading & Writing are written skillsBased on to their skills and direction, Listening & Reading are RECEPTIVE skills while Speaking & Writing are PRODUCTIVE skills.What is listening?
6 What is listening? Listening as One of the 4 Language Skills “Listening is a passive activity for children.”it’s not true. Learners can & should be actively engaged in listening tasks & activities.What is listening?
7 Listening as a Foundation for Other Skills SPEAKINGLISTENINGREADINGPrepares children forWRITINGWhat is listening?
8 Background to the Teaching of Listening Learning ChannelsSource: https://www.youtube.com/watch?v=ICxzJ0AktVoBackground to the Teaching of Listening
9 Background to the Teaching of Listening AUDITORY CHILDRENVISUAL CHILDRENTACTILE CHILDRENINPUTS: 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
10 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?Background to the Teaching of Listening
11 The Development of Listening Skills ESL STUDENTSEFL STUDENTSLEARNING ENGLISH AS A FIRST LANGUAGEThe Development of Listening Skills
12 The Development of Listening Skills For adultsFor childrenThe Development of Listening Skills
13 The Development of Listening Skills How important teaching children to listenYou need to hear a word before you can say itYou need to say a word before you can read itYou need to read a word before you write itThe Development of Listening Skills
14 HOW IT PREPARES FOR READING SKILLSHOW IT PREPARES FOR READINGListens to and follows instructions such as Take out your pencil and your green activity book.Prepares children for variety of academic tasksCan follow an oral sequence of events such as Lucy went to the refrigerator and took out some milk.Prepares children to comprehend storiesCan listen attentively to storiesCan comprehend a story that has been read and/or toldCan discriminate between sound such as /b/ and /p/Prepares children to decode words/ Help to prepare children for phonics instructionCan identify rhyming soundsCan segment (or separate) words into syllables such as ap-ple or din-ner
15 The Development of Listening Skills Listening Skills to Prepare Children to ReadAS A FOUNDATION FOR READING, WE NEED TO DEVELOP CHILDREN’S LISTENING COMPREHENSION AND LISTENING CAPACITYOpen page 28The Development of Listening Skills
16 The Development of Listening Skills By developing listening skills that focus on phonological awareness, that can help children in participating in phonics instruction and help them to decode and read words.The Development of Listening Skills
17 The Development of Listening Skills Auditory PatternsIs an ability to determine similarities and differences in pattern of sound.Reading is about patterns. Detecting the auditory or phonological patterns that occur in language will better prepare children for the visual patterns that occur in English-language words.Learning to recognize rhyming words will be better to decode and read words in a similar pattern.RhymeThe Development of Listening Skills
18 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 commandsClassroom Techniques & Activities
19 Total Physical Response (TPR) Activities It utilizes the auditory, visual, and tactile learning channelsIt 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.SEVERAL POSITIVE ASPECTS OF TPRClassroom Techniques & Activities
20 Total Physical Response (TPR) Activities WHAT TEACHERS SHOULD CONSIDER WHILE USING TPR ACTIVITY:The complexity of the language being used (VOCABULARY AND WORD DICTION)Making sure the grammar is clear and easily to be understood by young learnersClassroom Techniques & Activities
23 Classroom Techniques & Activities TPR Yes/No CardsTo 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
24 Classroom Techniques & Activities TPR DrawingChildren 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 instructionsE.g.:Draw a circleDraw two eyes. The eyes color can be any color you want.Draw some hair. Make it long or short.Classroom Techniques & Activities
25 Classroom Techniques & Activities Syllable ClappingTo 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
28 Rhyming Word Activities Classroom Techniques & 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 communicationFor native English speakers that may be easy but not for non-native speakers.Classroom Techniques & Activities
31 Classroom Techniques & Activities Minimal PairsIn 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.Classroom Techniques & Activities
34 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.Listening in the Classroom
35 Conclusion Listening is different from hearing Listening skill can be linked to other skillsYoung children can be actively engaged in a language class even without speaking.Conclusion
36 Teaching Speaking to Young Learners Christina A. / Ivena M. A. / Paulin K. G. /
37 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?
38 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.What is speaking?
40 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
41 Background to the Teaching of Speaking Source: https://www.youtube.com/watch?v=tIdjJ3FYoS8Background to the Teaching of Speaking
42 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)Background to the Teaching of Speaking
43 The Development of Speaking Skills Children always find difficulties when they develop their speaking skills. The major difficulties are in their articulation.Avoid unrealistic expectationMean length of utterancesPronunciation and young learnersOvergeneralization of errorsThe Development of Speaking Skills
44 Classroom technique and activities Audiolingual method (ALM)Drill 1 = for children who have learned English and over the age of eightDrill 2 = for young learnersDialogues by using role playClassroom technique and activities
45 Classroom technique and activities Using puppetsClassroom technique and activities
46 Classroom technique and activities E. Fishbowl techniqueClassroom technique and activities
47 Communicative Language Teaching (CLT) Role playGames concentrationClassroom technique and activities
48 Classroom technique and activities C. Talking and Writing BoxClassroom technique and activities
50 Classroom technique and activities D. Teaching pronunciation Using Rhymes, poems, and chantsClassroom technique and activities
51 Classroom technique and activities Tongue twisterSally sells seashells at the seashoreIf Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers that Peter Pipper picked?Classroom technique and activities
52 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 copyClassroom technique and activities
53 Managing speaking activities Managing the noise levelAsk children to raise their handsUse fishbowl techniqueManaging speaking activities
54 Speaking in the classroom Children can take turn asking and answer in pairCreate picture cardSpeaking in the classroom