how to teach listening lesson

... subskills 1. Listening for main ideas 2. Listening for specific information 3. Listening for details 4. Intensive listening 5. Extensive listening Teaching listening - Principles getting ready engage listening ... advance  predict any problems Ss may have  think of ways to get ready for them HOW TO TEACH listening Listening exercises - Example Listen to part of the lecture about multiple intelligences. Complete ... ready engage listening task 1 writing task(s) oral task(s) … listening task 2 TOPIC 6. Exploit listening texts to the full. The stages of a listening lesson Before During After • Lead-in: stimulate learners’...

... 15 General Tips for the listening test 18 Make sure you have a copy of the How to prepare for IELTS – FAQs booklet in addition to this booklet. How to prepare for IELTS – Listening 10 Remember  the ... courts B bred to chase foxes C status symbol D police dog E bred to guard sheep F appealed to Victorians G came from the Middle East SOUTH DOWNS DOG SHOW Date: (6) ……………………………. Time: (7) …………… to …………… Place: ... the time given to check your answers. • If you can’t remember an answer, guess. How to prepare for IELTS – Listening 2 Details of the Listening Test Procedure of the test The listening module...

... reading contents FINAL NOTES  Careful pre-teaching  better understanding  Understand the text first, answer questions later  Being able to relate to the reading contents  students more interested  Answering ... WHILE-YOU-READ  Help students to understand the text before get them to answer the questions  Timeline  Table/Chart  Map  Visuals WHILE-YOU-READ  Reduce the load  Break the passage into smaller parts  Unit ... the questions  Check to make sure students understand the questions WHILE-YOU-READ  Develop skills  Skimming: Which sentence = most important  Vocab-in-context: How you arrive at the...

... USE ****************************** iv Introduction How to Teach This Module This section contains information that will help you to teach this module. Welcome students to the course and introduce yourself. ... will be able to configure a DataAdapter to retrieve information, populate a DataSet by using a DataAdapter, configure a DataAdapter to modify information, persist data changes to a server, ... you to identify students who may not have the appropriate background or experience to attend this course. Briefly describe each module and what students will learn. Be careful not to go into...

... Havestudentsdoacommunicativetaskonthetopic (communicativeoutput) Wheninstructorshavetheopportunity to developpartorallofthe coursecurriculum,theycandevelopaseriesofcontextsbasedonthe realworldtasksthatstudentswillneed to performusingthelanguage, andthen teach grammarandvocabularyinrelation to thosecontexts. Forexample,studentswhoplan to travelwillneed to understand publicaddressannouncementsinairportsandtrainstations. Instructorscanuseaudio‐tapedsimulations to provideinput; teach  thegrammaticalformsthattypicallyoccurinsuchannouncements; andthenhavestudentspracticebyaskingandansweringquestions aboutwhatwasannounced.   How to Teach TOEFLTOEICIELTSandMore    How to Teach TOEFLTOEICIELTSandMore 50 AssessingGrammarProficiency  AuthenticAssessment Justasmechanicaldrillsdonot teach studentsthelanguage, mechanicaltestquestionsdonotassesstheirability to useitin authenticways.Inorder to provideauthenticassessmentofstudents’ grammarproficiency,anevaluationmustreflectreal‐lifeusesof grammarincontext.Thismeansthattheactivitymusthaveapurpose otherthanassessmentandrequirestudents to demonstratetheirlevel ofgrammarproficiencybycompletingsometask. To developauthenticassessmentactivities,beginwiththetypesof tasksthatstudentswillactuallyneed to dousingthelanguage. Assessmentcanthentaketheformofcommunicativedrillsand communicativeactivitieslikethoseusedintheteachingprocess. Forexample,theactivitybasedonaudiotapesofpublicaddress announcementscanbeconvertedintoanassessmentbyhaving studentsrespondorallyorinwriting to questionsaboutasimilartape. Inthistypeofassessment,theinstructorusesachecklistorrubric to evaluatethestudent’sunderstandingand/oruseofgrammarin context. Mechanicaltestsdoserveone purpose:Theymotivatestudents to memorize.Theycanthereforeserveas prompts to encouragememorization ofirregularformsandvocabulary items.Becausetheytestonlymemory capacity,notlanguageability,theyare bestusedasquizzesandgiven relativelylittleweightinevaluating studentperformanceandprogress.   How to Teach TOEFLTOEICIELTSandMore 24 C. How to useastudybook Onceyouhavechosenastudymanual,readthedirectionscarefully. Typically,thefirst10‐40pagesofamanualwillgiveverydetailed instructionson how to beststudyforthetest,test‐takingtips,and basicinformationaboutthetest.Asmartinstructor[you]willtakethe testatleastoncesotheyknowexactlywhatisentailed. Buildingagoodstudyplanisanessentialfirststepinhelpingyour students.But,first,youmustknowtheskilllevelofyourstudentsand wheretheirskillsarestrongandweak.Thiswillrequiregivingyour studentsabaselinetest to determinetheircurrentskilllevels. Onceanestimatedbaselinescorehasbeenestablished,carefully reviewyourstudents’skilllevelsanddevelopastudyplanthatwill helpraiselowerscoresandstrengthenthehigherscores. Irregularityofskilllevels(strongverbalskillsandveryweakwriting scores,forexample)arenotuncommonandworkingonraisingthe lowerlevelskillswill,mostlikely,yieldthequickestresults(ETS researchsuggeststhisistrue). Studentswilloftenwant to studyintensivelyforshortperiodsoftime, buttheywillgenerallybemoresuccessfulwithdistributedpractice overlongerperiodsoftime. Baseline,practiceand progresstestsshouldbe takenunderconditions ascloseaspossibleas thoseatatestingcenter.   How to Teach TOEFLTOEICIELTSandMore 35 TheTOEICWritingTestFormat  ... OvertGrammarInstruction  Adultstudentsappreciateandbenefitfromdirectinstructionthat allowsthem to applycriticalthinkingskills to languagelearning. Instructorscantakeadvantageofthisbyprovidingexplanationsthat givestudentsadescriptiveunderstanding(declarativeknowledge)of eachpointofgrammar. Downloadthegrammarebookfor thiscourseat: www.TEFLeBooks.com/grammar.pdf  andworkallthewaythroughit.   How to Teach TOEFLTOEICIELTSandMore 2   How to Teach TOEFL®TOEIC®IELTS® andOtherStandardizedExaminations  SecondEdition Copyright©TEFLeBooksdotcom Allrightsreserved. Permissiongranted to reproducepartsofthis publicationaslongasattributionisnoted.  ThisebookwasdevelopedincooperationwithTEFLBootCamp   To helpusdoabetterjobofhelpingyou,wewouldappreciate youropinionaboutthisebook.Pleasetakeourfast,easyand confidentialsurveyhere:CLICKHERE    How to Teach TOEFLTOEICIELTSandMore 30 C.Skillstesting Studentstakeeitherthe“Academic”or“GeneralTraining”sectionsin readingandwriting—the listening andspeakingsectionsarethesame forbothformsofthetest.Thetotaltesttimeisabout2hoursand45 minutesandconsistsofthefollowing:  ... Speaking(11–14minutes). The Listening, ReadingandWritingtestsaredoneinonesitting.The Speakingtestmaybeonthesamedayorup to sevendaysbeforeor aftertheothertests. D.PracticeTestingandrecalibratinggoals  Afterareasonableperiodofstudy,haveyourstudentstakeaprogress testandre‐evaluatetheirgoalsbasedontheirperformance.Notwo studentswillbeexactlythesameandgoalsshouldbeindividualized. FreeResourcesfromIELTS DownloadavarietyofPDFfiles thatprovideassistanceand instructionforallthesections oftheIELTSexaminationaswellastheIELTS GuideforTeachersat: http://www.ielts.org/teachers.aspx    How to Teach TOEFLTOEICIELTSandMore 43 To addressthedeclarativeknowledge/proceduralknowledgedichotomy, teachersandstudentscanapplyseveralstrategies. 1....

... following purposes:  To do research teachers‘ and students‘ attitude and expectations about teaching countable and uncountable nouns through some techniques.  To study how to teach countable and ... have the budget to maintain small classes. Similarly , the teaching resources best suited to the students, such as the latest technology , may not be available to the teacher, teachers must find ... especially there are two projectors which are always ready whenever they need to use. Of course, the teachers also have different classrooms to teach with projectors which are larger and equipped...

... them to write in the chart paper the problem (topic assigned to each group), its definition, causes, and effects, leading to a possible solution. 5. Ask them to link the subtopics and topic ... children means transfer of knowledge to their peers and parents to have multiplier effect. This toolkit aims to help teachers, parents and educators to provide correct and best information ... Symptoms—Note key symptoms or behaviors in the patient. Pollutant most likely to be associated with or causing symptoms-Note the pollutant most likely to be associated with or cause these symptoms. ...

... spoken; not written Summit (v): to give something to somebody; to hand in ≠ to hand out; to turn in To gain, earn, get = to achieve → achievement (n) = accomplishment To expel = kick out (v) → 3 ... Passages Inquire (v): to ask, to question Provide (v): to furnish; to supply Tuition (n): a fee that students pay to gain a higher education Enroll in (v): to register for; to sign up for 1. Why ... will ask Tom to take the same class) 1. Why did the man say this to the woman? “Let me know how your physics class goes” 5 3. How can students receive a good grade? → Students need to write...

... class? Students need to be taught dierent ways to read. Purpose of reading Ways of reading titles, headlines , photos Ss’ existing knowledge, ideas general prediction about the topic • Engaged • Eective ... x0 y0 w0 h0" alt=""

... When to correct?  when focusing on accuracy What to correct?  pronunciation, word use, grammar How to correct?  direct correction, echoing, prompting, ... 80% • Color TV/100 people: 83 • Rice made: 18 mil tons • Rice eaten: 9.5 mil tons • Makes most rubber (source: Economist) Let’s add to the list! A good speaking lesson should…  maximize students’ interaction  provide ... aloud ◦ …  to practice a specific bit of language  to focus on accuracy Speaking tasks help…  prepare for Ss real-life communication situations  provide feedback for T & Ss  engage Ss to lessons 10 You’ve...

... questions)  survey (with questionnaire)  intensive reading  listening comprehension  … Help Ss develop language skills Study (S): teacher-led / teacher-controlled activities  focus on accuracy  doing ... postcards, invitation, etc.) ○ process writing (stages a writer goes through) What relate to eective writing? 2. Able to communicate a message (fluency-based)  generating ideas  gathering information  organizing ... relate to eective writing? 1. Language skills (accuracy-based)  good use of spelling rules  accurate use of language (appropriacy)  grammatical sentence forming  effective use of connectors...

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... SKKN: How to teach “Reading Comprehension” Tµi liÖu tham kh¶o - A course in language teaching Practice and Theory (Penny UR) - Teaching English A training course for teachers (A Drian ... Phúc T 4 SKKN: How to teach Reading Comprehension Hi. I (0) am liz. I'm a (1) at a school in Cambridge. I'm 16 years (2) I (3)in a town outside Cmbridge I often go to (4) by bus. ... Phúc T 1 SKKN: How to teach Reading Comprehension Un i t 1 - B a c k t o s ch ool. A 3 - Read. Then answer the questions (Englisch 7 - P.11). *) Bớc 1: Pre - Reading. 1. Pre - teach: still (adv)...

... Read more: How to Teach Kids Letter Identification | eHow.com http://www.ehow.com /how_ 2271670 _teach- kids-letter- identification.html#ixzz0t536qtEL ...