T.T.COLLEGE,RAJSHAHI

By the end of the session we will have

Discussed on literacy;

Strategies & tips for listening development;

Learnt modern setting for teaching & origin of language ;

Watched video clips.

Students need authentic opportunities to learn how to listen and speak effectively in a variety of situations

DEVELOPING ORAL COMMUNICATION

SKILLS

STRATEGIES FOR DEVELOPING ORAL

COMMUNICATION SKILLS

• Pairs: Think, Pair, Share

• Small Groups: Place Mat

• Whole Class: Presentations

PLACE MAT ACTIVITY

MODEL A CLASS PRESENTATION

• Demonstrate a presentation using ineffective presentation skills

• Do not speak clearly

• Read off the paper

• Speak quickly

• Umm, ah

• Standing in one place

• No eye contact

TIPS FOR LISTENING DEVELOPMENT

• In a good listening activity students should not have to rely too much on other skills such as reading but rather should be listening, thinking and guessing.

• We understand better if we are given some preparation i.e clues before listening.

• Students record of answer should be quick sothat they can concentrate on listening examples are ticking, true/ false identifying, numbering or underlining.

• Stress, intonation, punctuation and pronunciation must be proper for the development of the students.

• Number of text reading varies in different situation and level.• Key vocabulary must be discussed for easy understanding of the

listening text.

MIJAN,LECTURER,TT COLLEGE RAJSHAHI

Continued Tips for listening development

• For beginner/upper beginner level speak slowly and be not to over elaborate. Avoid idioms and contractions.

• For advanced level speak at a normal pace. Use the radio, TV news and video.

• Choose material that interests/motivates the students.

• Use varied resources and techniques.

Teacher’s role

Teacher s

authority

Othersubjects

knowledgeof language

knowledgeof ELTtheory

empathywith learners

attitudetoerror

testingorteaching

concept ofeducation

manager

socialworker

informant model

counsellor

facilitator

friend

monitor

Adapted from Prodromou 1991

TEACHER

ACTIVITY ROLE

The teacher gives instructions for students to get into groups

The teacher asks students to repeat a sentence after his/her pronunciation practice.

The teacher goes round listening to pairs practising a dialogue.

The teacher advises students how to approach task.

The teacher explains when we use the present perfect for recently completed actions.

The teacher provides material and guidance to enable students to work on their own.

The teacher stays behind after class to discuss on students’ personal problems which is affecting his/her work.

The teacher chats with students over coffee or arranges avisit to cultural programme with the class.

Manager

Model

Monitor

Counsellor

Informant

Facilitator

Social worker

Friend

Gradual Release of Responsibility

Vygotskian ModelI do You watch

I doYou help me

You doI help

You do aloneI help or assist

(as needed)

Teacher Modeling

(Dependency)

Collaborative Productive

Activity

Gradual Release of Responsibility

Independence

DifferentiateMentoring/Instruction

DifferentLevels of

Assistance

DEVLOPING LISTENING

Distribution of main languages in India, Bangladesh, and the area

Bangladesh

Map of Bangladesh

(Tell me where you are from)

Mandarin

Hindi

Spanish

English

Language and Identity

Discussion Questions

• What do you teach as a profession? What languages do you speak?

• Does speaking your mother tongue help shape who you are? What kind of feelings do you identify when you speak your 1st language?

• Does speaking English help shape who you are? What kind of feelings do you identify when you speak English?

• What are the roles of Bangla and English in your school? Which language is more important in secondary education in Bangladesh? Why?

Teaching

Traditional setting- Imparting of knowledge by the teacher to the student-Two way process :Teacher- StudentModern setting – Multiple way process- Interactions between: Teacher- Student, Student-Teacher, Student-Student, Student-Environment, Student-Learning materials etc.Learning- Desired behavioural change of student- KSALearning is the development of new knowledge, skills, or attitudes when the individual interacts with information and environment

Social ConstructivismSocial Constructivism emphasizes how meanings and understandings grow out of social encounters. It is closely associated with the theories of Vygotsky, Bruner, and Bandura

Tips for taking up professional challenges

Reading ELT related useful articles and sharing ideas with other colleaguesAttending local/national seminar/workshop/training Developing presentation skills and making short presentation occasionallyTeaching English classes through EnglishDeveloping good rapport with students/colleagues/parentsWriting articles for school magazine and encouraging students for writingBeing a member of a professional forumInitiating to develop a resource centre for learning English informallyOrganizing an English Conversation Club for students’ proficiency developmentImproving teachers’ communication skills Building more confidence in student’s mind about English

Questions?

Respected Ladies

and Gentlemen

INTERNET MESSAGE

Can you please pick up the following things from my house? My blue sari, my yellow scarf, with the red spots and my green bag. Put an orange and an apple in the bag and then meet me by the shop with the white walls. I will be wearing a purple and pink shalwar kameez.

DISCUSSION

• What do you consider to be the main things Bangladeshi teachers focus on when teaching reading?

• What do you consider to be the problems ss face when reading?

• Which of the three teachers do you think is better than the other two helping them developing reading skill?

TEACHER -A

• He is using reading to improve students’ pronunciation. He is not really developing their reading skill. He pays little attention towards understanding the meaning of the text.

Teacher-B

• She is concerned with helping the students understand the text. She gives students tasks that they can complete by reading and making meaning from it.

Teacher -C

• He only sees the texts as an opportunity to teach the new words and structures to students. He explains everything to ss before they read the text. Actually this does not help students in developing their reading skill.

THANK YOU