TSL3105 Topic 3
TSL3105 Topic 3
TSL3105 Topic 3
3.0 Synopsis
A & B.
3.2 Framework of Topics
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
The material must match the goals and objectives of the syllabus or
language programme.
The material should be consistent with the teaching-learning
situation / approach.
The authenticity of the material.
the material must suit the target audience level /ability, needs,
interest, time
The material should be reasonably priced if cost is involved
The material should make learning easier
the material should create joy and interest in the learners.
The material should be attractive, colourful, and durable where
applicable.
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
Do the aims of the materials correspond closely with the aims of your
lesson objectives and with the needs of the learners
Is the material suited to the learning / teaching situation?
Language Content
Does the material cover the grammar item you intend to teach?
Is the vocabulary level suitable to your students ability?
If you are focussing on pronunciation, does the material include
individual sounds/ word stress/ sentence stress/ intonation?
Are style and appropriacy dealt with? If so, is language style matched
to social situation?
Topic
Is the topic of the listening material in the scope of the syllabus?
Is the topic familiar? (Culture)
Will the topic help expand students awareness and enrich their
experience?
Teachers guide
Are tapescripts provided?
Is there adequate guidance as to how to conduct the activity?
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
Printed materials
books
story books
newspaper articles
brochures / phamphlets
notices
announcements
calendars
internet articles
blogs
Recorded materials
fairy Tales
songs
news
announcements
excerpts from TV shows/ Movies
movie Trailers
conversation face-to-face, telephone
weather report
Nursery rhymes
Documentaries
Advertisements
Discussion
1. Select five different materials to be used for a target group. Based on the
above checklist, discuss the suitability of the materials for the target
students. Present your answer in class.
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
Teachers have the textbook as a source of materials but not all the
materials match the particular group of pupils they are teaching.
Therefore, the textbook should be regarded as a resource for creativity
and inspiration. No book will suit all the students in terms of their
learning styles, motivations, interests and levels of English that is why
teachers need to adapt materials for the lessons.
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
materials from other resources to the textbook they are using. It is believed
that authentic materials are better than non-authentic materials for
supplementation. So teachers who make a point of collecting authentic
materials find it much easier to adapt textbooks. This is especially true in
ELT contexts where authentic English materials are not always readily to
hand.
1) Teachers should not adapt materials too casually, e.g. based on his or her
own preferences or tastes;
2) Materials deleted or added should not go beyond a reasonable proportion,
otherwise consider alternative materials.
3) Teachers should not adapt materials only to cater for the needs of exams or
tests.
1) Macro adaptation
2) Adapting a unit
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
Task
Select 4 different types of authentic materials for teaching listening and speaking
skills. Based on the learning outcomes or content standard, adapt the materials
using the techniques of adaptation to suit your target students. Present your work
in the class.
C.
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
Tapescript
Ill show you how to build this kite. The first thing you need to do is take these
pieces of wood. I dont know if you can see this... but Ive cut a notch, I put two
wraps of masking tape around both ends of this and then ive cut a little notch in
there if you can see that... a little notch cut in there youre going to need and the
masking tape is really good put the masking tape all the way to the end this is
really good thisll prevent the wood from splitting and you dont have to use clear
wood you can use round owl but nice and thin reasonably flexible, thin for the
weight and flexible so that it can so that it wont crack or break in the wind .
Ok Im starting to assemble the kite here. Let me show you a couple of things. 10
inches.... this is the 36 inch-long piece that is going to be your upbreak. 10
inches from one end this is where you attach your 33 in piece like this. What I
did is I put it at the centre of this piece try to keep it as centre as possible. Put a
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
couple of masking tape then I wrap a bunch of string around it nice and tight
then I put a little more tape to make sure the string is locked. Then I just wrap a
piece of string all the way around the kite like this and I start it at the bottom and
I end it at the bottom here because erm youre going to use a little bit of tape to
tie it up to wrap it up itll make the bottom a little just a bit heavier its not much
but it makes a difference. Ah! After you do that put some tape over the all four of
the corners so that it holds the string in place you dont want that string to
somehow pop out a little notch. And when youre doing it make sure make sure
when youre assembling the two boards two sticks together make sure that you
line it up so that the notches are the right way.. this way and if you accidentally
put the notches the other way youll not going to be able to put the string in and
youll have to make two notches and youre take it apart so get all the notches
lined up the right way before you assemble the centre piece here. So that looks
pretty good, its pretty tight make it so pretty tight and make it so tight so that it
bows a little bit so this piece bows a little bit so im going to put the actual plastic
bag on there Ill show you how you do that. Ill be right back.
Lay your kite down... lay your kite down on top of of your plastic or the
newspaper then cut all the way round it get it nice and flat and cut all the way
around it may be leaving an inch here well may be an inch extra coz youre going
to fold this up and tape it down so cut all the way around that and youll be ready
to attach the kite and Ill show you how to do that.
Ok Ive cut my plastic. All you have to do is fold this over the string and line a
tape on it like this. Start on one side to the top and when youre doing this other
side and you can pull it taut. Tape it both sides so its reasonably tight. so Im
going ahead and Id do that Its almost done.
Listening Task 1: First listening -listen and list the items required to make the
kite.
Listening Task 2: Second listening :Listen and label sequence the steps in
making a kite. (Teacher prepares the task sheet with the steps
in a jumbled order) / Listen again and make the kite in pairs/
groups.(Teacher prepares the materials for each group)
Listening and speaking Task 3: Group discussion for decorating and designing
the kite followed by presentation of discussion. /
One student listens to the groups instruction and
decorate the kite.
Example 2:
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TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
Student A Student B
Example:
Student B: Yes she is holding a broom in her left hand. The mouse at her feet is
jumping up and down .....
lgp/wsl/kj 2012
TSL3105 Teaching of Listening and Speaking Skills in the
Primary ESL classroom
Task:
Select 3 types of materials for teaching listening and speaking skills to three
different target level. Devise two listening and speaking tasks for each material
based on selected learning outcomes. Present your work in class.
Further reading:
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