FOR SPEAKING

A ctivity 1. Categorize the activities below as involving top-down or bottom-up processing. Before the item, write BU for bottom-up and TD for top-down approach. ________ 1. Listen to a 2-minute long conversation about getting around the city ________ 2. Listen to sentences giving and asking for directions, paying attention to the intonation, meaning, and grammatical structure of each phrase ________ 3. Answer a completion test by selecting the appropriate verb to complete the thought of a sentence ______ _ 4. Asking and answering questions about the famous foods in town ________L. 5. Holding a class discussion about different modes of transportation to get to the famous city museum ________ 6. Listening to the first 20 seconds of the audio recording to predict the topic of the material 7. Check one's predictions after listening to the audio recording 8. Summarizing a conversation ________ 9. Act out situations ________ 10. Writing a story based on a picture of a city

A ctivity 2. Mendelson (1994) posits the methodologies in the teaching of listening as characterized by the assumptions listed below. Do you agree with these assumptions? Interview language teachers about their current teaching practices and whether they have seen these theories applied in the classroom.

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Listening materials should be based on a wide range of authentic texts, including both monologues and dialogues. Schema-building tasks should precede listening. Strategies for effective listening should be incorporated into the materials. Your Comments/ Insights

Other Language Teachers' Feedback

Learners should be given opportunities to progressively structure their listening by listening to a text several times and by working through increasingly challenging listening tasks. Learners should know what they are listening for and why. Tasks should include opportunities for learners to play an active role in their own learning.

III. ABSTRACT

Examining Teaching Strategies for Listening

Here are more research-based strategies for teaching listening. In triads, read credible print and nonprint sources and examine the usefulness and effectiveness of the strategies. Complete the table below with your answers.

Teaching • Guidelines Usefulness/Effectiveness

Listen and draw To make listening more intentional and test students'spatial skills, have students follow and illustrate your instructions. Let them compare drawings with peers afterwards.

Asking questions to help students listen Posing questions before the listening task keeps students focused and directed.

Purposeful Listening Research has shown that when students know why they are listening, they are more focused. Systematically presenting (1) listening for main ideas,

Listening with peer interaction (2) listening for details, and (3) listening to make inferences, help students develop a sense of why they listen and which skill to use to listen better.

Encouraging interaction with classmates and native speakers through listening expands communicative contexts and enhances self- confidence.

Examining Viewing Frameworks

The table below lists three frameworks for teaching viewing skills. They all require students to interact with the viewed material. Choose one multimodal text or one visual art to view and interpret. Analyze it using one of the strategies below. Write your interpretation in the box after the table.

The 3Cs (Color, Camera, Character) and the 3Ss (Story, Setting, Sound) framework for Film and Video

Color What colors do you see? What do the colors make you feel? Why do you think certain colors are used? What mood do you think the colors create? Camera What shots have been used? Through whose eyes do we see the story? When do we see different characters' point of view? When does the camera move and when does it stay still? What do you see? What do you think about what you see? What does it make you wonder? Students silently examine carefully selected art images. The teacher asks these three open-ended questions. • What is going on in this picture? • What do you see that makes you say that? • What more can we find? Students then ... • Look carefully at the image • Talk about what they observe • Back up their ideas with evidence

Paintings and photographs: See, Think, Wonder The Visual Thinking Strategies (VTS)

Character What do the main characters look like? How do they speak and what do they say? How do they behave? Which character interests you the most? Why? Story What happens in the beginning, middle, and at the end of the story? What are the most important things (events) that happen in the story? How do we know where the story takes place? How long does the story take place in "real"time? Setting Where does the action take place? When and how does the setting change? How could you tell where vthe story was taking place? How could you tell when the story was taking place? Sound How many different sounds do you hear? What are they? How does the music make you feel? Are there any moments of silence? Can you hear any sound effects? • Listen and consider the views of others • Discuss many possible interpretations • Construct meaning together The teacher... • Listens carefully to each comment • Paraphrases student responses demonstrating language use • Points to features described in the artwork throughout the discussion • Facilitates student discussions - • Encourages scaffolding of observations and interpretations • Validates individual views • Links related ideas and points of agreement/ disagreement • Reinforces a range of ideas

Activity Title:______________________________________ ______ __________ Target Grade Level:__________ Time Required:___________________ Type of Student Work: Individual, Pair, or Group Work Learning Objectives: At the end of the activity, the students are expected to:

1. ______________________ __

2. ____________________________________________________ _

3.

Activity Description:

Criteria for Grading (if possible, include a rubric if necessary):

PROCESS QUESTIONS: 1. Are the learning objectives clearly defined? If not, what suggestions do you have to improve them?

2. Is the instructional activity well-aligned with the learning objectives?

3. Does the activity encourage active student engagement?

4. If the student completes the activity, can the teacher determine whether or not the student has met the stated learning objectives?

Lesson Objectives: At the end of the lesson, students are expected to: • characterize effective speech, effective speaker, and features of speaking skills in the mother tongue; • analyze principles and current approaches to the teaching of speaking skills; • examine instructional activities for young learners in terms of their target competencies and language domains; • create an instructional activity that specifically targets one or more speaking competencies from the MotherTongue Curriculum Guide; and • evaluate a peer's instructional activity using a scoring guide. Instructional Materials Needed: copy of the MotherTongue Curriculum Guide

I. ACTIVATE

Learning Activities:

• A '

TED (Technology Entertainment Design) talks have become viral nowadays. This revolution in education revived the power of storytelling to disseminate ideas and innovations in many aspects of life. Effective speaking skills is requisite to powerful oral presentations. • Recall a TED speaker you heard recently. How about an effective speaker you heard recently? Who is she/he? What was the speech about?

• What makes an effective speaker?

• How should we teach young children effective speaking skills?

Speaking is an interactive process of making meaning that includes producing, receiving, and processing information (Brown, 1994). Oral Language (OL), Phonological Awareness (PA), Vocabulary and Concept Development (VCD), and Grammar Awareness (GA) are four of the language domains related to speaking.