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Didactics For Reading and Listening in English

The document discusses various reading and listening strategies for teaching comprehension. It defines reading as learning to pronounce words, identify words and get their meaning, and bring meaning to a text. Some strategies discussed include using learning walls to display essential words and concepts, and games like "Guess the Word" to practice these words. Visual reading guides are recommended to help students understand how images relate to text. Effective listening instruction involves pre-listening activities, both extensive and intensive listening stages, and post-listening tasks or discussions rather than repetition exercises.

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324 views19 pages

Didactics For Reading and Listening in English

The document discusses various reading and listening strategies for teaching comprehension. It defines reading as learning to pronounce words, identify words and get their meaning, and bring meaning to a text. Some strategies discussed include using learning walls to display essential words and concepts, and games like "Guess the Word" to practice these words. Visual reading guides are recommended to help students understand how images relate to text. Effective listening instruction involves pre-listening activities, both extensive and intensive listening stages, and post-listening tasks or discussions rather than repetition exercises.

Uploaded by

royalteton936
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Reading Strategies

Didactics for Reading


What is reading
A first definition: learning to
read means learning to
pronounce words.

Second definition, learning to
read means learning to identify
words and get their meaning.
Third definition, learning to read
means learning to bring
meaning to a text in order to
get meaning from it.
Teaching Strategies
Comprehension
Learning Walls
Generate a list of essential
words, concepts, formulas,
etc. and begin a word wall.
Create charts and place them
in a prominent place.
Use color and patters to
enhance learners.
Students connect new info
with the learning walls.
Teaching Strategies
Comprehension
Learning Walls
Location: Where the kids can
see it
Content: Pictures, phrases, 4x6
index cards, color code
words that share same
concept
Teaching Strategies
Comprehension
Learning Word Walls Critical
Elements:
Include essential words
Add no more than 5 words per
week
Put words where everyone can
see them
Practice words daily (chanting,
writing, and moving), make sure
words are spelled correctly.
(Cunningham, 1990)
Did you know black
text on yellow paper
stimulates learning?
Word Walls
Guess the Word Students
number papers 1-5. Give 5 clues
focusing on one word.
1
st
clue: It is a word on the Word
Wall.
After each clue have students
guess the word from the word
wall.
By the 5
th
clue students should
be able to guess the word.
Each clue narrows
the possible
answer.
Guess the Word Game Number
our paper 1-5.
1. It is a word from the Word
Wall.
2. It has ________ syllables.
3. Its used only when ______
4. Its part of ____________
5. It completes this
sentence: _______________
Visual Reading Guides (Stein, 1978)
Skimming.
How is the visual related to the text?
Why did the author include the visual?
What does the visual show me?
How can I use the information from the visual to
help me understand the text?
Why is the information from the visual
important?
General tips.
A new strategy must be taught,
modeled, and supervised in order
for students to incorporate the
strategy.
Teaching Listening Skills
Standard Format
1. Pre-listening
2. Listening
3. Post-listening
#1 Pre-listening
Do NOT pre-teach ALL
important new vocabulary
in the passage
Instead set the context
and create motivation
Do this by activating
students prior knowledge
through a cooperative
learning activity
#2 Listening
Extensive listening -
students listen for the main
idea then answer the
general questions to
establish the context
Intensive listening - students
listen again to answer
detailed comprehension
questions
This is too simple and
perhaps dull
#2 Listening
Starting with extensive
listening is a good
technique, but add focus
to the attitude of the
speaker
Instead of detailed
comprehension questions
for intensive listening,
involve students in a
listening task
Upon completion of the
listening task have students
check each others
answers
Listening Tasks
Listing
Ordering and sorting
Comparing
Problem solving
Sharing personal
experiences
Creative tasks
#3 Post-listening
Do NOT analyze the
linguistic elements through
discussing grammar and
repetition exercises.
Instead examine the
functional language and
infer the meaning of
vocabulary.
Allow students to negotiate
the meaning rather than
telling them the correct
interpretation.

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