1. Webinar Etiquette Thank you for joining us today. Please note the following. Use your telephone or computer for audio, not both. Keep your computer microphones/phone lines muted. Use the Chat Box for any technical issues. Use the Q & A Box for any questions to the presenter. All questions will be addressed at the end during the Q & A. All Registered attendees will receive a certificate of completion and a link to the webinar recording. Note: Having difficulties with audio via your computer? Use the dial-in numbers provided below.  The US toll-free number is 1-877-554-0877  Outside the US -Check the invite email for this link to global numbers. https://www.tcconline.com/offSite/OffSiteController.jpf?cc=9142878024 Most of the numbers are toll-free:  The Conference Code is 914 287 8024 regardless of the country you’re calling from.

2. Welcome to: Four Skills Teaching Wednesday, October 15, 2015 3:00 - 4:00 p.m. EDT Presenter: Sara Davila

4. 4 Teaching the Four Skills

5. 5 Productive Receptive

6. Language Learning Skills In fact, we have a lot more than four skills to teach. 6

7. CEFR And Language Skills CEFR Indicates 7 Language skills 7 These skills fall easily under the four skills.

8. Speaking Two Skills of Speaking Spoken Production -A speech -A presentation Spoken Interaction -A discussion -Group and Pair -Conversation 8

9. Writing Two Skills of Writing Writing Production -A paper -A paragraph Writing Interaction -A text -An SMS -An email or Chat 9

10. Listening Two skills of Listening Listening as an Audience -In a webinar -At a movie Listening Interaction -In a conversation -In a role play 10

11. Reading Reading is a stand alone skill. -Subskills include: -Skimming -Scanning -Gist -Inference and Implication 11

12. And of course… Grammar Vocabulary Important note: Grammar and vocabulary are not skills. Grammar is the science of language. Recognizing grammar is a metacognitive process. Native speakers will recognize grammatical errors if they are aware of the science, but in day to day speaking grammar is not a top of mind event. Vocabulary is related to knowledge acquisition and supports comprehension. It is not a skill, but information we need to achieve comprehension. 12

13. Getting students to successful language acquisition takes so much. Language teaching is complex But… It is possible to manage the challenge. 13

14. How we teach the skills: Explicit Skills Teaching Blended Skills -Focus on one, but include a support skill Four Skills Teaching -balancing lessons with all four skills 14

15. Divide and Conquer Use the four skills, but be realistic. 15

16. Focus on one skill, the rest are support. For example: Focus on Reading -Have student read a paragraph -Listen to a response as a model for writing -Write a response to the paragraph -Discuss the response in a group 16

17. Four Skills Lessons Step 1: What skill will you focus on? How will you teach that skill? What is your objective? Step 2: How can the other skills support teaching your objective? What will make the most sense? Step 3: Plan your lesson. What activity will support your objective and include the four skills? Step 4: Teach 17

18. FOUR SKILLS LESSONS Including Four Skills 18

19. SAMPLE LESSON 19

20. Four Skills: Focus on Speaking 20

21. Four Skills: Focus on Speaking Objective: Students will be able to (SWBAT) have a role play with a travel agent to decide where to go on vacation by expressing preferences for different types of vacation activities 1) Present types of vacation activities with flashcards 2) Ss read and match definitions to pictures. Check in groups. (reading/speaking) 3) Dialogue drill (reading/speaking) 4) Ss brainstorm what they would like to do on vacation make a personal list. Share with group. (writing/speaking) 5) Speed Dating Role Play: 1 Travel Agent/1 Vacationer (speaking) Ss change partners and change roles until everyone has had a chance to play both parts. 21 A: What do you want to do on your vacation? B: I’d like to _______________. What about you? What do you want to do on vacation?

22. Four Skills: Focus on Reading 22

23. Objective: SWBAT read an authentic text to find details about musical performers that can be used to infer how a performer will advance their career 1) Look at a vocab list and write the definitions for words Ss know. Check with partner (reading/writing/speaking) 2) Reading Running Dictation Activity: Ss in Pairs (reading/listening/speaking/writing) A. S1 has 60 seconds to read article taped to wall. S1 tells S2 the big ideas in the article and S2 writes notes. B. S2 has 60 seconds to read the article and find additional information related to S1s big ideas. S2 tells S1 who adds details to notes. C. S1 has 60 seconds to read article and look for any other important details to add to notes. S1 tells S2 who completes notes. D. Ss discuss notes and describe what they learned about each singer. Fill in any additional details that come to mind based on the reading. 3) Ss individually predict what each performer will do next. Share with partner. 4) Jigsaw and share. Then, compare with other teams. 23

24. Four Skills: Focus on Listening 24

25. Objective: SWBAT complete a graphic organizer with information about different endangered animals and use information from the organizer to suggest ways to help the animals. 1) Wordsplash with vocab related to animal habitats. Ss check in pairs. (reading/speaking) 2) Jigsaw: Ss in groups of four. A. Each group has 1 information card. All four Ss read the same information. Ss are given 2 minutes to read. B. Ss discuss the information. What animal is it? What did they learn about the habitat? What is the situation? C. Ss make bullet point notes on the key details after discussion. T collects information card so Ss cannot refer to card. D. Pass out Graphic Organizer. Ss complete their animal with notes. E. Jigsaw: Each Ss presents their animal and the important details. Listening Ss complete the graphic organizer. 3) In Jigsaw group, have Ss pick one animal of interest. Ask Ss to brainstorm ways to help the animal. Ss take notes on their ideas. 4) Return to home group. Share animal selected with Jigsaw group and potential ways to help the animal. 25

26. 26 http://saradavila.com/front/2011/05/09/endangered-animal-writing/

27. Four Skills: Focus on Writing 27

28. Objective: SWBAT make a decision about a movie to watch with friends by expressing their personal opinions in a chat discussion. 1) Match vocab related to opinions with pictures. Match movie genres with movie posters. 2) Ss receive a worksheet with four movies posters. Ss write a sentence to describe how they feel about the genre and why. Share in groups. 3) Ss in groups of four. Groups of four receive a set of movie poster cards. Ss turn over each card. Ss have 1 minute to write their opinion and why. Ss share in groups. Continue with cards. 4) Ss in new groups. 5) Chat Writing Consensus activity: On the board, or on a PPT, show Ss 4 movie choices. Explain the local theater will allow groups of 4 or more to watch FREE. All of the movies are showing at the same time. Ss must decide what to watch. However, Ss are in computer class so they can’t discuss out loud. Pass out chat sheet. Have Ss use the worksheet to “chat”. Provide additional sheets as necessary until groups decide what movie to see. 6) Jigsaw. Have Ss share the group decisions and how they reached a consensus. 28

29. 29 Class ChatUsers Online ____________________ _____________________ ____________________ _____________________

30. Summary Four Skills Activities Reviewed Today: Speed Dating Role Play Reading Running Dictation Jigsaw Writing Consensus Activity Four skills teaching: Focus on one skill. Blend the other skills. Plan activities that support your focus skill. Have fun! 30

31. Thank you for your participation. Please visit our website for more information about our professional development webinars. www.pearsoneltusa.com/eltwebinar s

32. Activity Box: Four Skills Activities SpeakingListeningReadingWriting Role Play Unscripted Interviews Discussions Decision making Ranking Activities Personal story telling Summarizing or retelling an (activity/event) Listening Stations Summarizing Retelling information from notes Graphic Organizers Sequencing Reading Dictations Predictions Inferencing Sequencing Summary Cuisenaire Rods Mind Maps Retelling Consensus Sequencing Summary Personal Narrative Decision making 32