Teaching Language Skills

Listening used most frequently receiving aural information interpreting aural information bringing own background and linguistic knowledge employing different listening strategies coping with the sender's choice of vocabulary, structure, and rate of delivery 2

The Goal of Teaching Listening listening strategies to maximize the comprehension of aural input Identification of relevant and non- relevant information 3

The Listening Process asking students to think and talk about how they listen in their native language using authentic listening tasks showing the strategies that will work best for the listening purpose and the type of text practicing listening strategies in and outside of class evaluating the comprehension using the target language to conduct classroom matters transferring strategy use 4

Before listening Set a purpose or decide in advance what to listen for Decide if more linguistic or background knowledge is needed Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases) 5

During and after listening: Monitor comprehension check predictions and inaccurate guesses listen again to check comprehension ask for help if you need it and if the situation gives such an opportunity 6

After listening Evaluate comprehension in a particular task or area Evaluate overall progress in listening and in particular types of listening tasks Decide if the strategies used were appropriate for the purpose and for the task Modify strategies if necessary 7

Listening Materials and Situations One-Way Communication Radio and television programs Public address announcements (airports, train/bus stations, stores) Speeches and lectures Telephone customer service recordings Two-Way Communication A listener and a speaker interacting in spoken communication 8

Listening Strategies Top-down listening for the main idea predicting drawing conclusion summarizing Bottom-up listening for specific details recognizing cognates recognizing word- order patterns 9

Listening for Meaning Figure out the purpose for listening Attend to the relevant parts of the listening and ignore the rest Select top-down and bottom-up strategies Check comprehension while listening and when the listening task is over 10

Listening Text. information organization (narrative or a conversation) background knowledge of the topic redundancy (short, simple messages or some redundant details) multiple individuals and objects visual support 11

Pre-Listening Activities looking at pictures, maps, diagrams reviewing vocabulary or grammatical structures reading something relevant constructing semantic webs predicting the content of the listening text going over the directions doing guided practical assignment 12

While-listening Activities listening with visuals filling in graphs and charts following a route on a map checking off items in a list listening for the gist searching for specific clues to meaning completing cloze (fill-in) exercises distinguishing between formal and informal registers

Teaching Speaking Language aspects (pronunciation, grammar, and vocabulary) Functions: Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building) Social and cultural rules and norms (turn- taking, rate of speech, length of pauses between speakers, relative roles of participants): 14

Language input for Speaking teacher talk listening activities reading passages language heard and read outside of class 15

National Capital Language Resource Center Content-oriented input information descriptions of learning strategies examples of learning strategies Form-oriented input ways of using the language appropriate things to say in specific contexts social aspects of language use 16

Speaking Output Structured output correct language forms options for responses Communicative output completion of a task getting the message 17

Strategies for Developing Speaking Skills using minimal responses (useful for beginners) recognizing scripts (greetings, apologies etc.) using language to talk about language (use of clarification phrases ) 18

Teaching Reading Traditional approach studying vocabulary, grammar, sentence structure reading sentences and paragraphs from textbooks reading literary texts Communicative approach reading practice at every level. 19

G ood Readers can read extensively integrate information in the text with existing knowledge have a flexible reading style be motivated rely on different skills read for a purpose 20

Reading competences Linguistic competence Discourse competence Sociolinguistic competence Strategic competence 21

Techniques for Teaching Reading focus on the process of reading  develop students' awareness of the reading process ( talk about how they read in the native language)  use authentic reading tasks  match reading strategies, the reading purpose and the type of text practice reading strategies in and outside of class encourage students to evaluate their comprehension use the target language to convey instructions explicitly mention how a particular strategy can be used in a different type of reading task 22

Before Reading Strategies Plan for the reading task Set a purpose Decide if more linguistic or background knowledge is needed Determine whether to attend to the overall meaning or focus on the words and phrases Verify predictions and check for inaccurate guesses Decide what is and is not important to understand Reread to check comprehension Ask for help 23

After Reading Strategies Evaluate comprehension and strategy use Evaluate comprehension in a particular task or area Evaluate overall progress in reading and in particular types of reading tasks Decide if the strategies used were appropriate for the purpose and for the task Modify strategies if necessary 24

To Develop Communicative Competence in Reading Authentic reading material Authentic reading purpose Authentic reading approach 25

Teaching Writing Free Writing get the ideas onto paper not worry about grammar or spelling few (if any) errors are corrected by the teacher Revised Writing (extended or process writing) a more formal activity write a first draft revise and edit it to a final polished version 26

Types of Tasks (General English) Copying text word for word Writing dictations Filling in blanks in sentences or paragraphs Taking a paragraph and transforming certain language Summarizing a story text, video, or listening clip Making lists of items, ideas, reasons, etc. Writing what students want to learn in English and why Writing letters (complaint, friend, advice) Organizing information (making a grid of survey results, writing directions to a location) Reacting to a text, object, picture 27

Ideas for Teaching Writing shared events of students' lives dialogue words relevant to students' lives create poetry reflect on and write about students’ writing practice and play with revision techniques written response to peers' writing experiment with sentence length, etc. 28

Resources Omaggio-Hadley, A. (1993). Teaching language in context (2nd ed.). Boston, MA: Heinle & Heinle. Peterson, P.W. (1991). A synthesis of methods for interactive listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp ). Boston, MA: Heinle & Heinle. Etc. 29

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