1. Strategies for teaching the four Language skills

2. Strategies for Developing
listening Skills

3. ELT General Supervision
Teaching Listening
Listening Strategies
Top-down
Bottom -up
ELT General Supervision

4. Top-down strategies:
Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next.

5. Bottom-up strategies:
Bottom-up strategies are text based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning

6. Listening strategies:
Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input.

7. for Teaching Listening
Goals and Techniques
for Teaching Listening
Integrating metacognitive Strategies
Listening Process
ELT General Supervision

8. Metacognitive Strategies:
Self-Management: Manage Your Own Learning
Determine how you learn best
Arrange conditions that help you learn
Seek opportunities for practice
Focus your attention on the task.

9. Bottom-up strategies include:
listening for specific details
recognizing cognates
recognizing word-order patterns

10. Top-down strategies include:
listening for the main idea
predicting
drawing inferences
summarizing

11. What makes listening easy or difficult?
Three principal categories:
the type of language we are listening to
our task or purpose in listening
the context in which listening occurs

12. Listening Activities Pre-listening: Plan for the listening task
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)

13. While-listening: Monitor comprehension
Verify predictions and check for inaccurate guesses
Decide what is and is not important to understand
Listen/view again to check comprehension
Ask for help

14. Match while-listening activities to the instructional goal, the listening purpose, and students' proficiency level.
Organize activities so that they guide listeners through the text.
Use questions to focus students' attention on the elements of the text crucial to comprehension
Use predicting to encourage students to monitor their comprehension as they listen.

15. Sample 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

16. Post-listening: Evaluate comprehension and strategy use
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

17. Post-listening activities:
The procedure may be:
general or special questions
wrong statements
making a plan(key words or key sentences)
giving a gist of the text
written reproduction
role-plays
multiple-choice test
etc

18. Procedure:
Help students identify the listening goal: to obtain specific information; to understand most or all of the message.
Help students outline predictable sequences in which information may be presented: who-what-when-where (news stories); who-flight number-arriving/departing-gate number (airport announcements) etc…
Help students identify key words/phrases to listen for

19. Strategies for Developing
speaking Skills

20. ELT General Supervision
Teaching Speaking
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language.
ELT General Supervision

21. ELT General Supervision
Speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required.
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants
ELT General Supervision

22. Goals and Techniques for
Teaching Speaking
The goal of teaching speaking skills is communicative efficiency .
Learners should be able to make themselves understood.
Instructors can use a balanced activities approach that combines language input, structured output, and communicative output.
ELT General Supervision

23. Strategies for Developing
Reading Skills

24. What strategies should I teach?
The most practical way of thinking about teaching reading comprehension is to organize instruction according to how you want students to think about strategies. For this reason, the most straightforward way of organizing comprehension strategies is to think about strategies that one might use
pre- reading, while-reading, and post- reading.

25. Strategies for developing Reading:
previewing headings, surveying pictures,
reading introductions and summaries,
creating a pre-reading outline,
creating questions that might need to be answered,
making predictions that need to be confirmed, etc.

26. While-Reading Strategies
consist of those strategies that students learn to use while they are reading a text selection. These strategies
help the student focus on how to determine what the author is actually trying to say
and match the information with what the student already knows.

27. questioning inferring visualizing Making Connections
The While-Reading Strategies include:
questioning
inferring
visualizing
Making Connections

28. Post-Reading Strategies
consist of those strategies that students learn to use when they have completed reading a text selection.
These strategies are used to help the student
"look back" and think about the message of the text
and determine the intended or possible meanings that might be important.

29. These strategies are used
to follow up and confirm what was learned (e.g., answer questions or confirm predictions) from the use of before and during reading strategies.
to focus on determining what the big, critical, or overall idea of the author's message was
and how it might be used before moving on to performance tasks or other learning tasks.

30. How do you teach comprehension strategies?
The stages of instruction that are most often cited as being effective in helping a student learn a strategy are:
orient students to key concepts, assess, and ask students to make a commitment to learn,
describe the purpose of the strategy, the potential benefits, and the steps of the strategy,
model (thinking aloud) the behavioral and cognitive steps/actions involved in using the strategy,

31. (4) lead verbal practice and elaboration of the key information and steps related to the strategy,
(5) provide for guided and controlled practice of the strategy with detailed feedback from the teacher and/or knowledgeable peers,
(6) gradually move to more independent and advanced practice of the strategy with feedback from the teacher and/or knowledgeable peers,

32. Strategies for Developing
writing Skills

33. Introduction
In order to be able to select and use appropriate procedures & materials, as well assess their learners’ needs and progress, teachers need to be clear regarding the desirable outcomes of a writing programme and the strategies involved in good writing.

34. a- Pre-writing: 1. Stimulate the students creativity. 2
a- Pre-writing: 1. Stimulate the students creativity. 2. Get them to think about how to approach a writing topic. 3. In this stage, the most important thing is the flow of ideas.

35. b- Drafting:
1- Students write quickly on a topic for five or ten minutes without worrying about correct language or punctuation.
2- Working in groups, sharing ideas. 
3- Exchanging views: Different students choose different points of view and think about and discuss them.

36. c- Editing:  
1- Ordering: organizing the notes written. What should come first? and why?
2- Self –editing: A good writer must learn how to evaluate his own
language to improve through checking his own text, looking for errors.

37. D-Peer editing & proof reading: - The texts are exchanged / interchanged and the evaluation is done by other students. - The students are some times asked to reduce the texts & to edit them concentrating on the most important information.

38. Useful tips on how to carry out a writing lesson successfully.
1. Bring some energy and excitement to the process of writing in the classroom.
2. Create a writing environment that is authentic and purposeful.
3. Resort to group work to help decrease the students' fear and the complexity of writing tasks.

39. 4- Make your tasks lively and enjoyable and make the atmosphere of the class less intimidating by allowing students to work together and hence to assist each other. 5- Spare no pains making positive comments to help build students' confidence & create a good feeling for the next writing class.

40. 6- Implement in your students the idea that their writing is addressed to a person, for a reason and with an expected response. 7- Provide a real audience for your students by creating class magazines or by swapping letters with other classes. 8- Make your students know that, as their teacher and audience, you are interested in their ideas.

41. 9- Train your students on the techniques of writing: listing, selecting and organizing. 10- Help develop your students grammar, syntax, punctuation by analyzing stylistic features of good reading texts. 11- Insist on responding to the content and how far the students have achieved their purpose for writing.

42. The End Thank you