Language Skills

Language Skills

1. Reading

   • Intensive
     • Teacher's role
       • Organiser
         • Explaining to Ss what the teacher expects
         • Give to Ss clear instructions
       • Observer
         • Give Ss space to read by themselves
         • Evaluate individually and collectively
         • Value the students progress
       • Feedback organiser
         • lead feedback sections
         • Sharing their process in pairs
         • Help to Ss to answer the questions
       • Promter
         • Prompt to Ss to notice the language features
         • Clarify to Ss about ambiguities
         • make aware to Ss about text structures
     • The vocabulary question
       • Understand the general message vs Understand every detail
       • Bargain the reading process
         • 1. Read twice
           • Time limit - Word/phrase limit - Meaning consensus
         • 2. Ss can ask questions about individual words
   • Extensive
     • Materials
       • Aim: Students understand the reading
       • Goal:Steadents read for pleasure
       • Books of readily accessible
         • Richard D. and Julian B. 1998
           • "Language learner literature"
             • Adapting the language from the books to make easier the reading to students
     • Setting up library
       • Aim: Build up a library with suitable books
       • Raise money to get it
         • Clasificate the books
           • Signing out system
             • Avoid lose the books
           • Code them for genre and level
       • Students help to administer the scheme
         • Students can know what the library contains
     • Teacher's role
       • Promote the reading
       • Persuade students
       • Read aloud interesting books
       • Organize reading programs
       • Allowing Ss choose their own books
     • Tasks
       • Encourage Ss to make a report about their reading
       • Ss talk about their opinions of the books, in class
       • Ss should keep a weekly reading diary
       • Ss can write short book reviews
     • Help to Ss to acquire grammar and vocabulary
   • Lesson sequences
     • reasons
       • To practice specific skills
       • To extract specific information from the reading
       • Identify specific uses of language
     • Involve more than one reading skill

2. Listening

   • Extensive
     • It has effect on student's language learning
       • Make a collection of appropriated tapes by levels and genre
       • Involve students in tasks of record keeping
     • Ss can choose what they want to listening
       • Ss have a lot of sources like tapes of books, that they can choose.
     • It takes place outside of the classroom
   • Intensive
     • Taped materials
       • Advantages
         • Allows students to hear a variety of different voices.
         • Ss can hear characters from real people talking.
         • It are portable and readily available, cheap
         • It are language input sources into the classes
       • Disadvantages
         • In big classrooms there is poor acoustic.
         • Students can't interact with the speakers of the tape
         • The position to hear the tapes is incorrect.
         • To counteract
           • 1. Check tape and machine quality before to use it
           • 2. It is possible, have a number of machines for each one of students, to they can control by themselves the speed.
           • 3. Use videotapes
         • The speed of the tape
     • Live listening
       • Advantages
         • Teachers or visitors can talk with students
         • Ss can make questions and ask for clarification
         • Ss can indicate if the speaker talk slowly or fast for them
       • Forms
         • Reading aloud
         • Story - Telling
         • Interviews
         • Conversations
     • Teacher's role
       • Promter
         • Provide second options to listen the records
         • Can offer to Ss script dictations
       • Feedback organiser
         • Check the Ss complete the tasks
         • Share the process by pairs
         • Has supportive to organize the feedback sections
       • Machine operator
         • Knowing what part of the tape, we wish to use
         • Prepare the tapes before to the class
         • Be prepare to respond to the student's needs
       • Organiser
         • Be clear with the instructions and objectives to achieve
         • Provide tasks that students can achieve through the listenings exercises
   • Lesson sequences
     • The teachers must planning lessons
     • The most listening sequences involved a mixture of language skills
   • Sound of music
     • It stimulates emotions
     • It can change the atmosphere into the classroom
     • It can prepare the students to a new activity
     • It can make a connection between the world of leisure and the world of learning
     • In classes the Ss can sharing their music preferences

3. Speaking

4. Writing

   • Writing conventions
     • Handwriting
       • Students should get formation of individual letters
       • It is a personal issue
       • It is important for personal letters, exams and written assignments
     • Spelling
       • Focus on special variety of English
       • To teach the different ways to pronouncing the spelling of the phonemes
       • It can adversely the reader's judgment
       • Use dictionaries
       • Most of the time the difficulty is because the sound of the word and its spelling is different
     • Layout and punctuation
       • The convention of punctuation and layout varies in different communities
       • Punctuation is a matter of personal style
   • Approaches to students writing
     • Teachers need to define the role that they want assume for writing activities
       • Process and product
         • Proccess
           • Focus in various stages like:
             • Pre-writing phases
             • Editing
             • Redrafting
             • Publishing
         • Product
           • Focus in the aim of a task and in the end product
       • Writing and genre
         • Students study texts in the genre they will write
         • Chris Tribble 1997
           • Data collection
             • prelude to write newspapers and letters
       • Creative writing
         • "Journey of self-discovery" Gaffield-Vile (1998)
         • It provokes input and output relationship
         • Provide an appropriate audience like:
           • Parents, teachers or friends
       • Cooperative activity
         • Take advantage inside of the classroom
         • allows the lecturer gives more detailed and constructive feedback
         • Students have more ideas
         • It motivates students
       • Using the computer
         • Remove the problem of handwriting
         • Allows the competent edit
         • Correct spelling
         • It is more visible to the group
         • Write emails, motivate students
       • Teacher's role
         • Resource
           • Give suggestions
           • Check the process
           • Supply information when is necessary
         • Feedback provider
           • Demanding special care
           • Responds positively and encouragingly
           • Focus on the necessities of the students
         • Motivator
           • Motivate students
           • Create right conditions to students can create ideas
           • Encourage students to make effort in their writing process
           • Works in groups to obtain suggestions
   • Lesson sequences
     • Each sequence depends on the sources.

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