Podcast
Questions and Answers
What are the four language skills needed for complete communication?
What are the four language skills needed for complete communication?
listening, speaking, reading, writing
What is the relationship between speaking and listening?
What is the relationship between speaking and listening?
- Listening is essential for developing speaking skills (correct)
- Speaking is essential for developing listening skills
- They have no influence on each other
- They are independent skills
Formal speaking occurs in business or academic situations.
Formal speaking occurs in business or academic situations.
True (A)
In speaking, we produce sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth, and ___.
In speaking, we produce sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth, and ___.
Match the following language skills with their descriptions:
Match the following language skills with their descriptions:
Which type of barrier is described as not communicating passion, enthusiasm, and commitment through facial expressions?
Which type of barrier is described as not communicating passion, enthusiasm, and commitment through facial expressions?
Fidgeting with fingers, rings, or talking with hands is described as a distracting gesture barrier.
Fidgeting with fingers, rings, or talking with hands is described as a distracting gesture barrier.
What is one way to avoid the barrier of Lack of Focus?
What is one way to avoid the barrier of Lack of Focus?
Non-words like 'um' and 'uh' can be eliminated by ________________.
Non-words like 'um' and 'uh' can be eliminated by ________________.
Match the communication barrier with its description:
Match the communication barrier with its description:
What activity involves drawing big letters in the air while saying their sounds?
What activity involves drawing big letters in the air while saying their sounds?
What type of clay can be used for making letters in the activity described in the text?
What type of clay can be used for making letters in the activity described in the text?
Before introducing letters, it is important to teach children to recognize, understand, and produce the spoken word through ____, songs, and stories.
Before introducing letters, it is important to teach children to recognize, understand, and produce the spoken word through ____, songs, and stories.
The phonics approach is more useful than learning the names of the letters initially.
The phonics approach is more useful than learning the names of the letters initially.
Match the following literacy strategy with its description:
Match the following literacy strategy with its description:
What is the importance of teaching young learners how to 'encode' symbols and visuals?
What is the importance of teaching young learners how to 'encode' symbols and visuals?
What is the best way to acquire the grammar or syntax of a language?
What is the best way to acquire the grammar or syntax of a language?
According to Cameron (2001), creating a literate environment in the classroom may be the only place young learners see print in the foreign language. One of the activities suggested is using ______.
According to Cameron (2001), creating a literate environment in the classroom may be the only place young learners see print in the foreign language. One of the activities suggested is using ______.
Reading fluency may be enhanced through timed repeated reading, as mentioned in the content.
Reading fluency may be enhanced through timed repeated reading, as mentioned in the content.
Match the following activities with ways to make reading more pleasurable:
Match the following activities with ways to make reading more pleasurable:
Define metacognition.
Define metacognition.
What are the three main types of connections we can make during reading?
What are the three main types of connections we can make during reading?
Making inferences is an easy concept for children and some adults to grasp.
Making inferences is an easy concept for children and some adults to grasp.
Visualizing while reading involves the ability of readers to make mental __________ of a text.
Visualizing while reading involves the ability of readers to make mental __________ of a text.
Match the following reading comprehension strategies with their descriptions:
Match the following reading comprehension strategies with their descriptions:
What are the qualities of a creative classroom?
What are the qualities of a creative classroom?
How can you nurture creativity in your classroom?
How can you nurture creativity in your classroom?
What is the main focus of an indoor picnic activity mentioned in the content?
What is the main focus of an indoor picnic activity mentioned in the content?
According to the content, what key ingredient is important in a classroom for fostering creativity?
According to the content, what key ingredient is important in a classroom for fostering creativity?
In a Competence-Based Curriculum, teachers are expected to follow a rigid curriculum without any room for customization.
In a Competence-Based Curriculum, teachers are expected to follow a rigid curriculum without any room for customization.
In the context of writing development, learners should focus on developing both micro and _____ skills.
In the context of writing development, learners should focus on developing both micro and _____ skills.
Test-takers hear : Write the missing word in each blank. Have you ever visited San Francisco? It is a very nice city. It is _ in the summer and _ in the winter. I like the cable cars and bridges.
Test-takers hear : Write the missing word in each blank. Have you ever visited San Francisco? It is a very nice city. It is _ in the summer and _ in the winter. I like the cable cars and bridges.
What is the purpose of tasks in handwriting letters, words, and punctuation?
What is the purpose of tasks in handwriting letters, words, and punctuation?
What is the purpose of listening cloze selection tasks?
What is the purpose of listening cloze selection tasks?
Picture-cued tasks focus on familiar words whose spelling may be unpredictable to test-takers, such as boot/book, read/reed, bit/bite, etc. This format is an opportunity to present some challenging words and word pairs to assess their ability in spelling __________.
Picture-cued tasks focus on familiar words whose spelling may be unpredictable to test-takers, such as boot/book, read/reed, bit/bite, etc. This format is an opportunity to present some challenging words and word pairs to assess their ability in spelling __________.
Dicto-Comp is a form of controlled writing that is not related to dictation.
Dicto-Comp is a form of controlled writing that is not related to dictation.
Match the Grammatical Transformation Task with its description:
Match the Grammatical Transformation Task with its description:
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Study Notes
Developing the Macro Skills in a Competence-Based Curriculum
Macro Skills
- Language skills: listening, speaking, reading, and writing
- Importance of listening and speaking skills in communication
Listening Skills
- Definition: understanding, interpreting, and evaluating what is heard
- Importance: foundation of communication, reduces conflict, and strengthens cooperation
- Types of listening:
- Listening for gist: understanding the main idea of a text
- Listening for specific information: finding specific details
- Listening for detailed understanding: understanding all information in a text
- Strategies:
- Top-down: using prior knowledge and background information
- Bottom-up: focusing on language and grammar
- Research: listening comprehension is key in second language acquisition
Improving Listening Skills
- Before listening: think about the topic, predict content, and review vocabulary
- During listening: focus on key words, ignore less important words, and use context to understand unknown words
- After listening: review notes, check understanding, and identify problems
Active Listening Activities
- Dual dictation: students write a dialogue and then perform it
- Class memory quiz: students ask each other questions and take notes
Speaking Skills
- Definition: delivering language through the mouth
- Types of speaking:
- Informal: with friends and family
- Formal: in business or academic situations
- Importance: key to effective communication and language learning
- Teaching speaking: producing sounds, using word and sentence stress, and organizing thoughts
Barriers to Effective Communication
- Lack of enthusiasm
- Distracting gestures
- Lack of focus
- Using PowerPoint as a crutch
- Verbal static
- Lack of eye connection
- Strategies for overcoming these barriers### Effective Communication and Reading Skills
- Developing reading skills is crucial for learners, not just for learning but for life.
- Reading is a fundamental skill that builds on oral language levels.
- Young learners need a firm foundation in auditory and oracy skills before becoming proficient readers and writers.
Body Language and Communication
- When speaking English, try to respond naturally to people's body language.
- Don't translate in your head; it takes too much time and makes you hesitant.
- If you forget a word, use fillers like "um" or "er" and keep the conversation going.
Introducing Letters and Phonics
- Introduce letters phonically, focusing on the sound-letter link.
- Prepare flashcards with lower-case letters and introduce around 7-10 letters at a time.
- Use games, songs, and stories to practise the new letters and sounds.
- Revise new language regularly to help learners remember.
Recognising Letters and Words
- Play games like "Run and Point" to practise recognizing letters.
- Use word tiles to build words and practise letter recognition.
- Create worksheets with Word Searches, Crosswords, and word-building activities.
Exploring Reading with Young Learners
- Teach phonemic awareness, explicitly linking sounds to letters.
- Teach semantics, understanding the meaning behind symbols.
- Teach syntactics, the arrangement of symbols in language.
Developing Literacy
- Create a literate environment in the classroom with labels, posters, and messages.
- Focus on reading fluency through repeated reading and running dictation.
- Encourage learners to create their own storybooks, dramas, and role-plays to share with peers.
- Make reading purposeful by using real-life materials and discussions.### Developing the Macro Skills in a Competence-Based Curriculum
6 Strategies for Reading with Young Learners
- Reading with young learners involves a wide range of activities, including reading the images, reading the text aloud, retelling the story, and carrying out playful activities based on the text.
- Extra materials needed to support reading programs include illustrations, picture dictionaries, activities, games, Big Books, and audio recordings.
6 Strategies for Reading with Young Learners (continued)
- Shared Group Reading: Use Young Readers Big Books to introduce reading as a fun, group activity, improving listening comprehension, and connecting listening, reading, and visual literacy skills.
- Read Aloud and Build a Dialogue: Read aloud to children, slowing down to allow them to study the book and observe images, and encouraging them to join in the reading and ask questions.
- Move and Act: Use movement and action to engage young learners, pointing out objects and people, and imitating characters in the book.
- Have Fun with Flashcards: Use flashcards to play fun games, such as Snap, Memory, Bingo, and Guessing Game/Charades, to help young learners develop vocabulary.
- Do Creative Projects and Play Games: Engage young learners in creative projects and games to provide contextualized vocabulary practice and make the book more memorable.
- Chant: Use songs, chants, and raps to help young learners develop pronunciation, intonation, and sentence structure.
Teaching Reading Comprehension in CBC
- Comprehension: The only reason for reading, and it has a profound effect on students' entire lives.
- Teaching Reading Comprehension: Focus on teaching comprehension strategies and creating environments that support understanding of text.
- Building Comprehension: Constructing meaning through interactive, strategic, and adaptable processes.
What Do Good Readers Do?
- Good readers set goals for their reading, use their background knowledge, ask questions, and make inferences.
- Good readers use their schema to create mental images, connect to their own experiences, and make predictions.
How Do Poor Readers Differ From Good Readers?
- Poor readers lack awareness of strategies to enhance comprehension, read slowly, and lack fluency.
- Poor readers often lack sufficient background knowledge and have trouble making connections with the text.
METACOGNITION & SCHEMA (BACKGROUND KNOWLEDGE)
- Metacognition: Thinking about your thinking, combining text and thinking to engage in "real reading".
- Schema: Background knowledge, activated when reading to create mental images, ask questions, and make inferences.
Reading Comprehension Strategies
- Make Connections: Connect what the reader already knows while reading to sharpen focus and deepen understanding.
- Infer: Make educated guesses, combining information from the text with background knowledge.
- Predictions: Make frequent predictions, stimulating thinking and encouraging pupils to make predictions at the onset of a book and at strategic points throughout.
- Visualize: Create mental images, making the text more memorable and engaging.
- Questions: Ask questions, focusing on the most important information and integrating information.
- Determine Importance: Determine what's important, making decisions about what information or ideas are most critical to understanding the overall meaning.
- Synthesize: Interweave information to form a comprehensive perspective, making the whole greater than the sum of the parts.
- Fix-Up Strategies: Equip pupils with strategies to use when comprehension breaks down, such as stopping, re-reading, and using a highlighter.
Creative Thinking
- Creativity: A natural and motivating skill to develop in young learners, essential for success in the 21st Century.
- Importance of Creativity: Creativity is a natural ability that should be nurtured and valued in the classroom.
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