Teaching Skills PDF

Teaching skills Skills receptive skills listening and reading productive skills speaking and writing Literacy skills Reading Writing _________________________________________________ Listening Speaking Literacy skills-children Factors influencing learning task: The nature of the wr...

Teaching skills Skills receptive skills listening and reading productive skills speaking and writing Literacy skills Reading Writing _________________________________________________ Listening Speaking Literacy skills-children Factors influencing learning task: The nature of the written forms of the first language The learner’s previous experience in L1 literacy The learner’s knowledge of the foreign language The learner’s age ________________________________________ Classroom: labels, posters, messages (on the board) Literacy skills literacy event as a social activity: - birthday routine - completing weather/ date charts - classroom duties - attendance _________________________ Breakthrough to literacy (creating sentences from word cards)- language experience Key word approach (flashcards with words Receptive skills Methodological model for teaching receptive skills  Receptive skills- language difficulty Pre-teaching vocabulary Extensive reading/listening (reading/listening for pleasure; in a leisurely way) Intensive reading/listening (concentration on a task; activities dedicated to the achievement of a study goal) Authenticity (authentic reading and listening tasks)  Receptive skills Reading: SS do the tasks in coursebooks and… - questions…..do you like the text? - discuss the topic before they read (lead-in) - SS read different texts and share the information Reading: skimming scanning communicative process  Receptive skills- listening Advantages and disadvantages of using audio material ? Live listening….? - reading aloud - story-telling - interviews - conversations Film and video: fast forward pictureless listening picture of speech subtitles Listening- ideas - putting pictures in order - taking messages - being observant - word-game listening - making changes in the video/film A basic methodological model for teaching productive skills Productive skills- writing the product of writing the aim of the task the proces of writing stages of the writing (planning, drafting, editing etc.) __________________________________________________ Creative writing Cooperative writing Writing Building the writing habit: instant writing (dictating half of the sentence) write 3 don’t sentences (e.g. rules in a new school) How do you feel about the reading/listening? picture description story reconstruction Writing writing-for-learning help SS learn the language; test SS on the language writing-for-writing e.g. design an advertisment for the webpage, a narrative, review after a visit to a resturant Productive skills Writing: - genres - coherent (writing makes sense) - cohesive (technical aspect- linguistic ways of connecting ideas e.g. linkers) Speaking: - more chaotic - SS need to know how to take turns Productive skills- dealing with difficulty improvising discarding foreigning paraphrasing What to do to facilitate the process? Speaking reason to speak, a clear purpose - the interest of the teacher, - construct the purpose, must be something children want to say (an element of choice- topics)  Speaking- conversational strategies Conversational rules and structures How are you? Oh, by the way, …… Survival and repair strategies Asking for repetition, paraphrasing ( it’s a kind of ….) Real talk ________________________ Functional language: Catch you later, See you soon, Would you like something to drink? A set pattern Speaking- reluctant students preparation Giving ss some time; practising a dialogue in pairs before presenting it Repetition The first attempt- a rehearsal Big groups/ small groups Mandatory participation (1-4) Speaking- some activities Playscripts Acting out dialogues Communication games: - information-gap games - TV or radio games (20 questions, just a minute, call my bluff, fishbowl) Discussion Presentations Role-play, simulation (a dialogue in a shop) Projects?  Tasks- listen and do listen and identify - the T says the animal and the pupils point to the picture - describing pictures in more detail This animal has fur, four legs and barks. bingo listen and take away Take away all the animals with wings. find the odd one out dog, cat, budgie, lion listen and put /picture dictation/ The lion lives in the cage.  Tasks- listen and say look and say the T holds a picture and the pupils say the name of the animal listen and choose the T gives the pupils a description that fits several animals listen and sort the T names some animals and pupils pick out their pictures and then they describe the group that they have e.g. small animals guess the animal- questions One pupil chooses an animal and the rest is to guess by asking questions poems and chants