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Usually, a lesson can focus on one skill, with complementary activities on other skills.
e.g.: if the main focus of a lesson is listening:
-the pre-listening stage can practise speaking to discuss the topic
-the listening stage itself can have a writing component (e.g., filling in tables, note-taking,
etc), and the follow up to the listening could be another writing activity as homework.
-important issue - the students different rhythm in doing a task. Some students may finish
earlier than others, so the teacher should be prepared with extra-activities for the quick
students and help the slower ones.
subtitles, etc.)
1. 4. Teaching reading: strategies for dealing with a text: Stages involved in teaching
reading
Introducing the topic is the stage at which the teacher could try to personalise the topic so that
the students might be more involved and motivated.
e.g.:
-the teaching of a text dealing with entertainment could start with discussions about the
students personal experience;
-another possibility of introducing the topic is to ask the students to predict the context and
possible content of the text by looking at the layout, visuals or title of the text. These
introductory techniques aim at creating a need to read the text.
Facilitating the task: is the stage at which the teacher pre-teaches the vocabulary items by
focusing upon key words only;
Getting the gist: can help students practise the sub-skill of skimming by the use of such
techniques as T/F and multiple choice exercises.
-Wh- questions
-multiple choice questions
-drawing of maps
-filling in charts
-ordering scrambled pieces of texts (or pictures), etc.
Important point to consider: though reading is an individual activity, the teacher can
encourage students to co-operate in the exchange of information by working in pairs or
groups when checking and exchanging information, comparing notes, problem solving, etc.
Pre-reading
-Predicting: by looking over the text and pictures, headlines e.g.:
Look over the text quickly. Does it come from:
a. a novel
b. a magazine
c. a newspaper
Read the headline/Look at the pictures. Do you expect the passage to be:
a. serious
b humorous
While-reading
-Skimming for gist: The teacher may ask students to read quickly and:
-identify pictures
-find key words
-give or select a title
-answer gist questions e.g.:
Which is the best description of the passage. Is it about:
-Scanning for specific information: The teacher may ask the students to:
-answer T/F questions
7. A learner will not become a proficient reader simply by attending a reading course or by
working through a reading textbook.
8. A reader contributes meaning to a text.
9. Progress in reading requires learners to use their ears, as well as their eyes.
10. Using a text does not necessarily equal teaching reading.
Ways by which teachers can help their students to listen successfully in English:
encouraging the students to exploit the redundancy of spoken English and to guess meaning
from context
encouraging the students to make use of their general knowledge while listening (e.g. by
asking students to state the type of spoken text)
introducing and talking about the topic before listening and asking them to predict what they
will hear
giving students a reason to listen (by devising simple tasks to be done while listening)
A. Listening for the general idea (GIST)
B. Listening for specific information (only the
items the listener is interested in)
C. Intensive listening (focused listening)
D. Listening for communication (in order to
respond and communicate)
7. 6 Principles in the construction of listening tasks
questions on the listening text should be short and clear because students hear the text only
once and they cannot go over it as in reading
students should not be required to write too much as they do not have time while listening
it is much better that questions should first check understanding of gist rather than specific
information
listening tasks should have a variety of question types and make them answerable by one or
two words or by ticks in squares .
3. Post-listening activities
-form (chart) completing
-extending lists
-extending notes into written responses
-summarising
-using information for problem solving activities
-identifying relationship between speakers
-establishing mood, attitude of the speaker
-role-play /simulation
-dictation
Discussions: teacher sets a topic and the students express their opinions
1 What does writing involve?
-four elements:
the writer
the process
the product
the reader
4. Free composition involves creative writing on a certain topic (e.g. Describe your town, etc.).
Free writing can create problems to students because they would probably make many mistakes
and find the task frustrating thus not learning very much from it. For the teacher, it is difficult to
correct free compositions because of their variety and time constraints.
Solutions: the teacher might give a short text as a model, can do oral preparation for the writing
and can limit the number of words or lines to be written.