Reading skills

Reason that learners may need or want to read (Rivers and Temperley)

 To obtain information for some purpose or curious about some topic.

 Getting general information
from the text
 Getting specific information
Reason for Reading
from a text
Williams (1934)
 For pleasure or Internet
 To obtain instructions, how to perform some task or work or dairy life.
 To keep in touch with friends by correspondence
 To know when or where something will take place or what is available
know what is happening or has happening
 For enjoyment or excitement

Implications

 Teacher should provide students with a purpose for Reading

 Problem in getting feedback on a private process
 A Learner may need material of a different level and topic to other
learners in the group, which may involve the teacher in the provision
Types of Reading skills: of some individualized reading in the program
 Skimming and scanning.  Reading practiced with reading laboratory and/or self-access centers
 Efficient readers react with the text by having may well be more pertinent to some learners needs
expectations and ideas.  Foster appropriate skills according to reading purpose
 Also interrogate materials of all types by looking for  Read quickly when it is appropriate to do
 Pre- reading questions  Timed activities or “speed reading” can be related to the private
nature of the reading
 Listening Skills
Listening is everywhere Product and process
The main reason for listening is because it is everywhere: It is arguably with the skills of listening that a process focus is most crucial,
giving the transient nature of the language material compared with the
 At school relative stability or written text.
 In the radio
 Conversations Rost (1990, 1994) makes an important point in relation to latter: he refers to
 Overhearing other people talking each other it as collaborative and argues that in such a setting where we are both
listener and speaker, the product cannot be entirely fixed, because we have a
 Watching TV
part to play in shaping and controlling the direction in which it moves.
 At work

Listening skills
(Listening also involves micro-skills)

Processing sounds Processing meanings

 Recognize contracted forms
 Recognize the vocabulary used  Listeners have to organize incoming speech into meaningful sections
 Recognize sentences and clauses in speech  Identify redundant material
 Recognize stress patterns and speech rhythm  Store information in the memory and know how to retrieve later

Listening comprehension: Teaching and learning Materials for teaching listening comprehension

The objective was to provide an alternative way of presenting

language and testing that it had been understood
Pre-listening activities
Many current materials on the other hand manipulate both language
 A short Reading passage on a similar topic
and using knowledge and context provide a convenient way of laying
 Predicting content from the title
out the issues but they are not there be transferred directly to a
 Commenting on a picture or photograph
teaching sequence
 Reading through comprehension question in advice
Now is helpful to divide into pre, while and post listening
 Materials for teaching listening comprehension
Listening activities
Listening materials
 Putting pictures in a correct sequences
 Attending a lecture
 Following directions on a map
 Following instructions or directions
 Checking off items in a photograph
 Listening to an interview, or a story, or to people describing
 Completing a gird, timetable, or chart of information
their Jobs etc.
Post-listening activities

 Using notes made while listening to write a summary ç

 Reading a related text
 Doing a role play
 Practicing pronunciations
 Speaking skills
Reasons for speaking Speaking skills and communicative language theory

Involve expressing ideas and opinions: Expressing a wish or a desire Richards and Rodgers (2001:616) offer 4 characteristics of a communicative view
to do something: negotiation or establishing and maintaining social of language.
relationship and friendship.
1. Language is a system for the expressions of meaning.
Purposes 2. The primary function of language is for interaction and communication.
3. The structure of language reflects its functional and communicative uses.
 Asking for assistance and advice in a shop.
4. The primary units of language are not merely its grammatical and
 Asking for directions in a different town.
structural features but categories of functional and communicative
 Making an appointment by telephone.
meaning as exemplified in discourse
 Discussing and negotiating arrangements.
 Talking socially to a variety of people
Characteristics of spoken language
 Sorting out arrangements for a car to be serviced
Bygate (1987):
Teaching pronunciation
 “Motor perceive”
 Bottom-up: Forming and hearing sound as correctly as  Communicative interaction
possible
 Top-down: learner’s Pronunciation is part of communicative
approach Conversation analysis

 Incomplete sentences
 Very Little subordination (subordination clauses)
Classroom Implications  Very few passives
 Not many explicit logical connectors
1. There is a need for speaking skills classes to place more  Topics comment structure
emphasis on the “frames” of oral interaction  Replacing /refining expressions
2. Conversations have to be started, maintained and finished  Frequent reference to things outside the text
3. The speakers take turns and change the topic  Use of generalized Vocabulary
4. Develop their awareness of conversational features and  Repetition of the same syntactic form
strategies  The use of pauses and fillers
 Types of activity to promote speaking skills

Teaching materials  Activities that focus on task Involve to the Ss to negotiate and sharing information

Ss have a meaningful activities  motivated to talk about Materials have authenticity depend of the level of L2

Communication games Problem solving

Game based activitiesstrategies  Speaking skills materials start with premise that communicative purpose
can be established in the classroom by means of the information gap
 Describing
 Predicting
 Simplifying
 Questionnaires
Materials requiring personal responses

 Some speaking materials have been designed in order for learners

Simulation / role-play materials to become more closely involved with the materials
Speak in different social context and assumed varied social roles  The aim is to encourage learners to react individually to questions
concerning many aspects of their daily lives
This activities integrated skills in the classrooms.

 Express opinions Materials illustrating rules/ patterns of conversations

 Point of view
 Evaluated arguments  The materials are divided up into
 Opening gambits
 Linking gambits
 Responding gambits
Feedback to learners
 People how never use gambits when they are speaking may be
 Teachers how may wonder how to correct errors interpreted by the order participant as being abrupt
produced by learners during the oral skills class  The materials contain mini conversations that allow learners to
 Generally we tend to correct oral mistakes through practice the gambits as the speak.
speech ,but the how and when obviously requires a great
deal of sensitivity on the part of the teacher
 If we are trying to encourage our learners to become
fluent in the spoken language , correcting regularly during
oral work will tend to inhibit further those learners who
may already be rather taciturn in class
 Writing skills
Reasons for writing Writing materials
1.- Reasons for needing or wishing, the form that our writing
takes.
Writing can and does play in the language class, given its more
2.- All possible contexts and the texts that can be writing
anywhere. limited role for most people outside an educational setting.
3.- Different kinds of text written.

IMPLICATIONS

1.- Writing profile- covers a great range of Styles.

a) Discursive writing: Narrative, Persuasion, Setting out an

argument.

b) Initiation.

c) Different addresses.

2.- The great majority of people write very much less than they
talk and listen.

a) writing is an integral part of our professional lives.

3.- •R.V. White Institutional and Personal writing.

Hedge 6 headings:

Personal
Study
Public
Creative
Social
Institutional.
 The written product

✓ Any piece of writing can be seemed from a number of Different perspectives.

✓Correctness.

✓Rimes: Writing means a connected text and not just single sentence.

✓Writers write for a purpose on a Reader.

✓9 areas: syntax, grammar, mechanics, organization, word choice, purpose,

audience, content.

TECHNIQUES AUDIENCE

✓Providing a text to read. Writing activities

✓Answering questions on a text. The students can write

✓Using non-verbal information un many forms. •to other students

•for the whole classes

✓Appropriate connectives in a paragraph.
•for New students
✓Unscrambling.
•to the teacher
✓Paragraph or story completion.
•for themselves
✓Parallel writing.
•to pen friends
✓Choosing an appropriate title.
•to other people in the school
✓Topic sentences.
•to people and organizations outside the school.
 The writing processes

Since the last decade people began to pay more attention

to language skills

That began to have a significant impact on design of

material and on attitudes to teaching writing.

Writing in the classroom

Establishing a collaborative, interactive framework where

learners work together on their writing in a workshop
atmosphere. Further reading Correcting written work
Brainstorming People can use sources for teaching and Common roles of teacher:
Co- operating at the planning stage learning (writing skills)
○ Judge
Editing another student´s draft • Framework that includes
○ Critical evaluator (of
“process” and “product”
Possibilities available for the sequencing of Materials and finished products)
considerations
Activities. Proper role of teacher
1) Varying/ increasing the size of the linguistic. ● Intervention at all stages of
2) Paralleling the stages in the processes of putting a writing, not only at the end
whole piece of writing together. Make suggestions to become a critical
Task complexity.

Feedback base in level of writing or a writing profile

● Communicative quality To point out the mistakes and make a difference between
them and errors.
● Logical organization
Feedback process including other to involve in the
● Layout and presentation production of others
● Grammar ● Other students
● Vocabulary ● Themselves
● Handwriting, punctuation and spelling