Language Skills

Reading
1. Intensive
  1. Teacher's role
    1. Organiser
      1. Explaining to Ss what the teacher expects
      2. Give to Ss clear instructions
    2. Observer
      1. Give Ss space to read by themselves
      2. Evaluate individually and collectively
      3. Value the students progress
    3. Feedback organiser
      1. lead feedback sections
      2. Sharing their process in pairs
      3. Help to Ss to answer the questions
    4. Promter
      1. Prompt to Ss to notice the language features
      2. Clarify to Ss about ambiguities
      3. make aware to Ss about text structures
  2. The vocabulary question
    1. Understand the general message vs Understand every detail
    2. Bargain the reading process
      1. 1. Read twice
        Time limit - Word/phrase limit - Meaning consensus
      2. 2. Ss can ask questions about individual words
2. Extensive
  1. Materials
    1. Aim: Students understand the reading
    2. Goal:Steadents read for pleasure
    3. Books of readily accessible
      1. Richard D. and Julian B. 1998
        "Language learner literature"
        Adapting the language from the books to make easier the reading to students
  2. Setting up library
    1. Aim: Build up a library with suitable books
    2. Raise money to get it
      1. Clasificate the books
        Signing out system
        Avoid lose the books
        Code them for genre and level
    3. Students help to administer the scheme
      1. Students can know what the library contains
  3. Teacher's role
    1. Promote the reading
    2. Persuade students
    3. Read aloud interesting books
    4. Organize reading programs
    5. Allowing Ss choose their own books
  4. Tasks
    1. Encourage Ss to make a report about their reading
    2. Ss talk about their opinions of the books, in class
    3. Ss should keep a weekly reading diary
    4. Ss can write short book reviews
  5. Help to Ss to acquire grammar and vocabulary
3. Lesson sequences
  1. reasons
    1. To practice specific skills
    2. To extract specific information from the reading
    3. Identify specific uses of language
  2. Involve more than one reading skill
Listening
1. Extensive
  1. It has effect on student's language learning
    1. Make a collection of appropriated tapes by levels and genre
    2. Involve students in tasks of record keeping
  2. Ss can choose what they want to listening
    1. Ss have a lot of sources like tapes of books, that they can choose.
  3. It takes place outside of the classroom
2. Intensive
  1. Taped materials
    1. Advantages
      1. Allows students to hear a variety of different voices.
      2. Ss can hear characters from real people talking.
      3. It are portable and readily available, cheap
      4. It are language input sources into the classes
    2. Disadvantages
      1. In big classrooms there is poor acoustic.
      2. Students can't interact with the speakers of the tape
      3. The position to hear the tapes is incorrect.
      4. 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
      5. The speed of the tape
  2. Live listening
    1. Advantages
      1. Teachers or visitors can talk with students
      2. Ss can make questions and ask for clarification
      3. Ss can indicate if the speaker talk slowly or fast for them
    2. Forms
      1. Reading aloud
      2. Story - Telling
      3. Interviews
      4. Conversations
  3. Teacher's role
    1. Promter
      1. Provide second options to listen the records
      2. Can offer to Ss script dictations
    2. Feedback organiser
      1. Check the Ss complete the tasks
      2. Share the process by pairs
      3. Has supportive to organize the feedback sections
    3. Machine operator
      1. Knowing what part of the tape, we wish to use
      2. Prepare the tapes before to the class
      3. Be prepare to respond to the student's needs
    4. Organiser
      1. Be clear with the instructions and objectives to achieve
      2. Provide tasks that students can achieve through the listenings exercises
3. Lesson sequences
  1. The teachers must planning lessons
  2. The most listening sequences involved a mixture of language skills
4. Sound of music
  1. It stimulates emotions
  2. It can change the atmosphere into the classroom
  3. It can prepare the students to a new activity
  4. It can make a connection between the world of leisure and the world of learning
  5. In classes the Ss can sharing their music preferences
Speaking
Writing
1. Writing conventions
  1. Handwriting
    1. Students should get formation of individual letters
    2. It is a personal issue
    3. It is important for personal letters, exams and written assignments
  2. Spelling
    1. Focus on special variety of English
    2. To teach the different ways to pronouncing the spelling of the phonemes
    3. It can adversely the reader's judgment
    4. Use dictionaries
    5. Most of the time the difficulty is because the sound of the word and its spelling is different
  3. Layout and punctuation
    1. The convention of punctuation and layout varies in different communities
    2. Punctuation is a matter of personal style
2. Approaches to students writing
  1. Teachers need to define the role that they want assume for writing activities
    1. Process and product
      1. Proccess
        Focus in various stages like:
        Pre-writing phases
        Editing
        Redrafting
        Publishing
      2. Product
        Focus in the aim of a task and in the end product
    2. Writing and genre
      1. Students study texts in the genre they will write
      2. Chris Tribble 1997
        Data collection
        prelude to write newspapers and letters
    3. Creative writing
      1. "Journey of self-discovery" Gaffield-Vile (1998)
      2. It provokes input and output relationship
      3. Provide an appropriate audience like:
        Parents, teachers or friends
    4. Cooperative activity
      1. Take advantage inside of the classroom
      2. allows the lecturer gives more detailed and constructive feedback
      3. Students have more ideas
      4. It motivates students
    5. Using the computer
      1. Remove the problem of handwriting
      2. Allows the competent edit
      3. Correct spelling
      4. It is more visible to the group
      5. Write emails, motivate students
    6. Teacher's role
      1. Resource
        Give suggestions
        Check the process
        Supply information when is necessary
      2. Feedback provider
        Demanding special care
        Responds positively and encouragingly
        Focus on the necessities of the students
      3. 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
3. Lesson sequences
  1. Each sequence depends on the sources.

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