What to teach in a skills lesson : What to teach in a skills lesson Reading, listening, writing and speaking
Reading in ‘real life’ : Reading in ‘real life’ Put the nine examples into three groups of three, according to the way in which the texts are likely to be read (quickly, slowly, taking care with each word and phrase, type of information looked for and so on).
Different kinds of reading : Different kinds of reading When you are trying to get a general impression of the text as fast as you can -- refer to it as gist reading.
Scan reading involves looking for a particular word or piece of information (often done very quickly).
Intensive reading: When you concentrate more or less on every word because you need a detailed understanding of the text.
Reading in ‘real life’ : Reading in ‘real life’ Tracy is looking for a number in a telephone directory.
Rachel is reading the instructions on how to complete her tax return.
Paul is writing his university dissertation and is looking for a quote he needs -- he knows it's somewhere in Chapter 7!
Josh is glancing at an old letter from his insurance company to see if he can throw it away.
Nicole is reading the directions of how to get to her holiday destination. Maria is flicking through a magazine while she waits for the dentist.
Steven is looking through the classified advertisements because he wants to buy a second-hand car for under £1500.
Belinda is reading a detective story, which she's enjoying, although it has a complicated plot.
Richard is in a bookshop and also in a hurry. He's looking at the back of a couple of paperbacks to see which one would make the best present for his girlfriend.
Stages of a reading or listening lesson : Stages of a reading or listening lesson build interest
pre-teach vocabulary (if necessary)
set a gist or scanning task
learners read (or listen)
learners compare answers
learners check answers with the teacher set an intensive reading (or listening) task
learners read (or listen)
learners compare answers
learners check answers with the teacher
set an extension activity
To sum it up : To sum it up Learners need to develop flexible reading skills -- in other words, they need to be able to read quickly, understand the gist of a text, or to find some very specific information, and they also need to be able to read for a more detailed understanding.
Reading and listening skills : Reading and listening skills Although much of the methodology is common to both types of receptive skill lesson, listening and reading are different.
When listening there is often a pressure to respond almost immediately, and also a pressure brought about by having only 'one go' at understanding.
Here are some of the factors we considered important in a reading lesson. : Here are some of the factors we considered important in a reading lesson. The level of the text is important. It should challenge learners without being too difficult.
Teachers need to consider whether there is a need to pre-teach a few items of vocabulary.
Teachers need to set meaningful tasks before reading/listening to help understanding and to mirror the 'real life' situation of reading/listening for a purpose.
After reading/listening learners should have the opportunity to compare answers with each other before checking with the teacher. Listening/reading skills can be subdivided to include such things as gist understanding (getting an overall idea) or a more detailed understanding.
Typically learners will read/listen to the same text more than once.
Teachers should try to build some interest in the text: before setting reading/listening tasks. Are all the points relevant to listening lessons?
Varieties of listening input : Varieties of listening input made or received a telephone call
listened to a radio news bulletin
watched a television news bulletin
had a conversation with a friend
listened to a lecture
had a conversation with a group of friends watched a movie either in the cinema or on television
watched at least 10 minutes of daytime television
listened to a music CD or audio cassette
taken part in a small discussion group Tick the ones that you have done in the last 48 hours.
Why people listen : Why people listen People always have a reason to listen to something.
We want to know what is happening in the world
We want information
We want to build and maintain relationships
This reason for listening needs to be replicated in the classroom.
Summary : Summary The receptive skills of listening and reading have much in common.
People listen to various types of input and learners need exposure to varied material and tasks.
It is important to empower learners while they listen, by giving them the language to ask for clarification, repetitions, and request a slower delivery.
Try to help learners appreciate how much they do understand rather than always focus on what they didn't manage to grasp.
Differences between writing and speech : Differences between writing and speech When analysed, spoken language can seem chaotic whereas written language tends to be organised and logically sequenced.
Characteristics of effective writers : Characteristics of effective writers Typically effective writers collect information and consider what they want to include. They organise their ideas (plan) and then write a draft. They also check spelling, grammar and so on.
We can see that there is a process that effective writers go through.
We have to consider how these skills can be developed in the classroom.
Writing as an aid to learning : Writing as an aid to learning Writing can help learning. Even at a simple level, learners who copy new language from the board into a notebook are more likely to remember it than those who don't.
Writing is useful for helping learners to work on accuracy.
Writing allows more thinking time and space for reflection than speech, and this too is useful.
Fact : Fact Most learners expect a proportion of their lesson or lessons to include writing activities.
Summary : Summary Like speaking, writing is a means of communication
Speech and writing are different in many ways.
Effective writers tend to go through a process of writing.
Teachers need to help learners go through a similar process.
Writing is also a useful aid to learning.
Do you need to teach speaking skills? : Do you need to teach speaking skills? Dedicated speaking skills lessons can be useful.
Realistic classroom speaking activities could be seen as an opportunity for rehearsing the things learners may want to do outside the classroom, but in a safe environment, where mistakes can be learned from, rather than lead to difficulties and embarrassment.
Why do people speak? : Why do people speak? What is the difference between:
Talking to a friend and making a speech at his/her wedding.
Talking to your friend and talking to your boss.
Talking to a friend and talking to the newsagent when you buy a paper.
There are many reasons why people speak to each other. : There are many reasons why people speak to each other. One primary use of language is to establish and maintain social relationships.
Language is also used to share or pass on information.
Some speaking is based on performing a transaction of some kind.
In both social and work contexts language may also be used to discuss options and solve problems.
We use language to manage the interaction itself.
What learners need to practise and learn : What learners need to practise and learn Learners need to carry out routine exchanges – for example, when greeting someone or buying a newspaper.
Learners need to take part in unpredictable exchanges – for example, casual conversation.
Learners need to know when it is appropriate to speak, how they can politely interrupt and so on.
Learners need to monitor what they say, so that they can correct it if necessary.
Learners need to be able to ‘negotiate’ and manage exchanges – inviting others to speak, asking for repetition, and so on.
Learners need to speak with intelligible pronunciation.
Learners need to select appropriate vocabulary and use grammar to organise what they say.
Classroom activity : Classroom activity This is a problem-solving activity. It is a survival game in which learners must work together to develop a survival strategy. They imagine that the light aircraft they have been traveling in has been forced to make an emergency landing. There are items in the plane that they can take and they must put them in order of usefulness. The items include such things as water, a box of matches, a gun and so on. The learners think for a couple of minutes about what they think is important and then work in groups to discuss their strategy and the potential value of each item. The teacher monitors the activity and later invites each group to report on their decisions, and then corrects some of the language mistakes that she heard. Look back at the list of 7 points under 'What learners need to practise and learn'. Which of the points may be practised in this activity?
Analysis of the activity : Analysis of the activity This does not practise routine, predictable exchanges. It does practise taking part in unpredictable exchange. It practises the skills of when to speak, how to interrupt and so on, and also gives learners the opportunity to correct mistakes as they make them. Learners have to negotiate and manage the exchange and speak with reasonable pronunciation, as well as selecting appropriate vocabulary and grammar. Notice too that the teacher ensures that learners perceive the value of the activity by correcting them afterwards, as well as supplying pieces of new language. The teacher could also choose to highlight any items of language used that focused on a particular sub-skill, such as apologizing for interrupting inappropriately.
Summary : Summary Most learners feel that developing speaking skills is essential.
Not all the skills necessary for speaking effectively will necessarily be covered in other lessons.
The classroom provides an ideal, 'protected' environment in which learners can develop confidence in speaking English.
Teachers need to provide a variety of speaking activities to reflect the variety of speaking activities learners will engage in in real life.