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IN LANGUAGE TEACHING
2
CAPTULO
SKILLS
Macroskills
o
Listening
Speaking
Reading
Writing
Integrated skills
o
Focal skills
o
Exploits certain skills as tools for developing others. is a language skill that a student is currently
working on.
Supporting skills
o
These are language skills that can be used to support work on a focal skill.
Emergent skill
o
They develop to some extent as a consequence of work focused on some other skill.
1. TEACHING LISTENING
Not all listening is the same thats the reason why students need to
develop different sorts of listening capabilities .
Teachers and instructors should produce students who can use listening
strategies to maximize their comprehension, identify relevant and nonrelevant information, and tolerate less than word-by-word
comprehension.
Before listening
During listening
After listening
Top-down strategies
predicting
drawing inferences
summarizing
Bottom-up strategies
recognizing cognates
2. TEACHING SPEAKING
Language input comes in the form of teacher talk, listening activities, reading passages, and
the language heard and read outside of class.
Language input may be content oriented or form oriented.
2. Recognizing scripts
Two common kinds of structured output activities are information gap and
jigsaw activities.
Jigsaw Activities
o
Jigsaw activities are more elaborate information gap activities that can
be done with several partners.
They allow students to practice using all of the language they know in
situations that resemble real situations.
3
CAPTULO
1. TEACHING READING
Reading Purpose and Reading Comprehension
Reading research shows that good readers:
Read extensively
Integrate information in the text with existing knowledge
Have a flexible reading style, depending on what they are reading
Are motivated
Rely on different skills interacting: perceptual processing, phonemic processing, recall
Read for a purpose; reading serves a function
READING AS A PROCESS
Reading is an interactive process that goes on between the reader and the text,
resulting in comprehension.
Linguistic competence
Discourse competence
Sociolinguistic competence
Strategic competence
Teachers and instructors should produce students who can use reading strategies
to
maximize
their
comprehension,
identify
relevant
and
non-relevant
READING TO LEARN
Reading is an essential part of language instruction at every level because it
supports learning in multiple ways.
Construct the reading activity around a purpose that has significance for the students.
Define the activity's instructional goal and the appropriate type of response
Use pre-reading activities to prepare Students need to follow four basic steps:
Attend to the parts of the text that are relevant to the identified purpose and ignore
the rest.
Check comprehension while reading and when the reading task is completed.
AUTHENTIC ASSESSMENT
2. TEACHING WRITING
REMEMBER THAT:
This way of thinking about writing, and learning to write within the
curriculum, suggests that knowing the basics such as spelling patterns of
words and aspects of grammar is important and necessary, but it
represents only a part of a complex development. In order to develop
pupils writing ability it would be helpful to take a message first
approach. In other words, we should consider grammatical accuracy and
other formal features of English with reference to what the pupil is being
asked to do in writing. Practically this means asking a number of
questions when thinking about pupils writing.