TEACHING LANGUAGE SKILLS SPEAKING LISTENING READING WRITING.

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    12-Jan-2016

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<p>TEACHING LANGUAGE SKILLS</p> <p>TEACHING LANGUAGE SKILLSSPEAKINGLISTENINGREADINGWRITINGSEPARATE THE SKILLS OR NOT?WE RATHER QUICKLY DISCOVERED THAT IN MOST CONTEXTS OF HUMAN COMMUNICATION WE DO NOT SEPARATE EACH SKILLS.SO WHY TEACH THEM THAT WAY?WHAT SKILL DO YOU CONSIDER LEADS TO THE OTHER?WHY INTEGRATED SKILLS?Production and reception are part of the same coin, one can not split the coin in half.Integration means sending and receiving information.Written and spocken language OFTEN bear a relationship to each other; to ignore this relationship is to ignore the nature of language.</p> <p>For literate learners, the interrelationship of written and spoken language is an intrinsically motivating reflection of language and culture and society.By attending primarily to what learners can do with the language, and only secondarily to the forms of language, we invite any or all the four skills that are relevant into the classroom arena.Often one skill will reinforce the other; we learn to speak from what we hear and we learn to write by examining what we read.THE REAL WORLD OF LANGUAGE USE, MOST OF THE OUR NATURAL PERFORMANCE INVOLVES NOT ONLY THE INTEGRATION OF ONE OR MORE SKILLS, BUT CONNECTIONS BETWEEN LANGUAGE AND THE WAY WE THINK AND FEEL AND ACT.WORK IN PAIRS AND DISCUSS THE FOLLOWING QUESTIONS:How can you maintain an integrated-skill focus in your teaching?What do you understand by:CONTENT-BASED INSTRUCTION:TASK-BASED LANGUAGE TEACHING:THEME-BASED INSTRUCTION:EXPIRIENTIAL LEARNING:THE EPISODE HYPOTHESIS:Which one do you consider more practicle for you and why?</p> <p>AN INTEGRATED LESSONHAND OUT COPIES (PG. 295-296)READ AND ANALYZEDISCUSS IN PAIRSARE THE FOUR SKILLS INTEGRATED?GIVE 15 NIN. TO CREATE A SIMILAR LESSON PLAN. FINISH FOR HOMEWORK. (PLATFORM)SHARE WHAT YOU DID IN YOUR GROUPBREAK TIMEORAL COMMUNICATION SKILLS IN PEDAGOGICAL RESEARCHCONVERSATIONAL DISCOURSETEACHING PRONUNCIATIONGRAMMAR ACCURACYFLUENCYAFFECTIVE FACTORSTHE INTERACTION EFFECTINTELLIGIBILITYTHE GROWTH OF SPOKEN COPORAGENRES OF SPOKEN LANGUAGE.TYPES OF SPOKEN LANGUAGEINTERPERSONALTRANSACTIONALHave students come up with sttings where this type of communication can take place.</p> <p>WHAT MAKES SPEAKING DIFFICULTClusteringRedundancyReduced formsPerformance variablesColloquial languageRate of deliveryStress, rhythm and intonationinteractionTYPES OF CLASSROOM SPEAKING PERFORMANCEIMITATIVE, DRILLS T1, CONTROLLED ACTIVITIES: KEEP THEM SHORTKEEP THEM SIMPLEKEEP THEM SPNAPPYMAKE SURE STUDENTS KNOW THEY ARE DOING A DRILLLIMIT THEM TO PHONOLIGY AND GRAMMAR POINTSMAKE SURE THEY ULTIMATELY LEAD TO COMMUNICATIVE GOALSDO NOT OVERUSE THEM.</p> <p>SEMI-CONTROLLED, DT2INTENSIVE (SELF-INITIATED, PAIR WORK)</p> <p>RESPONSIVE Q-A</p> <p>FREE ACTIVITY, DT3TRANSACTIONAL</p> <p>INTERPERSONAL (DIALOGUE)</p> <p>EXTENSIVE (PRESENTATIONS)PRINCIPLES FOR TEACHING SPEAKING SKILLSFOCUS ON BOTH FLUENCY AND ACCURACY, DEPENDING ON YOUR OBJECTIVEPROVIDE INTRINSICALLY MOTIVATING TECHNIQUESENCURAGE THE USE OF AUTHENTIC LANGUAGE IN MEANINGFUL CONTEXTPROVIDE APPROPRIATE FEEDBACK AND CORRECTION</p> <p>CAPITALIZE ON THE NATURAL LINK BETWEEN SPEAKING AND LISTENINGGIVE STUDENTS OPPERTUNITIES TO INITIATE ORAL COMMUNICATIONENCOURAGE THE DEVELOPMENT OF SPEAKING STRATEGIESOTHER ASPECTS TO CONSIDER AND INVESTIGATETHE ROLE OF FEEDBACK</p> <p>ERROR CORRECTION</p> <p>TYPES OF TASKS</p> <p>EVALUATING SPEAKING TASKSREFERANCEH.DOUGLAS BROWN, (2007), TEACHING BY PRINCIPLES pg. 283-355.</p>

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