Methodological Guidelines on Building Language Competences
1 like125 views
This document provides methodological guidelines for building language skills. It discusses integrating the four key language skills of listening, speaking, reading and writing. It provides tips for teaching each skill, such as using interactive activities for listening and speaking practice, and emphasizing accuracy as well as fluency. The document recommends teaching all four skills together in lessons to mimic real-life language use and keep the skills reinforcing each other. Integrating skills exposes students to authentic language and motivates more natural interaction.
Methodological Guidelines on Building Language Competences
- 1. Methodological GuidelinesMethodological Guidelines on Building Language Skillson Building Language Skills Presented by: Grama Stella English Teacher Didactic Degree I “Prometeu-Prim” Lyceum Correspondence to: stellagrama9@gmail.com Chisinau-2017
- 2. In which way does the pictureIn which way does the picture relate to the topic?relate to the topic? 2
- 3. Language LearningLanguage Learning does not mean only language acquisition. it is rather a set of skills, something we learn to do. Students need competence in all four language skills. They need meaningful and interactive practice, in order to learn to USE the language. 3
- 4. In conversations, we listenlisten and speakspeak. When filling in a form, we readread and writewrite. When taking notes, we listenlisten and write.write. Often the use of one skill leads on naturally to another. We see a film, and we talk about it later. 4 Language Skills
- 5. Language Skills 5 Productive skillsReceptive skills Listening Reading Speaking Writing In real life, language skills never occur in isolation.
- 6. 6 Rethinking the four skills.mp4
- 7. 7
- 8. 1. Listening Skills1. Listening Skills Interactive - calls, discussions, face-to-face conversation. Non-interactive - watching TV, news, movies, listening to songs. 8
- 9. 1a. Listening Activities1a. Listening Activities Pre-listening - introduce the topic; - find out what Ss already know about it; - set clear listening instructions, tell them what they need to listen for; While-listening - marking items in pictures; - gap filling, completing the sentences; - reordering pictures; - listening for general or specific information; - making a list of words related to the topic; 9
- 10. 1a. Listening Activities1a. Listening Activities Post-listening - finish with an activity to extend the topic; - make students use new vocabulary items (group discussion, writing tasks); - chart completion; - summarizing; - role-playing; - simulations. 10
- 11. 1b. Tips for Teaching Listening Skills1b. Tips for Teaching Listening Skills beginners should be given more listening opportunities; follow the British pronunciation especially; insist on proper word pronunciation; repeat or play the text at least twice; 11
- 12. 1b. Tips for Teaching Listening Skills1b. Tips for Teaching Listening Skills you can play the video with the sound off and ask students to make predictions; give students a listening task to do between classes; provide input that is relevant, authentic and appropriate for the class level in topic, speed and vocabulary. 12
- 13. 2. Speaking Skills2. Speaking Skills Interactive - discussions; - dialogues; - role-plays. Partially interactive - lectures; - describing pictures; Non-interactive - speeches; - presentations. 13
- 14. 2b. Speaking Activities2b. Speaking Activities Presentation Stage - presenting the meaning and form of the new language (pictures or flashcards, songs, brainstorming, snowball); Practice - practicing speaking through group work or pair work activities (paraphrasing sentences, vocabulary matching, reciprocal interviewing, the revolving circle, TPS, etc.); Production - role-plays; commenting on quotes, - guided discussions, presentations, etc.) 14
- 15. 2c. Ideas for Teaching2c. Ideas for Teaching Speaking SkillsSpeaking Skills at earlier stages teach vocabulary for basic concepts (conversational routines, polite formulas, classroom language); the more input learners receive, the more output they can produce; the topic chosen for discussion should be practical and related to real life; insist on students’ giving full answers; 15
- 16. 2c. Ideas for Teaching2c. Ideas for Teaching Speaking SkillsSpeaking Skills address both interactive fluency and accuracy (pronunciation, grammar range and proper sentence structure); mistakes should be welcome (provide appropriate feedback, but do not interrupt communication); encourage students to be critical; teach students to accept diversity of opinions. 16
- 17. 3a. Reading Skills3a. Reading Skills Pre-reading - making predictions; - skimming and scanning; While-reading - inferring meaning from context (the process of reading itself); Post-reading - arranging jumbled sentences or paragraphs; - matching pictures to speech bubbles; - suggesting a title; - comprehension questions; 17
- 18. 3b. Ideas for Teaching3b. Ideas for Teaching Reading SkillsReading Skills teach close reading skills (numbering and ordering, asking questions, defining new words); encourage students to read with a pencil in hand (underline unknown vocabulary, ideas); vary text length (acquiring academic vocabulary and building confidence); assess both content and skill (comprehension questions, Wh-questions, character sketches, elements of text analysis). 18
- 19. 4a. Writing Skills4a. Writing Skills Informal - e-mail, messages; Formal - business, complain, cover, motivation letters; - applications; - CV-s; - research reporting; - paragraph writing; - essay writing. 19
- 20. 4b. Tips for Teaching Writing4b. Tips for Teaching Writing imitating a model (a text to serve as a guide); selecting a paragraph and transforming certain language (changing all the verbs and time references to past tense); summarizing a text, video or listening clip; following the structure of a paragraph/essay (main statement, topic sentences, arguments, life examples, quotations, references). Minimize the threatening appearance of correction. 20
- 21. 5a. How to Integrate Skills5a. How to Integrate Skills in a Lesson?in a Lesson? Production and reception cannot be separated; Sending and receiving messages means INTERACTING; One skill reinforces the other (hear->speak, read->write); Keep a strong relationship between writing and speaking; Use instructional materials to promote communicative language use (show students what they can do with language); 21
- 22. 22
- 23. 23
- 24. One single topic can be fully explored, and vocabulary can be practised more efficiently. Integrated lessons are more satisfying for learners. They can relate to real-life situations. The classes are flexible, creative, interesting and motivating. The integrated skill approach exposes learners to authentic language and challenges them to interact naturally in the language. 24 Why is it useful to integrate skills?Why is it useful to integrate skills?
- 25. 25 Mosaic 1- Using the four skills.mp4
- 26. 26