Teaching English Language Skills: A Comprehensive Guide to Speaking, Writing, and Reading
: they can connect the spellings with sounds.-if the material is familiar the students undrstand what they’re speaking.-the opportunity to speak longer and more complex. -it allows the teacher to crrect prnunciation.
Against –you don’t do in real life. –it takes a long times. –they can get accustomed to read too slowly.
Objetivs of writing activites in class
–
writing must go beyond the artificial, unrealistic school type compositions of trditional teaching. –writ should be as comm or fnctional as pssible. –it should go beyond mrely reinforcing grammar and vcabulary lessons.
Objetiv controlled written to give learners the Intensive practive in the nw structure, but very carefully controlled, so that correct from and meaning are consolidated, and the possibility of error is reduced to a minimum.
Writing is much more end product
Writing is more than this; from a communicative perspective, writing is the act of communicating something to someone, xpressing ideas, feelings, emotions, etc. In written frm. We can say that writing is the process of expressing something in written form for a purpose and with a reader in mind.
If a teacher writing reinforce
No. We need to remember that lnguage prctice alone dont result automatically in the dvlopment of writing skills.
The writing practice should go beyond merely reinforcing grammar and vocabulary lessons.
Should all mistakes be correct
No, because it depends the type of mistake, the situation and th levl of student. If we crrect all mistakes it can be discouraging and demoralizing our learners. Also, over-emphasis on language mistakes can distract both learners’ and teachers’ attention.
Causes of mistakes of form –influence if the speaker’s first language.-learners think they know the rules.-people may say things that they know aren’t correct.-mistakes can happen because someone is in a hurry or tired. Mistakes categories a)slips: produced by learners’ distractions. B)errors: when a student cannot self-correct a mistake in his/her own English. C)attempts: When the teacher knows that the students haven’t yet learned the langnecessary to express what they want to say.
When we talk the most important thing is to be linguistic crrect
No, Learners hav to be able to cmmunicate being fluent, although they make little mistakes of form and meaning.
Ways of showing incr rectness repeting, echoing, denial, questioning, expression.
Cmplx task
Speaking is a vry complx task: apart frm knwing how to produc specific points of lnguag such as grmmar, pronunciation,or vocabulary, this complexity is bcause the production of speech also comprises a considerable number of cognitive, affective, and sociolinguistic cmptencs to be mastered in any speaker/hearer intractional situation.
Speaking skill have develop a speaker of the language should be able to use the knwledg in dfferent situations. So, learners need to develop the fllowing skills: producing connected speech, speaking in different contexts, the ability to interact successfully with other speakers and balancing accuracy and fluency.
Accuracy or fluency
a) the fluency o: this approach emphasizs 2 aspects: one is tht meaningful cmmunication is the key to develop spoken skills; the othr is that smll grmmatical or prnunciation errors are insignificant.
b)the accuracy-o approach, on th cntrary, placs most emphasis on accuracy by pursuing mainly grammatical corrctness. Thse approachs shouldnt be cntradictory but cmplmentary. In fact, acc and flu are closely related in the sense that accuracy brings fluency and vice verse.
Characteristics of a successful speaking activity –learners talk a lot,-participation is even,-motivation is high when learners want to speak.-lnguag is of an acceptabl levl.
Learners difficulties –limitations and lack of language –lack of competence (vocabulary, linguistic resources, problems of pronunciation) –grammatical, lexical and pronunciation mistakes –inhibition learners are often inhibited about trying to say things in a foreign lnguag in the classroom.
Reading schemata interactive process the reader’s schemata, the preexisting concepts about the world and about the text to be read, are very important. The reader fits what he/she finds in a text into his/her schemata. Types:
A)
content schemata can be defined as the reader’s black ground knowledge about th cultural aspects or content of a text.
b
Formal schemata refer to the reader’s xpectations or knowldg about structure, organization and formal aspects of a text. .
The most important mistakes a)
form
Mistakes of linguistic form can be caused by the influence of the 1 lnguage, by misunderstanding a rule, by lack of cncentration, etc
B)
Meaning:
The mistake that occurs whn the speaker uses a crrect piece of language (linguistic form) that doesn´t
mean what the speaker wanted to mean..
Approaches to reading
A)
Bottom-up process
This approach to reading is based upon the assumption that the reader, in other to build up the meaning of the text, so on till he constructs the meaning of sentences and texts.
B)
Top-down process
The reader doesn’t need to decode every single unit in the texts in order to understand its gneral meaning.
C)
Interactiv process
The reader, depending on his purpose, uses different strategies which shift from bottom-up to top down and vice versa.
Understand every word i agree. They´ve to be aware that a text can be understood even there are words or structures that we do not understand. Learners are often tempted to
read it slowly, trying to decipher every word. Strategies such as skim or scan can be crried out with undrstanding th whole text WRITING act imply if we take into consideration the perspective of writing as a comm act, elements such as the purpose and the audience play an essencial role; someone writes something to someone with a definite purpose in mind. We’ve to keep in mind the following aspects:
Content
What you’re writng for.
Reader
Who you’re writng to.
Purpose
Why you’re writing
.