Teaching Productive Skills to the Students: A Secondary Level
In communicative approach there are four basic skills of learning foreign language like English i.e. listening speaking
Practise English on Your Own: Self-study Ideas for English Language
*available at the library*. These excellent books will help you work on your speaking listening
The importance of teaching listening and speaking skills
Esfand 26 1393 AP writing but listening and speaking
Common European framework of reference for languages: Learning
Text is any sequence or discourse (spoken and/or written) related to a specific domain What sort of things will they be listening to or reading?
English Needs Analysis of Electrical Engineering Students
English for Specific Purposes (ESP) is defined as a language course or program skills namely reading
An Analysis of Factors Influencing Learners English Speaking Skill
Esfand 30 1395 AP Learners need a lot of practice to learn to speak. ... and writing were the important skills and speaking and listening skills were not of ...
An Analysis of Factors Influencing Learners English Speaking Skill
Esfand 30 1395 AP Learners need a lot of practice to learn to speak. ... and writing were the important skills and speaking and listening skills were not of ...
TKT teaching knowledge test glossary
To learn a language without studying it just by hearing and/or reading Written or spoken texts which a first language speaker might read or listen to.
Practice Exercises for IELTS
listening reading
TOEFL iBT® Free Practice Test Transcript
In the Listening section you will answer questions about conversations and number of Bantu languages still spoken throughout sub-Saharan Africa.
(PDF) Reading Writing Speaking and Listening
The bibliography is in two parts: • Part Onefocuses on Educating Language Learnersin the primary language skills (speaking listening reading writing grammar vocabulary and pronunciation) and also has sections focusing on technology culture young learners and English for Academic Purposes
Developing Language Speaking and Listening Skills - ASCD
Speaking and Listening Terry Roberts and Laura Billings state the importance of speaking and listening in an article in Educational Leadership (2008): ?Both speaking and listening are forms of thinking because they allow a nascent thought to be refined through conversation
Reading Writing - Speak English Podcast Speak English
you may guess listening and reading are input activities and writing and speaking are output activities In other words when you’re listening or reading you are being exposed to the language and when you’re writing and speaking you are “producing” the language The traditional approach tells you that the more you write and speak
How I Discovered My Achilles Heel: Listening Comprehension
Listening is the big one for me. When I was learning German I set myself a goal of passing the advanced CEFRL exam. I passed four out of the five sections of the exam. It was only my listening that wasn’t up to scratch. I didn’t mind too much – I could hold confident conversations in German, after only 3 months of intensive study. That being my aim...
What Are The Four Basic Languages Skills?
These are the cornerstones of learning a language. 1. Reading 2. Writing 3. Listening 4. Speaking The skills work in pairs. When you’re reading or listening, you’re consuming a language. However, when you’re writing or speaking, you’re producing a language. Once you’ve mastered these skills, you can safely say that you’re fluent in that language. W...
How to Improve Your Reading Skills
There’s a very obvious place to start for those wishing to improve their reading skills: books! Books not only help you learn a new language. They’re also a way to discover the culture behind the language. Thanks to the Internet, paper booksaren’t your only option for reading practice. Most languages have thousands of books available to download on...
How to Improve Your Writing Skills
Perhaps all this reading will get your creative juices flowing, encouraging you to sit down and do a little bit of writing! For many language learners, writing is the first time they actively try to produce language, rather than consume the language. And even though I advocate speaking from day one, I see writing as an important part of this proces...
How to Improve Your Speaking Skills
Speaking: the skill of doom! Most language learners find speaking their new language a daunting prospect. I know people who’ve been studying for yearsand still haven’t had a conversation in their target language. I get it. Speaking a foreign language for the first time to a native speaker is a massive task. What if you get something wrong? Will peo...
Are listening and reading skills isolated skills?
McDonough and Shaw (2003) interpreted that listening, speaking, reading and writing skills were not isolated skills, but they are interrelated and altogether used to improve communication in the classroom.
Can you read without thinking of speaking and listening?
Similarly, I cannot conceive of reading without thinking of speaking and listening and, to a lesser extent, writing. Clearly, even when one of these separate skills is the main focus of attention, the other three are related to it. of the skills, as shown in Table 2. This particular table is an elaboration of one that I first
What are the cornerstones of learning a language?
These are the cornerstones of learning a language. The skills work in pairs. When you’re reading or listening, you’re consuming a language. However, when you’re writing or speaking, you’re producing a language. Once you’ve mastered these skills, you can safely say that you’re fluent in that language.
Why is extensive listening important?
Listening is a typical activity with a great deal of oral exposure to a language. Therefore, extensive listening (EL) is helpful in a way that the learners engage with a variety of comprehensible input.
Common Core and Literacy Strategies: English Language Arts > Module 4 > Reading: Developing Language, Speaking, and Listening Skills _________________________________________________________________________________________________
Developing Language, Speaking, and Listening
Skills
As you learned in the first module of this course, literacy has several key components. In Module 3, we looked primarily at how comprehending texts is the foundation for critical thinking and learning, or formulating, new knowledge. In this reading you will consider language, speaking, and listening skills and how theyLanguage
events, even when the things and persons are absent and the events are not taking place. Language gives definition to our memories and, by translating experiences into symbols, converts the immediacy of craving or abhorrence, or hatred or love, into fixed principles of feeling andAldous Huxley, Brave New World Revisited
As Huxley eloquently shows, language is far more than vocabulary, grammar, usage, and mechanics. In essence, language is the way we think. We learn to make logical statements. We learn to identify arguments and analyze them. We learn to see beauty through words. Through language, we process the universe around us. We remember all that has gone before, and we imagine all that is yet to be. It is from this larger perspective that we take a look at language toolsvocabulary, grammar, usage, and mechanicsas a means for equipping students to think critically, to express themselves clearly, and to engage with the constantly changing world around them.Common Core and Literacy Strategies: English Language Arts > Module 4 > Reading: Developing Language, Speaking, and Listening Skills _________________________________________________________________________________________________
Common Core State Standards: Language
According to the Common Core State Standards (CCSS), mastery of language includes three elements: An understanding of the conventions of standard English: o standard grammar and usage in reading and speaking o standard usage of capitalization, punctuation, and spellingThe knowledge of language:
o the way language works in varying contexts o language choices that affect style and meaningThe acquisition and use of vocabulary:
o the use of context clues, word parts, or references to determine what unknown or multiple-meaning words mean o figurative language, relationships between words, and nuance o academic words and phrases, including the knowledge to find the meaning independently The CCSS provide standards that break down the three elements so that, throughout the K12 years, students develop increased proficiency in language skills and thereby improve their ability to express themselves through language. According their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, 25).Developing Vocabulary
Vocabulary development has always been an important educational goal. But the CCSS views vocabulary a little bit differently. First, the CCSS considers three tiers of vocabulary: Tier 1: Basic vocabulary and words commonly used by studentsCommon Core and Literacy Strategies: English Language Arts > Module 4 > Reading: Developing Language, Speaking, and Listening Skills _________________________________________________________________________________________________
Tier 2: High frequency and multiple-meaning words
Tier 3: Domain or context-specific words
The Common Core State Standards recognize the importance of all three tiers, but put special emphasis on Tier 2 words because they are powerfully useful and they ng to the Common Core State Standards Initiative (CCSSI) web page Key Points inEnglish Language Arts
vocabulary through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate nuances of (CCSSI, 2010,Language section, para. 1).
Strategies for Language in English Language Arts
The emphasis of the CCSS is always to begin with a text. You will want to keep this strategies that might help you address language standards in your classroom.Word Choice
Vocabulary should be taught within the context of a text. Instead of telling students what a word means, the teacher invites students to identify and consider the definitions of unknown words. For example:What do you think this word means?
What is a synonym or antonym for this word?
How do you know? Use the rest of the text to support your understanding of the word.Common Core and Literacy Strategies: English Language Arts > Module 4 > Reading: Developing Language, Speaking, and Listening Skills _________________________________________________________________________________________________
Taking Instruction a Step Further
But teachers should take the discussion a step further for some of the more important Tier 2 words by asking students why the author chose to use the word he or she did. For example, if the words large and bulky author just use the word large? Discuss what is unique about the word bulky. What does the word connote? What nuances are there? Do students appreciate the shades of meaning that distinguish similar words from one another? As you can see, this kind of discussion is not easily separated from the meaning of a text.Figurative Language
Another language skill that contributes to deep comprehension of a text is the understanding of figurative language. For example: What does a metaphor/simile/image provide that straightforward language does not? How does the figurative language affect the meaning?Taking Instruction a Step Further
Not only do students need to know what specific figurative language means, but they also need to consider why an author would choose to use figurative language rather than stating something outright. Teachers can help students meet the CCSS by asking probing questions, such as, What does this expression tell you about the author?Speaking and Listening
Terry Roberts and Laura Billings state the importance of speaking and listening in an article in Educational Leadership Both speaking and listening are forms of thinking because they allow a nascent thought to be refined through conversation.The better a studen the more quickly his or her
(p. 3). In other words, weCommon Core and Literacy Strategies: English Language Arts > Module 4 > Reading: Developing Language, Speaking, and Listening Skills _________________________________________________________________________________________________
learn to think when we listen and when we speak. According to the CCSSI web pageKey Points in English Language Arts, t
and present increasingly complex information, ideas, and evidence through listeningCCSSI, 2010, Listening and Speaking
section, para. 1). Common Core State Standards: Speaking and Listening According to the CCSS, speaking and listening includes two main elements: The ability to comprehend and collaborate with others: o participation in discussions and projects o evaluation of a variety of information from various sources, including media o evaluation of what a speaker says Skills in the presentation of knowledge and ideas: o audience-appropriate and logical presentation of information o use of media support o adaptation of speech to context and task The Common Core State Standards emphasize the importance of engaging students in academic discussions in a variety of forms and settingswhole-class, small- group, and one-on-one. According to the CCSSI web page Key Points in English Language Arts, some of these discussions are formal presentations, but many are answer questioCCSSI, 2010,Speaking and Listening section, para. 2).
Common Core and Literacy Strategies: English Language Arts > Module 4 > Reading: Developing Language, Speaking, and Listening Skills _________________________________________________________________________________________________
The following chart shows the progression from elementary to middle grades for this ng:1. Engage effectively in a range of collaborative discussions with diverse partners on
grade level topics and texts clearly.Grade 4 Grade 7
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their views. Strategies for Speaking and Listening in English Language Arts Collaboration is one of the most important aspects of the Common Core speaking and listening standards, in large part because it reflects how things happen in the real world. Seldom does a professional work in complete isolation. The very best ideas and inventions come from the confluence of various minds to work on a problem. Therefore group work, either in pairs, small groups, or large groups, should be part of every classroom. Take a look at several specific ways you might promote listening and speaking skills in your classroom.Common Core and Literacy Strategies: English Language Arts > Module 4 > Reading: Developing Language, Speaking, and Listening Skills _________________________________________________________________________________________________
Think-Pair-Share: Evaluating Persuasion
This collaborative activity encourages students to both speak and listen as they work together. For example, a group of students reads a persuasive text or listens to a persuasive speech. The teacher asks a challenging question such as the following: ? Explain your answer, using details and evidence from the text. Students, then, have a short amount of time to consider their answer (Think). Guide them by giving them questions such asWhat is the argument?
What clues do you have
How does the author support his or her viewpoint?
valid? Then students pair up with another student (Pair) and discuss their answers (Share). Finally, the teacher leads the whole class in a discussion where students listen to nd articulate their ideas in a respectful manner.Looking for Propaganda
To encourage students to listen carefully for propaganda, read aloud a persuasive text, or have students watch a commercial or listen to a news-like round table discussion. Ask students to identify persuasive language that they hear, particularly language that uses propaganda. In small groups or as a large group, consider impressions, ideas, and thoughts about the effectiveness of the language. Which arguments were most convincing? Which words were most powerful? Since could become emotionally charged. As students learn to deal with conflictingCommon Core and Literacy Strategies: English Language Arts > Module 4 > Reading: Developing Language, Speaking, and Listening Skills _________________________________________________________________________________________________
opinions, they will develop the types of listening and speaking skills the CCSS aim for.Debating
At any grade level, students can participate in debates that will enhance their critical thinking skills. Choose a topic that forces students to think critically about a text or one idea within that text. The topic should be debatablemeaning that it is not a fact. For example, text-based debates can focus on both literary and informational persuasive effectiveness, and so on. In small groups, students develop their position with textual evidence and support. Students then orally debate as teams.Conclusion
As you can see, the language, speaking, and listening standards are truly integrated in nature. The suggested approaches are just a few among many possible configurations for engaging students in thought-provoking discussions. Together,quotesdbs_dbs8.pdfusesText_14[PDF] cahier technique 15-18 ans basket
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