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Resources for
Teaching:
Languageskills EEK
28 APRIL 2016
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Listening skills
Examples of listening activities:
1) Listening to the radio: news, a pla, !arliament, acomed programme
") #onversations with the neigh$ours, colleagues,
friends
%) &nswering the telephone
') (verhearing other people talking to each other:on a $us, in the oce
*) &ttending a lecture
+) atching T-
.) Listening to arrival and departureannouncements at the railwa station
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!re listening activities
The principal function of these activities which arenow common in teaching materials, is to esta$lisha framework for listening so that learners do notapproach the listening practice with no points of
reference/ This perspective is clearl in line with the use of
0knowledge schema and the esta$lishing of acontext/ &ctivities include the following:
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continuation
& short reading passage on a similar topic
!redicting content from the title
#ommenting on a picture or photograph
Reading through comprehension 2uestions in advance
orking out our own opinion on a topic
&n such activit is $ound to generate language/3owever, in some cases more explicit attention is
given to language practice, particularl to theactivation and learning of topic4related voca$ular
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Lower levels
Learners cannot $e expected to organise mentallwhat the hear without considera$le support/ 5nthe earl stages, this support ma $e in a non4ver$al form:
4!utting pictures in a correct se2uence46ollowing directions on a map
4#hecking o7 items in a photograph
4 #ompleting a grid, timeta$le, or chart of
information
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#ont/
&s pro8cienc develops, tasks will graduall$ecome more language $ased, eventuall re2uiringstudents to construct a framework of meaning forthemselves and to make inferences and interpret
attitudes as well as understand explicitl statedfacts/ Ross 91;) o7ers a scale from 0closed to0open tasks/ 6or example:
4&nswering true
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>peaking skills
&s a skill that ena$les us to produce utterances,when genuinel communicative, speaking is desire4and purpose4driven, in other words we genuinelwant to communicate something to achieve a
particular end/
This ma involve expressing ideas and opinions?expressing a wish or desire to do something?negotiating and
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>peaking activities
&sking for assistance and advice in a shop
&sking for directions in a di7erent town
@aking an appointment $ telephone
Discussing and negotiating arrangements
Talking sociall to a variet of people
>orting out arrangements for a car to $e served
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>peaking skills Acommunicative languagetheor Richards and Rodgers 9";;1:1+1) o7er the
following four characteristics of a communicativeview of language:
1/ Language is a sstem for the expression of
meaning"/ The primar function of language is for
interaction and communication
%/ The structure of language of reBects its
functional and communicative uses'/ The primar units of a language are not merel
its grammatical and structural features, $utcategories of functional and communicativemeaning as exempli8ed in discourse
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>peaking activities
Cames: descri$ing, predicting, simplifing, askingfor feed$ack, guessing unknown information
!ro$lem solving4 an information gap principleusing 0igsaw materials $ Ceddes and >turtridge
91;)/ #haracter pro8les of four di7erent people, each of
whom wishes to $e elected as a local leader/ Eachperson possesses some negative 2ualities andlearners have to discuss and decide in pairs orsmall groups whom the wish to elect, giving theirreasons in each case $ Cairns and Redman91)/
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>ample of activit
Tom &dams: Local $usinessman with a reputationfor getting things done, $ut known to upsetpeople and make enemies/ 3is $usiness partnerwas charged with $ri$er of an agricultural ocial
to gain special grants and su$sidies, $ut &damswas not charged/ Local man who loves the townand wants to preserve its character and traditions/
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riting skills
Tpes of writing!ersonal writing4diaries, ournals, shopping lists,recipes, addresses, reminders for oneself
!u$lic writing4 letters of Gen2uir, complaints, re2uest
6orm 8ling
&pplications 9for mem$erships)
#reative writing G poems, stories, rhmes, drama,songs, auto$iograph
>ocial writing4 letters, invitations, notes Gthanks,congratulations
5nstructions4 to friends, to famil
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Reading skills
illiams 91') classi8es reading into:
a/Cetting general information from the text
$/Cetting speci8c information from a text
c/6or pleasure or for interest
Think a$out all the materials ou have read duringthe last week, $oth in English and in our own L1/@ake a list of them/ Hou ma to reBect on how
our reading of them could $e classi8ed accordingto illiams categories outlined a$ove/
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Di7erences in I>>R vs
IJ>RKSSR KBSR1/; Listening and speaking>kills
1/; Listening >kills
"/; Reading >kills "/; >peaking >kills
%/; riting >kills %/; Reading >kills'/; Language &rts '/; riting >kills
*/; Crammar */; >ound >stem
+/; -oca$ular +/; Crammar
./; -oca$ular< ord list
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KSSR KBSR
6 elements:
Communication
Spiritual, Attitude & Values
Humanity
Physical & sthetical
de!elopment
Science and "echnolo#y
Sel$ presence% personality
Curriculum structure is based on 3 areas:
Communication
Man and the environment
Individual development
Curriculum Standard ocument
Curriculum Specifications
Curriculum Structure
'odular
Curriculum structure
Linear
mphasises on the content
standard and learnin# standard $or
the plannin# o$ teachin# and
learnin#% a lesson(
Emphasises on the learning outcomes to be
achieved at the end of a lesson / teaching and
learning process
lements o$ Creati!ity and
)nno!ation, ntrepreneurship dan
)n$ormation "echnolo#y &
Communication e*plicitly
Elements of Thining Sills! Critical and Creative
+ocus:
' -Readin#, .ritin#, /umeracy
and Reasonin#% menaa0ul1
"ocus:
3M #$eading! %riting and &umerac'(
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KBSR2AR/)/3 45"C4'S A/ SPC)+)CA")4/S
The Learning 1utcomes have been taen from the s'llabus in
its original form* The' cover the sills to be achieved b' the
end of 0ear -* Teachers! hoever! should be guided b' thesecond column #called 4Specifications5( hen planning lessons
for the 'ear* In this column! the learning outcomes are broen
don into smaller sills to be achieved b' learners in 0ear )*
2AR/)/3 45"C4'S SPC)+)CA")4/S
A'P2S%AC")V)")S% /4"S
,' the end of their primar' schooling!
pupils should be able to:
)*) Listen to and discriminate similar
and different sounds of the English
language*
2e!el 7
)*)*) Listen to and repeat:a( voels in the initial position
b( consonants in the initial
position*
c( voels in their medial position*
#See Sound S'stem at the bac of
the document(*
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2e!els 8 & 9
)*)*+ Listen to identi$y and #roup:
a( voels in the initial position
b( consonants in the initial position
c( voels in the medial position*
2ctivities include:66 listening and imitating sounds heard
e*g* a voel or consonant sound in
the initial position :
e.g. k sound as in cat, crab
i sound as in.
66 listening to ords that begin ith thesame letter as the child5s name
e.g. /h / for Halim, Hassan
66 underlining the letter sound that the
teacher reads out: e.g. Rob, Ben
66 identif' and group ords according to:
. voels in the initial position
e.g. is, in, it. consonants in the initial position
e.g. ball, bag, bed
. voels in the medial position
e.g. fat, cat, rat
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LE2$&I&7ST2&82$8S
0ear 1ne
)*)*3 2ble to listento! sa' aloud and
recite rh'mes or sing
songs ith guidance
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riting
Di7erent levels of writing:
!rinting
ord level
>entence level
!aragraph level
&vaila$le resources:
#artoon< #omic strips
6air tales< 6olk tales
Kewspaper
Letters
Kurser rhmes
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I>>R Hear 14 writing #ontent >tandard
%/1 J the end of the +4ear primar schooling, pupils will$e a$le to form letters and words in neat legi$le printincluding cursive writing/
Learning >tandard
%/1/1 &$le to demonstrate 8ne motor control of hands and8ngers $:
a) handling o$ects and manipulating them/
$) moving hands and 8ngers using writing apparatus
%/1/" &$le to cop and write in neat legi$le print:
a)>mall 9lowercase) letters$)#apital 9uppercase) letters
c)ords
d)!hrases
e)>entences
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LE2$&I&7
ST2&82$8S
0ear 1ne
9*3*) 2ble to produce
simple creative ors
ith guidance basedon:
a(&urser' rh'mes
b(2ction songs
c(;a chants
d(Stories
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LE2$&I&7
ST2&82$80ear 1ne
9*3*+ 2ble to tae part
ith guidance in a
performance based
on:
a(&urser' rh'mes
b(2ction songsc(;a chants
d(Stories
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GRAMMAR
What is Grammar?
7rammar is the s'stem of a language* =eople sometimes describe
grammar as the >rules> of a language? but in fact no language has
rules@* If e use the ord >rules>! e suggest that somebod'created the rules first and then spoe the language! lie a ne
game* ,ut languages did not start lie that*
Languages started b' people maing sounds hich evolved into
ords! phrases and sentences* &o commonl'.spoen language isfiAed* 2ll languages change over time* %hat e call >grammar> is
simpl' a reflection of a language at a particular time*
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8o e need to stud' grammar to learn a languageB The short
anser is >no>* 'es! grammar can help 'ou tolearn a language more uicl' and more efficientl'*D
Its important to thin of grammar as something that can help'ou! lie a friend* %hen 'ou understand the grammar #ors'stem( of a language! 'ou can understand man' things'ourself! ithout having to as a teacher or loo in a boo*
So thin of grammar as something good! something positive!something that 'ou can use to find 'our a' . lie a signpostor a map*
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"he Role o$ 3rammar in Krashens Vie;
The onl' instance in hich the teaching of grammar canresult in language acuisition #and proficienc'( is hen thestudent and teacher are interested in the subect at handand the target language is used for the eAplanation*
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"eachers and learners should be careful not to deceivethemselves* The' can easil' believe that it is the stud' ofgrammar that is responsible for the learners5 progress* Inrealit'! hen grammar is used as a meta.language fortaling about grammar! progress comes from the mediumand not the message* 2n' subect matter that holds thelearner5s interest ould do ust as ell*
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n#lish 3rammar to
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5sin# Chants, Raps and Rhymes $or rillin#
%h' use chants! raps and rh'mesB
"un F 'oung students ill be more motivated and
enthusiastic
Intonation F students ill acuire natural intonation as
the' learn grammar patternsConteAt F the grammar concepts can better be taught in a
conteAt
Memor' F material that is learnt as a song or rh'thm is
better remembered*
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There are essentiall' 3 different t'pes of chant! all of
hich are useful for teaching grammar:
Voca=ulary Chant
The vocabular' chant teaches more than ust vocabular'*
Students learn vocabular' items in groups or categoriessuch as parts of speech! or countable and uncountable
nouns*
Creatin# a Voca=ulary Chant
)* Choose a theme! such as: )* Choose 'our theme
&or e'am!le: &ood
(nimals
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+* Choose )G.)H ords in 'our theme:
"or eAample:
Mone'/ ebra/ elephant /crocodile / rhinoceros/snae
3* Count the s'llables in each
Mone' F + / ebra.+ / elephant .3 /crocodile .3 / snae.)
9* Choose a +! 3! )*? ebra! crocodile! snae
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9* 2dd actions! and/or sounds and/or divide into parts for + or
more students or groups* In the above eAample! the to empt'
beats lend themselves to a clap or clic*
H* =ractise and perform the chant*
-* Mae sure the students notice the grammar point the' arepractising* "or eAample! in this case! the' should notice the
adective #high(! comparative #higher(! and superlative #the
highest(* Then there is the additional eApression F the top shelf
F as an alternative a' of eApressing the superlative* The'
should also notice the verb F can reach** Elicit possibilities for a substitution chant*
&or e'am!le:
change the names #use student names(!
change the verb! change the adective*
Mae an' adustments or corrections necessar' to use the ne
chant*
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Tutorial tasks)* Compare and contrast the resources
suitable for the language sills*
+* $eflect on the strengths and eanesses
of the resources 'ou have selected to
teach Language 2rts! 7rammar and