TEACHING LANGUAGE SKILLS

✍ Scribed by BANU INAN-KARAGUL & DOGAN YUKSEL

• Publisher: Nova Science Publishers, Inc.
• Year: 2014
• Tongue: English
• Leaves: 244
• Category: Library

✦ Synopsis

Teaching Language Skills is a comprehensive guide that included the combination of
both theory and practice related to how to teach different language skills and components that
might be used while teaching a second and/or foreign language. It aims to do the following
things:

• to present a detailed discussion of the theories related to teaching different
  language skills and the components of the learning/teaching process
• to provide the readers with a great deal of information on specific techniques for
  classroom teaching
• to supply sample lesson plans, classroom tasks and activities that might be used
  as a starting point to produce some further examples

✦ Table of Contents

TEACHING LANGUAGE SKILLS
TEACHING LANGUAGE SKILLS
Library of Congress Cataloging-in-Publication Data
Contents
Preface
Introduction
Chapter 1: Learner and Teacher Characteristics
The Goals of the Chapter
Introduction
Learners
Age
Young Children
Adolescents
Adults
Language Learning Aptitude
Learner Styles
Learner Strategies
The Affective Domain
Motivation
Teachers
Conclusion
Further Reading
References
Chapter 2: Lesson Planning in Language Teaching
The Goals of the Chapter
Introduction
Why Should Teachers Plan Lessons?
Basic Principles of Lesson Planning
What Should Be Included in a Lesson Plan?
A Sample Lesson Plan
Alternatives to Formal Planning
1. Half-plan
2. Focus on the “critical learning moments”
3. Plan the “critical teaching moments”
4. The jungle path
Conclusion
References
Chapter 3: Microteaching in ELT
The Goals of the Chapter
Introduction
Microteaching
The Participants of Microteaching Process
The Student Teacher
Other Students
The Supervisor Teacher
Steps of Microteaching
Step 1: Orientation about microteaching
Step 2: Providing theoretical information about the Skill or Topic
Step 3: Providing a model microteaching
Step 4: Preparing a microteaching lesson plan
Step 5: The microteaching session
Step 6: The Feedback Session by the Peers and Supervisor
Step 7: Reflection by the Student Teacher
Feedback in Microteaching
Video Recording in Microteaching
Practical Tips
Advantages of Microteaching
Conclusion
Further Reading
Appendix A
Assessment Tool for Microteaching
Appendix B
Reflection Paper
References
Chapter 4: Teaching Speaking in EFL Classes
The Goals of the Chapter
Introduction
Characteristics of Spoken Language
1. Mechanics
2. Functions
3. Social and Cultural Rules and Norms
Spontaneous Communication
Conversational Rules and Structure
What Does Teaching Speaking Involve for Language Teachers?
Characteristics of a Successful Speaking Activity
Problems with Speaking Activities
What the teacher can do to help to solve some of the problems?
Practical Tips
What Makes a Good Speaking Activity?
Awareness Raising Activities
Sample Activity / Picture Dictation
Procedure
Tips for Making the Activity Work Well
Variations
Using Recordings and Transcripts
Focusing on Selected Language Features
Using Live Listening
Using Noticing-The-Gap Activities
Appropriation: Practised Control
Drilling and Chants
Writing Tasks
Reading aloud
Assisted Performance and Scaffolding
Dialogues
Communicative Tasks
Task Repetition
Sample Activities
Discussion Activities
Activity 1) Good manners
Preparation
Procedure
Activity 2) Discussing languages
Preparation
Procedure
Discussion Statements
Problem solving/Task-Based Activities
Activity
Change place, change face
Preparation
Procedure
Activity 4
Task-based speaking
Preparation and Materials
Story Telling Activities
Activity 5
Talking about the past
Preparation
Procedure
Activity 6) Story in a bag
Preparation
Procedure
Variation
Communication Activities
Activity 7
Conversational English
Preparation
Procedure
Role-Play / Acting from a Script Activities
Activity 8
Consequences role play
Procedure
Activity 9
A shopping role play
Preparation
Procedure
Sample Lesson Plans
Lesson Plan 1
Lesson Plan 2
Conclusion
Further Reading
References
Internet Sites
Chapter 5: Teaching Listening
İzmir University, Faculty of Arts and Sciences, English
Language Teaching Department, Izmir, Turkey
The Goals of the Chapter
Introduction
Important Issues and Frequently
Asked Questions on Listening
1. Extensive vs. Intensive Listening
2. Bottom-Up and Top-Down Approaches to Listening
3. How Many Times Should Students Hear the Text?
4. What Strategies Do Students Use to Cope with Listening?
5. Anxiety Makes Concentration Difficult. How Can Teachers Overcome Anxiety?
6. Learners Are Unfamiliar with the Topic or Culture. What Can Be Done?
7. Learners Lack Motivation and a Reason for Listening. What Can Be Done?
8. Learners Get Overloaded by the Quantity of Information. How Can Teachers Help Students about This?
9. There Are Lots of Distractions and Students Lose Concentration. What Can Be Done?
10. Learners May Not Have Enough Grammar or Vocabulary. How Can Teachers Help Them?
Sub-Skills and Aims in Listening
Stages of a Listening Lesson
1. Pre-Listening Stage
1. a. Activities for Pre-Listening Stage
2. While-Listening/In-Listening Stage
2. a. Activities for While / In-Listening Stage
3. Post-Listening Stage
3. a. Activities for Post-Listening Stage
A General Procedure of a Listening Comprehension Activity
Sample Activities
Using Films in the Classroom
Using Songs in the Classroom
Activities with Songs
Conclusion
A Sample Lesson Plan
Pre-Listening
While / In-listening
The Text to Be Read
Post-Listening
Further Reading
References
A Study of Accented Speech of Turkish Speakers of Chapter 6: Intelligibility in Pronunciation Teaching: English
The Goals of the Chapter
Introduction
Description and Analysis
The Pronunciation Issues to Be Addressed
The Analysis of the Data and the Prioritization of the Pronunciation Issues
An Instructional Plan for Enhancing
the Speech Intelligibility of the Target Population
Lesson I
Activity 1
Activity 2
Activity 3
Lesson II
Activity 1
Activity II
Activity III
Lesson III
Activity I
Activity II
Conclusion
Further Reading
References
Chapter 7: Vocabulary Instruction in EFL Classes
Gaziantep University, Faculty of Education, English
Language Teaching Department, Gaziantep, Turkey
The Goals of the Chapter
Introduction
What Is Vocabulary?
The English Lexicon
Target Vocabulary Size in a Foreign Language
Receptive vs. Productive Vocabulary
Breadth and Depth of Vocabulary Knowledge
What Does It Mean to Know a Word?
Practical Tips
Contextualized Vocabulary Learning/Teaching
Decontextualized Vocabulary Learning/Teaching
Using Corpora to Learn/Teach Vocabulary
Sample Activities
Thematic Teaching Scenarios
The Contextualized Scenario
Activity 1. Guessing the Meaning Out of Context
Activity 2. Negotiation Activities
Activity 3. A Box of Words
The Decontextualized Scenario
Activity 4. Semantic Mapping
Activity 5. Mnemonics
The Corpus-Informed Scenario
Activity 6. Concordancing Activity
Conclusion
A Sample Lesson Plan
Further Reading
References
Chapter 8: Teaching Writing
The Goals of the Chapter
Introduction
Why Should We Teach Writing?
Sample Activity: Dialogue Dictation
Sample Activity: Punctuating and Completing a Joke
What Writing Activities Should Learners Do?
Sample Activity: Response to a Newspaper Article
Sample Activity: Writing Notes to Each Other
Process and Product Writing
Creative Writing
Writing and Genre
Sample Activity: Writing a Formal Email to the Teacher
Sample Activity: Newspaper
How Should Teachers Give Feedback?
Sample Activity: Peer Editing on an Academic Paragraph on Topics of Interest
Homework or In-class Writing?
What Are the Assessment Criteria?
More Sample Activities
Sample Activity: Preparing, Conducting and Reporting a Survey
Sample Activity: Extensive Reading Project
Sample Activity: Sentence Completion
Sample Activity: Complementing Each Other
Conclusion
Further Reading
References
Chapter 9: Teaching Reading in EFL Classes
The Goals of the Chapter
Introduction
How Reading in Native Language Differs from Reading in FL
Reading Comprehension
Difficulties Encountered by EFL Readers When They Are Reading
Schema Related Difficulties
Vocabulary Related Difficulties
First Language Related Difficulties
Principles for Teaching Reading
Meaning-Focused Input
Meaning-Focused Output
Language-Focused Learning
Fluency Development
Reading Sub-Skills
Skimming
Scanning
Lexical Inference
Intensive and Extensive Reading
A Sample Activity for Intensive Reading
Critical Reading for EFL Teachers and Learners
Distinguishing between Fact and Opinion
Sample Activities for Fact and Opinion
Recognizing and Evaluating Arguments
Conclusion
Further Reading
Sample Lesson Plan
References
Chapter 10: Teaching Grammar
The Goals of the Chapter
Introduction
The Place of Grammar in the History of Language Teaching
Presentation
Deductive vs. Inductive Grammar Presentation
Teaching Verbs That Take Both Gerund and Infinitive Forms Using Concordance Data
Advantages
Disadvantages
Discovering Grammar
Reading Text
Practice
Grammar Games
Conclusion
Further Reading
References
Chapter 11: Integrated Skills in Language Teaching
The Goals of the Chapter
Introduction
Advantages of the Integrated Skills Approach
Limitations of the Integrated Skills Approach
Overcoming the Limitations
Types of Integrated Skills Instruction
Content Based Instruction (CBI)
Theme Based Instruction
Task Based Instruction
Experiential Learning
Practical Tips for Integrating the Language Skills
Sample Integrated-Skills Lesson Plan Based on the Novel The Alchemist
Conclusion
Further Reading
References
Chapter 12: Using Literature to Teach Language Skills
The Goals of the Chapter
Introduction
Using Literature to Teach Language Skills
Genres of Literature Used in Teaching Language Skills
Novels
Why Use Novels
Target Skills
Role of the Teacher
Drama
Why Use Drama
Target Skills
Role of the Teacher
Short Stories
Why Use Short Stories
Target Skills
Role of the Teacher
Poems and Songs
Why Use Poetry
Role of the Teacher
Methodological Approaches
to Teaching Literature
The Critical Literary Approach
The Stylistic Approach
Language-based Model
Literature as Content or Culture Model
Literature as Personal Growth or Enrichment
The Story Grammar Approach (SGA)
Reader Response Approach (RRA)
New Criticism
Structuralism
Stylistics
Reader-Response
Language-based
Critical Literacy
Integrated Approach
Activities
Reading
Listening
Speaking
Writing
Sample Lesson Plan
While-Reading Stage
Post-Reading Stage
Conclusion
Further Reading
References
Chapter 13: Using Tasks in Language Teaching
The Goals of the Chapter
I. Introduction
II. The Main Issues of TBLL
a) What Is a Task?
b.) Task Sequences
c) Task Types
d) Other Task Types
Information Gap activities
Sample Questions:
Dictogloss Activities
Jigsaw Activities
Example
Open and Closed Tasks
III. Sample Activities
1. Introduction
2. Student Questionnaires
3. Discussion
4. Post-Discussion
5. Language Focus
6. Controlled Practice
7. Follow-Up
IV. A Sample Lesson Plan
10. Language Work
10.1. Identification
10.2. Analysis. Ask them to look at these patterns
10.3. Help your learners to organise their knowledge of verbs followed by to
10.4. Practice
11. Round-up
12. Vanishing words
Conclusion
References
Useful Websites
Editors’ Contact Information
Index