Communication= 40 – 50% listening, 25 – 30% speaking, 11-16% reading, about 9%

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1. Communication= 40 – 50% listening, 25 – 30% speaking, 11-16% reading, about 9%
2. Listening“People never listen without a purpose, except perhaps in a language class.”(Gary Buck)
3. Teach and practise strategies for dealing with
4. Bottom-up strategies include:•Listening for specific details•Recognizing cognates•Recognizing word-order patterns
5. Possible activities:•Identify the referents of pronouns used
6. Top-down strategies include:•Listening for the main idea•Predicting•Drawing inferences•Summarizing
7. Possible activities:•Listen and infer the topic of
8. Strategies//sub-skills:-Decoding features of connected speech-Understanding key words (understanding sentence stress)-Retention-Recognizing non-verbal signals
9. How to teach:Teach pronunciation! Drill=))
10. Reading
11. vSkimmingvScanning vIntensive reading: reading shorter texts, to
12. Reading Strategies//Sub-skills:-Identifying the text structure (main idea
13. e.g.Text structure:Teach ‘main idea - supporting detail - examples’
14. e.g. Inferring words’ meanings from the context:Teach the strategy of understandign key words, parts-of-speech back-up
15. Слайд 15
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17. Writing
18. Strategies//Sub-skills:- getting the grammar right, spelling accurately-
19. How to teach:-Make it active and purposeful-Explain
20. © Marina Mishcherikova, Delta Course 2019
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28. Speaking
29. Strategies//Sub-skills:-Turn-taking, interrupting-Back-channeling-Repair strategies-Conversation management (opening, closing)-Giving opinions
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39. A recipe of a working speaking activity:Talk
40. Скачать презентанцию

Listening“People never listen without a purpose, except perhaps in a language class.”(Gary Buck)

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Communication= 40 – 50% listening, 25 – 30% speaking, 11-16% reading, about 9%

Слайды и текст этой презентации

Слайд 1Communication=
40 – 50% listening,
25 – 30% speaking,
11-16% reading,
about

9% writing
Do you listen 40% of your classes?;)

Communication= 40 – 50% listening,25 – 30% speaking,11-16% reading, about 9% writingDo you listen 40% of your

Слайд 2Listening
“People never listen without a purpose, except perhaps in a

language class.”
(Gary Buck)

Слайд 3Teach and practise strategies for dealing with not understanding
Sorry? /

Pardon?
I didn’t get that, what did you say?
Sorry

I’m not sure what you mean.
I’m not with you.
Could you speak more slowly please?

Teach and practise strategies for dealing with not understandingSorry? / Pardon? I didn’t get that, what did

Слайд 4Bottom-up strategies include:
•Listening for specific details
•Recognizing cognates
•Recognizing word-order patterns

Слайд 5Possible activities:
•Identify the referents of pronouns used in a conversation
•Recognize

if a sentence is active or passive
•Identify major constituents in

a sentence: subject, object, verb, adverb
•Recognize the word stress to mark the information focus of a sentence
•Distinguish between sentences containing similar sounding tenses
•Recognize the time reference of a sentence
•Distinguish between positive and negative statements
•Identify prepositions in rapid speech
•Distinguish between Yes/No and Wh-questions.

Possible activities:•Identify the referents of pronouns used in a conversation•Recognize if a sentence is active or passive•Identify

Слайд 6Top-down strategies include:
•Listening for the main idea
•Predicting
•Drawing inferences
•Summarizing

Слайд 7Possible activities:
•Listen and infer the topic of a conversation
•Listen to

conversations and match them to the pictures
•Identify the setting
•Read a

list of key points to be covered in a conversation, listen and put them in sequence
•Read the information about a topic, listen and check whether it was mentioned •Read one side of as telephone conversation and guess the other speaker’s responses; listen and check
•Look at the pictures of people speaking and guess what they might be saying or doing; listen and check
•Complete a story, then listen to how the story really ended
•Guess what news headlines might refer to, listen and check

Possible activities:•Listen and infer the topic of a conversation•Listen to conversations and match them to the pictures•Identify

Слайд 8Strategies//sub-skills:

-Decoding features of connected speech
-Understanding key words (understanding sentence stress)
-Retention
-Recognizing

non-verbal signals

Strategies//sub-skills:-Decoding features of connected speech-Understanding key words (understanding sentence stress)-Retention-Recognizing non-verbal signals

Слайд 9How to teach:

Teach pronunciation! Drill=))

before they listen
Ensure repeated opportunities to hear the text
Use graded

listening

How to teach:Teach pronunciation! Drill=))

Слайд 10Reading

Слайд 11vSkimming
vScanning
vIntensive reading: reading shorter texts, to extract specific info.

This is more an accuracy activity involving reading in detail.
vInferring

v Extensive reading: reading longer texts for pleasure. This is a fluency activity involving global understanding.

vSkimmingvScanning vIntensive reading: reading shorter texts, to extract specific info. This is more an accuracy activity involving

Слайд 12Reading Strategies//Sub-skills:

-Identifying the text structure (main idea - supporting details

- examples)
-Distinguishing main info from less important info
-Inferring the topic

from pics, titles, layout (Forming predictions)
-Inferring writer’s attitude
-Inferring the meaning of unknown words
-Note-taking

Reading Strategies//Sub-skills:-Identifying the text structure (main idea - supporting details - examples)-Distinguishing main info from less important

Слайд 13e.g.Text structure:
Teach ‘main idea - supporting detail - examples’

Слайд 14e.g. Inferring words’ meanings from the context:
Teach the strategy of

understandign key words, parts-of-speech back-up

Слайд 15

Слайд 16

Слайд 17Writing

Слайд 18
Strategies//Sub-skills:
- getting the grammar right, spelling accurately
- having a range

of vocabulary
- punctuating meaningfully
- using the conventions of layout correctly,

e.g., in letters
- using a range of sentence structures
- linking ideas and information to develop a topic
- developing and organizing the content clearly and convincingly.

Strategies//Sub-skills:- getting the grammar right, spelling accurately- having a range of vocabulary- punctuating meaningfully- using the conventions

Слайд 19How to teach:

-Make it active and purposeful
-Explain the strategies, do

it explicitly, not the case to avoid running commentary!=)
-Do genre

or - process writing!

How to teach:-Make it active and purposeful-Explain the strategies, do it explicitly, not the case to avoid

© Marina Mishcherikova, Delta Course 2019

Слайд 28Speaking

Слайд 29Strategies//Sub-skills:
-Turn-taking, interrupting
-Back-channeling
-Repair strategies
-Conversation management (opening, closing)
-Giving opinions (functional voc -

a feature you want them to employ)
-etc.

Do move from

fluency to accuracy!

Strategies//Sub-skills:-Turn-taking, interrupting-Back-channeling-Repair strategies-Conversation management (opening, closing)-Giving opinions (functional voc - a feature you want them to employ)-etc.

Слайд 39A recipe of a working speaking activity:
Talk about X
in the

work

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Communication= 40 – 50% listening, 25 – 30% speaking, 11-16% reading, about 9%

Содержание

Слайды и текст этой презентации

Слайд 1Communication= 40 – 50% listening,25 – 30% speaking,11-16% reading, about

9% writingDo you listen 40% of your classes?;)

Слайд 2Listening“People never listen without a purpose, except perhaps in a

language class.”(Gary Buck)

Слайд 3Teach and practise strategies for dealing with not understandingSorry? /

Pardon? I didn’t get that, what did you say? Sorry

Слайд 4Bottom-up strategies include:•Listening for specific details•Recognizing cognates•Recognizing word-order patterns

Слайд 5Possible activities:•Identify the referents of pronouns used in a conversation•Recognize

if a sentence is active or passive•Identify major constituents in

Слайд 6Top-down strategies include:•Listening for the main idea•Predicting•Drawing inferences•Summarizing

Слайд 7Possible activities:•Listen and infer the topic of a conversation•Listen to

conversations and match them to the pictures•Identify the setting•Read a

Слайд 8Strategies//sub-skills:-Decoding features of connected speech-Understanding key words (understanding sentence stress)-Retention-Recognizing

non-verbal signals

Слайд 9How to teach:Teach pronunciation! Drill=))

before they listenEnsure repeated opportunities to hear the textUse graded

Слайд 10Reading

Слайд 11vSkimmingvScanning vIntensive reading: reading shorter texts, to extract specific info.

This is more an accuracy activity involving reading in detail.vInferring

Слайд 12Reading Strategies//Sub-skills:-Identifying the text structure (main idea - supporting details

- examples)-Distinguishing main info from less important info-Inferring the topic

Слайд 13e.g.Text structure:Teach ‘main idea - supporting detail - examples’

Слайд 14e.g. Inferring words’ meanings from the context:Teach the strategy of