This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four language skills. These include information transfer activities, opinion sharing, debates, role plays based on texts, and discussions about what was read. The goal is to make reading purposeful and engage students in meaningful interaction through and about texts.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Write On is a three-book writing series designed for young EFL students. Throughout the series, students practice writing in a wide variety of styles such as narrative, descriptive, process, definition, expository, summary, review, compare/contrast, persuasive, and cause/effect paragraphs.
Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docxsmile790243
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
In this vocabulary teaching method, planning is the most important part. There are steps that you should take to be sure that you are paying close attention to a student’s emergent literacy. This means that you are acutely aware of the ways that they are learning to read or write. Everyone learns and develops through different means and by different teaching techniques and your thematic unit needs to include all of those appropriate types of instruction to be successful in your class. Much of the planning should fall under a constructivist approach, meaning that your lessons should be student centered. Your les ...
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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2. Introduction
What does CLT mean?
Activity Types in CLT
How do we read?
Can reading be communicative?
Strategies used for communicative reading
Samples activities: NLL
Suggestions
Conclusion
References
3. Telling my students "And now
we're going to practise
listening." elicits looks of
dread and fear, and
announcing reading practice
often elicits yawns, heads
descending to desks, or eyes
ascending heavenwards..
https://www.teachingenglish.org.uk/article/making-reading-communicative
4. This session and the presentations aim to show a theoretical
frame and practical activities to implement Communicative
Language Teaching in Listening and Reading classes of
English.
The theory taken as a guide was discussed during our article
discussion sessions and they were chosen from different
books, websites and journals.
Following the discussions, some practical activities to be
implemented in language classes were considered and
included in the concurrent sessions.
6. Which of the statements below do you think
characterizes CLT?
1. People learn a language best when using it to do things
rather than through studying how language works and
practicing rules.
2. People learn a language through communicating in it.
3. Errors are not important in speaking a language.
4. CLT is only concerned with teaching speaking.
5. Classroom activities should be meaningful and involve real
communication.
6. Both accuracy and fluency are goals in CLT.
7. Grammar is no longer important in language teaching.
7. What is the goal of language teaching?
• To develop communicative competence .
«communicative competence»
• How sentences are used in communication
• Implications for English as an international language
• Not necessarily based on native-speaker norms
8. Jacobs and Farrell (2003) suggest that the CLT has led
to major changes in approaches to language teaching.
One of these changes is the thinking skills:
Language should serve as a means of developing
higher-order thinking skills, also known as critical
and creative thinking.
In language teaching, this means that students do not
learn language for its own sake but in order to
develop and apply their thinking skills in situations
that go beyond the language classroom.
9. Mechanical Practice
Meaningful Practice
Communicative Practice
Many CLT course books take students from
mechanical, to meaningful, to communicative practice
(Richards, 2006, p.16).
10. Opinion-sharing activities:
Activities in which students compare values, opinions, or
beliefs, such as a ranking task in which students list six
qualities in order of importance that they might consider in
choosing a date or spouse.
11. Information-transfer activities: These require
learners to take information that is presented in one
form, and represent it in a different form.
12. A sample for Information – Transfer Activities:
In pairs: A and B.
As describe the picture & Bs draw.
13.
14.
15. Groups of three: A-B-C
Bs and Cs go out.
T pulls up a picture on a slide or give a copy of it to As.
As study a picture for 1min.
T hides the picture.
Bs come in
As describe the picture to Bs and Bs take notes.
Cs come in
Looking at their notes, Bs describe the picture to Cs.
Cs draw a picture based on these descriptions.
16. According to CLT, second language learning is...
• Interaction between the learner and users of the language
• Collaborative creation of meaning
• Creating meaningful and purposeful interaction through
language
• Attending to the feedback
• Paying attention to the input
• Incorporating new forms into communicative competence
• Experimenting with different ways of saying things
17.
18. Aim:
The aim of this part is to consider a few approaches to
making classroom reading more communicative, by
which I mean integrating it with other skills work, so
that students can see its value.
19. Reading Skills
In order to comprehend a passage, we employ various
skills depending on what we are reading. These skills
are: (Harmer, 2003, pp. 201-202)
1. Identifying the topic
2. Predicting and guessing
3. Reading for general understanding
4. Reading for specific information
5. Reading for detailed information
20. Reading is one of receptive skills. In this section,
some reading strategies will be put forward.
1. Skimming and scanning
2. Top-down and bottom-up
3. Word-attack skills.:
a. Inference meaning of words through the
context
b. Inference meaning of words through
word-formation
21.
22. Is reading, therefore, since it
is often a solitary activity, a
non-communicative activity?
Just as communicative as any
other form of language use
Talking about what we have
read is a rich source of
classroom possibilities
(Howarth, 2006).
23. YES!
Purpose is to enhance language and reading
comprehension in an engaging, supported environment.
24. How is Communicative Reading Different from Typical
Reading?
Differs from typical book reading
– Planned—specific book and objectives
– Read very slowly, allowing time to teach language and content
– Comprehension of language and content are monitored continually
– When construction of meaning breaks, teacher scaffolds source of
the breakdown.
– Students re-read the text with confidence and comprehension
(Brinkley, 2014).
25. Classroom reading is not the same as real reading.
To enable this we plan 'pre-reading', 'while-reading',
and 'post-reading' stages. These stages can help us
make reading more communicative.
26. Pre-reading tasks often aim to raise the readers' knowledge of
what they are about to read (their schematic knowledge) as this
knowledge will help them to understand the text.
Some approaches to use include:
◦ Tell your partner what you know about the topic
◦ Do a quiz in pairs to find out what you know about the topic
◦ Look at some pictures related to the topic
◦ Skimming the first paragraph for gist and then predicting.
27. When reading in our L1 we are constantly using our schematic
and linguistic knowledge to predict content.
In class, predictions can be based upon the following:
◦ A title
◦ Visuals
◦ Knowledge of the author
◦ A skim of the first paragraph
◦ A set of keywords from the text
◦ Reading the end, predicting the beginning.
◦ Reading the middle, predicting the beginning and the end.
28.
29.
30.
31.
32. Although reading is often a solitary activity and the idea of
'reading in pairs' seems odd, reading can be collaborative.
Approaches to use include:
Running and Reading
Slashed/ Cut up texts
Using Websites
33. This approach especially lends itself to scanning as the idea is to
encourage the students to read as quickly as possible in a race.
1. Divide the class into student A and student B pairs. Student A sits at
one end of the classroom.
2. Stick the text to be read on the wall at the other end of the room.
3. Give student A a list of questions.
4. Student A reads the first question to student B who has to run down
the classroom to find the answer in the text, and then run back to
dictate the answer to student A, who then tells B question 2 and so
on.
5. The first pair to answer all the questions wins.
Ask the students to swap roles halfway through so everyone gets a
chance to scan.
34. This is a genuinely collaborative reading approach.
1. Photocopy a suitable text and cut it into four.
2. Seat students in fours. Give a piece of the text to each
student. They mustn't show their piece to the others.
3. Give each group a set of questions.
4. The group have to work collaboratively to answer the
questions since no one has the whole of the text.
5. Groups can compare answers when they have
finished.
35.
36. Jigsaw reading is an old favourite but effective.
1. Divide a text into two parts or find two (or three)
separate texts on the same topic.
2. Students A get one text and a related task, students B
get the other text and task.
3. Students A complete their tasks in a group. Students B
likewise. Compare answers in A & B groups.
4. Students get into A & B pairs and tell each other about
their tasks.
37. Telling someone about what we have read is a very
natural reaction to a text.
Some ideas to use include:
1. Discussions about the text
2. Summarising texts
3. Reviewing texts
4. Using a 'follow-up' speaking task related to the topic
5. Looking at the language of the text (e.g. collocations)
(Howarth, 2006).
38.
39. In groups, Ss draw a picture of an ideal
Montessori classroom, and then they present
their pictures to the class.
40. Yun Zhang introduced an oral language
component into intensive reading classes
(English Teaching Forum number 1, 2009).
The classroom activities he proposed are
adapted as follows:
41. This activity is designed to let students act out
a story they read.
The text selected for this activity should
contain a plot involving more than one person.
(at least two players and one director in each
group)
The plot should be represented through
dialogues.
To make the activity more interesting, students
are encouraged to use their imaginations and
make any changes to the plot and dialogues in
their performance.
42.
43. This activity requires students to engage in a
debate from an article or other source.
A debate can deepen students’ understanding of
the issue discussed in the text. In addition, they
learn how to view and orally defend a topic from a
different perspective.
44.
45. This activity is more flexible than the
previous two. It is organised around texts
from different genres.
This activity provides students with
opportunities to orally represent ideas from
the text they have read. It also helps them
learn to ask questions about different issues.
46.
47. Choosing the text & the book
Contains lesson objectives
Genres
– Expository (intended to explain or describe something)
– Narrative (describing events or telling a story)
Interesting
Has pictures that enhance the content
Presents challenges to the readers
– Content
– Vocabulary
– Syntax and morphology
– Reading level
– Text Structure (Brinkley, 2014).
48. Choosing Objectives
Depth vs. Breadth
-Deepen knowledge of a few target objectives
-Broaden understanding with more objectives
Focus for the session (allowing for spontaneity)
– Vocabulary (Beck, McKeown, & Kucan, 2003)
– Text Structure, i.e., expository text or narrative story structure
– Inference—reading between the lines
– Content—information
– Syntactic structures—complex sentences
• Props
– Sticky notes on pages
– Cards to highlight vocabulary – Story board (Norris)
49. Communicative reading is taught integratively with the
other language skills.
Some classroom activities to teach communicative
reading are: read to act, read to debate, read to
interview.
These classroom activities make the reading task more
interesting for the students.
These activities stimulate the students to practise the
four language skills.
50. Brinkley, S. (2014). Becoming the go-to person for communicative reading.
Lecture presented in Arizona State University.
Jacobs, G. M., & Farrell, T. S. (2003). Understanding and Implementtng the
Clt (Communicative Language Teaching) Paradigm. RELC Journal, 34(1), 5-
30. doi:10.1177/003368820303400102
Maley, A. (2010) Extensive reading: Why it is good for our students and for
us. Retrieved from https://www.teachingenglish.org.uk/article/extensive-
reading-why-it-good-our-students…-us
Norris, J. A. (1988, March). Using Communication Strategies to Enhance
Reading Acquisition. The Reading Teacher, 41(7), 668-673. Retrieved from
http://www.jstor.org/stable/pdf/20199892.pdf?_=1466926263716
Richards, J. C. (2006). Communicative language teaching today. New York:
Cambridge University Press.
Rustipa, K. (2010, December). Teaching Communicative Reading. Ragam
Jurnal Pengembangan Humaniora, 10(3), 125-130.
https://www.teachingenglish.org.uk/article/making-reading-communicative