The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing. For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined. For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended. For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.

1. Strategies for teaching
the four Language skills

2. Strategies for
Developing
listening Skills

3. Teaching Listening
Listening Strategies
Bottom -
up
Top-down
ELT General Supervision

4. Top-down strategies:
Top-down strategies are listener
based; the listener taps into
background knowledge of the topic,
the situation or context, the type of
text, and the language. This
background knowledge activates a
set of expectations that help the
listener to interpret what is heard and
anticipate what will come next.

5. Bottom-up strategies:
Bottom-up strategies are text
based; the listener relies on
the language in the message,
that is, the combination of
sounds, words, and grammar
that creates meaning

6. Listening strategies:
Listening strategies are
techniques or activities that
contribute directly to the
comprehension and recall of
listening input. Listening strategies
can be classified by how the
listener processes the input.

7. Goals and Techniques
for Teaching Listening
Integrating
metacognitive
Strategies
Listening
Process
ELT General Supervision

8. Metacognitive Strategies:
•Self-Management: Manage Your Own
Learning
•Determine how you learn best
•Arrange conditions that help you learn
•Seek opportunities for practice
•Focus your attention on the task.

9. Bottom-up strategies include:
 listening for specific details
 recognizing cognates
 recognizing word-order
patterns

10. Top-down strategies include:
 listening for the main idea
 predicting
 drawing inferences
 summarizing

11. What makes listening easy or difficult?
Three principal categories:
 the type of language we are
listening to
 our task or purpose in listening
 the context in which listening
occurs

12. Listening Activities
Pre-listening: Plan for the listening task
 Set a purpose or decide in advance
what to listen for
 Decide if more linguistic or background
knowledge is needed
 Determine whether to enter the text
from the top down (attend to the overall
meaning) or from the bottom up (focus
on the words and phrases)

13. While-listening: Monitor
comprehension
 Verify predictions and check for
inaccurate guesses
 Decide what is and is not important
to understand
 Listen/view again to check
comprehension
 Ask for help

14.  Match while-listening activities to the
instructional goal, the listening
purpose, and students' proficiency
level.
 Organize activities so that they guide
listeners through the text.
 Use questions to focus students' attention
on the elements of the text crucial to
comprehension
 Use predicting to encourage students to
monitor their comprehension as they
listen.

15. Sample while-listening activities
 listening with visuals
 filling in graphs and charts
 following a route on a map
 checking off items in a list
 listening for the gist
 searching for specific clues to
meaning
 completing cloze (fill-in) exercises

16. Post-listening: Evaluate
comprehension and strategy use
 Evaluate comprehension in a particular
task or area
 Evaluate overall progress in listening
and in particular types of listening tasks
 Decide if the strategies used were
appropriate for the purpose and for the
task
 Modify strategies if necessary

17. Post-listening activities:
The procedure may be:
 general or special questions
 wrong statements
 making a plan(key words or key sentences)
 giving a gist of the text
 written reproduction
 role-plays
 multiple-choice test
 etc

18. Procedure:
 Help students identify the listening goal: to
obtain specific information; to understand
most or all of the message.
 Help students outline predictable sequences
in which information may be presented: who-
what-when-where (news stories); who-flight
number-arriving/departing-gate number
(airport announcements) etc…
 Help students identify key words/phrases to
listen for

19. Strategies for
Developing
speaking Skills

20. Many language learners regard speaking ability
as the measure of knowing a language. These
learners define fluency as the ability to
converse with others, much more than the
ability to read, write, or comprehend oral
language.
Teaching Speaking
ELT General Supervision

21. Speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and
vocabulary): Using the right words in the right
order with the correct pronunciation
Functions (transaction and interaction):
Knowing when clarity of message is essential
(transaction/information exchange) and when
precise understanding is not required.
Social and cultural rules and norms (turn-
taking, rate of speech, length of pauses
between speakers, relative roles of participants
ELT General Supervision

22. Goals and Techniques for
Teaching Speaking
The goal of teaching speaking skills is
communicative efficiency .
Learners should be able to make themselves
understood.
Instructors can use a balanced activities approach
that combines language input, structured output,
and communicative output.
ELT General Supervision

23. Strategies for
Developing
Reading Skills

24. What strategies should I teach?
 The most practical way of thinking about
teaching reading comprehension is to
organize instruction according to how you
want students to think about strategies.
For this reason, the most straightforward
way of organizing comprehension
strategies is to think about strategies that
one might use
pre- reading, while-reading, and post-
reading.

25. Strategies for developing Reading:
 previewing headings, surveying
pictures,
 reading introductions and
summaries,
 creating a pre-reading outline,
 creating questions that might need
to be answered,
 making predictions that need to be
confirmed, etc.

26. While-Reading Strategies
consist of those strategies that
students learn to use while they are
reading a text selection. These
strategies
 help the student focus on how to
determine what the author is
actually trying to say
 and match the information with
what the student already knows.

27. The While-Reading Strategies
include:
 questioning
 inferring
 visualizing
 Making Connections

28. Post-Reading Strategies
consist of those strategies that students
learn to use when they have completed
reading a text selection.
These strategies are used to help the
student
 "look back" and think about the
message of the text
 and determine the intended or possible
meanings that might be important.

29. These strategies are used
 to follow up and confirm what was
learned (e.g., answer questions or
confirm predictions) from the use of
before and during reading strategies.
 to focus on determining what the big,
critical, or overall idea of the author's
message was
 and how it might be used before moving
on to performance tasks or other
learning tasks.

30. How do you teach
comprehension strategies?
The stages of instruction that are most often cited
as being effective in helping a student learn a
strategy are:
(1) orient students to key concepts, assess, and ask
students to make a commitment to learn,
(2) describe the purpose of the strategy, the potential
benefits, and the steps of the strategy,
(3) model (thinking aloud) the behavioral and
cognitive steps/actions involved in using the
strategy,

31. (4) lead verbal practice and
elaboration of the key information
and steps related to the strategy,
(5) provide for guided and controlled
practice of the strategy with detailed
feedback from the teacher and/or
knowledgeable peers,
(6) gradually move to more
independent and advanced practice
of the strategy with feedback from
the teacher and/or knowledgeable
peers,

32. Strategies for
Developing
writing Skills

33. Introduction
In order to be able to select and
use appropriate procedures &
materials, as well assess their
learners’ needs and progress,
teachers need to be clear
regarding the desirable
outcomes of a writing
programme and the strategies
involved in good writing.

34. a- Pre-writing:
1. Stimulate the students
creativity.
2. Get them to think about
how to approach a writing
topic.
3. In this stage, the most
important thing is the flow
of ideas.

35. b- Drafting:
1- Students write quickly on a topic
for five or ten minutes without
worrying about correct language or
punctuation.
2- Working in groups, sharing ideas.
3- Exchanging views: Different
students choose different points of
view and think about and discuss
them.

36. c- Editing:
1- Ordering: organizing the notes
written. What should come
first? and why?
2- Self –editing: A good writer
must learn how to evaluate his
own
language to improve through
checking his own text, looking
for errors.

37. D-Peer editing & proof reading:
- The texts are exchanged /
interchanged and the
evaluation is done by other
students.
- The students are some times
asked to reduce the texts & to
edit them concentrating on the
most important information.

38. Useful tips on how to carry out a writing
lesson successfully.
1. Bring some energy and excitement to the
process of writing in the classroom.
2. Create a writing environment that is
authentic and purposeful.
3. Resort to group work to help decrease the
students' fear and the complexity of writing
tasks.

39. 4- Make your tasks lively and
enjoyable and make the
atmosphere of the class less
intimidating by allowing students
to work together and hence to
assist each other.
5- Spare no pains making positive
comments to help build students'
confidence & create a good feeling
for the next writing class.

40. 6- Implement in your students the idea
that their writing is addressed to a
person, for a reason and with an
expected response.
7- Provide a real audience for your
students by creating class magazines
or by swapping letters with other
classes.
8- Make your students know that, as
their teacher and audience, you are
interested in their ideas.

41. 9- Train your students on the
techniques of writing: listing,
selecting and organizing.
10- Help develop your students
grammar, syntax, punctuation by
analyzing stylistic features of good
reading texts.
11- Insist on responding to the content
and how far the students have
achieved their purpose for writing.

42. The End
Thank
you