Writing While speech has a greater range of non-verbal means to express meaning writing will need a greater accuracy as no immediate feedback is given to the writer. Writing is more precise and it should be more accurate than speech.
Translation involves transferring the meaning of a text from one language to another. While some argue translation is boring and non-communicative, the document outlines arguments for how translation can develop students' communicative competence. When teaching translation, teachers should select relevant, manageable texts and prepare students by explaining vocabulary and structures. Students then work in groups to translate paragraphs before coming together to ensure coherence. By following these steps, translation lessons can develop students' grammatical, socio-linguistic, discourse and strategic competence in a communicative way.
This document discusses principles for teaching grammar as a communicative resource rather than just rules. It proposes focusing on how grammar is used in different types of spoken and written texts. Key points include:
- Grammar can be viewed as either rules or communicative ability using grammar in texts.
- 12 principles are proposed to teach grammar as a communicative resource assessed through writing and speaking skills.
- Grammatical knowledge refers to rules, while ability refers to using grammar in discourse with a focus on texts rather than sentences.
- Learners' ability to use appropriate grammar in different text types is assessed.
The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
1) The document discusses approaches to teaching intermediate-level writing skills to EFL students.
2) It analyzes the traditional "present-practice-produce" approach and the modern communicative approach, noting weaknesses in both.
3) The author proposes a balanced approach that incorporates elements of both, focusing on writing as communication, the writing process, and attention to form. Classroom techniques include integrating skills, student-centered work, and peer feedback.
Second language and its teaching methods Mohsan Raza
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
RBL - Teaching Language Skills 'Speaking' and 'Writing' - 5th Group RBLmadev Class 2018
This document discusses speaking and writing skills. For speaking skills, it outlines reasons for speaking, characteristics of spoken language, teaching pronunciation, conversation analysis, and activity types to promote speaking in the classroom. For writing skills, it discusses reasons for writing, writing materials, the written product, the writing process, and correcting written work. It provides details on each topic, such as suggesting bottom-up or top-down approaches to teaching pronunciation, distinguishing between motor-receptive and social-interactional speaking skills, and emphasizing feedback, organization, and error correction in writing.
1) Grammar is the system and structure of a language that evolves over time based on how people use language, rather than fixed rules. It reflects how a language is used at a particular point in time.
2) Knowing grammar helps people effectively monitor and communicate the meaning and effectiveness of language use. However, usage is more important than fixed rules.
3) It is important for students to use correct grammar when writing or speaking to fully express their message to others and meet educational standards, though languages naturally change over time. Teaching grammar needs to consider learners' backgrounds and class objectives.
Translation involves transferring the meaning of a text from one language to another. While some argue translation is boring and non-communicative, the document outlines arguments for how translation can develop students' communicative competence. When teaching translation, teachers should select relevant, manageable texts and prepare students by explaining vocabulary and structures. Students then work in groups to translate paragraphs before coming together to ensure coherence. By following these steps, translation lessons can develop students' grammatical, socio-linguistic, discourse and strategic competence in a communicative way.
This document discusses principles for teaching grammar as a communicative resource rather than just rules. It proposes focusing on how grammar is used in different types of spoken and written texts. Key points include:
- Grammar can be viewed as either rules or communicative ability using grammar in texts.
- 12 principles are proposed to teach grammar as a communicative resource assessed through writing and speaking skills.
- Grammatical knowledge refers to rules, while ability refers to using grammar in discourse with a focus on texts rather than sentences.
- Learners' ability to use appropriate grammar in different text types is assessed.
The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
1) The document discusses approaches to teaching intermediate-level writing skills to EFL students.
2) It analyzes the traditional "present-practice-produce" approach and the modern communicative approach, noting weaknesses in both.
3) The author proposes a balanced approach that incorporates elements of both, focusing on writing as communication, the writing process, and attention to form. Classroom techniques include integrating skills, student-centered work, and peer feedback.
Second language and its teaching methods Mohsan Raza
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
RBL - Teaching Language Skills 'Speaking' and 'Writing' - 5th Group RBLmadev Class 2018
This document discusses speaking and writing skills. For speaking skills, it outlines reasons for speaking, characteristics of spoken language, teaching pronunciation, conversation analysis, and activity types to promote speaking in the classroom. For writing skills, it discusses reasons for writing, writing materials, the written product, the writing process, and correcting written work. It provides details on each topic, such as suggesting bottom-up or top-down approaches to teaching pronunciation, distinguishing between motor-receptive and social-interactional speaking skills, and emphasizing feedback, organization, and error correction in writing.
1) Grammar is the system and structure of a language that evolves over time based on how people use language, rather than fixed rules. It reflects how a language is used at a particular point in time.
2) Knowing grammar helps people effectively monitor and communicate the meaning and effectiveness of language use. However, usage is more important than fixed rules.
3) It is important for students to use correct grammar when writing or speaking to fully express their message to others and meet educational standards, though languages naturally change over time. Teaching grammar needs to consider learners' backgrounds and class objectives.
This document discusses different aspects of teaching grammar: what grammar is, why we teach it, when to teach it, and how to teach it. Regarding what grammar is, it describes both traditional and functional grammar. For why we teach grammar, it provides historical context as well as current reasons related to language use. When to teach grammar depends on curriculum and student needs. How to teach grammar discusses both grammar translation and communicative approaches, as well as whether grammar is best taught implicitly or explicitly.
Teaching Language Skill: Speaking and WritingUNY Pasca PBI-B
presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
(2013) .Materials and methods in ELT. John
Wiley&Son.
This document provides a summary of two books about teaching grammar: How to Teach Grammar by S. Thornbury, and Grammar for English Language Teachers by M. Parrott.
Thornbury's book reflects current theory by focusing more on helping students understand grammar rather than practice it. It provides sample lessons illustrating different teaching techniques and approaches. While generally clear, the book could benefit from a more critical presentation of some theoretical ideas. Parrott's book is concerned only with the "what" of grammar teaching, providing chapters on word classes, verbs, and complex sentences to help teachers develop their grammatical knowledge and reference grammar points in lessons.
The document discusses various aspects of teaching grammar including what grammar is, grammatical terms, presenting and explaining grammar, grammar practice activities, and grammatical mistakes. It defines grammar as the way words are structured to form correct sentences and notes that every language has different grammatical structures. It also describes the different views on teaching grammar directly versus indirectly through oral teaching. Furthermore, it outlines the stages of presenting and explaining grammar as well as different types of grammar practice activities from awareness to free discourse. Lastly, it distinguishes between grammatical errors and mistakes.
This document discusses various approaches to teaching grammar in schools. It notes that grammar was popular in certain decades but is making a modest comeback. It considers whether grammar should be taught explicitly or discovered by students. The document also examines typical grammar problems students have, debates whether grammar matters, and presents a three-stage model for teaching it. It suggests grammar be integrated into other language skills and explored within authentic texts. The discussion considers challenges teachers face and how grammar could be taught at a particular school.
This document discusses research on teaching second language (L2) writing. It covers several key areas: (1) the writing process and differences between process-focused and product-focused approaches; (2) differences between L1 and L2 writing in terms of rhetoric, conventions and assessment; (3) the importance of authentic writing tasks and genres; (4) principles for teaching writing such as balancing process and product, accounting for cultural backgrounds, and connecting reading and writing; (5) responding to student writing and providing feedback; and (6) assessing writing through various tasks and considering both process and product. The document provides an overview of major themes and debates in L2 writing pedagogy research.
The document outlines six approaches to teaching writing: 1) The Controlled to Free Approach focuses on accuracy through controlled exercises leading to free writing. 2) The Free Writing Approach stresses quantity over quality. 3) The Paragraph Pattern Approach copies model paragraphs. 4) The Grammar-Syntax Organization Approach works on composition features simultaneously. 5) The Communicative Approach focuses on purpose and audience. 6) The Process Approach views writing as a process from idea generation to redrafting.
The document discusses teaching grammar and provides background information on different approaches to grammar instruction. It outlines prescriptive and descriptive grammar and discusses the history of grammar teaching, including the decline of audiolingualism and rise of communicative language teaching. Key principles for grammar instruction are presented, including integrating inductive and deductive methods, relating grammatical forms to communicative functions, and focusing on procedural knowledge. Techniques like input enhancement, consciousness-raising, dictogloss, and garden path techniques are also described.
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
This document outlines 10 principles of instructed second language acquisition according to Rod Ellis:
1. Instruction should develop both formulaic expressions for fluency and rule-based competence for complexity and accuracy.
2. Instruction should focus predominantly on meaning, especially pragmatic meaning, through communicative tasks.
3. Instruction should also focus on form through grammar lessons and focused tasks.
The principles emphasize the importance of extensive input, opportunities for output and interaction to develop proficiency while accounting for individual differences. Assessments should examine both controlled and free production.
This PPT was used in the Workshop with 61 Teachers of English of DPS Society Schools.
It is meant for teachers of Secondary (IX & X) Classes and can be helpful for teachers of Upper Primary (Vi-VIII).
This document discusses integrating the four language skills of listening, speaking, reading, and writing. It begins by stating the aims are to be aware of reasons for integrating skills, learn two ways of integrating them, and study implications for teaching. It then presents examples of simple integration within the same medium, like listening and speaking orally. More complex integration involves a series of activities using a variety of skills for communicative language use. The implications of integrated skills teaching are a focus on discourse, adjustments to textbooks, and flexible scheduling. Limitations include neglecting separate skill focuses and challenges designing materials for different student skill levels.
Lesson Plan for Teaching Productive Skillssyerencs
The document provides a lesson plan for teaching writing to 2nd year high school students about animals. The lesson plan includes objectives to understand report text structure and write a report. Techniques include creative writing and printed text/powerpoint. The plan has opening, introduction, exploration, elaboration, confirmation and closing stages. Students will analyze example reports, write their own in groups, and present their work. The teacher will provide feedback and a summary.
Rodolfo Chaviano presented on teaching grammar at the CCNN Conference in Managua on August 7th, 2014. He discussed three key strategies for teaching grammar to EFL students: 1) helping students understand grammar concepts, 2) teaching simple formulas, and 3) providing practice through reward and punishment. Chaviano advocates using a competency-based approach focused on developing students' grammatical competence alongside other language skills. He notes that some grammar forms, like certain tenses, can be difficult for students and recommends addressing challenges through clear explanations and ample practice opportunities.
The Development of Learning and Teaching GrammarZahra Azlan
This document discusses the history and approaches to grammar teaching. It begins with definitions of grammar and explores its historical teaching from ancient times through the 19th century. Approaches like traditional, communicative, and post-communicative language teaching are summarized. The use of computer-assisted language learning for grammar is outlined, noting studies have found it can be more effective than traditional instruction. Examples of CALL applications and software for teaching grammar are provided.
The document discusses different approaches to and perspectives on grammar, including:
- Descriptive grammar studies language as actually used, while prescriptive grammar prescribes "correct" usage.
- Various types of grammar focus on different aspects, such as comparative grammar examining language relationships, generative grammar studying sentence structure rules, and reference grammars describing language principles.
- Theoretical debates include whether to prioritize rules or usage, and how best to teach grammar to facilitate language learning and communication.
The document discusses integrated skills teaching and group/pair work activities in the English language classroom. It begins by defining integrated skills as teaching the four language skills (listening, speaking, reading, writing) together by relating activities across multiple skills. Several approaches for achieving integration are described, along with examples of situations requiring integrated skills in daily life. The document then discusses implementing integrated skills teaching through general materials, task-based activities, oral presentations, role plays, and project work. It outlines principles for effective group and pair work interactions and considers benefits and drawbacks of each approach. Finally, two sample project activities integrating multiple skills through group work are described in detail.
The document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning uses counseling techniques to build student confidence in the target language.
- The Silent Way focuses on pronunciation and student autonomy, using colored materials and gestures from the teacher.
This document discusses approaches to teaching writing and provides guidance on writing competence. It outlines the controlled approach, process approach, and genre approach to teaching writing. It emphasizes that writing is a complex recursive process involving skills like paraphrasing, word choice, structure, and developing arguments. The document also differentiates between novice and experienced writers' thinking processes. It provides strategies to enhance second language writing competence, such as focusing on purpose and audience rather than just accuracy.
This document discusses different aspects of teaching grammar: what grammar is, why we teach it, when to teach it, and how to teach it. Regarding what grammar is, it describes both traditional and functional grammar. For why we teach grammar, it provides historical context as well as current reasons related to language use. When to teach grammar depends on curriculum and student needs. How to teach grammar discusses both grammar translation and communicative approaches, as well as whether grammar is best taught implicitly or explicitly.
Teaching Language Skill: Speaking and WritingUNY Pasca PBI-B
presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
(2013) .Materials and methods in ELT. John
Wiley&Son.
This document provides a summary of two books about teaching grammar: How to Teach Grammar by S. Thornbury, and Grammar for English Language Teachers by M. Parrott.
Thornbury's book reflects current theory by focusing more on helping students understand grammar rather than practice it. It provides sample lessons illustrating different teaching techniques and approaches. While generally clear, the book could benefit from a more critical presentation of some theoretical ideas. Parrott's book is concerned only with the "what" of grammar teaching, providing chapters on word classes, verbs, and complex sentences to help teachers develop their grammatical knowledge and reference grammar points in lessons.
The document discusses various aspects of teaching grammar including what grammar is, grammatical terms, presenting and explaining grammar, grammar practice activities, and grammatical mistakes. It defines grammar as the way words are structured to form correct sentences and notes that every language has different grammatical structures. It also describes the different views on teaching grammar directly versus indirectly through oral teaching. Furthermore, it outlines the stages of presenting and explaining grammar as well as different types of grammar practice activities from awareness to free discourse. Lastly, it distinguishes between grammatical errors and mistakes.
This document discusses various approaches to teaching grammar in schools. It notes that grammar was popular in certain decades but is making a modest comeback. It considers whether grammar should be taught explicitly or discovered by students. The document also examines typical grammar problems students have, debates whether grammar matters, and presents a three-stage model for teaching it. It suggests grammar be integrated into other language skills and explored within authentic texts. The discussion considers challenges teachers face and how grammar could be taught at a particular school.
This document discusses research on teaching second language (L2) writing. It covers several key areas: (1) the writing process and differences between process-focused and product-focused approaches; (2) differences between L1 and L2 writing in terms of rhetoric, conventions and assessment; (3) the importance of authentic writing tasks and genres; (4) principles for teaching writing such as balancing process and product, accounting for cultural backgrounds, and connecting reading and writing; (5) responding to student writing and providing feedback; and (6) assessing writing through various tasks and considering both process and product. The document provides an overview of major themes and debates in L2 writing pedagogy research.
The document outlines six approaches to teaching writing: 1) The Controlled to Free Approach focuses on accuracy through controlled exercises leading to free writing. 2) The Free Writing Approach stresses quantity over quality. 3) The Paragraph Pattern Approach copies model paragraphs. 4) The Grammar-Syntax Organization Approach works on composition features simultaneously. 5) The Communicative Approach focuses on purpose and audience. 6) The Process Approach views writing as a process from idea generation to redrafting.
The document discusses teaching grammar and provides background information on different approaches to grammar instruction. It outlines prescriptive and descriptive grammar and discusses the history of grammar teaching, including the decline of audiolingualism and rise of communicative language teaching. Key principles for grammar instruction are presented, including integrating inductive and deductive methods, relating grammatical forms to communicative functions, and focusing on procedural knowledge. Techniques like input enhancement, consciousness-raising, dictogloss, and garden path techniques are also described.
The document discusses integrating the four language skills of reading, writing, listening and speaking by teaching them together in a coherent way. It explains that the simplest form of integration is moving from receptive to productive skills, while more complex integration combines multiple skills linked thematically. Some limitations of integration are that it can be time-consuming for teachers and difficult to design suitable materials, but these should not prevent using an integrated approach.
This document outlines 10 principles of instructed second language acquisition according to Rod Ellis:
1. Instruction should develop both formulaic expressions for fluency and rule-based competence for complexity and accuracy.
2. Instruction should focus predominantly on meaning, especially pragmatic meaning, through communicative tasks.
3. Instruction should also focus on form through grammar lessons and focused tasks.
The principles emphasize the importance of extensive input, opportunities for output and interaction to develop proficiency while accounting for individual differences. Assessments should examine both controlled and free production.
This PPT was used in the Workshop with 61 Teachers of English of DPS Society Schools.
It is meant for teachers of Secondary (IX & X) Classes and can be helpful for teachers of Upper Primary (Vi-VIII).
This document discusses integrating the four language skills of listening, speaking, reading, and writing. It begins by stating the aims are to be aware of reasons for integrating skills, learn two ways of integrating them, and study implications for teaching. It then presents examples of simple integration within the same medium, like listening and speaking orally. More complex integration involves a series of activities using a variety of skills for communicative language use. The implications of integrated skills teaching are a focus on discourse, adjustments to textbooks, and flexible scheduling. Limitations include neglecting separate skill focuses and challenges designing materials for different student skill levels.
Lesson Plan for Teaching Productive Skillssyerencs
The document provides a lesson plan for teaching writing to 2nd year high school students about animals. The lesson plan includes objectives to understand report text structure and write a report. Techniques include creative writing and printed text/powerpoint. The plan has opening, introduction, exploration, elaboration, confirmation and closing stages. Students will analyze example reports, write their own in groups, and present their work. The teacher will provide feedback and a summary.
Rodolfo Chaviano presented on teaching grammar at the CCNN Conference in Managua on August 7th, 2014. He discussed three key strategies for teaching grammar to EFL students: 1) helping students understand grammar concepts, 2) teaching simple formulas, and 3) providing practice through reward and punishment. Chaviano advocates using a competency-based approach focused on developing students' grammatical competence alongside other language skills. He notes that some grammar forms, like certain tenses, can be difficult for students and recommends addressing challenges through clear explanations and ample practice opportunities.
The Development of Learning and Teaching GrammarZahra Azlan
This document discusses the history and approaches to grammar teaching. It begins with definitions of grammar and explores its historical teaching from ancient times through the 19th century. Approaches like traditional, communicative, and post-communicative language teaching are summarized. The use of computer-assisted language learning for grammar is outlined, noting studies have found it can be more effective than traditional instruction. Examples of CALL applications and software for teaching grammar are provided.
The document discusses different approaches to and perspectives on grammar, including:
- Descriptive grammar studies language as actually used, while prescriptive grammar prescribes "correct" usage.
- Various types of grammar focus on different aspects, such as comparative grammar examining language relationships, generative grammar studying sentence structure rules, and reference grammars describing language principles.
- Theoretical debates include whether to prioritize rules or usage, and how best to teach grammar to facilitate language learning and communication.
The document discusses integrated skills teaching and group/pair work activities in the English language classroom. It begins by defining integrated skills as teaching the four language skills (listening, speaking, reading, writing) together by relating activities across multiple skills. Several approaches for achieving integration are described, along with examples of situations requiring integrated skills in daily life. The document then discusses implementing integrated skills teaching through general materials, task-based activities, oral presentations, role plays, and project work. It outlines principles for effective group and pair work interactions and considers benefits and drawbacks of each approach. Finally, two sample project activities integrating multiple skills through group work are described in detail.
The document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning uses counseling techniques to build student confidence in the target language.
- The Silent Way focuses on pronunciation and student autonomy, using colored materials and gestures from the teacher.
This document discusses approaches to teaching writing and provides guidance on writing competence. It outlines the controlled approach, process approach, and genre approach to teaching writing. It emphasizes that writing is a complex recursive process involving skills like paraphrasing, word choice, structure, and developing arguments. The document also differentiates between novice and experienced writers' thinking processes. It provides strategies to enhance second language writing competence, such as focusing on purpose and audience rather than just accuracy.
The document discusses several key aspects of the writing process and instruction. It explains that writing requires a set of complex skills and the development of writing involves thinking, drafting, and revising. It describes how the process approach to teaching writing focuses on helping students understand their writing process and allowing time for writing and revising. The final product is the ultimate goal but reaching it involves going through the writing process. The document also discusses contrastive rhetoric, authentic writing activities, the teacher's role, microskills for writing, types of classroom writing, and characteristics of written language.
The document discusses teaching grammar, including identifying important elements and organizing the classroom. It describes the stages of a sample grammar lesson as present, practice, and produce. Key questions about teaching grammar and how learners need exposure, notice forms, understand meaning and use, practice, and remember items are discussed. Guided discovery techniques teachers can use like asking questions about meaning, context and form are outlined. The importance of allowing practice, speaking, and writing is emphasized.
The document discusses various aspects of the writing process including the stages of writing (prewriting, drafting, revising, editing, and publishing), levels of support a teacher can provide, approaches to writing instruction (writing workshop and thematic), strategies writers use, skills writers need, strategies for informal writing, and common writing genres.
- The document describes an intensive 7-week English course for overseas graduate students attending Manchester University with insufficient English abilities.
- It focused on developing skills in listening comprehension, note-taking, and academic writing through practice exercises and model texts.
- Key challenges identified included students having difficulty understanding spoken English, taking accurate and complete notes during lectures, and producing written work in an appropriate academic style and register for their studies.
The document summarizes key points from a weekly session on teaching grammar:
1) The session covered identifying elements of teaching grammar, organizing classrooms, and stages of a sample grammar lesson which were presenting, practicing, and producing.
2) Key questions about teaching grammar included what grammar is, how people learn it, and how to analyze and teach it.
3) The stages of a grammar lesson were presented as presenting the meaning and form, controlled practice, and freer production.
This document discusses principles and techniques for teaching writing. It covers the evolution of writing instruction from a focus on grammatical rules to incorporating the full writing process. Key principles for teaching writing include understanding students' needs, providing opportunities and feedback, and clearly explaining evaluations. The writing process involves multiple steps - generating ideas, drafting, revising with feedback, editing and proofreading. Teachers should guide students through these steps and link writing to reading activities. Classroom techniques include invention activities, drafting with feedback, and revising to improve content before focusing on mechanics. The goal is to demystify writing and make it an enjoyable skill to learn.
This document outlines the stages of a speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - another quick activity to set the context using questions, pictures, music etc.; 3) Reading for comprehension - students read a sample text with a simple comprehension task; 4) Model analysis - examining a model text to raise awareness of genre conventions; 5) Practice - activities relevant to the writing aspects analyzed; 6) Planning - time for students to think about what and how they will write; 7) Writing task - students write their piece, which can be a draft or final version. Each stage should not exceed 5 minutes except the writing task.
This document discusses various aspects of oral communication and developing oral skills. It begins by defining oral communication as the process of communicating through spoken words. It then provides five golden rules for teaching oral skills, which are to give students practice speaking, provide listening practice, create opportunities for real communication, expand topics discussed, and build discussion skills. The document also discusses other important rules like pronouncing words clearly, avoiding filler words, making eye contact, and using body language. It describes different settings for oral communication like interpersonal, group discussions, and speaking to large audiences. Finally, it discusses what can make speaking difficult, such as clustering, redundancy, rate of delivery, and interaction.
This document discusses different approaches to syllabus design for language courses. It provides definitions and examples of various types of syllabi, including grammatical, functional, situational, lexical, topical, task-based, learner-led and proportional syllabi. It then gives specific examples of syllabus design for reading, speaking and writing courses, outlining the reasons for choosing certain approaches and their potential limitations.
This document discusses different approaches to syllabus design for language courses. It provides definitions and examples of various types of syllabi, including grammatical, functional, situational, lexical, topical, task-based, learner-led and proportional syllabi. It then gives specific examples of syllabus design for reading, speaking and writing courses, outlining the reasons for choosing certain approaches and their potential limitations.
This document discusses different approaches to syllabus design for language courses. It provides definitions and examples of various types of syllabi, including grammatical, functional, situational, lexical, topical, task-based, learner-led and proportional syllabi. It then gives more detailed explanations of possible syllabus designs for reading, speaking and writing courses, highlighting benefits and limitations of each approach.
This document provides an overview of teaching writing to L2 learners. It discusses writing as a skill and different types of writing. The document outlines the principles of a process writing approach which includes pre-writing, drafting, editing, and publishing. It also discusses how to evaluate student writing using categories like content, organization, discourse, syntax, vocabulary, and mechanics. Weighting different categories is suggested, with more weight given to content and organization. Specific feedback is emphasized as the most helpful for students.
This document provides an overview of different approaches to teaching writing, focusing on the process writing approach. It discusses the process writing approach in detail, outlining the typical sequence of activities which includes brainstorming, drafting, revising, and getting feedback. The document also discusses some of the challenges adult EFL learners face in developing writing skills, such as integrating grammar, structure, and cohesion. The process writing approach aims to engage learners in the creative process of writing and give them ownership over their writing.
This paper aims at taking university-level EFL students with an intermediate ability in English as a foreign language from paragraph writing to essay writing. The main idea in this paper is to propose the essay writing skills of EFL students. It proposes writing component that provides a complete picture of developing an essay writing process for EFL students at tertiary level. It also, reveals the objectives of essay writing, the contents, the theoretical aspects, practical aspects, the academic writing layout, and finally, the suggested writing textbooks.
The document discusses key aspects of lesson planning and teaching such as:
1) Lessons are typically divided into preparation, teaching/management, and evaluation stages.
2) There are two worlds of teachers - those with small classes and resources, and most others with large classes to a set syllabus.
3) This material aims to present ideas and techniques teachers can apply to their own teaching through explicit demonstration.
4) Lesson plans should include the aim, new language, main activity stages, and what to do at each stage to prepare and evaluate the lesson.
The document discusses key aspects of lesson planning and teaching such as:
1) Lessons are typically divided into preparation, teaching/management, and evaluation stages.
2) There are two worlds of teachers - those with small classes and resources, and most others with large classes to a set syllabus.
3) This material aims to present ideas and techniques teachers can apply to their own teaching through explicit demonstration.
4) Lesson plans should include the aim, new language, main activity stages, and what to do at each stage to prepare and evaluate the lesson.
The document discusses key aspects of lesson planning and teaching such as:
1) Lessons are typically divided into preparation, teaching/management, and evaluation stages.
2) There are two worlds of teachers - those with small classes and resources, and most others with large classes applying new methods.
3) When introducing new techniques, it's important to demonstrate and have teachers experience them directly to avoid misunderstanding.
4) Lesson plans should include the aim, new language, main activity stages and what to do at each stage to help preparation and evaluation.
This document provides an introduction to basic concepts about sentences, including the different types of sentences based on function and structure. It discusses simple, compound, and complex sentences. It also covers topics like sentence components, question formation, negation, tenses, parts of speech, affixes, and the concepts of coherence and cohesion in writing. The document is intended as an introductory overview of foundational grammar topics for a course.
This document discusses semantics and lexical relations between words. It defines semantics as the study of meaningful units and their cognitive meanings. There are several lexical relations between words based on their senses, including synonymy, homonymy, polysemy, antonymy, and hyponymy. Synonymy refers to words that have the same meaning. Homonymy and polysemy involve ambiguity, where homonymy refers to words that are identical but have different unrelated meanings, while polysemy refers to a word whose meaning is extended metaphorically. Antonymy describes opposites, including complementary, gradable, and relational opposites. Hyponymy describes a subordinate, more specific relationship between a general lexeme and
Traditional Grammar was in the 19th century that historical language study began to meet the criteria of scientificness and only in the 20th century that the study of contemporary languages became scientific in today’s sense of the word.
Evaluating a dictionary: is the process of judging or calculating the quality, importance, amount, or value of dictionary : Evaluation of this new treatment cannot take place until all the data has been collected.
Lexicographers don’t decide which words are proper, they struggle with words like love.
They certainly have a favorite word.
Internet makes lexicographers life easier.
It took almost fifty years to create the first Oxford English dictionary.
Sample sentences from dictionaries can make interesting short stories.
The longest word in the dictionary is the name of a lung disease “pneumonoultramicroscopicsilicovolcanokoniosis”
A murder was a contributor to the first oxford English dictionary “ William Chester Minor”
The dictionary included a fake word for five years “dord”
The use of language is is the inherent capability of native speakers to understand and form grammatical sentences. A language is a set of (finite or infinite) sentences, each finite length constructed out of a limited set of elements.
A sentence is a set of words that complete in itself , and generally contains a subject and a main verb.
A clause is a group of words that contains a subject and verb.
Independent clause can stand alone as a sentence.
Dependent clause cannot stand alone as a sentence.
This document provides an overview of the major and minor branches of linguistics. The major branches discussed are phonology, morphology, syntax, and semantics. Phonology is the study of sound structure in language. Morphology studies word formation. Syntax deals with the arrangement of words. Semantics is the study of meaning. The minor branches covered are phonetics, sociolinguistics, psycholinguistics, and pragmatics. Phonetics focuses on speech sounds. Sociolinguistics examines the relationship between language and society. Psycholinguistics studies language processing in the brain. Pragmatics relates to practical language use. Examples are provided for some branches.
A dictionary is a resource for word information. The book is about language. The encyclopedia is its closest relative, but this book is about things, people, places, and ideas; it is not a book on language. It might be challenging to distinguish between a dictionary and an encyclopedia because the two frequently share features. However, they do not have the same headword list—something you would be hard-pressed to find in an encyclopedia—and they do not share the same definitions for the headwords they do share.
How can varieties in English differ from one another?
1) Phonological variation.2)Lexical variation.3)Morphological variation.4)Syntactic variation.5)Pragmatic variation.
This document discusses key concepts in morphology including:
1. Morphemes are the smallest units of meaning in a language. There are two types: free morphemes which can stand alone as words, and bound morphemes which cannot stand alone and include prefixes and suffixes.
2. Morphs are the actual forms used to realize morphemes. Allomorphs are variant forms of the same morpheme.
3. Phonemes are the smallest units of sound that make a difference in meaning. Allophones are variants of the same phoneme.
Phonetics: is the branch of linguistics that deals with how to human speech sounds are made . علم الصوتيات أحد الفروع الأساسية في اللغة الإنجليزية لمعرفة طرق خروج الأصوات من شخص لآخر.It describes how physical expressions of human speech sounds are produced.
علم الصوتيات يشرح طريقة إنتاج التعبيرات الجسدية لأصوات البشر”.Phonetic units are called phones.“يطلق على الصوتيات اسم الهواتف”As we know that phonetic symbols are enclosed in square brackets.“تكون الرموز الصوتية بداخل أقواس مربعة”.
This document defines and provides examples of different processes of word-formation, including:
- Borrowing words from other languages
- Compounding by joining words together
- Derivation by adding affixes to existing words
- Clipping by cutting parts of words
- Invention of new words
- Acronymy forming words from initials
- Backformation reducing words to new forms
- Reduplication repeating parts of words
- Echoism relating sound and meaning
- Antonomasia forming words from names
It discusses these processes with definitions and examples from sources on linguistics.
The document discusses different tools that can be used to facilitate foreign language learning, including visual aids, audio resources, audiovisual materials, and digital technologies. It outlines several basic principles for using these tools, such as making them instructional, experiential, elicitative, and exploratory. There are four main categories of resources: visuals and visualization techniques, audiovisual means and video production, audio resources and audio production, and information and communication technologies. The document then provides detailed explanations of activities and processes for using each type of resource receptively, actively, and for follow-up work. It also discusses using video feedback and roleplays to improve language skills.
Reliability refers to the consistency of test scores across different administrations of the test. There are two aspects of reliability - reliability of scores over time and reliability of scoring. Reliability of scoring is easier to achieve for objectively scored tests but is important for subjectively scored tests like essays. There are two types of scorer reliability: intra-rater reliability which measures consistency of a single rater's scores and inter-rater reliability which measures consistency between multiple raters' scores. Reliability can be quantified using reliability coefficients which measure the correlation between scores from different test administrations or halves of a test. A test cannot be valid unless it is also reliable, but a reliable test may not be valid as there
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Accounting for Restricted Grants When and How To Record Properly
Writing
1. Department of English Language and
Translation
Done by: Sadam AL Radaat
Supervised by Dr Khaleel Al Bataineh
Source: Sárosdy, Bencze, Poór and Vadnay. 2006. Applied Linguistics I for BA Students
in English.
2. Writing
While speech has a greater range of non-verbal means to
express meaning writing will need a greater accuracy as
no immediate feedback is given to the writer. Writing is
more precise and it should be more accurate than speech.
3. 1. Historical background
There are various stages of writing
1. writing is a mechanic process during which all the technical aspects of writing
can be acquired.
2. writing can be called teaching composition which practically means individual
creative work.
This stage involves many thoughts:
- Translation used to belong to this stage.
- In the renaissance, handwriting had a very important role. In the Middle Ages
teaching writing and spelling could not be separated.
- writing which means individual style and register there are four steps to follow:
transcribing (copying), rewriting (changing of the original sentence into
another structure), imitation (imitating certain techniques of poets or writers)
and then comes creative writing which is an individual activity.
4. - In the 20th century, after WWII all the methods dealt with
developing writing skills.
- In the first three decades after WWII the methodology of
teaching English was interested in the product and not the
process of writing
- In the Audio-lingual method Byrne (1979) dealt with writing
though the classical Audio-lingual method wanted to develop
all the four simplex skills but they thought that the more
students write the higher their academic level will be.
- Some methodologists thought that writing is only a practice
of grammar.
- Byrne in his methodology distinguished controlled writing
from semi-controlled composition (guided composition) for
which sentence transformations were favoured for example,
matching two halves of sentences, re-writing, extension of
sentences and simplifying sentences
5. In the end of the sixties something new started referring to
complex texts to the complete discourse. This new approach
(contrastive rhetorics) states that discourse competence is
culture specific.
It was the first step in teaching writing when the focus of
teaching English fell from the result of writing to the process of
writing.
By the 90s it had been achieved that language teachers accepted
that writing was a very complex thinking process which could be
taught and learnt but it had to meet a lot of requirements. For
example, the legal background of rhetorics, cultural awareness,
rewriting and revision. But we could not miss invention and
creativity either. The teacher is supposed to provide students
with techniques making it possible for him to meet modern
demands.
6. 2. Sub-skills of writing
1. Spelling: is a difficult sub-skill for Hungarian learners as
pronunciation does not coincide with the various ways of
spelling.
2. Punctuation: in English is completely different from the system
in Hungarian as commas have special functions, for example, in
relative clauses.
3. Orthography observing orthographical rules is very important
in writing, whenever we teach a new language structure we are
supposed to teach the necessary orthographical rules
simultaneously with it.
4. Writing at the required speed - writing as motoric process
must be done at the required speed..
7. 5. Linguistic competence which means 'knowledge of lexical
items and rules of morphology, syntax, sentence grammar,
semantics and phonology' (Canaleand Swain 1980:29).
6. How to make a text cohesive, well-structured - so as to
achieve this aim we need discourse competence which is the
ability to connect sentences, to form a meaningful whole out of
a series of utterances.
7. How to focus on the relevant message - a writer should be
able to choose the most significant parts from a lot of pieces of
information.
8. How to write in the expected style and register - while
writing a text the author is expected to be aware of the
features of various styles and registers so as to make an
appropriate piece of writing (Savignon 1983: 40-41).
8. 3. Stages of teaching writing
While teaching writing teachers are supposed to keep the
principle of graduality.
In several manuals on methodology developing writing skills
was treated in a similar way. According to Rivers (1978) in the
first stage writing is a mechanic process which he called 'writing
down'. The next stage would be writing in the language which
revealed the grammatical, lexical and pragmatic rules and the
awareness of the rules above. At the production stage
sentences and paragraphs were formed. The last stage of
developing writing skills was free or expressive writing which
meant writing compositions in which a language learner could
use the language code with necessary awareness and for a
certain communicative purpose
9. Byrne (1979) distinguished the following stages:
early stages which meant basic level,
the next stage of his system was developing skills which meant
the stage between basic and intermediate levels followed by the
stage named contexts for writing which was equal to the
intermediate level.
The last stage of writing was free writing according to Byrne.
Gorman (1979) also distinguished four stages of developing
writing skills: controlled writing, directed writing, guided writing
and independent writing.
10. Nowadays we also define four stages of teaching writing
namely:
1. Controlled - controlled writing activities are copying and
dictation. It is a good idea to use copying in a way which
encourages students to think: this means using crosswords or
matching pictures with captions or sequencing sentences.
11. 2. Semi-controlled: fill-in exercises are useful activities, especially
at the beginner stages. They do not require much active
production of language, since most of the language is given but
they require understanding. Try to use meaningful exercises. Fill-
in exercises can be used for lexical and grammatical practice.
The purpose of guided writing at word level is to make students
practise spelling and learn new vocabulary, for example, learners
can make lists or personal dictionaries, they can complete labels
to pictures or classify words under headings.
The purpose of guided writing at sentence level is to make
students practise spelling, punctuation, new vocabulary and
structures, for example, they are supposed to write captions for
pictures, speech bubbles for cartoons or characters in a story or
write sentences based on completed charts, for example,
surveys or questionnaires. Students can match halves of
sentences and copy them. Students can sequence sentences and
copy them, they can be expected to correct mistakes in written
questions or they can answer the questions.
12. 3. Free - All free writing activities are to be prepared with warm-
up and pre writing activities. Pre-writing activities can be talking
or reading about the subject, students can make word stars, for
example. They are asked to write down all the words and the
expressions they can think in connection with the topic. Picture
descriptions or writing a report or an article can be very good
post-reading or post listening exercises. The only thing we have
to focus on is to prepare this task very thoroughly.
4. Expressive/Creative - this type of writing activities needs a lot
of creativity and imagination. Students can be asked to write a
short story or a poem, or an article based on their previous
experience.
13. 4. The importance of writing process at compositions and
essays
In most cases teachers give a title to the students and ask them
without any preparation to write an essay or a composition.
Though there are methodological steps leading students to
essay writing:
- As a first step teachers should lead in the topic either with a
picture or with some introductory questions. Students could be
asked to come up with certain ideas about the topic in question.
This step can be called brainstorming. The ideas suggested by
the students must be put on the board and then classified
according to certain criteria, for example, in case of
argumentative essays arguments for a principle must be
enumerated in a column while counter arguments must be
listed in another one.
14. - The next step to do is making a first draft followed by editing.
At this stage it is very important to call the students' attention to
proper organisation and to give them some prompts on how to
make a text cohesive. Discourse markers and linking words must
be in focus here.
- The last stage of writing process will be making a final version.
Only this step should be made at home.
15.
A piece of writing should contain certain parts:
introduction, body and conclusion.
Depending on the type of essay the basic parts mentioned above
be varied.
1.In argumentative essays, for example, after the introduction of
a problem background information and thesis are given.
2. As a second stage supporting ideas should follow which
means reasons to support the thesis, one paragraph for each
reason. Refutation will follow this part.
3. After refutation a proper conclusion must be given the
function of this is to offer solution or a recommendation. It is
important to remember that this part should not bring up a new
topic. For further information see Csölle, A. - Kormos, J. (2003).
16. 5. What to focus on?
While writing an essay or a composition students must focus on
unity. It means that each sentence in the paragraph relates to
the same topic and develops the same controlling idea. Each
paragraph within an essay has to be directly related to the thesis.
If any sentence or paragraph does not relate to or develop that
idea, it is irrelevant and should be omitted from the paragraph or
essay.
The next term to keep in mind while writing an essay is
coherence. A coherent paragraph/essay contains sentences that
are logically arranged and flow smoothly. Cohesion is the next
term we have to define here. By cohesion we mean the linguistic
devices with the help of which the writer makes the text
coherent. The strongest cohesive devices include pronominal
references (e.g. s/he, them, it) and conjunctions (e.g. and, but
and other discourse markers and connectives) (Csölle, A. et al
2003: 37 40)..
17. Discourse markers and connectives (mostly adverbs) may be used to
signal relationships both within paragraphs and between paragraphs
e.g. also, besides, in addition express addition, in contrast,
nevertheless contrast.
The term styles has something to do with formality. When we speak
about formal style we mean well organised texts which contain full
and mainly multiple sentences, passive voice, indirect speech,
sophisticated vocabulary, no contraction and no abbreviation or
idioms. By informal style we mean not well-organised texts full of
elliptic or simple sentences, idioms, contracted forms, active voice,
direct sentences and colloquial vocabulary.
While making up a composition, writers should take registers into
consideration which are commonly identified by certain phonological
variants, vocabulary, idioms and other expressions that are
associated with different occupational or socioeconomic groups.
Registers enable people to identify with a particular group and to
maintain solidarity. Register is also sometimes associated with social
class distinctions, but here the line between register and dialect is
difficult to define (Brown: 1994).