The Four Language Skills
When we learn a
language, there are four skills that we need for complete
communication. When we learn our native language, we usually learn
to listen first, then to speak, then to read, and
finally to write. These are called the four "language
skills":
- Listening Skill
- Speaking Skill
- Reading Skill
- Writing Skill
The four language
skills are related to each other in two ways:
- the direction of communication (in or out)
- the method of communication (spoken or written)
Input is sometimes
called "reception" and output is sometimes called
"production". Spoken is also known as "oral".
Note that these four
language skills are sometimes called the "macro-skills".
This is in contrast to the "micro-skills", which are things
like grammar, vocabulary, pronunciation and spelling.
Listening Skill
Listening is the
ability to accurately receive and interpret messages in the
communication process. Listening is key to all effective
communication, without the ability to listen effectively messages are
easily misunderstood – communication breaks down and the sender of
the message can easily become frustrated or irritated.
Listening is so
important that many top employers provide listening skills training
for their employees. This is not surprising when you consider that
good listening skills can lead to: better customer satisfaction,
greater productivity with fewer mistakes, increased sharing of
information that in turn can lead to more creative and innovative
work.
Remember: Listening
is not the same as Hearing!
Hearing refers to
the sounds that you hear, whereas listening requires more than that:
it requires focus. Listening means paying attention not only to the
story, but how it is told, the use of language and voice, and how the
other person uses his or her body. In other words, it means being
aware of both verbal and non-verbal messages. Your ability to listen
effectively depends on the degree to which you perceive and
understand these messages.
Methods of Teaching
Listening Skills
Effective, modern
methods of teaching listening skills encompass everything from
interactive exercises to multimedia resources. Listening skills are
best learned through simple, engaging activities that focus more on
the learning process than on the final product. Whether you are
working with a large group of students or a small one, you can use
any of the following examples to develop your own methods for
teaching students how to listen well
1. Interpersonal
Activities
One effective and
nonthreatening way for students to develop stronger listening skills
is through interpersonal activities, such as mock interviews and
storytelling. Assign the students to small groups of two or three,
and then give them a particular listening activity to accomplish. For
example, you may have one student interview another for a job with a
company or for an article in a newspaper. Even a storytelling
activity, such as one that answers the question "What was your
favorite movie from last year?" can give students the
opportunity to ask one another questions and then to practice active
listening skills.
2. Group Activities
Larger group
activities also serve as a helpful method for teaching listening
skills to students. You can begin with a simple group activity. For
the first part, divide students into groups of five or larger and
instruct them to learn one hobby or interest of at least two other
group members. Encourage them to ask clarifying questions during the
activity, and you may allow them to take notes if helpful. However,
as time passes and their skills grow, you should limit students to
only writing notes after the completion of the first part of the
group activity. For the second part, have the students sit in a large
circle, and then have each individual student share the name and the
hobby or interest of the group members that she or he met. This
second part of the group activity can also lend itself to additional
listening exercises. For example, you may ask students to name a
number of the hobbies and interests identified during the sharing
session.
3. Audio
Segments/songs
You can also teach
listening skills through audio segments of radio programs, online
podcast, instructional lectures and other audio messages. You should
model this interactive listening process in class with your students,
and then instruct them to repeat the exercise on their own. First,
instruct students to prepare for listening by considering anything
that they will want to learn from the content of the audio segment.
Once they have written down or shared these ideas, then play the
audio segment, allowing the students to take notes if helpful. Once
they have gained confidence and experience, repeat this activity but
instruct students to not take notes until the completion of the audio
segment. You can use shorter or longer audio segments, and you can
choose more accessible or more challenging material for this type of
exercise.
4. Video Segments
Another helpful
resource for teaching listening skills are video segments, including
short sketches, news programs, documentary films, interview segments,
and dramatic and comedic material. As with audio segments, select the
portion and length of the video segment based on the skill level of
your students. With your students, first watch the segment without
any sound and discuss it together. Encourage the students to identify
what they think will be the content of the segment. Then, watch the
segment again, this time with sound, allowing students to take notes
if helpful for their skill level. After the completion of the video
segment, you can have students write a brief summary of the segment,
or you can take time to discuss as a group how the segment compares
with the students' expectations.
Instructional Tips
Whatever method you
use for teaching listening, keep a few key instructional tips in mind
that will help both you and your students navigate the learning
process. One, keep your expectations simple, as even the most
experienced listener would be unable to completely and accurately
recall the entirety of a message. Two, keep your directions
accessible and build in opportunities for students not only to ask
clarifying questions, but also to make mistakes. Three, help students
navigate their communication anxiety by developing activities
appropriate to their skill and confidence level, and then strengthen
their confidence by celebrating the ways in which they do improve, no
matter how small.
http://classroom.synonym.com/modern-methods-teaching-listening-skills-2458.html
Good listening
lessons go beyond the listening task itself with related activities
before and after the listening. Here is the basic structure:
Before Listening
Prepare your
learners by introducing the topic and finding out what they already
know about it. A good way to do this is to have a brainstorming
session and some discussion questions related to the topic. Then
provide any necessary background information and new vocabulary they
will need for the listening activity.
During Listening
Be specific about
what students need to listen for. They can listen for selective
details or general content, or for an emotional tone such as happy,
surprised, or angry. If they are not marking answers or otherwise
responding while listening, tell them ahead of time what will be
required afterward.
After Listening
Finish with an
activity to extend the topic and help students remember new
vocabulary. This could be a discussion group, craft project, writing
task, game, etc.
The following ideas
will help make your listening activities successful.
Noise
Reduce distractions
and noise during the listening segment. You may need to close doors
or windows or ask children in the room to be quiet for a few minutes.
Equipment
if you are using a
CD-player, make sure it produces acceptable sound quality. Bring
extra batteries or an extension cord with you.
Repetition
Read or play the
text a total of 2-3 times. Tell students in advance you will repeat
it. This will reduce their anxiety about not catching it all the
first time. You can also ask them to listen for different information
each time through.
Content
Unless your text is
merely a list of items, talk about the content as well as specific
language used. The material should be interesting and appropriate for
your class level in topic, speed, and vocabulary. You may need to
explain reductions (like 'gonna' for 'going to') and fillers (like
'um' or 'uh-huh').
Recording Your Own
Tape
Write appropriate
text (or use something from your textbook) and have another English
speaker read it onto tape. Copy the recording three times so you
don't need to rewind. The reader should not simply read three times,
because students want to hear exact repetition of the pronunciation,
intonation, and pace, not just the words.
Video
You can play a video
clip with the sound off and ask students to make predictions about
what dialog is taking place. Then play it again with sound and
discuss why they were right or wrong in their predictions. You can
also play the sound without the video first, and show the video after
students have guessed what is going on.
Homework
Give students a
listening task to do between classes. Encourage them to listen to
public announcements in airports, bus stations, supermarkets, etc.
and try to write down what they heard. Tell them the telephone number
of a cinema and ask them to write down the playing times of a
specific movie. Give them a tape recording of yourself with
questions, dictation, or a worksheet to complete.
What are some tips
to help teachers develop students’ listening skills?
An effective teacher
is aware that students are not always able to develop oral
comprehension skills on their own; without additional supports
listening, by itself, is not enough to develop better listening
skills. Here are several activities a teacher can employ to
facilitate the development of listening skills.
1. Promote active
listening: giving the students something to listen for ensures that
they are involved in the task. Exercise sheets are another tool that
promote active listening;
2. Identify
listening strategies: give the students tools to guide their
listening; such as, looking for specific information, identifying
predictable words or phrases, or discussing what they expect in
certain forms of speech; such as, newscasts or advertisements.;
3. Selecting the
most appropriate strategy for presenting the lesson; for example,
using a top down (general meaning, summarizing) or bottom up
(cognates, specific words, word order patterns) approach;
4. Allow the
students to hear as much of the target language as possible while
using a variety of teaching methods; for example, sometimes using
visual cues, at other times not;
5. Use authentic
materials; for example, a lecture or a radio announcement in the
target language, to help students become accustomed to different
accents and to a realistic pace of speech;
6. Ensure the
students know the goals of the listening task: is the goal to
understand what’s being said, to decide whether to keep listening
or to obtain specific information?
7. Provide
opportunities for reflection and discussion. So students can share
what was heard, what was learned and methods they employed to better
understand what was said;
8. Organize
pre-listening activities, such as providing students with relevant
vocabulary, reading a related text, looking at a related image or
clarifying necessary cultural information etc.;
9. Be sure to check
level of the listening exercise beforehand to ensure it is an
appropriate level for the students.
Activities to teach
listening skills.
1. Dual dictation
Ask students to get
into pairs to write a dialogue. When student A is speaking, student B
should write down what they are saying and vice verse. When they have
finished the conversation, they should check what each other has
written and put the two sides of the conversation together. You could
then ask students to perform their dialogues again to the rest of the
class, or to swap with other pairs.
This activity works
best if you give students a theme or role-play, e.g.
A conversation
between friends about holidays
An argument between
siblings
An interview with a
famous person
A scene from a film
Class memory quiz
Ask one student at a
time to go to the front of the class. Ask the rest of the class to
ask them any questions they like (as long as they are not too
personal!),e.g.
What is your
favourite colour/food/band?
What did you have
for lunch?
Which country would
you most like to visit?
Try to make a note
of some of the answers. When all of the students (or half of the
students, if you have a large group) have been interviewed, explain
that you are going to hold a quiz about the class. Get the students
into small teams and ask them to put their hand up if they know the
answer to a question, e.g.
Which student likes
Oasis?
What is Marie's
favorite food?
Which two students
would like to be famous actors?
Award a point to the
first team to answer correctly. This game can be a lot of fun, and
encourages students to listen to each other.
2. Listen for
lies
Divide the class into two teams A and B. Ask one student at a
time to come to the front of the class and read aloud a passage which
you have chosen, e.g. a story or newspaper article. Then ask them to
read it aloud again, but to make some changes. Each time a lie (or
change) is read out, the students must stand up. The first team to
stand up gets a point. This game requires students to listen
carefully and encourages them to remember important information and
details.
Songs for children:
Speaking Skill
Speaking is "the
process of building and sharing meaning through the use of verbal and
non-verbal symbols, in a variety of contexts." It is a crucial
part of second language learning and teaching. Despite its
importance, for many years, teaching speaking has been undervalued
and English language teachers have continued to teach speaking just
as a repetition of drills or memorization of dialogues. However,
today's world requires that the goal of teaching speaking should
improve students' communicative skills, because, only in that way,
students can express themselves and learn how to follow the social
and cultural rules in each communicative circumstance. In order to
teach second language learners how to speak in the best way possible,
some strategies and some speaking activities are provided below, that
can be applied to ESL and EFL classroom settings, together with
suggestions for teachers who teach oral language.
Strategies for
Developing Speaking Skills
Before
you decide to do activities intended to help students to develop the
ability to speak in English, you have to be aware that students
often think that the ability to speak a language is the product of
language learning. We know that speaking is a crucial part of the
language learning process. So it is very important to teach students
some important speaking strategies that they can use to help
themselves expand their knowledge of the language and their
confidence in using it. You as a teacher help students to learn to
speak so that the students can use speaking to learn.
1. Using minimal
responses
It is a good
strategy that really works when we have learners who lack confidence
in their ability to participate successfully in oral interaction
often listen in silence while others do the talking. One way to
encourage such learners to begin to participate is to help them build
up a stock of minimal responses that they can use in different types
of exchanges.
Minimal responses
are predictable, often idiomatic phrases that conversation
participants use to indicate understanding, agreement, doubt, and
other responses to what another speaker is saying. Having a stock of
such responses enables a learner to focus on what the other
participant is saying, without having to simultaneously plan a
response.
2. Recognizing
scripts
Some communication
situations are associated with a predictable set of spoken exchanges
-- a script. Greetings, apologies, compliments, invitations, and
other functions that are influenced by social and cultural norms
often follow patterns or scripts. So do the transactional exchanges
involved in activities such as obtaining information and making a
purchase. In these scripts, the relationship between a speaker's turn
and the one that follows it can often be anticipated.
You can help
students develop the speaking ability by making them aware of the
scripts for different situations so that they can predict what they
will hear and what they will need to say in response.
3. Using language to
talk about language
Language learners
are often too embarrassed or shy to say anything when they do not
understand another speaker or when they realize that a conversation
partner has not understood them. in this cases, you can help students
overcome this reticence by assuring them that misunderstanding and
the need for clarification can occur in any type of interaction,
whatever the participants' language skill levels. You can also give
students strategies and phrases to use for clarification and
comprehension check.
Before we develop
some activities with your students, you have to make emphasis on your
students that the aim of the activity is not just to speak the more
but to speak as much as it is possible and have a good pronunciation
of the words. So this video will be really meaningful to help them to
speak like a native speaker.
Activities:
- What a life
It is an activity
that is developed in groups. First, you have to ask your students to
write in some small cards some events or things that have happened to
them in the past. Then each of them is going to have a turn to pick
up a card and read it out to the rest of the group. After this, they
have to make a different question to the reader of the card.
- Taboo
It is a speaking
game where students have to provide some words besides the ones that
you have provided them in some slices of paper. What you have to do
is to give students some words written in a sheet of paper. Then, you
have to explain them that they have to write some others related with
the ones that you have given them. The point is that per each word
they have to write a certain numbers of words or adjectives that have
relation with the provided.
- Consequence role play
Here students have
to take the role of another person
Procedure
Give each student a
piece of paper. On this they must first write:
- The first name of their favorite movie star - male or female but of the opposite gender to themselves
- Student's favorite fruit.
- A number between 1 - 9
- The names of vegetables - the same number of vegetables as the number given above
- A job they don't like
- Their favorite job they would like to do
- A description of their dream house; e.g. by the sea, in the mountains - using adjectives to describe this place
- Finally, they describe what country they would really like to live in.
- Now they are required to change character to the person they have described on the piece of paper. Here are what the points above mean:
- This is their husband's or wife's first name
- This is their family name.
- This indicates the number of children they have
- This indicates the children's names.
- This is their job.
- This is the their husband's or wife's job
- This describes the family house and tells the listener where it is located
- This last point tells us what country they come from.
- Fashion statements
This is an activity
were students have the opportunity to give their personal opinions of
style and fashion.
Procedure:
- Before doing this activity, give your students some statements on the board and ask them if they agree or disagree.
- Here are some example statements you can use:
- What you wear says a lot about your personality
- I love buying new clothes.
- I really do not care about what I wear.
- Second hand clothes can be cool.
- Then make pairs and ask them to discuss how much they agree or disagree with it.
- Food Flashcards
This activity is
really useful because just by having simple pictures on hand,
students can get great results. It is a good activity to revise
vocabulary or to generate discussion.
These activities
take little or no preparation. You can either cut pictures from
magazines, or download them from the internet.
Preparation
- Learners look at the pictures and try to name as many items as possible.
- Ask learners to describe the setting for the meal.
- There is a common saying "We are what we eat." Get the learners to try to describe the people who may be eating this meal.
- What can you guess about a person from the food they eat?
- Describe the person you think cooked the meal / will eat the meal?
- Where are the people now?
- You can get your learners' personal reactions to the pictures.
- Which meal would they most / least like to eat?
- What country does the food come from?
Here you have a
video about some recommendations on using flashcards
- Picture Dictation: this activity requires a low preparation and works well with large classes, especially with young learners and teens. All your students need is a blank piece of paper and all the teacher needs is a little bit of imagination.
Procedure
- First of all explain to students that they are going to do a picture dictation, that you are going to describe a picture to them and that all they have to do is simply listen and draw what they hear you describe.
- When you are describing the picture, it is best to describe one object at a time slowly and to repeat each description two or three times.
- Make sure you give students enough time to finish drawing one object before you move onto the next object.
Tip for making the
activity work well
- Before starting the activity, you may elicit from the students vocabulary that they will need to know for the activity.
Finally, they have
to swap roles and then they have to compare the pictures they drew
and pointing out some of the possible differences.
- True- False Story
This speaking
activity is very effective for practicing the telling of stories and
for learning fascinating things about the students in the class.
- What you have to do is just to tell the students an interesting story about yourself, describing it in detail way; what happened. At the end of the story, give them an opportunity to ask you questions about the story. Finally, ask them to decide if they think the story is true or false. Then you tell students the answer and now it's the students' turn to make up stories.
- Put the students into groups of two or three members and tell them to prepare two stories for the class. Each student must have one story to tell. In a pair, one story must be true and one must be false. In a group of three you can have one true and two false, or two true and one false. The important thing is that the false stories must be realistic and the true stories must be unusual.
- When all the groups have finished their stories, conduct a feedback session and highlight the effective language that was used as well as the language that needs to be worked on.
- Finding the murderer
This speaking
activity gives student the chance to take roles and participate in
different way in the performance of the activity.
- First, write on the board: Mr. Johnson was found dead in her house on Tuesday morning. You have to find who killed him and why.
- Explain to students that they are going to prepare a play and perform it (in groups).
- The objective is that the audience has to guess who the murderer is.
- Tell students that they are free to invent a story about why he is dead. They can choose their own personalities, and decide who will be the inspector as he or she prepares a few questions to interview the suspects. Or you can give them a hand by saying before some information of the dead. Such as if he had money, if he was famous, etc.
- Brain Storming
On a given topic,
students can produce ideas in a limited time. Depending on the
context, either individual or group brainstorming is effective and
learners generate ideas quickly and freely. The good characteristic
of brainstorming is that the students are not criticized for their
ideas so students will be open to sharing new ideas.
- Reporting
Before coming to
class, students are asked to read a newspaper or magazine and, in
class, they report to their friends what they find as the most
interesting news. Students can also talk about whether they have
experienced anything worth telling their friends in their daily lives
before class.
Besides the previous activities, here you have this video with five successful activities
to teach speaking.
SUGGESTIONS FOR
TEACHERS WHEN TEACHING SPEAKING
- Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
- Try to involve each student in every speaking activity.
- Reduce teacher speaking time in class. Step back and observe students.
- Indicate positive signs when commenting on a student's response.
- Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.
- Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…"
- Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.
- Involve speaking activities not only in class but also out of class; contact parents and other people who can help.
- Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.
- Provide the vocabulary beforehand that students need in speaking activities.
- Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.
Reading
Skill.
"Reading"
is the process of looking at a series of written symbols and getting
meaning from them. When we read, we use our eyes to receive written
symbols (letters, punctuation marks and spaces) and we use our brain
to convert them into words, sentences and paragraphs that communicate
something to us.
Reading
can be silent (in our head) or aloud (so that other people can hear).
Reading
is a receptive skill - through it, we receive
information. But the complex process of reading also requires the
skill of speaking, so that we can pronounce the words that we read.
In this sense, reading is also a productive skill in that we are both
receiving information and transmitting it (even if only to
ourselves).
Do
we need to read in order to speak English? The short answer is no.
Some native speakers cannot read or write but they speak English
fluently. On the other hand, reading is something that you can do on
your own and that greatly broadens your vocabulary, thus helping you
in speaking (and in listening and writing). Reading is therefore a
highly valuable skill and activity, and it is recommended that
English learners try to read as much as possible in English.
Important
aspects students need to develop when improving reading skills.
To
develop word recognition, children need to learn:
-
How
to break apart and manipulate the sounds in words – this
is phonemic awareness
example: feet has three
sounds: /f/, /e/, and /t/
-
Certain
letters are used to represent certain sounds – this is
the alphabetic principle
example: s and h make
the /sh/ sound
-
How
to apply their knowledge of letter-sound relationships to sound out
words that are new to them – this is decoding
example:
ssssspppoooon – spoon!
-
How
to analyze words and spelling patterns in order to become more
efficient at reading words – this is word
study
example: Bookworm has two words I
know: book and worm.
-
To
expand the number of words they can identify automatically, called
their sight vocabulary
example: Oh, I know that word – the!
To
develop comprehension, children need to develop:
-
Background
knowledge about many topics
example: This book is about zoos
– that's where lots of animals live.
-
Extensive oral
and print vocabularies
example: Look at my trucks – I have a
tractor, and a fire engine, and a bulldozer.
-
Understandings
about how the English language works
example: We say
she went home, not she goed home.
-
Understandings
about how print works
example: reading goes from left
to right
-
Knowledge
of various kinds of texts
example: I bet they live
happily ever after.
-
Various
purposes for reading
example: I want to know what ladybugs eat.
-
Strategies
for constructing meaning from text, and for problem solving
when meaning breaks down
example: This isn't making sense. Let
me go back and reread it.
To
develop fluency, children need to:
-
Develop
a high level of accuracy in word recognition
-
Maintain
a rate of reading brisk enough to facilitate comprehension
-
Use phrasing
and expression so that oral reading sounds like speech
-
Transform
deliberate strategies for word recognition and comprehension
into automatic skills
But
if reading isn't pleasurable or fulfilling, children won't choose to
read, and they won't get the practice they need to become fluent
readers.
Therefore, reading
also means developing and maintaining the motivation to read. Reading
is an active process of constructing meaning? The key word here is
active.
To
develop and maintain the motivation to read, children need to:
-
Appreciate
the pleasures of reading
-
View
reading as a social act, to be shared with others
-
See
reading as an opportunity to explore their interests
-
Read
widely for a variety of purposes, from enjoyment to gathering
information
-
Become
comfortable with a variety of different written forms and genres
Reading
Strategies
Here
are some strategies for improving your comprehension skills.
1.
Skimming
Skimming
is used to quickly gather the most important information, or 'gist'.
Run your eyes over the text, noting important information. Use
skimming to quickly get up to speed on a current business situation.
It's not essential to understand each word when skimming.
Examples
of Skimming:
-
The
Newspaper (quickly to get the general news of the day)
-
Magazines
(quickly to discover which articles you would like to read in more
detail)
-
Business
and Travel Brochures (quickly to get informed)
2.
Scanning
Scanning
is used to find a particular piece of information. Run your eyes over
the text looking for the specific piece of information you need. Use
scanning on schedules, meeting plans, etc. in order to find the
specific details you require. If you see words or phrases that you
don't understand, don't worry when scanning.
Examples
of Scanning
-
The
"What's on TV" section of your newspaper.
-
A
train / airplane schedule
-
A
conference guide
This lesson
plan focusing on scanning reading skills can be of help in
practicing these skills on your own or in printed out for in-class
use.
Skimming and Scanning Video:
3.
Extensive reading
Extensive
reading is used to obtain a general understanding of a subject and
includes reading longer texts for pleasure, as well as business
books. Use extensive reading skills to improve your general knowledge
of business procedures. Do not worry if you understand each word.
Examples
of Extensive Reading
-
The
latest marketing strategy book
-
A
novel you read before going to bed
-
Magazine
articles that interest you
This lesson
focusing on improving vocabulary through extensive reading can
be of help putting these skills into practice.
4.
Intensive reading
Intensive
reading is used on shorter texts in order to extract specific
information. It includes very close accurate reading for detail. Use
intensive reading skills to grasp the details of a specific
situation. In this case, it is important that you understand each
word, number or fact.
Examples
of Intensive Reading
-
A
bookkeeping report
-
An
insurance claim
-
A
contract
Other
strategies:
-
Skip:
if you don't understand a word or section, keep reading ahead. Come
back to the section or word again and try to figure out the meaning.
Use a dictionary if necessary.
-
Look
for headings, subtitles and keywords.
-
Read out
loud: children read out loud when they first start reading. You
can too. Get comfortable hearing your English voice.
-
Create timelines or charts:
reorganize what you read in a different format.
-
Rewrite
in a different tense.
-
Rewrite
in a different format: for example, rewrite an article in
letter or list form.
-
Illustrate:
if you think you're a visual learner, sketch images or an
infographic related to what you read.
-
Write
the questions: as you read, think about which questions you might
find on a test or quiz. Write them down and answer them, or quiz a
friend.
-
Summarize or
retell: you can do this by writing a letter to a friend, writing a
blog post, making a web cam video, or just starting a conversation
on this topic.
-
Keep
a vocabulary journal.
-
Use
a pen or ruler: some people find it is easier to read
with a pacer. A pen, ruler or fingertip can help you keep your place
and prevent your eyes from wandering off. This may not be suitable
if you are reading on a computer or mobile device. Adjust the
screen to a larger size if necessary.
Activities
to improve Reading skill.
1.
Read an answer the questions.
The
teacher provides a sheet of paper with a paragraph to the students;
the students read it until they retain the information and later,
they have to answer certain questions about the paragraph.
2.
Fill in the blanks
3.
True of false.
The
students read a paragraph about a certain topic; the teacher assigns
a period of time so that the students understand the information.
Then, a series of statements are given and the students are able to
look for specific information and decide whether the statement is
true or false.
Reading
Skill.
"Reading"
is the process of looking at a series of written symbols and getting
meaning from them. When we read, we use our eyes to receive written
symbols (letters, punctuation marks and spaces) and we use our brain
to convert them into words, sentences and paragraphs that communicate
something to us.
Reading
can be silent (in our head) or aloud (so that other people can hear).
Reading
is a receptive skill - through it, we receive
information. But the complex process of reading also requires the
skill of speaking, so that we can pronounce the words that we read.
In this sense, reading is also a productive skill in that we are both
receiving information and transmitting it (even if only to
ourselves).
Do
we need to read in order to speak English? The short answer is no.
Some native speakers cannot read or write but they speak English
fluently. On the other hand, reading is something that you can do on
your own and that greatly broadens your vocabulary, thus helping you
in speaking (and in listening and writing). Reading is therefore a
highly valuable skill and activity, and it is recommended that
English learners try to read as much as possible in English.
Important
aspects students need to develop when improving reading skills.
To
develop word recognition, children need to learn:
How
to break apart and manipulate the sounds in words – this
is phonemic awareness
example: feet has three
sounds: /f/, /e/, and /t/
Certain
letters are used to represent certain sounds – this is
the alphabetic principle
example: s and h make
the /sh/ sound
How
to apply their knowledge of letter-sound relationships to sound out
words that are new to them – this is decoding
example:
ssssspppoooon – spoon!
How
to analyze words and spelling patterns in order to become more
efficient at reading words – this is word
study
example: Bookworm has two words I
know: book and worm.
To
expand the number of words they can identify automatically, called
their sight vocabulary
example: Oh, I know that word – the!
To
develop comprehension, children need to develop:
Background
knowledge about many topics
example: This book is about zoos
– that's where lots of animals live.
Extensive oral
and print vocabularies
example: Look at my trucks – I have a
tractor, and a fire engine, and a bulldozer.
Understandings
about how the English language works
example: We say
she went home, not she goed home.
Understandings
about how print works
example: reading goes from left
to right
Knowledge
of various kinds of texts
example: I bet they live
happily ever after.
Various
purposes for reading
example: I want to know what ladybugs eat.
Strategies
for constructing meaning from text, and for problem solving
when meaning breaks down
example: This isn't making sense. Let
me go back and reread it.
To
develop fluency, children need to:
Develop
a high level of accuracy in word recognition
Maintain
a rate of reading brisk enough to facilitate comprehension
Use phrasing
and expression so that oral reading sounds like speech
Transform
deliberate strategies for word recognition and comprehension
into automatic skills
But
if reading isn't pleasurable or fulfilling, children won't choose to
read, and they won't get the practice they need to become fluent
readers.
Therefore, reading
also means developing and maintaining the motivation to read. Reading
is an active process of constructing meaning? The key word here is
active.
To
develop and maintain the motivation to read, children need to:
Appreciate
the pleasures of reading
View
reading as a social act, to be shared with others
See
reading as an opportunity to explore their interests
Read
widely for a variety of purposes, from enjoyment to gathering
information
Become
comfortable with a variety of different written forms and genres
Reading
Strategies
Here
are some strategies for improving your comprehension skills.
1.
Skimming
Skimming
is used to quickly gather the most important information, or 'gist'.
Run your eyes over the text, noting important information. Use
skimming to quickly get up to speed on a current business situation.
It's not essential to understand each word when skimming.
Examples
of Skimming:
The
Newspaper (quickly to get the general news of the day)
Magazines
(quickly to discover which articles you would like to read in more
detail)
Business
and Travel Brochures (quickly to get informed)
2.
Scanning
Scanning
is used to find a particular piece of information. Run your eyes over
the text looking for the specific piece of information you need. Use
scanning on schedules, meeting plans, etc. in order to find the
specific details you require. If you see words or phrases that you
don't understand, don't worry when scanning.
Examples
of Scanning
The
"What's on TV" section of your newspaper.
A
train / airplane schedule
A
conference guide
This lesson
plan focusing on scanning reading skills can be of help in
practicing these skills on your own or in printed out for in-class
use.
Skimming and Scanning Video:
3.
Extensive reading
Extensive
reading is used to obtain a general understanding of a subject and
includes reading longer texts for pleasure, as well as business
books. Use extensive reading skills to improve your general knowledge
of business procedures. Do not worry if you understand each word.
Examples
of Extensive Reading
The
latest marketing strategy book
A
novel you read before going to bed
Magazine
articles that interest you
This lesson
focusing on improving vocabulary through extensive reading can
be of help putting these skills into practice.
4.
Intensive reading
Intensive
reading is used on shorter texts in order to extract specific
information. It includes very close accurate reading for detail. Use
intensive reading skills to grasp the details of a specific
situation. In this case, it is important that you understand each
word, number or fact.
Examples
of Intensive Reading
A
bookkeeping report
An
insurance claim
A
contract
Other
strategies:
Skip:
if you don't understand a word or section, keep reading ahead. Come
back to the section or word again and try to figure out the meaning.
Use a dictionary if necessary.
Look
for headings, subtitles and keywords.
Read out
loud: children read out loud when they first start reading. You
can too. Get comfortable hearing your English voice.
Create timelines or charts:
reorganize what you read in a different format.
Rewrite
in a different tense.
Rewrite
in a different format: for example, rewrite an article in
letter or list form.
Illustrate:
if you think you're a visual learner, sketch images or an
infographic related to what you read.
Write
the questions: as you read, think about which questions you might
find on a test or quiz. Write them down and answer them, or quiz a
friend.
Summarize or
retell: you can do this by writing a letter to a friend, writing a
blog post, making a web cam video, or just starting a conversation
on this topic.
Keep
a vocabulary journal.
Use
a pen or ruler: some people find it is easier to read
with a pacer. A pen, ruler or fingertip can help you keep your place
and prevent your eyes from wandering off. This may not be suitable
if you are reading on a computer or mobile device. Adjust the
screen to a larger size if necessary.
Activities
to improve Reading skill.
1.
Read an answer the questions.
The
teacher provides a sheet of paper with a paragraph to the students;
the students read it until they retain the information and later,
they have to answer certain questions about the paragraph.
2.
Fill in the blanks
3.
True of false.
The
students read a paragraph about a certain topic; the teacher assigns
a period of time so that the students understand the information.
Then, a series of statements are given and the students are able to
look for specific information and decide whether the statement is
true or false.
Writing Skill
What Is Writing?
"Writing"
is the process of using symbols (letters of the alphabet, punctuation
and spaces) to communicate thoughts and ideas in a readable form.
"Writing"
can also refer to the work/career of an author, as in: "Shakespeare
didn't make much money from writing."
Generally, we write
using a pen/pencil (handwriting) or a keyboard (typing). With a
pen/pencil we usually write on a surface such as paper or whiteboard.
A keyboard is normally attached to a typewriter, computer or mobile
device. Voice recognition programs allow those who can't see or use
their hands to have their thoughts transcribed.
Writing is the
fourth of the four language skills, which are:
- Listening
- Speaking
- Reading
- Writing
In our own language,
writing is usually the fourth language skill that we learn.
To write clearly it
is essential to understand the basic system of a language. In English
this includes knowledge of grammar, punctuation and sentence
structure. Vocabulary is also necessary, as is correct spelling and
formatting.
A writer may write
for personal enjoyment or use, or for an audience of one person or
more. The audience may be known (targeted) or unknown. Taking notes
for study purposes is an example of writing for one's self. Blogging
publicly is an example of writing for an unknown audience. A letter
to a friend is an example of writing for a targeted audience. As with
speaking, it is important to consider your audience when writing.
There are many different styles of writing, from informal to formal.
7 Writing Tasks for Young ESL Learners:
1.
Word Jumble
This activity is
useful for those who have just started writing in English. Since
writing whole sentences on their own can be rather challenging, this
activity can help students understand word order, and yet, it
gives them the support they need.
Divide students
into small groups of three or four, or into pairs. Give each group a
set of cards containing words that can be used to form a sentence.
These words are clearly jumbled, in other words, in the wrong order.
Students have to put them in order to make the sentence, and then
copy the sentence onto their notebook or separate worksheet.
You may be tempted
to give them a worksheet with a list of sentences where the words
are in the wrong order, but with very young learners, it is
essential for them to have cards they can manipulate and move
around.
2. What Happens
Next?
Give students the
first sentence or beginning of a story, and ask them to complete
the story. To make it fun, they can be given funny or even
ridiculous sentences/situations (It was a clear, starry night when
the cow jumped over the moon or Michael opened his sock drawer, and
all his socks had disappeared.)
This helps students
use their creativity and understand how sentences relate to one
another to make a cohesive text.
3. What is
Happening in This Picture?
This is a simple
writing activity where you show students an illustration and ask
them to write about what they see. illustrations that show
a lot of things happening at the same time are great for this
activity; students can choose or even create a small story that
revolves around the whole scene.
Most often, if we
ask students to “write” they have no idea where to begin. You
can give them a visual prompt to get them started and to guide them
in terms of content so that they won’t stray too far from the
topic.
4. Story with a
Twist
This is a great
post-reading writing activity. After the reading, ask your
students to change the ending. You can read a well-known classic or
a story that is completely new to them. They can change a few
details or change the outcome altogether. They will need to get
creative here but they will be using a story they are familiar with
and have that extra, needed support.
5. Let’s Write
Together
This is a classic
writing activity when you have a large group of young ESL students
who don’t feel confident enough to write an entire story on their
own.One student writes a sentence (or you can get the ball rolling
yourself), and the next has to write the sentence that follows and
so on till the story is complete. And it doesn’t have to be a
“story”; they can write a news article or a journal
entry.
This is a great
task to promote cooperation and collaboration among
students. Also, since each one will be completing a part of the
text, they will have to make choices regarding text structure, i.e,
decide if they need to start a new paragraph.
6. Yummy Writing
Give or show
students a series of pictures that illustrate how a dish is
prepared.The pictures should show the series of steps involved in a
recipe but students have to write the instructions that go with each
picture.
This is a great
activity to practice imperatives and also how to give
instructions.
7. What’s
Missing?
Give students a
text; it can be an e-mail, a report, a newspaper article or
even a story. A part is taken out and students have to complete
it with the missing information. Of course, they will completely
make up what is missing. The important thing is not for the
information to be accurate (for example, the time or day something
happened) but coherent with the rest of the text.
Writing can be hard
for young ESL learners – it’s hard enough in their native
language.
But don’t make the
mistake of discounting it as “too hard”. Instead, give them a
nudge, a prompt and a little support, whether it is through the first
words or images that go with the text. You will boost their
confidence and make them happy little writers!
Try These 12
Simple Tricks to Make Writing Fun
- Use StickersYou don’t have to limit your sticker use to marking a job well done. Use stickers to inspire your students to write while they have fun decorating the page. Gather a variety of stickers – people, animals, places, props, etc. – and cut them into individual pieces. Then throw all the stickers in a bag and shake it up. Let your students choose between three and five stickers (depending on their language level – more stickers for more advanced writers) and then have them incorporate those people or objects into a story of their own creation.
- Do It as a ClassDo write communal stories with your ESL students? If not, you should. Working together gets individual creativity flowing, and what we create with others is often far more than we could do ourselves. There are lots of ways to write with other people. Put several notebooks in a writing center. Have one person start a story or start it yourself, and then allow your students to add to a story of their choosing during free learning periods. Have one student choose the characters and another student the conflict, and then have them work together to write the final piece. Have one student write a sentence on a piece of paper and pass it to the person next to him. Then that person adds a sentence. Continue until everyone in class has had a chance to add their own line to the story.
- ReadReading is one of the greatest way to inspire writers in your class. Choose a poem or a short piece of literature to read as a class. Then have students use that selection as a model for their own compositions. They can either follow the structure and style of what you read or just write about the same content. Either way, the great writers will come out among you when you give them great things to read.
- Give Creative InspirationWhen you take time and effort to inspire your writers, it is sure to show in their writing. Create a scene, draw a picture, collect interesting photos, or teach them appealing vocabulary. Then ask your students to use what you have prepared as inspiration for their own compositions. If you have never tried setting up a classroom crime scene to inspire your students, you might want to give it a try. Then let your students write and see how the creativity flows.
- Let Mistakes GoLetting students make mistakes and not correcting them may go against the nature of the ESL teacher, but sometimes not saying something is the best policy.When students are over-corrected, they can become discouraged or fearful of writing. Try some free-writing or give your students permission to write freely in a journal. Make sure they know you won’t be correcting for grammar or spelling. Then have students use what they wrote as a starting point for a more formal piece of writing which you will then correct.
- Show Them OffRecognize good writing in your students in front of their peers to inspire the writers among you. You might want to read particularly good writing to the rest of the class (with the author’s permission, of course). Try “publishing” books of your students’ writing and then putting them on display in your classroom. Your bragging might be something as simple as stapling what your students have written to a bulletin board in your class, or displaying them in the hallway of your school. When your students feel proud of what they have written, it will inspire and encourage them to write more.
- Give Them Inspiring ToolsDid you ever have a pen that wrote in four different colors? If you had one as a kid, you might have done what just about every other kid did. Write one line with each of the colors and rotate through the page. You can give your students creative inspiration in a writing center of your classroom even if you don’t have four-colored pens for the entire class. On a spare desk, set out several different colors and types of paper with colored pens and pencils. Include pencils and markers that are scented as well. You may find that your students write just so they can use a different type of paper or color pen.
- IllustrateSome students become discouraged when they write because they just can’t get their ideas across. Give them another avenue to communicate by asking them to illustrate their story or nonfiction piece. When students know they can include a picture to share their thoughts, their inability to express exactly what they want in writing becomes less of an obstacle. Your struggling writers know that they can include important information in their picture, and it won’t be a total loss if they can’t find the right words to put their ideas into writing.
- Make it Real LifeSome students get frustrated when they are writing for writing’s sake. Help these students by giving them a purpose for what they are writing. Have them write letters, thank you cards, e-mails, or other pieces they will have a use for in real life. If you like, let them “mail” the letters and cards to their classmates in a classroom mail center or through the U.S. mail.
- Be a ModelIf you want your students to have fun while writing, be sure to model your own writing for them. Let them see you write while they do, and share what you have written with them. Students who write well usually have teachers who write well, also.
- Keep a Writer’s NotebookA writer’s notebook is a great place for your students to collect ideas and get creative. You can direct students to particular exercises in their writer’s notebook or let them come up with the ideas on their own. Then, when it’s time to write, students will have a notebook full of ideas from which they can draw ideas and inspiration.
- Have Fun Teaching WritingThe most effective tool you have for bringing fun to writing for your students is to have fun while teaching it. If you appreciate the value of what you are teaching and are enthusiastic about it, your students will be, too.
Here you have two videos with more writing activities and strategies: