Языковые умения в английском языке // Презентация для преподавателей английского языка

Language skills Reading, Listening, Writing Speaking

Fradkova Anastasia 6AH

Receptive skills are the ways in which people extract meaning from the language discourse they see or hear Productive skills are the ways in which we establish a language discourse that can be ‘received’ by someone else

Reading

Receptive language skill that involves making sense of written text (understand the language of the text at word level, sentence level or whole-text level)

Key concepts

• Reading involves responding to text, rather than producing it
• Discourse is a text connected by grammar and vocabulary and/or our knowledge of the world. Reading involves understanding these connections

The boy was surprised because the girl was much faster at running than he was. But after he found out that her mother had won a medal for running at the Olympic Games, he understood.

The boy was surprised because the girl was much faster at running than he was. But after he found out that her mother had won a medal for running at the Olympic Games , he understood.

Reading subskills

• Reading for specific information (Scanning)
• Reading for detail
• Deducing meaning from context
• Understanding text structure
• Reading for gist (Skimming)
• Inferring
• Predicting

Intensive vs Extensive Reading

Extensive reading

Intensive reading

• Long texts/books
• Helps students to develop reading fluency
• General understanding
• Reading for pleasure

• Short texts
• Helps students to develop reading skills, vocabulary and grammar knowledge
• Detailed meaning from the text

• Graded readers help to consolidate the language and build up confidence
• Reading lesson pattern – Introductory activities, main activities, post-task activities

• Which reading skills we need to teach depends on the age and first language of the learners.
• Texts should be interesting in order to motivate learners. Texts should also be at the right level of difficulty.
• Give students different kinds of texts to read, e.g. articles, stories, postcards, emails, brochures, leaflets, etc.

Writing

Productive skill that involves producing language and communicating a message by making signs on a page

Writing allows individuals to express their thoughts and ideas in a structured and organized manner

• Each text type has different characteristics; degrees of formality; different layouts; different ways of ordering information

Writing subskills

Accuracy (using the correct forms of language)

Communication

• Using appropriate style and register, organising ideas, using typical features of the text type, joining words and sentences clearly and using appropriate functions e.g. complaining, requesting, summarising, concluding.

• Spelling correctly, forming letters correctly, joining letters together correctly, punctuating correctly, using correct layouts, choosing the right vocabulary, using grammar correctly, joining sentences correctly and correctly using paragraphs

Writing subskills

Accuracy (using the correct forms of language)

Communication

• Activities to help learners practise communicating – story completion, jumbled picture stories, writing birthday cards, writing emails of invitation.

• Activities to help learners practise accuracy in writing – labelling, copying, sentence completion, gap-filling, sentence transformation exercises, dividing texts into paragraphs, putting punctuation into an unpunctuated text, proofreading exercises to correct errors in texts.

Product writing

Process writing

Listening

Receptive language skill that involves making sense of the meaningful sounds of language by making use of context, language and our knowledge of the world.

• Learning to listen involves learning to be able to understand a range of interaction patterns (e.g. conversations, stories, interviews, songs, instructions), different grammatical patterns , different speeds of speech and different accents .

Listening subskills and types

Listening intensively and extensively

• Listening for specific information
• Listening for detail (getting the meaning out of every word )
• Listening for gist
• Inferring attitude of a speaker

Speaking

Productive skill that involves using speech to communicate meanings to other people

Speaking subskills

• making use of grammar, vocabulary and functions
• making use of register to speak appropriately
• using features of connected speech
• using body language

• producing different text types
• oral fluency
• using interactive strategies

Interactive strategies

• Paraphrasing – using other words to say the same thing in order to get our message across

• Functions – such as greeting, clarifying meaning, agreeing, expressing opinion, etc.

• Turn-taking – using intonation, language or body language to show you want to join a conversation or end one

Successful oral communication

Appropriacy

Accuracy

Fluency

• We use the right register to treat our listener with the appropriate degree of formality or informality

• Accuracy of grammar, use of vocabulary and the production of sounds help keep our message clear

• Helps to ensure that our listener will keep on listening to us without getting bored or irritated by too many hesitations or too slow a pace of speaking

• Speaking also involves being able to deal with different text types (e.g. taking part in conversations, discussions or telephone calls, giving presentations, telling stories).
• All these text types have different features (They involve using different functions, levels of formality, amounts of speaking and interaction, different structures and vocabulary)

1. What role do cohesion and coherence play in understanding written text?

2. What are the advantages of using different approaches in teaching writing (progress and product)?

3. Why is it vital to keep up with structured stages (Pre-listening, while-listening, post-listening) while teaching listening?

4. What is the purpose of speaking and how can we achieve it though accuracy, fluency and appropriacy?