srategies-for-teaching-language-skills.ppt

Most Effective teaching strategies

1. ةيبرتلا ةرازو
ماعلا ينفلا هيجوتلا
ةيزيلجنلإا ةغلل
Ministry of Education
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Strategies of Teaching Strategies of Teaching
the Four Skillsthe Four Skills
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2. Strategies of Teaching the Strategies of Teaching the
Four SkillsFour Skills
Language learning depends on listening.
Listening provides the aural input that
serves as the basis for language
acquisition and enables learners to interact
in spoken communication.
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3. Teaching ListeningTeaching Listening
Listening Strategies
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4. Listening strategies are techniques or
activities that contribute directly to the
comprehension and recall of listening
input. Listening strategies can be
classified by how the listener processes
the input
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5. Goals and Techniques
for Teaching Listening
Integrating Integrating
metacognitive metacognitive
StrategiesStrategies
Listening Listening
ProcessProcess
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6. Many language learners regard speaking ability
as the measure of knowing a language. These
learners define fluency as the ability to
converse with others, much more than the
ability to read, write, or comprehend oral
language.
Teaching Speaking
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7. Speaking involves three areas of
knowledge:
Mechanics (pronunciation, grammar, and
vocabulary): Using the right words in the right
order with the correct pronunciation.
Functions (interaction): Knowing when
clarity of message is essential (information
exchange) and when precise understanding is
not required.
Social and cultural rules and norms (turn-
taking, rate of speech, length of pauses
between speakers, relative roles of participantsELT General Supervision

8. Goals and Techniques for
Teaching Speaking
The goal of teaching speaking skills is
communicative efficiency .
Learners should be able to make themselves
understood.
Instructors can use a balanced activities approach
that combines language input, structured output,
and communicative output.
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9. Strategies for Developing
Reading Skills
•Using Reading Strategies
Strategies that can help students read more
quickly and effectively include :
PreviewingPredicting
Skimming and scanning
Guessing from context
Paraphrasing
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10. Reading as a Process Reading as a Process
Reading is an interactive process that goes on
between the reader and the text, resulting in
comprehension.
Reader knowledge, skills, and strategies Reader knowledge, skills, and strategies
include :include :Linguistic competence
Knowledge of vocabulary
Discourse competence
Sociolinguistic competence
Strategic competence
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11. Strategies Of Teaching
The Writing Skill
Writing is more complicated than it seems at
first, and often seems to be the hardest of the
skills, even for native speakers of a language,
since it involves not just a graphic representation
of speech, but the development and presentation
of thoughts in a structured way.
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12. Here are some of the micro-skills involved in Here are some of the micro-skills involved in
writing. The writer needs to:writing. The writer needs to:
use the orthography correctly
use the correct forms of words
put words together in correct word order.
use the style appropriate to the genre and
audience
make the main sentence constituents
make the main ideas distinct from
supporting ideas
make the text coherent
make sure of schematic knowledge of the subject
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13. A- Eclectic Approach :A- Eclectic Approach :
An eclectic approach is responsive to learners’
needs as their skills develop, and asserts that
there is no one answer to the question of how
writing should be taught.
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14. Techniques for teaching the writing skill :Techniques for teaching the writing skill :
I - Introduction I - Introduction
Students need to be personally involved in
writing exercises in order to make the learning
experience of lasting value.
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15. II Choosing a Target Area II Choosing a Target Area
Choosing the target area depends on many
factors; what level are the students? What is
the average age of the students, Why are the
students learning English,
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16. III - Which Means? III - Which Means?
Having decided on the target area,
the teacher can focus on the means
to achieve this type of learning.
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17. IV - Planning the Class IV - Planning the Class
With both the target area and means of
production clear in the teacher's mind, the
teacher can begin to consider how to involve
the students by considering what type of
activities are interesting to the students.
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