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Module 7: Planning a skill-based lesson (Planning a reading/listening…
Module 7: Planning a skill-based lesson
content
Sequence a listening/ reading lesson appropriately following 3-stage approach
Apply the framework in designing a speaking/writing lesson.
Differentiate the receptive and productive skills
Richards and Schmidt (2010, p. 532) define
a skill as: “An acquired ability to perform an activity well, usually one that is made of a number of coordinated processes”.
(education) an ability acquired through planned, deliberate, and systematic effort.
(commonly) an ability to do something well or with expertise.
language skills
receptive skills
meaning is extracted from the spoken or written discourse.
listening and reading,
productive skills.
the students are invited to produce
language in written or spoken forms,
Speaking and writing
Planning a reading/listening lesson
the receptive skills lesson plan
sequence the R & L activity
a warm up and lead-in
focus on L or R
Comprehension
text work
task-related follow up
stages
while-stage
Comprehension tasks
Text work
Strategy practice
post-stage
reviewing
connecting
Pre-stage
lead-in
strategy teaching
warm-up
follow-up
using the text
comprehension task
sequence: getting a gereral view( top-down processing => study the specific and smaller bits/elemetns (bottom-up processing)
steps: warm-up & lead-in => strategies (predicting, inferring meaning) => follow-up activity
bottom-up processing
notes
individual words, phrases, sentences
guide the students to construct a better text meaning.
purposes
identify word and clause boundaries,
help the learners to retain information while it is being processed,
recognize key transitions,
locate referents,
understand grammatical relationships
between syntactic elements in an utterance or sentence,
identify sentence functions.
examples
Recognize the parts of speech of a set of words.
Identify the order of a set of words in the discourse.
Recognize linking words or sequence speech markers.
Identify the tense of verbs.
Identify synonyms or antonyms of a set of words in the text.
What do some underlined words refer to? Or who/what does a pronoun refer to?
strategies
making connections
personal experiences (text-to-self),
The content from other texts (text-to-text),
knowledge about the world (text-to-world).
inferring
readers are adding information
that is not explicitly stated.
questioning
Generating questions about the text and the writer’s intentions. This helps learners get engaged
actively with a text instead of reading it passively.
summarizing
consists of giving a brief statement of a text (using one’s own words) by identifying the most important points.
helps learners integrate the main ideas in a meaningful way.
previewing
Previewing or surveying consists of having an idea about the content and goals of a reading text before starting to read. To do so, readers look at the title, sub-titles, a picture or read the first sentence of each paragraph
using background knowledge
try to make sense out of what they read by seeing how it fits with what they already know.
scanning
Reading a text quickly to locate a specific fact or piece of information. This may be a date, a name
or a figure... This strategy is also referred to as reading for specific details.
locating referents
Identifying the antecedents of some words in a text.
skimming
Reading a text quickly to get its general idea (i.e. to get the gist) of the content.
recalling
Relying on memory to retrieve a specific piece of information or a eneral idea from a text/ retelling
the content of a text without going back to it
predicting
Using information or elements from a passage (e.g. title, headings, pictures, diagrams, words in bold
type, etc.) and personal knowledge to anticipate what the text is about.
evaluating
Critically reflecting on and judging the author’s purpose, attitude, opinion, etc.
top-down processing
learners are asked to get a general view of the
passage.
examples
Listening to conversations and identifying where they take place and the people involved.
Asking the students to infer the type of relationships between the people involved.
Putting a series of pictures or a sequence of events in the right order.
Providing headings and asking the students to match them with the different sections of the passage.
Providing three or four titles and asking the students to listen to or read the passage to decide about the most appropriate title for the passage.
Providing different pictures to be matched with the different sections.
Using pictures to predict what the topic will be about.
Providing students with a set of information to be studied. They then have to listen to or read the main passage and decide whether or not the same points are mentioned.
general to specific tasks
more detailed
example
Why are they in the hospital?
What happened to Jane?
What was the doctor’s prognostic
language focus
examples
What are the words that describe Jane’s health
Underline the words/ expressions that describe her parents' feeling
What tenses are used?
overall understanding
examples
How many people are speaking?
What are they talking about?
Where are the speakers?
Choose an appropriate title.
Match the headings with the
different sections
notes
receptive skills are not passive
make use of important cognitive processing while L/R
2 most important activities: top-down & bottom-up
purpose
get specific infor/ get a general idea
just for pleasure
aim
help learners develop skills to understand and interpret spoken or written materials
training Ss to use the reading and listening strategies that eable them to deal with any type of text.
authentic texts
challenged with real language, but this can be
counter-productive and might demotivate them.
scaffolding
real language
Simplifying
dealing with potential difficulties: pre-teach these language elements through brief presentation and explanation
before starting the comprehension questions.
Planning a speaking/writing lesson
Procedure to teach productive skills
introduced to a similar task where they have to personalize the language and produce effective messages.
planning or preparation
of the writing skill, the learners have to go through a specific process
speaking skill, the learners have to structure their discourse,
After isolating the different linguistic and formal features of the model text, the learners have to work on accuracy activities.
Feedback can be given by the learners themselves or by the teacher.
Work on the model; focus on the meaning and form. The teacher should guide the learners to analyze the text
7.
post the video recording
of their conversations or their writing on social media such as YouTube, Facebook, or on the
Provide a model of the target genre we want our students to produce.
What elements should be considered in teaching productive skills?
audience
adjust our language according to
the status, sex, and age of the audience.
genre
the notion of genre is text-based. It focuses on the internal formal and linguistic
elements that are socially agreed upon.
the tasks
include a purpose, the target audience, and information about the
genre.
giving feedback
purposes
Lecture - Explaining, informing...
Essay - Arguing, explaining ...
Application letter - Applying for a job...
Casual conversation - Telling a joke/ an anecdote – recounting...
Fiction - Narrating...
Job interview - Hiring the most suitable candidate for the job –
getting an advertised job...
Debate Arguing, convincing...
cohesion and coherence
Cohesion is achieved through the links between sentences.
lexical
Grammar
the productive skills lesson plan
helping learners produce appropriate and coherent messages either in spoken or written forms.
Points
Generally, we cannot talk or write about something we know nothing about.
familiar topic chosen
Some preparation is needed before setting the task.
equip them with techniques and strategies to facilitate their efforts to speak or write effectively. => products
It is unhelpful to provide a topic and ask the learners to speak or write.
Communication breakdowns may happen.
The lesson aims at helping the learners communicate.
When difficulties arise, learners have to be able to use specific communication strategies.
6 steps
Practice: Working on the language needed to perform the task
Task setting: Understanding the topic/situation (what is the desired outcome)
Providing a model text: Comprehension and model analysis
Planning: Structuring the output
Production
Preparing for the spoken task.
Going through the process of drafting, revising, and editing
feedback: Self or peer-regulated feedback using a checklist or teacher regulated.
background
to the skills that enable the learners to produce language in written or spoken forms (i.e. speaking and writing).
the observable evidence of language acquisition.
used in real life