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Skills, Subskills and Strategies, The document is reviewed one last time…
Skills, Subskills and Strategies
Skills in reading
1 finding the main idea
Identify the main idea of a written piece.
Example. Students are given a paragraph without a title and asked to write a title after reading it.
2 reading for detail
Glance more specific details.
Example. Students are asked to extract major and minor characters, places, and different verb tenses from a paragraph.
3 note taking
Getting notes on what they have read.
Example. Students have to write a description in their own words of what they just read.
4 skimming
Making a superficial reading.
Example. Students are asked to look up a specific word in a text as quickly as possible.
5 reading faster
Increment the reading on each attempt.
Example. They are asked to read a paragraph requiring to increase in reading speed in each attempt.
6 reading for inferences
Interpret the meaning of a paragraph.
Example. Students are asked to read a paragraph and answer questions whose information is not verbatim but can be inferred from the reading.
Skills in Speaking
interactional speaking
It is a real conversation that arises spontaneously between people participating in a dialogue.
Example. Two people wish to get to know each other and initiate an unforced conversation to get to know each other better and establish close ties of friendship or any social nature.
transactional speaking
monologue
It is a one-person conversation. Usually, it is created of oneself who is practicing an imaginary conversation in order to carry out a future dialogue.
Example. The student creates a monologue to practice responding appropriately at an airport and does a monologue to practice with himself before the event occurs.
dialogue
It is a real talk carried out to satisfy a need and the conversation is predictable.
Example. A student wants to buy a hamburger in a restaurant. In order to do so, he must handle a vocabulary that relates to the environment of what he wants to order and thus complete the communicative transaction.
Skills in writing
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2 having writing goals
Set a teacher-directed writing goal for a given time on any given topic.
Example. Each day the student should write a plan of actions about what he/she is going to do on that day. The scheme should be 20 words long.
3 gathering ideas
Write down a brainstorm of ideas about what you are going to write. It should write as many ideas as possible. It does not matter the number or quality of ideas that may come up. Example. You are going to write about preventing the spread of covid-19. You write several sentences on the topic with possible suggestions. The ideas do not need to be organized.
4 organizing ideas
At this point, the most important and concrete ideas that are closely related to the main topic are chosen.
Example. On the topic of preventing the spread of coivd-19 we choose the sentences that have the most relevance and contribute the most to developing the topic. Then we organize the ideas hierarchically or according to how we will propose the topic.
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Skills in Cognition
1 knowledge
Recall what has been learned.
Example. In the previous class, students were taught the simple past tense. Then they are asked to describe when this tense is applied.
2 Comprehension
They can explain and interpret what they remember.
Example. Students are asked to explain in their own words what the simple past tense is composed of.
3 application
Put what they have learned into practice.
Example. We ask students to answer the question "What did you do yesterday?" and review how they apply what they already know
4 analysis
Students identify unique characteristics of the object under analysis.
Example. Students are asked to describe what are the characteristics of the simple past tense in affirmative, negative, and interrogative sentences.
5 synthesis
Summarize the content learned.
Example. Students are asked to give a general explanation of the simple past tense in their own words.
6 evaluation
Critical judgment on learning.
Example. Students are asked to do a self-assessment on the simple past tense so they will notice the development of their own learning.
The document is reviewed one last time to edit details that may be necessary, correct spelling errors, and modify details if necessary.
Example. We review the written piece about covid-19 prevention, correct spelling, look for alternative words to avoid repetitions, and add details that enrich the topic if they are necessary.
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