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Teaching Language Skills - Coggle Diagram

- - - - realia
      - pictures
      - actions, mime or facial expressions
      - giving clear examples
      - giving synonyms or antonyms
      - giving definitions
      - translating into their mother tongue
      - guessing the meaning through context clues
  - - - Choose a grammar topic
      - Link to a theme
      - Decide on manageable quantity of words to introduce (10-15)
    - - Elicit vocabulary from students
        
        Make students work to decode meaning
        
        Clear up ambiguity with concept questions
      - Student questions/teachable moments
      - Vocabulary from materials
        
        Underline related words in a reading task
      - Present words in context
      - https://ontesol.com/blog/how-to-teach-english/teaching-vocabulary/how-to-introduce-new-vocabulary/
        
        https://ontesol.com/blog/how-to-teach-english/teaching-vocabulary/using-the-communicative-approach-to-teach-vocabulary/
    - - Collocations: co-occurrence of words and phrases
      - when introducing new verbs, explain what nouns can follow
      - Teach adjectives with their opposites
      - Word connotations: positive or negative?
    - - Task-based context e.g. roleplay
      - Reflect and review e.g. family feud
    - - Short writing task or assign homework
      - Address problems by reviewing them in subsequent lessons
- - - - job interview, socializing, work projects, school?
    - - select appropriate materials i.e. listening skills for social, academic or business
  - - - scanning
        
        detailed questions/true or false/gap-filling/matching/underline wrong words or wrong information/put dialogue in right order/number events in right order/summarize/provide a solution
    - - skimming
        
        gist questions (what are they talking about?/Where are they?/Do they like...?)/true or false/note-taking (main idea/keywords)
  - - - Create interest in the topic
      - Pre-teach vocabulary essential for the listening task
    - - 3.. Listening for the gist (skimming); elicit answers
      - Listening for detailed information (scanning); elicit for answers
    - - Speaking: Discussion, express opinions, share personal experiences
      - Writing: Personal experiences, summarize, opinion essay
- - - - Fast reading to get the main idea
      - Give a time limit
      - Purpose of activity is to get the general idea first; students guess new vocabulary
      - Explain what type of text it is
      - Underline keywords in each paragraph
      - Leave out some words or phrases so students can understand the gist
    - - Used to find specific information
      - Not necessary to understand every single word
      - Provide time limit
      - Answer questions
      - True or false statements
      - Find differences (two texts with similar/different information)
      - Find mistakes (Reviewing vocabulary/grammar)
      - Underline words that refer to particular language element under study
      - Read text and complete the chart
      - Write questions to your partner (recommended activity)
    - - Reading lots of different types of materials
    - - Analyzing texts in details
  - - - Choose text
      - Decide which vocabulary to pre-teach and which ones students have to guess
      - Think of all ways to exploit the text
    - - Create interest; brainstorming, discussion, predicting activities etc.
      - Check understanding of essential vocabulary or pre-teach some vocabulary
    - - Skimming - reading for the gist
      - Feedback- check answers
      - Scanning - reading for details
      - Feedback in pairs/groups - integrate speaking skills
      - Give another task if necessary
    - - Integrate reading into another skill
        
        Speaking; discussion, debate, retelling
        
        Writing; summarize, writing a letter
        
        Pronunciation; reading aloud
        
        Vocabulary game
- - - - Picture composition
      - Discussion
      - Listening comprehension
      - Letter (to reply to)
    - - List of key words
      - List of questions
      - Notes from listening/reading
      - Grids completed from listening/reading
      - List of what you want to achieve
  - - - Sample text to show how content is organized
      - Analysis of text to point out features of the text
      - Exercises to practice features of the text
      - Gap-filling, jumbled sentences etc.