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STRATEGIES FOR TEACHING ENGLISH LANGUAGE, imagen_2026-05-29_191030163,…

- - - - Discuss a relevant picture
      - Discuss relevant expe
      - Associate vocabulary
      - Predict information about the topic
      - Write questions about the topic
    - - Role-play a similar interaction
      - Write a brief report
      - Relate similar experiences
      - Write similar
      - Give opinions (Using English language functions)
      - Debate the topic
    - - Gather the gist of the topic
      - Identify supportive details about the topic
      - Answer questions
      - Complete sentences
      - Complete a chart, map, graph, notes page, etc.
  - - - Responsive
        
        Listen and respond briefly
      - Selective
        
        Listen for particular items in a longer stretch of discourse
      - Intensive
        
        Listen for specific sounds
      - Extensive
        
        Listen for global comprehension
      - Reactive
        
        Listen and repeat
      - Interactive
        
        Authentic 2-way communication
  - - - Transctional Function
        
        Focuses on the message
      - Interactional Function
        
        Focuses on the listener
- - - - •emphasis more on structures: grammar, sentence structure, spelling, punctuation, and vocabulary
        
        •content less important than mechanics
    - - •considers audience and purpose
        
        •teacher feedback and peer feedback is essential for developing product
        
        •content, organization, and mechanics are significant
        
        •writing stages allow for learner interaction with teacher and peers
    - - •Developing ideas (pre-writing)
        
        FAT-P
        
        •Form: Are you writing a story, informational text, an email?
        
        •Audience: Whom are you writing for: classmates, co-workers, clients, the general public, experts?
        
        •Topic: What are you writing about?
        
        •Purpose: Are you writing to inform, persuade or argue a point, to tell a story about an event, or to entertain?
        
        Getting your ideas out
        
        •Journaling: Write ideas, thoughts, and questions in a journal
        
        •Freewriting: Write freely what comes to mind without caring about spelling
        
        •Brainstorming: Think about the topic and list ideas
        
        •Mapping or diagraming: Create or organize information on a topic
        
        •Noting Pros & Cons: List all the ideas for or against your topic
        
        •Asking defining questions: Ask defining questions to narrow a topic
        
        •Outlining: Create an outline to organize ideas
        
        •Listing: Make a list to develop ideas
        
        •Drafting
        
        •Get all your ideas on paper.
        
        •Organize them as you go and afterwards.
        
        •Don’t worry about spelling, punctuation or word choice as you write.
        
        •It can cause you to lose some of your ideas.
        
        •It sometimes contributes to writer’s block.
        
        •Revising
        
        •Revisions = opportunities to rethink (re-vision) or re-organize your writing.
        
        •The first draft is often where you find out what you want to say.
        
        •Revision organizes, clarifies and improves that initial draft.
        
        Revision: TRIP
        
        • Topic: the reader easily understands the topic and the main points of each paragraph and sentence.
        
        • Relate: The reader can easily follow the discussion and how each idea relates to another.
        
        • Important:The reader can tell what ideas are most important.
        
        • Precise: The reader understands the exact meaning of the writers ideas.
        
        •Editing
        
        Editing = checking for errors or mistakes
        
        After you have improved the content and organization of your text (in revising it), you are ready to make final improvements to:
        
        •Punctuation
        
        •Spelling
        
        •Grammar
        
        •Capitalization
        
        •And sometimes, word choice
        
        Editing = checking for errors or mistakes
        
        •Sharing/Publishing
    - - 1.Write
        
        2.Receive constructive feedback.
        
        Constructive Feedback and Error correction Techniques
        
        •Label all errors using specific grammatical terms or error correction codes (agreement problem, comma splice, etc.)
        
        •Circle all errors (to help students label errors on their own)
        
        •Correct or rewriting a phrase or sentence (to model a correction or style)
        
        •Label an error the first or second time it occurs, instruct the student to self-correct remaining errors of that kind
        
        •Look for patterns of error, and noting the two or three most common patterns in the summary comments
        
        •Ask clarifying questions to help students think more deeply about their writing
        
        •Identify the writer’s strengths
        
        3.Review and revise their own writing.
  - - - •Reading is a process.
    - - 1. Use what readers already know: background knowledge or schema
        
        2. Build strong vocabulary
        
        3. Teach for comprehension
        
        4. Work on increasing reading rate
        
        Teach reading strategies
        
        6. Encourage readers to transform strategies into skills
        
        7. Build evaluation into your teaching
        
        8. Use different strategies to further develop as a reading teacher
    - - •Fiction
        
        •Non-fiction
        
        •Letters
        
        •Messages
        
        •Emails
        
        •Journals/Diaries
        
        •Newspapers/magazines
        
        •Menus
        
        •Signs
        
        •Schedules
        
        •And many more!
    - - •A: Activate prior knowledge
        
        •C: Cultivate vocabularyT: Teach for comprehension
        
        •I: Increase reading rate
        
        •V: Verify reading strategies
        
        •E: Evaluate progress
        
        •T: Teach for comprehension
      - Engage learners in activities
        
        Before reading
        
        •Preview the text
        
        •Vocabulary Sorts
        
        •Make predictions
        
        •Read a few quotes from the text
        
        •Ask questions
        
        •Complete a KWL organizer
        
        During reading
        
        •Think aloud with a partner
        
        •Retell what you understand
        
        •Ask questions
        
        •Make more predictions
        
        •Clarify vocabulary
        
        •Complete a graphic organizer
        
        After reading
        
        •Summarize
        
        •Retell
        
        •Role-Play a Part of the Story
        
        •Ask more Questions
        
        •Extend to another reading
        
        •Complete an Exit Slip
  - - - The teacher presents examples of the language structures and then students have to find the rules.
        
        •Disadvantages
        
        •Students view language as a set of rules
        
        •Teacher-centered approach
        
        •Knowing the rules does not mean a student can produce the language accurately or convey an intended meaning accurately
        
        •Advantages:
        
        •Explicit grammar teaching is time saving
        
        •Students know the rules of the language
      - •Disadvantages
        
        •May conflict with cultural expectations for learning where the teacher’s knowledge is emphasized
        
        •Does not work for all learning styles
        
        •Students can create inaccurate rules
        
        •Finding the grammar rules takes time
        
        •Advantages
        
        •Learners develop autonomy
        
        •Learners process language more deeply using critical thinking rather than simply being told the rule
        
        •Learners work out grammatical rules for themselves
- - - - Intensive Reading
        
        •Read short texts
        
        •Helps students to develop reading skills, vocabulary and grammar knowledge
        
        •Get detailed meaning from the text
    - - Extensive Reading
        
        •Read long texts/ books
        
        •Develop reading fluency
        
        •Aim for general understanding