Listening Speaking Reading Writing

 Listening implies the following processes:  1. receiving sounds (hearing)  2. Attending to sounds  3. Assigning meaning to sounds  4. Preparing a relevant response.  In this respect, listening is different from hearing  لقد أنلتك أذنا غير واعية … ورب مستمع والقلب في صمم.

 SO, do not confuse listening (which is an intentional focused interactive process) with hearing ( which is casual unintentional receiving of sounds)  In fact the listening we teach to our students is :  “listening comprehension ”

 Sub skills of listening include:  1. Listening for main ideas  2. Listening for details  3. listen & draw  4. listen & color  5. listen & do (act)  6. listen & judge (correct)  7. listen & match  8. listen & sequence (rearrange)  9. listen & respond (true or false)  10. listen and summarize  11. listen and analyze  12. listen and criticize

What is listening? Hearing and decoding comprehendible sounds

 Just uttering words and sentences is not speaking. Rather this may be repeating.  True Speaking is to let Ss express their own ideas, feelings, comments in their own words with their own repertoire e of words and structures.  Don’t confuse speaking with repeating.

 Speaking involves the following processes:  1. having a topic or comment in mind  2. selecting the relevant vocabulary  3. selecting the relevant structures  4. intertranslation of ideas from mother tongue to F L.  5. pronouncing  6. checking grammar and pronunciation as the stream of sounds goes.  So THE SPEAKING WE TEACH TO OUR SS should be  Speaking Expression

 Speaking subskills include:  1. pronouncing separate words  2. pronouncing sentences  3. modifying sentences (changing tense, agents…)  4. pair talk in games  5. group pronunciation with songs  6. pair talk with story telling  7. summarizing a topic.  8. dialogues  9. interviews  10. Role play  11. open discussion  12. debates

What is speaking? Producing comprehendible sounds

 Reading is not just holding a paper and pronouncing the symbols written on it.  Reading involves the following processes:  1. moving one’s eyes on the written material in circles.  2. decoding the symbols into meaningful chucks of meaning  3. responding to the martial.  This can take place at varying speeds depending on the reader. 

 Ben  بن  MUHAMMAD  محمد

 Reading exists naturally in silent reading. Loud reading is however used or purposes other than reading itself.  This means that reading is different from uttering words from paper.  Reading incorporates comprehension and digestion of the written message.  The reading we teach to our Ss is  Reading Comprehension

 Subskills of reading include :  1. recognizing letters and words  2. recognizing meaning depending on structure  Recognizing meaning depending on context.  Reading for the gist (main idea)  Reading for details  Reading for pleasure (extensive reading, skimming)  Reading for specific data ( scanning)  Identifying keywords  Identifying the writer’s style  Identifying turning points in the text  Identifying the cohesion markers  Critical reading  interpretative reading  evaluative reading  Creative reading (the reader suggests different ends to stories)

What is reading? Decoding comprehendible SYMBOLS

 Writing is NOT just holding a pen / pencil and moving one’s hand on the paper.  This can be copying.  True writing incorporates the composition of the S own ideas and comments in his own words by depending on his knowledge of vocabulary, grammar, & writing conventions.

 Writing involves the following processes:  1. reading to gain info about a topic (brainstorming)  2. thinking of how the composition will look like (semantic mapping)  3. writing a first draft  4.Proof reading, and editing  5. Rewriting based on self, peer or teacher correction  6. Publishing what was written  So the writing we teach to our Ss is  Writing Composition

 Subskills of writing include :  Writing shapes of letters correctly  Writing words, & sentences  Dictation  Rearranging the events in a story  Modifying sentences  Summarizing a text  Finishing sentences  finishing stories   Writing paragraphs based on guiding word  writing paragraphs by answering questions  Writing paragraphs by replying to letters  Writing descriptive compositions  Writing narrative composition  writing expository compositions  Writing argumentative compositions.

What is writing? Encoding comprehendible sound symbols

 Ability to distinguish between sounds  Identify intonational devices  Identify grammatical signals: plurals, possessives, persons, past, comparatives … etc  Understand meaning of lexical items  Understand cultural aspects  Differentiate between written and spoken language  Suitability of the listening material  Suitability of the acoustic environment  Familiarity with reading/speaking habits.  Awareness of the theme.

The student’s book The students’ book

 - listening for separate sounds  Listening for stress and intonation  Listening through games and competitions  Listening for key words  Listening and dictation  Listening and drawing  Listening to short interviews  Listening to dialogues and phone calls.  listening to video tapes and films.

 The listening material should be within the capacity of the leaner  Giving a brief introduction: purpose of the activity, and nature of the task.  Number of times of listening depending on Ss ’ level and length and difficulty of the passage.  Ss do the task as they listen  When listening ends, T checks answers  T tests Ss ’ listening comprehension thro ’ :  - understanding individual words “ true or false ”  - recognizing sentences: by undertaking an action or providing answers  - understanding structure signals: passive, contrast, addition, clarification  - understanding short oral passages:  Understanding extending passages.: followed by role play, writing or discussions

Name Year of birth Place of birth Current job hobbies

 Introduction to the topic  Presenting relevant vocabulary  Developing expectations  Building up predictions

 bleebing is very good.  The children were bleebing happily on the playground.

 Ss listen to two types of listening:  1- for main ideas and to check their predictions (pausing the cassette for more predictions)  2- for details and to prepare for the comprehension questions afterwards

 Comprehension questions: to check understanding and draw on the general meaning of the passage  discussion questions: to actively participate in discussing the text and going beyond the text.

 Let ’ s watch Mr. Magdy teaching listening  As you are watch check the three stages of teaching listening 